Artikelen

Performers need instant access to only what they need.

I hate using the word “paradigm” but I honestly cannot think of anything better, so I will plow ahead and use it anyway. This so called paradigm I reference in this post represents a concept I’ve sold…we’ve sold…everybody in the Training business has sold for years – the concept that Training drives performance.

KEY FINDINGS (page 15): 95% want to use technology to increase the sharing of good practice but only 25% are currently achieving this, 92% of organisations seek to use learning technologies to respond faster to business change, but only 25% achieve this; 94% of organisations seek to speed up the application of learning back into the workplace, but only 23% achieve this; and 91% seek to improve talent or performance management, but only 20% achieve this.

Laura Overton examines the recently launched 2012 Benchmark Study to discuss why now is a pivotal time for those working in L&D and what we can learn from top learning companies.

Interview met Conrad Gottfredson en Bob Mosher. Andere tijden vergen een andere aanpak van training en opleiding. Nu alles alsmaar sneller verandert, is op zijn minst een bijkomende benadering nodig die het aanleren van al die nieuwigheden snel en betaalbaar houdt. Een mogelijke oplossing vinden we bij performance support. HR.square sprak met twee prominente pleitbezorgers van het concept: de Amerikanen Conrad Gottfredson en Bob Mosher.

The recent post of ”Assembling the Performance Support Strategy Puzzle” has attracted a lot of hits already, and there was one comment in particular that resonated with me…actually the question posed picked a scab from a previous life. When introducing Performance Support (PS) into an organization, I think it is important to recognize there are at least two points of view with which you will have to contend. Those that have not a clue why they should give a rip about PS, and those that fear the implications of embracing PS!

Having been a road warrior sales trainer for enough years to be “platinum-everything” in virtually every frequent traveler program, I have a natural affection for live, stand-up training. The rewards came back to me through good level one evaluations and getting to see the occasional graduate of my new hire product training classes at the year-end President’s Club gala events. It felt good to have a hot shot sales rep come up to me and thank me for the knowledge gained from new-hire training. I did not see it at the time, but having the “occasional graduate” thank me was more of a failure than a success.

A common misunderstanding of “informal learning” is that it can’t be intentionally designed, implemented and measured. It can, in the form of Performance Support.

When it comes to informal learning, where do you start and how do you gain traction?

Transforming traditional training to include both traditional learning and performance support.

Understand the realities of implementing an informal framework.

Does your onboarding program accomplish what it means to?

The ability to insert learning into everyday work life reaches new levels.

Leverage your untapped resources.

When designed correctly, online instruction builds independent and applied learning back into the “classroom” model.

Making the most of the virtual classroom.

More and more learning organizations are taking the time to step back and look at the learning environment they’ve created.

In the real world of “selling up, selling down” our training services, how well do we know those we serve, and how often do we engage in open debates about learning with them?

I recently had an experience in which I learned a valuable lesson about the importance of form factor, or the literal form learning takes when consumed.

This month’s article is a second installment to the last column on the difference between mastery and competency.