Living in Learning

JUNE 7, 2019

The quality of those well-intended distributions, often via email attachments, or postings to knowledge bases, or communities of practice forums, or corporate shared drives, or SharePoint…or…or…or…are somewhat scattered. That's Point-of-Work, and that's where we can accelerate and protect productivity.

Productivity 100

Productivity Product SharePoint Knowledge Worker 100

Living in Learning

MAY 9, 2019

Content & Resources the Knowledge Worker relies upon to optimize their individual performance at the task-centric and role-specific levels.

Assessment 100

Assessment Resources Content Knowledge Worker 100

Living in Learning

AUGUST 27, 2012

Moments of need are either triggered by an issue or challenge where the knowledge worker is confronted with either remembering what/how to do something and then are forced to rely upon recall knowledge. Where we would like to be is giving them an efficient resource where reference knowledge is readily accessible.

Portal 200

Portal Performance Support Performance Knowledge Worker 200

Living in Learning

OCTOBER 10, 2009

In reality, this post is not as much about bears or about knowledge workers in their work context as it is about those of us in the training organization. I must confess that the bear scenarios were a bit bizarre, but will wager that those of you who endured the whole post will retain the concept.

Simulations 100

Simulations Social Networks Training Train 100

Living in Learning

DECEMBER 21, 2009

It does us little good to train our knowledge workers in the knowledge and skills to reach the summit and not consider how to equip them to get back down safely. Training is an essential component to continuous learning, and it always will be, but training, in and of itself, is no guarantee of sustained capability.

Performance Support 100

Performance Support Performance Training Train 100

Living in Learning

AUGUST 23, 2009

If knowledge workers are not in training, they must be at work. We are behind the flow of business, and many of us do design and develop solutions for the bigger slice of the learning opportunity pie. Not only does that change our rules of engagement, it changes our approach to discovery. Expanded Scope of Discovery.

Performance Support 113

Performance Support Design Support Instructional Design 113

Living in Learning

AUGUST 14, 2009

The learning meal must satisfy the hunger of our knowledge workers, and they need the ability (the individualized freedom) to choose more solutions that cater to their respective hungers. Freedom to choose from column B implies that something exists there as well.

Instructional Design 170

Instructional Design ADDIE Blended Learning Design 170