Clive on Learning

MARCH 8, 2011

The Big Question on the ASTD Learning Circuits Blog is long enough to fill a post all by itself: How do you assess whether your informal learning, social learning, continuous learning, performance support initiatives have the desired impact or achieve the desired results? Can they perform? Performance is messy.

Big Question 95

Big Question Informal Learning Assessment Informal 95

Clive on Learning

MAY 17, 2012

In some respects m-learning is no big deal, because mobile devices are already ubiquitous and essential performance aids. Up until now it has been very hard to provide performance support to these people. The end result of all this won’t always be learning, but it will be enhanced performance and surely that’s what really matters.

Simulations 96

Simulations eLearning Guild Association LMS Association Learning Management System 96

Clive on Learning

DECEMBER 13, 2012

Learning professionals have always known that they should be measuring the output of their interventions in terms of business performance, but in easier times (in other words before October 2008) there was very little external pressure on them to do so.

Evalution 84

Evalution Kirkpatrick Blended Learning Performance Support 84

Clive on Learning

FEBRUARY 26, 2014

For me it is perfectly legitimate for an organisation to want to set up learning interventions that they feel will improve employee performance. Employees also have the desire to improve their performance through learning and they will seek out resources that help them to do that, more often than not online.

Blended Learning 89

Blended Learning Online Learning Online Blended 89

Clive on Learning

JULY 13, 2012

Digital online content, including web articles, videos, screencasts, podcasts, slide shows Performance support material for access on-demand. As performance support tools, i.e. making it easier to seek out and provide expertise. As a developmental activity initiated by the learner. As tools for problem-solving and reflection.

Blended Learning 93

Blended Learning Social Networks Case Study Wiki 93

Clive on Learning

MARCH 23, 2012

Anyway, what follows is a very brief summary of the information that I like to gather under each heading: Learning: How performance needs to change / what the target population needs to do differently from what they do now. What, if any, learning is required to support this change in performance.

Learner 74

Learner Attitudes Micro-Learning Performance Support 74

Clive on Learning

MAY 30, 2012

I sympathised with what he was saying, but felt uncomfortable with rubbishing what, for me, is one of the foundations of modern performance management. And they also provide a foundation for more objective performance reviews. Assessing competencies against a portfolio of evidence is cumbersome and time-consuming.

Portfolio 79

Portfolio Teach Leadership Evalution 79

Clive on Learning

APRIL 21, 2020

What proportion of the music that you consume is at a live performance? To answer the question, I return to my post of 9th December 2011. For me, face-to-face is for special occasions. Ask yourself. Chances are it's something between 0 and 10%. What proportion of the drama that you watch is at the theatre, rather than at the cinema or on TV?

Music 72

Music Asynchronous Synchronous Streaming 72

Clive on Learning

JUNE 18, 2015

This question places the emphasis on performance not on learning, which is vital if you are to design a solution that is focused on changing behaviour and not on developing knowledge. You want to establish as soon as possible whether there really is a learning gap and what other factors could be impacting on performance.

Performance Support 40

Performance Support Budget Blended Learning Analysis 40

Clive on Learning

JUNE 21, 2013

Top-down learning Top-down learning occurs because organisations want their employees to perform effectively and efficiently and they appreciate that this depends, at least in part, on them possessing the appropriate knowledge and skills. Bottom-up learning Bottom-up learning occurs because employees also want to perform.

Strategy 77

Strategy Wiki Communities of Practice Reputation 77

Clive on Learning

JUNE 7, 2011

The trouble is that less and less of the tasks we have to perform at work are rule-based. Another reason you might back away from instruction as a strategy is because it is more efficient to provide how-to materials at the point-of-need - it isn't learning that's required, it's performance support: Don't get me wrong.

Instructional 75

Instructional Instruction Off-shore Instructional Design 75

Clive on Learning

JUNE 18, 2015

This question places the emphasis on performance not on learning, which is vital if you are to design a solution that is focused on changing behaviour and not on developing knowledge. You want to establish as soon as possible whether there really is a learning gap and what other factors could be impacting on performance.

Performance Support 40

Performance Support Budget Blended Learning Analysis 40

Clive on Learning

OCTOBER 3, 2013

As we’ve seen, they must deliver in terms of performance. It also puts a smile on the face of the finance director, because it’s so cheap, at least when there are lots of people who require training. But blends have to be effective as well as cheap and flexible.

Blended Learning 82

Blended Learning Blended Study Tips 82

Clive on Learning

DECEMBER 18, 2013

Skilled performance looks so easy when applied effortlessly by experts - surely it can''t be that hard. Unconscious competence: In time and with enough practice a skill will become unconscious - you will be able to perform it without effort. Conscious incompetence: So then you have a go. ''Oh

Skills 81

Skills Cognitive Blended Learning Performance Support 81

Clive on Learning

DECEMBER 4, 2012

The data was collected from an online survey issued three months after the completion of training, and focuses on the degree to which the transfer of learning has taken place and the effect this has had on performance. The results are summarised in a downloadable white paper, They Think It's All Over.

Coaching 79

Coaching Roles Management Performance Support 79

Clive on Learning

JANUARY 3, 2013

Think, what would I want, given the same tasks to perform and the same starting position? A little bit of care is needed in putting this into practice, because you probably do not have the same tasks to perform or the same starting position as your potential users. You may do a very different type of work.

Instructional Design 80

Instructional Design Instructional Instruction Design 80

Clive on Learning

OCTOBER 1, 2013

Next : Focus on performance, not knowledge. Your relationship should be one of professional adviser, not order taker. The client’s responsibility is to articulate their needs. Yours is to help them to meet these needs effectively and efficiently. blended learning'

Blended Learning 85

Blended Learning Blended Expert Learning Objects 85

Clive on Learning

MARCH 26, 2010

In a rare training-related article in People Management magazine, Evaluating Performance Gain from Training , my attention was drawn to an interesting study conducted by training outsourcing specialists KnowledgePool , with input from more than 10,000 learners and their managers over a three year period.

Management 69

Management Performance Support Outsource Specialist 69

Clive on Learning

JULY 16, 2013

Over and above knowledge and skills, what else needs to be in place in the work environment if performance is going to change? And I''d try and make sure that compliance was not only modelled by managers but backed up by the performance management system. So, what would you do? compliance'

Compliance Training 103

Compliance Training Compliance Create Score 103

Clive on Learning

DECEMBER 17, 2013

As Nick Shackleton-Jones has pointed out, while a focus on performance is important, it is not sufficient. Preparation has another important role which is to start to address the learner''s hopes and fears - their emotional response to the intervention.

Blended Learning 77

Blended Learning Blended Virtual Classroom Simulations 77

Clive on Learning

FEBRUARY 7, 2013

I'm reminded of when I went to watch an old friend perform with his David Bowie tribute band. The emphasis would not have been on fidelity to an original but on responding to the situation with a performance that was truly unique. They played each Bowie song exactly like the recording. They were spot on in every detail.

Synchronous 86

Synchronous Social Networks Asynchronous Skype 86

Clive on Learning

DECEMBER 18, 2012

Putting in place processes for improved performance needs analysis and blended solution design. Establishing a learning architecture and infrastructure that recognises these unique characteristics. Building capability in areas such as the design of digital learning content, learning live and online, and connected online learning.

Blended Learning 94

Blended Learning Compliance Training Develop Asynchronous 94

Clive on Learning

SEPTEMBER 28, 2011

Charles describes this as a ‘conspiracy of convenience’: performance analysis is not done or done poorly; business managers want ‘training’; training managers deliver it; no-one measures it. He is a leading thinker and practitioner in learning and development, change management, and performance improvement.

Performance Support 73

Performance Support Global vendor Learning 73

Clive on Learning

OCTOBER 26, 2012

Putting in place processes for improved performance needs analysis and blended solution design. Establishing a learning architecture and infrastructure that recognises these unique characteristics. Building capability in areas such as the design of digital learning content, learning live and online, and connected online learning.

Compliance Training 93

Compliance Training Develop Blended Learning Asynchronous 93

Clive on Learning

JUNE 3, 2011

In most cases the end goal is for the learner to be able to perform a task effectively and efficiently, rather than to acquire knowledge. It captures the idea perfectly in plain language. So what are the implications?Training Training is not education. Knowledge is useful, but only so far as it supports this goal.As

Informal 81

Informal Performance Support Exercise Teach 81

Clive on Learning

DECEMBER 20, 2013

By ''great'' I mean that they met their performance objectives without wasting organisational resources, while at the same time taking account of the hopes and fears of the target population.

Case Study 83

Case Study Blended Learning Blended Performance Support 83

Clive on Learning

AUGUST 30, 2012

So, what could you buy or sell remotely by the hour: analysing a performance requirement? Not surprisingly, the most popular services on offer at the moment are those that can be provided virtually, like graphic design or coding, but currently no-ones extending this to learning technologies. proposing a blended solution? preparing a quiz?

Services 73

Services Specialist Virtual World Quiz 73

Clive on Learning

MAY 17, 2013

Finally, there is an increasing awareness that stand-alone classroom interventions have a limited impact on job performance. By then, many organisations will have got used to the idea that many meetings and other events can be handled perfectly adequately using web conferencing. Coming next: The vision: 1. transformation'

Blended Learning 95

Blended Learning Compliance Training Develop Budget 95

Clive on Learning

SEPTEMBER 28, 2013

None of these will guarantee that you will make great design decisions but they may just point you in the right direction. blended learning'

Blended Learning 86

Blended Learning Blended Tips Asynchronous 86

Clive on Learning

DECEMBER 6, 2012

The eighth of ten 'insights' is that ‘Assessment is changing', in the sense that assessment of knowledge is not enough - it is performance that matters. This post continues my commentary to the Learning Insights 2012 Report produced by Kineo for e.learning age magazine.

Assessment 99

Assessment Change Cognitive Simulations 99

Clive on Learning

DECEMBER 19, 2013

which underpin work performance. Today, I will attempt to do the same for an intervention that explores ideas. First of all, what do I mean by exploring ideas? Well, I mean more than the teaching of the knowledge (facts, concepts, rules, etc.) Ideas are key principles which underpin your decision making.

Ideas 79

Ideas Case Study Blended Learning Blended 79

Clive on Learning

FEBRUARY 16, 2010

Many mistakes you can make while performing do not prevent those things from happening.” It’s a performance skill, and performance means practice.”. “If you’d like to be good at something, the first thing to go out the window is the notion of perfection.” They (the audience) want to be entertained. They want to learn.

Brain 65

Brain Tagging Performance Tips 65

Clive on Learning

OCTOBER 17, 2011

They may have pitted one learner's performance against another, or against their own previous attainments. They may have set goals, perhaps in terms of output, perhaps time. They may have come up with rules to make tasks more focused or more challenging.

Big Question 84

Big Question Gamification Roles Games 84

Clive on Learning

MARCH 1, 2013

for reflection and discussion (non-formal/20) Content contributed by learners (non-formal/20) Work assignments (experiential/70) Performance support materials (on-demand/70) I'm sure you could think of more examples. So, yes, I believe it is possible to cross the boundaries within the context of a formal, blended course.

Blended Learning 91

Blended Learning Virtual Classroom Wiki Simulations 91

Clive on Learning

JUNE 14, 2013

It allows a learner to get speedy answers to questions and to obtain quick feedback on their performance. The argument for being synchronous There is nothing inherently wrong with synchronous communication. It gets things done quickly. It makes it possible for learners to work together on practical activities such as role-plays.

Synchronous 77

Synchronous Asynchronous Strategy Virtual Classroom 77

Clive on Learning

JULY 2, 2018

Your concern is that, if you major on gender equality, showing women in positions that they rarely occupy in real life, but which they are perfectly capable of performing, then your content loses credibility. You might turn off some of your audience. So, let’s imagine you are casting a video.

Design 59

Design Engineering Images Teach 59

Clive on Learning

MAY 4, 2020

2 In a live event, you have the potential to get quick answers to your questions and immediate feedback on your performance. Many learning activities, including role-plays, simply have to be live. This level of responsiveness can be important in some situations, such as learning to operate a process or to handle customer queries.

Online Learning 52

Online Learning Online Blended Learning Blended 52