ABC: Keep it Simple Training Following my earlier post: ABC: 10 reasons not to create a course – and 10 other options, I have had a huge amount of interest in finding out more about the different ABC (Anything But Courses) options I mentioned. So in this post I am going to talk about a simple – and low-cost – training model that I recommend whenever there is a requirement for workers to demonstrate they have “learned” (that is read and understood) some content, and can apply it in the workplace. This approach comprises THREE elements: (1) relevant assessment; (2) flexible content; and (3) timely support. Although the three elements are inter-related, they are independently accessible – and the emphasis is placed not on the content but on the assessment. 1 – Relevant Assessment This is the key, and in fact the only required, element in the model, and is the means by which an individual demonstrates they can apply what they have learned. 2 – Flexible Content 3 – Timely support Summary
ABC: 10 reasons NOT to create a course and 10 other options My colleague, Clark Quinn, recently wrote a blog post, Yes, you do have to change, in which he explained how he felt that “the elearning industry, and the broader learning industry, is severely underperforming the potential”. He also went on to say: “While the industry congratulates itself on how they make use of the latest technology, the lack of impact is leading a drive to irrelevancy. Learners tolerate the courses, at best. Operations groups and others are beginning to focus on the performance solutions available. Executives are beginning to hear a message that the old approach is a waste of resources.” Readers of this blog know that I have similar feelings, and only recently wrote a recent post about how many packaged instructional solutions (e.g. online courses) are clearly not working. Clark says “The best way to change is to take that first step.” To start the ball running here are 10 suggestions as alternatives to courses (with some examples).
Supporting continuous learning and performance improvement – a vital new area of work In my previous post I showed that an analysis of how Knowledge Workers like to learn at work suggests that L&D departments should consider working more closely with people managers to support the continuous learning and performance improvement of their people – both in teams and individually. But of course this isn’t the only reason why they need to do this; continuous organizational learning is a key business imperative – as the University of Guelph points out “continuous learning is increasingly important to the success of the organization because of changing economic conditions. Given the current business environment, organizations must be able to learn continuously in order to deal with these changes and, in the end, to survive.” The University of Guelph also outlines the difference between continuous individual and group learning: “At the individual level, continuous learning is about expanding your ability to learn by regularly upgrading your skills and increasing your knowledge.
Adobe Captivate, TechSmith Camtasia Studio, Articulate Storyline: Production Times One of the more common questions that I get from new eLearning developers is how much time it will take to produce published content. The answer I provide is dependent upon a couple of factors. For instance, which eLearning tool are you going to use to produce the lessons? Is it Adobe Captivate? How about TechSmith's Camtasia Studio? Or maybe you're going to use Articulate Storyline? I have extensive experience using Adobe Captivate and TechSmith Camtasia Studio. The production times mentioned above do not include the following: Writing an eLearning script. The production clock begins ticking after you create a blank project, open a project containing previously recorded content, or import external content such as a PowerPoint presentation. Looking to save time? Create Just In Time eLearning. What's your experience with eLearning production times? Looking to learn Captivate quickly?
Assessing the ROI of training Assessing the ROI of training by Clive Shepherd If people really are your greatest asset, isn't it time to look at your training programmes as investments in your organisation's human capital and not just as an expense? In this article, Clive Shepherd argues the case for return on investment (ROI) as a primary tool for forecasting and evaluating the benefits of training and explains the steps involved in conducting an ROI analysis. Contents Measuring the success of trainingForecasting and measuring costsForecasting and measuring benefitsCalculating return on investmentMaking ROI work for you Measuring the success of training The evaluation of training, like motherhood and apple pie, is inherently a good thing. And even if training evaluation is undertaken, it is usually at the easiest and lowest level - the measurement of student reactions through happy sheets. Why evaluate training? Numbers One way of measuring the success of training is the good old ‘bums on seats’. Making ROI work for you
Email Subjects: Specific vs. Vague What type of email subject gets your attention? This week I deleted 1226 messages from my email inbox. Viewing their subject lines, I was reminded of what typically makes me read a message: specificity--something specific in the subject. These are specific email subjects from my inbox: How to transition to the virtual classroom - an E-book [from a company called NetSpeed Learning Solutions] 2012 Global Ebook Awards Now Open for Submissions [from Dan Poynter, Para Publishing] The Reader - Expanding rail in Seattle [from our mayor] The Reader - Important update on budget priorities [another example from the mayor] The specific subjects offer me something. Compare these vague subject lines: Announcement from XYZ Company [I have disguised the company name] Digest Number 603 [from a professional organization, listing a job opening] Digest Number 605 [from the same association, listing a job opening] Your Confirmation [from a hotel] Those, I ignore. The "Digests" each list one job opening.
Five tips that will increase your Word productivity Searching for ways to increase your Word productivity may get in the way of your productivity. So here are a few tricks you don't need to go looking for. This post was originally published in the Five Apps Blog on June 2011. Most of us don't have time to discover all the ins and outs of the software we use on a daily basis. We learn on the fly, we occasionally pick up a tip or shortcut, and we grudgingly plow through the Help system when we absolutely have to. But sometimes, just a few little tricks can make a big difference. Note: This article is also available as a PDF download. 1: Make vertical text selections Usually, we select text horizontally -- a word, a series of words, a paragraph -- from left to right or vice versa. Figure A To make a vertical selection, hold down [Alt] as you drag down through the text you want to highlight. Figure B Although we selected text at the beginning of the lines in this example, you can make vertical selections anywhere on the page. Figure C Other tips?
How To Start a Project in Microsoft Project: A Step By Step Tutorial Enter Project Start Date and Task Dependencies Great.. If you have gone this far without any hitch, you are almost there. You are, of course, wondering why all the activities are starting on the same date, right? By default, Microsoft Project will assume the Project and all activities start on the current date. As a Project Manager, let us say you are tied up till the end of August 2013, and hence you would like to devote time to this project only from September 1. Now let's move to the question of how to give instructions to Microsoft Project that our activities need to follow some logical sequence. First off, we know that the second task "Finalize Artist and performance date" can start only after the first task "Call up Artists" finishes. 1) On the Gantt chart. position the mouse on the center of the task bar corresponding to the first task, until the mouse cursor turns into a 4-way arrow. Now you have completed all task dependencies, subject to the assumptions we have made.
The Four Stages Of The Self-Directed Learning Model Four Stages Of A Self-Directed Learning Model by TeachThought Staff Self-Directed Learning is not new, but is perhaps misunderstood. Studied in terms of adult education and vocation for years, self-directed learning is increasing in popularity for a variety of reasons, including growing dissatisfaction with public schooling, and the rich formal and informal learning materials available online. The four stages–very similar to the gradual release of responsibility model–appear below. The Four Stages Of The Self-Directed Learning Model Learner Teacher Stage 1 Dependent Authority, Coach Stage 2: Interested Motivator, Guide Stage 3: Involved Facilitator Stage 4: Self-Directed Consultant, Delegator Theories of Teaching and Learning: The Staged Self-Directed Learning Model, G.Grow. from Barbara Stokes; Four Stages Of A Self-Directed Learning Model
cooperative competencies Last month I wrote a post that included a presentation on enterprise social dimensions. It was based on three different perspectives I had come across. I recognized certain patterns and put these together to create a lens that could be used to determine if a selection of enterprise social network tools covered the spectrum of performance/learning needs in a networked workplace. In working with the framework, I realized that not only do the seven facets address tool requirements, but they can also be used to look at workplace competencies in the digital workplace. Both collaborative behaviours (working together for a common goal) and cooperative behaviours (sharing freely without any quid pro quo) are needed in the network era. The image below shows an initial set of competencies that focus not just on collaboration, but also cooperation.
Stop For A Grammar Check: 4 Areas Where To Improve Your Spelling & Grammar Being a freelance writer or journalist isn’t easy, particularly if you write in a language that isn’t your mother tongue. Yet, many foreign speakers are tempted to write in English because it promises a greater audience and thus better opportunities to earn a living. The drawback is that we are constantly struggling with the details of the little devils in the language. Regardless of how long, how thorough, or how well you have studied and mastered a foreign language, you’re always at a disadvantage to a native speaker. In writing, the accent is easily hidden, but the written word reveals many subtle misconceptions. Many more tools can help you correct slips of the pen and ensure you use proper English. The Proper Use Of Apostrophes This is a huge pet peeve of mine and few people seem to get it right. The Oatmeal provides a great overview on how to use an apostrophe, including exceptions to the general rule. Catching Homophones Phrases British vs. Sometimes even the spell checker is wrong!
New skills for the learning professional in changing times #chat2lrn Yesterday’s live Twitter chat #chat2lrn was about New skills for changing times. Here is the preliminary information about the chat, which briefly summarised some of the challenges learning professionals faced, then added “If Learning Professionals are to rise to these challenges, one of the key issues is the skills required to meet the needs of an ever more complex environment. In an environment which is going to continue to change and evolve, L&D need to ensure they have the skills to support workplace learning that delivers performance improvement.” The Learning & Performance Institute have recently released their Capability Map which details 27 skills across 9 categories, so the chat also wanted to consider the following: “Are these ‘new’ skills becoming a core part of the L&D role rather than a ‘nice to have’? As someone who was involved in the development of the LPI Capability Map, I wanted to be part of that conversation, and of course have my say!
How Your Workplace Can Support Learning Transfer Sharebar Training that fails to transfer to the workplace is all around us. According to one survey of learning and development professionals, only 34% of trainees apply what they’ve learned to the workplace one year after a training intervention (Saks & Belcourt, 2006). Yet much research supports the fact that learning transfer improves when one’s workplace provides the right kind of support. So what are we waiting for? There are many ways your organization can have an impact. You can leverage opportunities prior to, during and after training. Learning takes time to applyTraining must be more than a one-time eventLearning is a social processLearning often happens informally Go For a Positive Transfer Climate Transfer climate refers to the conditions in the work environment that inhibit or enable newly learned skills, knowledge and attitudes back on the job. Let’s look at some practical guidelines you can implement in your workplace. Frame the Training Make It Relevant Supervisory Support
Five reasons to hate virtual meetings Virtual meetings are a fact of life, but that doesn't mean we enjoy them very much. That in itself is not a big deal. After all, there are plenty of things at work we don't like but deal with, depending on exactly how much we loathe the activity in question. Like so much in life, it's hard to quantify misery, but if we were to develop a scale from mildly annoying (the coffee pot is empty and you could use another cup) to migraine-causing misery (Sitting through status updates from every participant, there are eight participants, with no time limit, in alphabetical order, and you're a "W"). I won't attempt to tell you how you should feel about them, but let's look at five reasons people hate virtual meetings and see if we can't make them less odious. On his "Public Words" blog, Nick Morgan recently gave some reasons he struggles with working virtually. These are all legitimate complaints. Here are some simple (not easy, implementation is still up to you): 1. 2. 3. 4. 5.