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No Time to Learn

The Performance Improvement Blog

And short, weekly conversations between managers and their direct reports would be far more than is typical in organizations today and could go a long way to support learning. Leadership Management Organization Culture Organizational Learning Teamwork Training action learning organizational learning performance management time management'

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Active and Passive Learning in Organizations

The Performance Improvement Blog

Here are ten of these “active” ways of learning in organizations that I would add to Hart’s list: Action learning (structured reflection on one’s own actions and experience). Logs, diaries, and journals (recording reflections and learning as it occurs).

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Four Phases of Learning

Dashe & Thomson

Variety to appeal to all learning styles. Partner- and team-based learning projects. Discovery exercises (personal, partnered, team-based). Real-world, contextual learning experiences. Problem-solving exercises. Learning games. Action learning exercises. Interactive presentations.

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Understanding impact: Putting your knowledge to practice

Learning Pool

Banking, exercising, liking things on Instagram – even sitting in a chair passively consuming TV. Businesses typically aren’t complaining that they don’t know how to collect and store data; with the right tools in place, organizations have access to a whole variety of valuable and actionable learning data.

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Four Phases of Learning

Dashe & Thomson

Variety to appeal to all learning styles. Partner- and team-based learning projects. Discovery exercises (personal, partnered, team-based). Real-world, contextual learning experiences. Problem-solving exercises. . Learning games. Action learning exercises. Interactive presentations.

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The Cone Of Experience

Ed App

Dale’s theory stemmed from the proposition that learners retain more information when they “do”, rather than what they “hear”, “read” or “observe” These findings are now also referred to as experiential learning or action learning. Source adapted from E.

LMS 40
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Are Instructional Designers Incapable of Micro-Learning Design? - Tip #124

Vignettes Learning

The above situation involves a Micro-Action. Learning is not the main focus; work and fixing this problem is the primary goal. When instructional designers were asked by me to design content for this Micro-Action, here is what happened: “I added all the steps to the content.” “The The learning objectives must be clear.” “I