Training’s Futile Search for Evidence of Impact

It seems like we are always looking for something to improve training outcomes, a noble and well-intended search. In the many years I have been in this profession I confess to being part of that search. I must also confess to seeing shifts in tactics to e-learning and new whiz-bang technology that speed the process of training – and at the same time, perpetuate the search. So we search. And we search some more, and we always seem to look under the same rock – improving the transfer of knowledge.…

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Learning Brokers Force Training to the Edge

Moving the workforce into a state of readiness holds profound implications of producing performance and tangible outcomes that consistently contribute to sustained capability in any organization. It goes without saying that readiness is a desired state for the entirety of the organization’s workforce despite the diversity of work unit contributions. The one business unit in particular that carries mission-critical responsibility to be in a state of readiness is the Training organization. Their mission, if they do it well, should carry the responsibility to enable every other business unit’s workforce contribution…

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At the Edge: Chasing Learning Micro-Systems

A colleague who owns a successful training company recently contacted me with a question that triggered the writing of this post. She described their very solid approach to training [on-line systems focus] and shared some doubts that they are able to reach the “edges of the ecosystem” with their efforts. The question she asked was, “How do you propose to get to the edge?” (more…)

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Work Context: The New Classroom

After 22 years in the telecom industry, all but four of them with AT&T and Sprint, I had a very humbling experience. Fifteen of those years were spent living out of a suitcase as a roving sales trainer and then as a manager. My “humbling” may more accurately be described as an epiphany. It was shocking to me because I had convinced myself – after more frequent flyer miles and Marriott points than a human could use – that I had the sales training gig figured out. And I did.…

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Discovery Methodology for a Learning Continuum

The purpose of this document is to provide a guide for accomplishing discovery that defines attributes of a learning environment, in particular, the work context – when and where learning moments of need are manifest. It is essential that these attributes are identified in early planning stages in any project where learning assets are created to ensure design decisions are not negatively impacted by variables within the learner’s work environment. This approach includes three key learning environmental influencers – Space, Media & Systems – each having a cluster of discrete…

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PDR Design Model Supports Shift of Learning Design Into the Work Context

The concept of a learning shift represents a course correction by the USS Training Department. We are under full steam and headed into the shallows, and are in danger of running aground. We are trying to fight an insurgency with an army equipped with tactics and weaponry that do not fit the field of battle. Choose a metaphor of your own; bottom-line is painfully clear – the learning game has changed, and our tactics and methodologies that worked so well in a traditional “training war” are not as effective in…

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Learning Agility: Re-Invention with Performer Support

Last November I had the privilege of participating in a panel of experts at the Learning 2008 Conference sponsored by Elliott Masie in Orlando. The focus of the panel, moderated by Dr. Conrad Gottfredson and Bob Mosher, zeroed in on best practices intended to improve accessibility of learning to learners in their moments of learning need. I sat with three other CLO-type learning leaders from Bank of America, Disney, and Sprint. After sitting on a similar panel the previous year, I noticed immediately that the role played by just-in-time learning…

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