Living in Learning

APRIL 1, 2016

For a workforce to consistently function at optimal agility and resiliency, we must evolve beyond the current linear paradigm that is only scoped to transfer knowledge and skills through training no matter how compelling and engaging we try to make it.

Performance Support 124

Performance Support Support Performance Agile 124

Living in Learning

JUNE 6, 2016

What follows is a short story…a true story…that positions a skill set that changed my life in the L&D discipline. No instructional designers were harmed during this transition, but I must confess to scaring the crap out of number of them.

Consulting 100

Consulting Performance Support Performance Instructional Design 100

Living in Learning

AUGUST 19, 2012

My only hope is that training organizations hear the noise and embrace the implications of new skills and integration of learning @ the point of work before they hear another sound – the firing squad blasting away at their training budget. Methinks this evolution is going to make more noise than a dramatic shift of thinking.

Performance Support 186

Performance Support Support Performance Budget 186

Living in Learning

APRIL 1, 2016

For a workforce to consistently function at optimal agility and resiliency, we must evolve beyond the current linear paradigm that is only scoped to transfer knowledge and skills through training no matter how compelling and engaging we try to make it.

Performance Support 100

Performance Support Support Performance Agile 100

Living in Learning

JANUARY 12, 2011

If training is food we depend on for delivering knowledge and skills, are we eating the right meals? For many of us, we attempt to shed extra pounds that slow us down, to fit into the clothes we received as holiday gifts, and ultimately, to avoid adverse impacts to our health.

Training 140

Training Train Knowledge Business 140

Living in Learning

DECEMBER 21, 2009

The Pain of Knowledge and Skills Falling Short. I gained the necessary knowledge and skills on how to skate earlier in life. Prior, self-taught knowledge and skills were still equal to the performance concept I had envisioned on my new skates. The value of my knowledge and skills fell short as well. Summary Thoughts.

Performance Support 100

Performance Support Performance Training Train 100

Living in Learning

OCTOBER 10, 2009

For this to happen, that bear experienced formal learning and acquired some significant skills training; the very same skills you and I learned in our youth. However, if our contribution to the business mission is to create readiness and sustainability in the workforce, our scope and our skill sets need to expand.

Simulations 100

Simulations Social Networks Training Train 100

Living in Learning

AUGUST 8, 2009

In an earlier writing, I described the composition of continuous learning as: • Training – knowledge and skills acquired through formal learning venues. To do that our perspective must move beyond the comfort zone of designing solutions limited to enabling knowledge and skills. Therein, training is safe.

Diversity Training 100

Diversity Training Compliance Training Instructional Design Sun 100

Living in Learning

JANUARY 4, 2010

Why not the art of defining knowledge and skill requirements? Work context? After all, we are talking about learning here, and training is obviously a part of that, right? Certainly, it is…and that is exactly the point of this writing – training is indeed a part of learning – and in some cases, only a very small part.

Instructional Design 100

Instructional Design Consulting Tagging Association 100

Living in Learning

JANUARY 1, 2010

Why not the art of defining knowledge and skill requirements? Work context? After all, we are talking about learning here, and training is obviously a part of that, right? Certainly, it is…and that is exactly the point of this writing – training is indeed a part of learning – and in some cases, only a very small part.

Instructional Design 100

Instructional Design Consulting Tagging Association 100

Living in Learning

JULY 20, 2009

But there exists a deeper addiction – building knowledge and skills – a noble quest that will forever be in fashion. Therein lives our greatest challenge – ensuring knowledge and skills retention long enough to apply it in the work context. This requirement is not exactly new.

Blended Learning 100

Blended Learning Diversity Training LMS LCMS 100

Living in Learning

JUNE 26, 2009

There needs to be a substantive re-focus on discovery that embraces the work context of the learner not just their knowledge and skill requirements. That implies a different or an expanded skill set for many instructional designers. Those skills are outside of the traditional ADDIE mindset.

Budget 100

Budget Blended Learning Social Networks Instructional Design 100

Living in Learning

SEPTEMBER 4, 2009

My guess is that implementation methodology will suit the organization attempting the process, but confident the sequencing to be somewhere downstream from the formal training event where we plant the seeds of knowledge and skills. Refer to Figure 3.0 for illustration as you read. Figure 3.0.

Blended Learning 100

Blended Learning Performance Support Training Train 100

Living in Learning

SEPTEMBER 11, 2009

Cultural changes imply involvement of “people”, and people need strong, consistent leadership when Change requires different performance and expectations of different outcomes – not the least of which are new knowledge, skills, and competencies derived through continuous learning.

Change 113

Change Leadership Management Metrics 113

Living in Learning

JULY 31, 2009

The change manifests itself in the form of additional capabilities, and in most cases, those capabilities imply expanded discovery skills (like work context discovery and technology implications). They lose nothing, so there is nothing to protect.

Blended Learning 100

Blended Learning Training Train Instructional Design 100

Living in Learning

AUGUST 23, 2009

If we (as professional designers and trainers) are successful in expanding our focus from the learning event and successful transfer of knowledge and skills, we will find the learner in the crosshairs. With that growth there arises the need for expanded skills and competencies within the training organization. (See Figure 1.2).

Performance Support 113

Performance Support Design Support Instructional Design 113

Living in Learning

JULY 24, 2009

The target has shifted from knowledge and skills to delivery of a sustained capability. Interestingly, however, I witness internal business clients hungry for a more business and performance-centric approach to building a sustained capability in their people. Now our job emphasis has shifted to a hybrid sales and performance consulting model.

Compliance Training 100

Compliance Training Performance Support Learning Environment Classroom 100

Living in Learning

AUGUST 6, 2009

Our discovery disciplines need to become more ECM-like in that they focus on the work of business not just the knowledge and skills necessary to supplement performance. This new thinking is all about work context – the same work context where our learners confront their five moments of learning need.

Blended Learning 100

Blended Learning Diversity Training Social Networks Training 100

Living in Learning

AUGUST 14, 2009

We whip out ADDIE and complete a knowledge and skills-oriented, training needs assessment and storyboard a solution on a pre-determined authoring platform to publish to the LMS. Do the skills even exist within the training department to accomplish a root cause diagnostic when a performance gap surfaces? So what do we do? Work Context.

Instructional Design 170

Instructional Design ADDIE Blended Learning Design 170

Living in Learning

NOVEMBER 25, 2009

Capability – Knowledge, Skills & Abilities, Competencies & Attributes, Selection & Staffing, Performance Management, Training Programs, Curriculum Alignment/Maps/Tracks, etc. Without the benefit of those attributes, you are limited to transferring knowledge and skills.

Consulting 140

Consulting Organization Blended Learning Wink 140

Living in Learning

AUGUST 28, 2009

Methinks that’s bigger than ADDIE and broader than knowledge and skills. It is bigger than any one of us as we work in our profession. We (as training professionals) truly are Living in Learning, and as the tagline on the blog reads: Where we think, work and share together – we learn.

Resources 100

Resources Instructional Design ADDIE Evalution 100

Living in Learning

AUGUST 31, 2009

Methinks that’s bigger than ADDIE and broader than knowledge and skills. It is bigger than any one of us as we work in our profession. We (as training professionals) truly are Living in Learning, and as the tagline on the blog reads: Where we think, work and share together – we learn.

Instructional Design 100

Instructional Design ADDIE Resources Learning Environment 100