Why yesterday’s skills and development strategies aren’t enough to survive today’s digital transformation

Learning Wire

Digital technologies have steadily been making their way into organizations and now impact every facet of organizational behavior, both externally and internally. Progress generates a skills gap. 7] Jenkins, Clinton, Purushotma, Robinson and Weigel (2004).

The ongoing work of learning standards

Litmos

After initial efforts in 1993, and bursts of energy circa 2000 and again in 2004, we’re seeing a new resurgence of activity and interest. SCORM was updated in 2004, and that is the existing standard for course delivery. The goal is to track a richer suite of information about behaviors.

How To Build a Serious Game: Part 1

TalentLMS

Dynamics: The run-time behavior of the game-as-system (Dynamics and Mechanics are different views of games.). Juul, 2004) Did you know that instruction design principles can actually fulfill the gaps in game design principles, when developing a serious game?

Games 98

The Six Deadly Sins of Training

Big Dog, Little Dog

When facing a performance problem, two questions need to be asked: “Do the employees have adequate job knowledge and skills?” ” “Do the employees have the proper attitude (desire) to perform the job?” do not use if. Which one do you prefer?

Disruptive Technologies and the Future of Learning & Development

Convergence Training

As you know, there are many new technologies available now or coming soon that may influence learning and development in different ways. I know, there’s a little bit of confusion there. Dr. Lee : Yeah, I think it’s still the thing to do, you know?

Resolution: This Year Create a Stronger, Smarter Organization

Marcia Conner

Although we spent a month assessing capabilities and gaps, a learning culture audit proved to be the most effective lever. They just also had endless obstacles in people’s paths stopping people from doing what needed to be done. Managers share information on a need-to-know basis.

Effective coaching trumps almost anything that can be accomplished in the classroom.

CLO Magazine

Grant and Cavanaugh (2004) provide the following coaching distinctions: 1) Skills coaching to address specific skills over a short direction (i.e. There are those who have the requisite knowledge and skills to coach, but lack the mentality, skills and patience required to do it effectively. Contrary to how many are selected to both teach and lead in organizations, it is not the person who “knows the most” who is always best suited to coach, teach or lead.