Clark Quinn

OCTOBER 20, 2008

really was all about new work skills - skills we should be learning. Actually, it's also about the fact that there's not really new work as much as there is new work skills. Work Skills Changing Most of us who used to use these things know somewhat know that they really aren't in use anymore. More on this below.

Work Skills 100

Work Skills Skills Wiki Google Docs 100

Clark Quinn

DECEMBER 13, 2017

The topic was the link between higher ed and job skills, and I was a wee bit cynical. Worse, I don’t think higher ed does a good job of developing meta-cognitive and meta-learning skills. Yet the role of developing higher skills is possible and valuable. The post Higher Ed & Job Skills? We can do better.

Job 23

Job Skills Cognitive Twitter 23

Clark Quinn

JUNE 6, 2023

In the second conversation, up-skilling came up as an important trend. My take is that it’s all well and good to want to do it, but if you really want persistent new skill development, you have to do it right ! We’ll cover the gamut, from individual learning skills, to team, and organizational success.

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Performance Support DevLearn Conversation Survey 206

Clark Quinn

MARCH 7, 2023

Then, for any particular gap, we look for the root cause: is it a lack of skill, lack of knowledge, lack of resources, lack of motivation, … ? Of course, we shouldn’t be responsible for hiring or resourcing or compensation; at least not without a job description and skilling rethink. Where are we lacking?

Performance Support 262

Performance Support Consulting Analysis Performance 262

Clark Quinn

APRIL 26, 2022

The only problem is that there can be many reasons for a performance problem that have nothing to do with knowledge or skill gaps. Only when the cause is a skill gap does a course really make sense. You should determine what the performance gap is (to the level you’ll know when it’s fixed), and the cause.

Metrics 262

Metrics Performance Support Pedagogy Behavior 262

Clark Quinn

NOVEMBER 23, 2016

It’s about systematically changing behavior, developing new skills to meet ever-changing needs. Ultimately, is your elearning changing behaviors, developing skills, and increasing capacity? Learning, properly, should have an impact. That’s why we invest in learning: training or elearning. Via : Zoom Conference Service.

eLearning Strategy 0

eLearning Strategy Strategy Design Behavior 0

Clark Quinn

SEPTEMBER 30, 2022

As people master the skills, at greater and greater levels of challenge (an important component of successful learning experience design), they build confidence. Ultimately, we want learners to have sufficient confidence to try out the skills (and succeed) after the learning experience. Building confidence is an adjunct here.

Cognitive 215

Cognitive DevLearn Predictions Theory 215

Clark Quinn

DECEMBER 14, 2021

It is not ‘understand’ but ‘do’ You’re not anchoring if your root cause of the performance gap isn’t a lack of skill. That is, we should be helping learners ‘get’ that the consequences of acquiring this skill matter to them. This is something we should design into the experience.

Learning Objects 246

Learning Objects Learning Objectives Consulting Performance 246

Clark Quinn

MAY 12, 2020

If we ever get better about developing self-learning skills in school or university (ideally the former), could we eliminate the need for organizational courses? If schools start developing learn-to-learn skills, wouldn’t everyone be able to take responsibility for their own learning? E.g. will we still need L&D?

Communities of Practice 222

Communities of Practice Community Roles Alternatives 222

Clark Quinn

AUGUST 4, 2020

If we can show them the consequence of having, or not, the skills, and do this for the right audience and skills, we can at least ensure that they’re in the ‘value’ dimension. Instead, I see our goal as helping people realize that they need it, even if not ‘want’ it.

Theory 213

Theory Analysis Sound Gamification 213

Clark Quinn

FEBRUARY 3, 2021

I like to use what I call a ‘motivating’ example, that shows the consequences from having (or not) the skill(s) addressed. These are important to help the learner understand how the skill gets applied to particular situations. The point being that basically we’re opening the emotional as well as the cognitive story.

Cognitive 227

Cognitive Communities of Practice Open Suite 227

Clark Quinn

AUGUST 22, 2023

If you want to truly develop a skill, sufficient practice, over time, is required. The underlying phenomena is that we need lots of practice, for two reasons. For one, the ‘learning’ mechanism that strengthens our learning can only do so much before it needs sleep.

Brain 213

Brain Behavior Sales Study 213

Clark Quinn

DECEMBER 5, 2023

The important recognition is that there can be multiple barriers to performance, including a lack of skills indicating a course. He’s a proponent of performance improvement consulting, where you analyze the problem before you decree a course as a solution. However, other reasons might be the wrong incentives, a lack of resources, etc.

Performance Support 173

Performance Support Analysis Consulting Suite 173

Clark Quinn

OCTOBER 20, 2020

The ‘developing you as an individual’ is really building your more general skills: communicating, working with others, a positive attitude, knowing how to search, etc. But you can’t address these skills on their own, they’re specifically about how you do domain things. And some are moving in a good direction.

Education 208

Education Pedagogy Attitudes Predictions 208

Clark Quinn

MAY 25, 2021

sometimes I wonder how to best juggle everything that my role requires: project management, design and ux/ui skills, basic coding, dealing with timelines and SMEs and managers. Don’t forget task analysis and needs assessment skills, making content accessible and engaging. My interlocutor weighed in with her tasks: .

DevLearn 276

DevLearn Asynchronous Performance Support Rapid eLearning 276

Clark Quinn

MAY 4, 2021

Did it give you many of the skills you apply in your job now? Without knowing whether it’s truly a function of lack of skill. If it looks like school, it must be learning. We’ve all been to school, so we know what learning looks like, right? Except, do you remember how effective school actually was?

Metrics 275

Metrics LMS Job Portal 275

Clark Quinn

MARCH 8, 2018

It’s also about the learning to learn and work skills that accompany the foundational knowledge. It’s about ‘meta’ skills. Meta-skills, like learning to learn and learning to work well (21C skills), can’t be developed on their own. What skills?

Program 105

Program Pedagogy Mentoring Organizational Learning 105

Clark Quinn

JULY 3, 2007

(..)

Skills 100

Skills Discussion Effectiveness 100

Clark Quinn

NOVEMBER 14, 2023

Despite the necessity of starting as order takers (essentially, “you can’t say ‘no'”), he estimates that only 20% of the time is the problem a learning or skills problem. Which resonates with other data I’ve seen about the value of training interventions!

Performance Support 204

Performance Support Problem Open Analysis 204

Clark Quinn

JULY 11, 2023

So, if you want the higher-level skills, you practice them and that’s what’s necessary. Fortunately, in that paper (PDF), however, she tested and found that while lower level testing lead to better lower-level recall, it didn’t impact higher-level problem-solving. Which, for experience design, is great news.

DevLearn 154

DevLearn PDF microlearning News 154

Clark Quinn

FEBRUARY 8, 2022

However, without accreditation or at least a scrutable process, how do you know the skill/knowledge is appropriate and accurate? From the other side, I think a certificate or credentials help the learner signify what they’ve accomplished. I think accreditation has the potential to be a ‘reality check’ on any offering.

Pedagogy 242

Pedagogy Quality Forum Social Networks 242

Clark Quinn

JULY 31, 2014

One of the layers that’s increasingly interesting to me is the notion of the success skills, or meta-skills that are involved. For example, the SCANS competencies are a decent suite of skills that recognize the general skills for success that cross different disciplines.

Scanning 154

Scanning Assessment Performance Support Problem 154

Clark Quinn

AUGUST 22, 2019

If it’s internal, and it’s a critical skill, the production values should be only enough to ensure that learners can identify the situation and perform appropriately (or get feedback). There were many arguments about the locus: fear of going out of bounds, managers oppression, low level tools, lack of skills, and more.

Comparison 147

Comparison Quality Issue eLearning Tools 147

Clark Quinn

MARCH 14, 2023

That is, retaining skills over time ’til needed and transferring to all appropriate (and no inappropriate) situations. I don’t claim it’s automatic, but I do believe that with practice, it gets easier. You need to address both process and product, of course.

Productivity 198

Productivity Product Cognitive Integrate 198

Clark Quinn

FEBRUARY 2, 2023

You can take Harold’s workshop, or read Ross’s book; both will give you useful skills. In this era of increasing information, having practices that assist are critical. What you shouldn’t do is continue on without some systematic practices. If you’re looking for help coping with information, it’s available.

Informal 180

Informal PKM Brain Information Overload 180

Clark Quinn

JANUARY 29, 2019

And that means also learning about learning to learn skills, and more. Our tasks need to require 21C skills and understanding the societal context as well. In my ‘application-based instruction’ model , I talk about giving learners challenges that do require 21 C skills in natural ways.

Instructional 151

Instructional Instruction Pedagogy Embed 151

Clark Quinn

JUNE 14, 2022

Ideally, we’d like to be transformational, leaving learners equipped with new skills and the awareness thereof. At core, however, what we’re focusing on is making it a true ‘experience’, not just an instructional event. What does this mean in practice? A number of things.

Cognitive 286

Cognitive Metrics Exercise Instructional Design 286

Clark Quinn

MAY 9, 2023

It’s not the average course that’s the issue, but big ones, or multiple courses addressing skill gaps. Ok, so I’m going to go out on a limb here, and talk a wee bit about what I’ve been learning about designing curricula. I care about doing it right (and probably haven’t always).

Teach 218

Teach Issue Design Track 218

Clark Quinn

MAY 31, 2022

It can be either having to do with either the consequences of having the resulting skill, or not. To start, WIIFM is about connecting learners to a visceral understanding of the reason for the learning experience. There should be a clear value proposition, to them. I believe that learners will invest in learning if they understand why.

Alternatives 194

Alternatives Suite Communication Issue 194

Clark Quinn

NOVEMBER 2, 2021

For instance, supporting learning-to-learn skills. This also means curating a suite of resources aligned with learning directions and future opportunities. The point being that we should be supporting evidence-based methods for individual development, then supporting digitally. Taking them for granted is a mistake!

Policies 266

Policies Search Digital Alternatives 266

Clark Quinn

MARCH 8, 2022

So it’s difficult to get them to provide good support for acquiring skills or understanding. Another problem is that experts also lose touch with what they grappled with as novices. What they take for granted isn’t even on the radar of novices. Their attempts at explanations for reference of instruction fail.

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Expert Cognitive Expertise Problem 272

Clark Quinn

AUGUST 17, 2016

So the things we need, to me, are two things: meaningful learning , whereby we have individuals learning skills that are applicable in their lives, and. meta-learning , or learning to learn, so that people can continue to develop their skills in the face of increasing change. He wanted critical thinking skills, and I agree.

Pedagogy 100

Pedagogy Quiz Evalution Mentoring 100

Clark Quinn

AUGUST 17, 2016

So the things we need, to me, are two things: meaningful learning , whereby we have individuals learning skills that are applicable in their lives, and. meta-learning , or learning to learn, so that people can continue to develop their skills in the face of increasing change. He wanted critical thinking skills, and I agree.

Pedagogy 0

Pedagogy Quiz Evalution Mentoring 0

Clark Quinn

NOVEMBER 10, 2020

If the difficulty is too far above your skill level, the experience is frustrating. I’ve previously pointed out how Csikszentmihalyi’s Flow and Vygotsky’s Zone of Proximal Development (ZoPD) are essentially the same. If it’s too easy, it’s boring. And in between is the flow state, and where learning happens.

Performance Support 280

Performance Support Offline Learning Social Networks 280

Clark Quinn

NOVEMBER 5, 2013

Even learning & development isn’t enough; we need to focus on developing individual and team skills and contributions, but where does performance support fit? The skills are performance consulting, and facilitation of development and innovation. My first take was that training and development wasn’t enough.

Performance Support 188

Performance Support Performance Develop PKM 188

Clark Quinn

MAY 30, 2017

Is a master’s supposed to be about skill-building? Indeed, if I need to develop a practical skill, I need to perform the skills. And this holds true for job skills whether it’s vocational training or university (which is increasingly being expected to prepare people for jobs). Is it job training?

Ratio 115

Ratio Theory Issue Instructional Design 115

Clark Quinn

JULY 18, 2013

I broke it up into two different forms of support: direct, and supporting the associated skills. We might design or curate useful information resources (how-to videos, job aids), and occasionally, when a significant skill shift is needed, we might design courses.

Performance Support 178

Performance Support Support Communities of Practice Association 178