As I am straddling the line between performance improvement and instructional design, I have been mulling over the use of Front-End Analysis and thinking about whether it would apply to the performance problems that we so often see associated with implementing ERP systems. MORE

Skill gap analysis : Compares a person’s skills to those required to do a job they have been, or will be, assigned to. Should include expectations about the implementation, hosting, performance, maintenance, and support of an LMS. MORE

Debunked: Traditionally, L&D has looked at the subjects employees should know and then has created training content around those subjects. Only then should L&D design continuous learning content that addresses specific knowledge and performance needs that will help employees meet those objectives. And today, new business practices and learning technologies make it much easier to do just that. Truth? Or Myth? Depends on which decade you’re operating in. MORE

Charles is a co-founder of the 70:20:10 Institute , as well as a leading thinker and practitioner in learning, development and performance”. People need the information and tools to do their jobs, but there is also a cultural element in what L&D needs to do. MORE

Next week I will be attending the Learning Solutions conference and the co-located Learning Performance Ecosystem conference. This is hopefully helpful if you are attending, but if you do not go to Orlando there are many ways to tap into the rich conference resources. I do not know any of them. But Learning Solutions has a great track record for great keynotes, so I do hope that they will surprise and inspire me. Bridging the gender gap. MORE

When it comes to building eLearning, how do you do it? Do you just open up Articulate Storyline , have a look at the content that your SME has provided and then just start building it? Do they need to be assessed to prove their understanding has changed? You know what? MORE

Fortunately, they have technology on their side, and they know how to use it. In fact, it’s best to stick to just one subject and focus on the bare necessities, such as the key takeaways that learners need to know to carry out a task. MORE

During DevLearn I found that there is a huge gap between the presenters and the audience. I did notice that gap at other conferences as well, but in my opinion that gap is widening. And I believe that the gap with the real world and the business reality is even bigger. MORE

Here are the eLearning terms you really need to know, from A-L. Assessment: Often takes the form of a test included at the end of a course to evaluate learner performance. HTML5: HTML5 technology provides many tools to fill the gap left by the decline of Flash. MORE

Yesterday, I wrote a post on Learning vs. Performance – the Dichotomy. It was more of a theoretical exposition on why learning doesn’t necessarily translate into performance, and delved into some of the psychological and behavioral aspects of the same. Why is it that learning and training don’t translate into performance? Why are employees still not performing as expected? What should L&D do about it? Performance looks for the gaps in business. MORE

The real learning occurs in the act of applying the new knowledge or know-how and the immediate feedback (did it go well or did it not?!). And therefore, there are no performance or capability gaps for L&D to fill, right? There are no friction points getting new starters to become top performers, no? What do you mean: No, No, No and No? So, how do they get employees to adopt technology for learning? What are your people struggling to do right now? MORE

Here are a few tips to help you fill in learning gaps and maximize learning transfer by writing effective feedback for your elearning courses. Include opportunities for learners to explore and confirm what they know throughout the course—and provide prompt coaching feedback during those elearning interactions (activities, games, quizzes…) to guide student understanding. This can leave gaps in their knowledge that may negatively impact their performance on the final exam. MORE

How do you get there? we’ve got the perfect PowerPoint graphics to help you to fill in the gap! In the cases where the material is attempting to fill a gap and help the employee cross from where they are now to a place of higher potential, this graphic is a great way to start. MORE

Knowing yourself, your people and how to influence are among the most vital leadership skills needed for 2013. Gaining these competencies requires real commitment by leaders and their organizations -- a kind of commitment that leads to a high-performance culture, greater customer loyalty and, ultimately, a more robust bottom line. Know yourself and your impact. Know your people. Know your stuff. Know your organization and how to influence it. MORE

You’re the best person to bridge the skills gap for your team. Economists and researchers like to argue about whether there’s any evidence for a skills gap, but as a recent article in Inc. You have a skills gap. And it’s your job to do so. MORE

For another, when they do review and/or develop learning strategies, those strategies don’t always mesh well with business priorities. Further, CLOs need to know how learning drives business-centric concerns like revenue and market penetration. MORE

We get trained to do something, perform a task to maximize our rewards, then reap the benefits. We aren’t pigeons and we can learn to do things in more way than one. We’re already struggling to close a widening skills gap and can’t have our people lose faith. MORE

Link individual effectiveness to organizational performance. Executive coaching is a professional process that links individual effectiveness to organizational performance. It is a strategic process that helps organizations attract and retain great leaders, enables executive teams to improve leadership and team performance, and supports senior executives responsible for making crucial business decisions and achieving outcomes. MORE

Working together becomes smooth when both parties know their individual roles and responsibilities better. Once they clearly know what they are supposed to do and expect from each other, the process becomes streamlined. Do share your views. MORE

A common question I see doing the rounds is whether the reporting is affected when SCORM courses are viewed on a mobile device. Reporting is mostly done through a Learning Management System (LMS), which also monitors a learner’s performance efficiently. MORE

Employee knowledge gaps are permeating the corporate world at a pace we don’t care for, and the chasm is only widening by the day. Such a massive volume of material means that employees don’t know what to find, where, or even what to focus on. MORE

An easy thing to do or to learn (an understanding of psychology, human behavior and much more goes into it). The program also has a leaderboard which is set to only show the top ten performers that are at the same level as the user. How do I know if Corporate Gamification is right? MORE

First, they aim to close the gap between a seller’s actual and desired performance. The reality is that few do. 5 Percent of Coaching Conversations: Performance Coaching As mentioned, the principal purpose of coaching is to improve performance. Unfortunately for most companies, these types of coaching discussions occur only if driven by mandated performance conversations. The other driver of performance conversations is obviously underperformance. MORE

To do that they need a workforce that has the skills to solve customer problems by creating new and more innovative products and services. To do that, Robertson said learning leaders should bring customers and executives together as part of the learning process. MORE

Wednesday, May 06, 2009 Describing What You Do: Instructional Design Youre at a playground and you start talking to the mom sitting on the bench next to you. Eventually, she asks you what you do for work. What do you say? This was me yesterday: Playground Mom: So, what do you do? Thats a great description, but it still doesnt help me tell the woman on the playground what it is that I do. How do you explain yourself? MORE

Once the goal for the change is clear, the person must receive some sort of learning support or instruction on how to do the new behavior. Most leaders will agree that they often do not get the kind of attention they need to initiate substantial change. “When a gap has been identified, we expect them to be able to make the shifts on their own. “They need to know how it will help today, right now,” Grimshaw said. • What are you doing right now? MORE

If there is one thing that fails an eLearning course, it’s the capability to differentiate performance of its learners from pre-course to post-course. Measuring performance is an essential tool to determine if the eLearning course has been effective. Do you have something to add? MORE

The challenge now is how best to do this when, at the same time, employees are also nearly always working as work and life become fused. This will mean finding ways to reach beyond the confines of what each of us know or what we’ve done. What are we L&D professionals to do? MORE

Now the question is how to do it? Identify what people need to do (instead of need to know), translate them into actions. need to know, add that information. The third principle also talks about connecting learning to learners’ performance goals. MORE

If, upon graduation, he applies for a job that is not traditionally associated with the degree he earned, can employers expect that he can do the job—and do it well? Meanwhile, there’s a skills gap in the workforce. MORE

At work, how many times in a day does someone ask you “How do you do this”? You answer it in the shortest possible way and go back to what you’re doing. Now, how many times in an average day do you check something online? It's a natural thing to do. MORE

This is about Principle #2: “Do not assume eLearning is the Answer”. In order to do this we need a better understanding of the context and the type of learning you want to apply. Specifically, let’s explore how we learn, and how we transfer what we learn to on-the-job performance. MORE

Robust employee knowledge is a critical component of optimal performance. After all, if employees don’t know , they can’t do. This puts employees at a considerable disadvantage, as they are unable to take ownership of their own knowledge to meet their performance needs. MORE

Doing, versus listening, has power. Learning is then translated back into daily choices made in the business world, thereby increasing performance through a change in behavior. It is not enough to know how to “win” in the game; the learning must be translated to the work environment. MORE

Instead, it’s the opportunity to do well; to try new things; to improve themselves; to gain greater capability in their professional field – or just within their organisation. People learn from ‘doing’ and also advance their careers within organisations from the results of their ‘doing’. MORE

From top to bottom, what each employee knows or doesn’t know has an exponential impact on the overall success of your company. When employees don’t have the right knowledge, expecting them to be top performers (or even average performers) just isn’t realistic. MORE

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. MORE