Remove Knowing Doing Gap Remove Mentoring Remove Performance Support Remove Support

Learning Vs. Performance -- The Dichotomy

ID Reflections

The focus has moved from “learning” to “performance”. Training wasn’t necessarily leading to the desired performance outcome anymore. It’s rapidly becoming evident that training will increasingly have a tiny role to play in workplace learning and performance. I will instead focus on few other aspects that we (L&D) miss out or don’t focus on enough when thinking of workplace performance in the Knowledge Era. That is, it has a direct impact on performance.

Time for a New Look at Learning: Or What I Learned from Reading “Informal Learning at Work”

Pract.us

You can support those efforts for more learning bang for your buck. His book, Informal Learning at Work: How to Boost Performance in Tough Times , sums up his experience and advice in this area. In Matthews’ words, “Much of the learning we do on a daily basis is not something we think of or label as learning. Combine traditional classes with mentoring, coaching, and follow-up activities. 2) Helping people jump the “knowing-doing gap”.

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Free L&D webinars for September 2018

Limestone Learning

Tuesday, September 4, 2018, 11AM – 12PM PT: Using Simulations to Bridge the Gap Between Intention and Action (Free for ATD members) A well-executed business simulation is designed to create aha moments, where knowledge and understanding translate to a change in behaviour. Arguably, these resources can teach us the skills we need to improve the way we operate and the way companies do business. In this respect, there is often a “knowing-doinggap to be filled.

Re-imagining the Book

Jay Cross

I thought I’d be able to do this by changing the voice of the Fieldbook. I received these responses: Design with intentional gaps in the knowledge of the book to encourage high bandwidth communication might be fatal. Their own microblog for note taking, feedback, questions to mentors. How do you motivate people to re-read? My summary at this point: I’ve been preaching that action is the measure of learning , not knowing. Background.

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