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Can Writing Be Taught?

Can Writing Be Taught? | Leadership, Innovation, and Creativity | Scoop.it
Rivka Galchen and Zoë Heller discuss whether writing can be taught.

Via Elaine Roberts, Ph.D
Ivon Prefontaine's insight:

Of course they can be. In fact, it is important to teach cursive writing.

 

 

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Elaine Roberts, Ph.D's curator insight, August 22, 2:01 PM

I believe writing skills can be taught, refined, improved. But just as some of us are better with paintbrushes or technology or hammers and saws, others of us are better with words.

Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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Why It's Time To Put Students In The Driver's Seat

Why It's Time To Put Students In The Driver's Seat | Leadership, Innovation, and Creativity | Scoop.it
Think about how you or the people you work with approach the creation of a blended learning lesson plan. The first steps of coming up with and flushing out your initial idea. Then, scouring the web to find safe, factually accurate sites that are not blocked by your school filters and checking the fine print …

 

This method of teaching does require a certain amount of bravery. There is a very real chance that when a student asks you a question (How do I add media? How do I change the font? How do I import pictures? etc. etc.) you will have to say the dreaded “I don’t know”. But the neat thing is, your students are ok with this. You’re all learning as you go. More often than not another child in the class will be using the same site or will have at least used it before. If a classmate knows the answer, they can step into the role of teacher – from which much confidence is gained and leadership skills are learned.


Even the most reserved kid really enjoys teaching their teacher a trick or two. If no one knows the answer, they can collaborate to find the solution; an activity that provides important life skills with many real-world applications. All while leaving the initiative, process development and ownership of the learning itself right where it belongs, in the hands of the learners.


Gust MEES: I started with it in 2002 already and was a pioneer in my country, BUT I got BEST results! Make sure to work TOGETHER as a TEAM with the students, learners, create ALSO some groups where the BEST work together with the weakest. YOU will love it later and YOU will miss it as it gives YOU a direct feedback of WHAT THEY learned and YOU adjust on demand and necessity... WHEN the BEST feel boring, give THEM a special task to motivate THEM ;) ===> Adjust <===.


Concerning the questions from the students, please check my advice here:


http://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


http://gustmees.wordpress.com/2012/05/02/work-sheet-teachers-best-practiceshowto/



Via Gust MEES
Ivon Prefontaine's insight:

I am not sure what is being suggested is putting students in charge. It is more about a complicated conversation between teachers and students about the subject matter. There is an in-between space where teachers and students meet.

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Gust MEES's comment, May 28, 3:40 PM
@Ivon Prefontaine Hi, give me some time (???), please and I will create a blog about how I did it ages ago (2002-2003), thanks. For the moment GO for #DeepTHINKing and try to find out (paper & notes & ideas) how You could realize it with your actual #ProfessionalDevelopment, make some #Brainstorming with THE #LEARNERS in mind ;) A good exercise ;) Let me know, thanks ;)
Ivon Prefontaine's comment, May 28, 6:57 PM
Thank you Gust.
Gust MEES's comment, May 28, 7:18 PM
@Ivon Prefontaine I will take it is a priority to create THAT blog, stay tuned, please ;)
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Anti-intellectualism is taking over the US

Anti-intellectualism is taking over the US | Leadership, Innovation, and Creativity | Scoop.it

Patricia Williams: The rise in academic book bannings and firings is compounded by the US's growing disregard for scholarship itself


Via Sharrock
Ivon Prefontaine's insight:

It is an impressive list of banned authors and books. Fear instigates this process and there is more than one way to ban books and ideas. Bosses who dictate and order their teachers is similar.

 

This has been happening for years.

 

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Sharrock's curator insight, December 24, 6:50 AM
excerpt: " The court found that the content of Evans-Marshall's teachings concerned matters "of political, social or other concern to the community" and that her interest in free expression outweighed certain other interests belonging to the school "as an employer." But, fatally, the court concluded that "government employees… are not speaking as citizens for First Amendment purposes." While the sixth circuit allowed that Evans-Marshall may have been treated "shabbily", it still maintained (quoting from another opinion) that "when a teacher teaches, 'the school system does not "regulate" [that] speech as much as it hires that speech. Expression is a teacher's stock in trade, the commodity she sells to her employer in exchange for a salary.'" Thus, the court concluded, it is the "educational institution that has a right to academic freedom, not the individual teacher."
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My top 10 quotes on leadership - Virgin.com

My top 10 quotes on leadership - Virgin.com | Leadership, Innovation, and Creativity | Scoop.it

When I started writing my book on leadership, The Virgin Way, I openly admitted that I’ve never read a leadership advice book. However, I have picked up some useful leadership tips from some brilliant minds along the way. Here are 10 of my favourite quotes on how to be a great leader. 


Via donhornsby
Ivon Prefontaine's insight:

Grace Hopper and Lao Tzu on the same list is inspiring.

 

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donhornsby's curator insight, December 24, 8:48 AM

A nice list of leadership quotes.

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There is no language instinct – Vyvyan Evans – Aeon

There is no language instinct – Vyvyan Evans – Aeon | Leadership, Innovation, and Creativity | Scoop.it
For decades, the idea of a language instinct has dominated linguistics. It is simple, powerful and completely wrong
Ivon Prefontaine's insight:

Learning language has challenged many great minds i.e Whitehead, Derrida, Chomsky, etc. It likely will continue to do so. That is the power of questions about language.

 

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kelvinsmim's curator insight, December 24, 6:23 AM

chevy s10 alternator

kelvinsmim's curator insight, December 24, 6:23 AM

chevy silverado 1500 alternator

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Your Life Quest: Peace. Courage. Authenticity.

Your Life Quest: Peace. Courage. Authenticity. | Leadership, Innovation, and Creativity | Scoop.it
What will make your life quest meaningful? Will peace be present? Will you have the courage to be authentic?

Via Anne Leong, Ricard Lloria
Ivon Prefontaine's insight:

Being consistent in words and actions is important. This is especially true in classrooms.

 

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Two Personal Qualities More Vital To Success Than IQ That Most People Don’t Know — PsyBlog

Two Personal Qualities More Vital To Success Than IQ That Most People Don’t Know — PsyBlog | Leadership, Innovation, and Creativity | Scoop.it

"Here are two trainable personal qualities which predict success four times more than intelligence.

 

"Being open to experience and conscientious is four times more important than intelligence in predicting academic success, a new research review finds.

 

"People who are open to experience are more likely to be imaginative, sensitive to their feelings, intellectually curious and seekers of variety.

 

"Conscientious people, meanwhile, are disciplined, dutiful and good at planning ahead."


Via Jim Lerman
Ivon Prefontaine's insight:

When we experience the world, we have an opportunity to be intuitive and connect with phenomena we encounter differently.

 

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Winter Solstice 2014: Each Child, Each Student a Sacred Trust

Winter Solstice 2014: Each Child, Each Student a Sacred Trust | Leadership, Innovation, and Creativity | Scoop.it
That's me in the corner. "Losing My Religion," R.E.M. The Christmas season has always been the lowest point of the year for me. It has taken years and years to figure out all the elements, and comi...
Ivon Prefontaine's insight:

Derrida suggested presence indicates absence exists and vice versa. The same can be said about teaching and learning. They are inextricably intertwined.

 

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The Global Search for Education: What's the Secret to Canada's Success? - Huffington Post

The Global Search for Education: What's the Secret to Canada's Success? - Huffington Post | Leadership, Innovation, and Creativity | Scoop.it
"Effects of socio-economic status on educational outcomes can be mitigated, and this can be done on a whole-school and system-wide basis by the very people and the same schools where low performance was once the norm.

Via Suvi Salo
Ivon Prefontaine's insight:

These three points seem important to the supposed turn-around:

 

Supporting and mentoring the principal as instructional leader by focusing on the further development of core leadership capacities, practices and competencies;Providing job-embedded professional learning for staff with a focus on improvement and enhancement of teaching and learning, including providing time for staff to learn from each other;Improving achievement outcomes for students, particularly those who do not appear to be on track to graduate.

 

I say supposed, because when we look inside the numbers this is not Canadian and their are communities left out. What does it mean to graduate?

 

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I believe in the 70:20:10 framework

I believe in the 70:20:10 framework | Leadership, Innovation, and Creativity | Scoop.it

Charles Jennings promotes a 70:20:10 framework for organizational learning, where on-the-job experiential/informal learning and social learning represent the preponderance of each employee’s overall learning. Only 10% is from formal learning activities.

 

The reason this framework works is that it more or less reflects what’s actually true for employees in the typical workplace. Formal education has its place in preparing people for the workplace. Once those people become employees, they have a job to get done. People aren’t hired to learn, they’re hired to increase productivity or capability. There are productivity expectations and organizational needs to be met.

 


Via juandoming, Edumorfosis, Jim Lerman, Miloš Bajčetić, Luciana Viter
Ivon Prefontaine's insight:

School is a challenging place to learn to be a teacher. We are often isolated and it is difficult to learn informally.

 

The concept is great and it takes effort to put it in place.

 

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María Dolores Díaz Noguera's curator insight, December 20, 3:40 PM

Agente de Cambio Que ayuda a Fortalecer el foco cultural de ... Alto Rendimiento y desarrollo continuo ...I believe in the 70:20:10 framework | @scoopit via @edumorfosis http://sco.lt/...

june holley's curator insight, December 21, 8:28 AM

True for networks too?

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65 Quotes That Will Dare You to Do Great Things

65 Quotes That Will Dare You to Do Great Things | Leadership, Innovation, and Creativity | Scoop.it

If we are to do great things we must always be motivated to take bold risks. If you're feeling timid or uncertain, find the inspiration to do what you are meant to do


Via Bobby Dillard
Ivon Prefontaine's insight:

Lao Tzu and Mark Twain begin the list.

 

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kelvinsmim's curator insight, December 19, 11:29 PM

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8 Surprising Ways Music Affects the Brain

8 Surprising Ways Music Affects the Brain | Leadership, Innovation, and Creativity | Scoop.it
I’m a big fan of music, and use it a lot when working, but I had no idea about how it really affects our brains and bodies. Since music is such a big part of our lives, I thought it would be interesting and useful to have a look at some of the ways we react to it without even realizing.

“Without music, life would be a mistake” – Friedrich Nietzsche

Of course, music affects many different areas ...

Via Suvi Salo
Ivon Prefontaine's insight:

Using music for learning is productive.

 

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Zinn Education Project

Zinn Education Project | Leadership, Innovation, and Creativity | Scoop.it
Free lessons and resources for teaching people’s history in K-12 classrooms. For use with books by Howard Zinn and others on multicultural, women’s, and labor history.

Via Christopher Tienken
Ivon Prefontaine's insight:

This is an interesting site with resources.

 

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leading and learning: Education Readings - Reflections/last reading for 2014

leading and learning: Education Readings - Reflections/last reading for 2014 | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

Here are some more links to educational articles.

 

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Seth's Blog: The meritocracy trap

Seth's Blog: The meritocracy trap | Leadership, Innovation, and Creativity | Scoop.it
This recent quote from an early PayPal exec is absurd: “If meritocracy exists anywhere on earth, it is in Silicon Valley.” It's pretty common for successful people to imagine that their success is solely the result of merit. It's more...

Via Linus J Fernandes
Ivon Prefontaine's insight:

Humans love hierarchies and organize themselves accordingly. Jacques Ranciere wrote about the desire to create intellectual inferiority and superiority rankings which work against equality.

 

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A Mindful Minute: 3 Fun Mindfulness Exercises For Kids (Illustrated)

A Mindful Minute: 3 Fun Mindfulness Exercises For Kids (Illustrated) | Leadership, Innovation, and Creativity | Scoop.it

Inspired by questions from my last article, How Mindful Children React Different to Challenges, about how to actually teach mindfulness to kids, I’m putting out a new weekly post with FUN mindfulness exercises for the family.


Via Fernando de la Cruz Naranjo Grisales, Suvi Salo
Ivon Prefontaine's insight:

These are excellent for adults as well. Imagine sounding like a bee in the middle of a staff meeting?

 

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Creativity in Education Quotes

23 quotes that support focusing on creativity in education.


Via Bookmarking Librarian
Ivon Prefontaine's insight:

I enjoy a good quote and there are 23 here.

 

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Learning’s first principle – the most important thing i learned this year | Dave's Educational Blog

Learning’s first principle – the most important thing i learned this year | Dave's Educational Blog | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine's insight:

There are many categories of students and learning. It is more complex than some who care and some who don't. How much do they care is important, as well. Teaching is about inviting and re-inviting students into their learning.

 

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Can character be taught at school? - Telegraph

Can character be taught at school? - Telegraph | Leadership, Innovation, and Creativity | Scoop.it
Our definitions of educational success vary. So too do our definitions of "character". Can you really teach something that is so individual, asks Eleanor Doughty

Via Sarantis Chelmis
Ivon Prefontaine's insight:

I think it can be learned. Teachers provide powerful role models and their behaviour is important in this learning.

 

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Lon Woodbury's curator insight, December 23, 12:41 AM

In a day public school its difficult,  and my experience is mostly with therapeutic boarding schools, created specifically for character education, emotional growth and therapy along with academics.  The following links to a discussion with a head of school, Maryann Campbell of Glenholm School in Connecticut, who described several things they do that could be applied even in a public school.  http://ow.ly/Gk6qJ 

  -Lon

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The Importance of Music and Creativity in the Autism Community | The Art of Autism

The Importance of Music and Creativity in the Autism Community | The Art of Autism | Leadership, Innovation, and Creativity | Scoop.it
Through music autistic people can show their creative gifts. Performing and practice for workshops allows friendships to develop

Via Collection of First, Lon Woodbury, Suvi Salo
Ivon Prefontaine's insight:

Music provides creative spaces for all learners.

 

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The Holy Grade: School Leadership is a Dangerous Business

The Holy Grade: School Leadership is a Dangerous Business | Leadership, Innovation, and Creativity | Scoop.it
Reblogged on WordPress.com

Via Mark E. Deschaine Ph.D.
Ivon Prefontaine's insight:

There is a link that takes one to the original post.

 

“Those who implement changes in assessment, grading, professional practices and policies risk not only confrontation, but also unpopularity, social isolation, public humiliation, and ultimately, even their livelihoods.”


I experienced the isolation for many years without even being aware of it. Being different in School is not a good place to be.


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How to Prevent Experts from Hoarding Knowledge - HBR

How to Prevent Experts from Hoarding Knowledge - HBR | Leadership, Innovation, and Creativity | Scoop.it

". . .people who have been mentored themselves are much more likely to mentor others. In essence, a culture of mentoring becomes self-perpetuating."

 


Via Elaine Roberts, Ph.D
Ivon Prefontaine's insight:

I suspect the opening paragraph summarizes many realities. Most people want to translate "their knowledge" into some form of remuneration.

 

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Elaine Roberts, Ph.D's curator insight, December 20, 5:23 PM

It's not just leaving a legacy, but mentoring others and ensuring that what one has learned and established is passed on to others as a foundation for continuing to build means that the organization can continue to be healthy and productive.

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Teaching without Knowing, and Finding Problems to Solve

Teaching without Knowing, and Finding Problems to Solve | Leadership, Innovation, and Creativity | Scoop.it
(Originally posted on the Edunautics blog) I've already written about one of the key paradigm shifts that I think needs to happen in education: education needs to be real. See "Online Education is ...
Ivon Prefontaine's insight:

Education in a sense has to do with the concept Bildung which is a forming process. We are being and becoming more skilled in the forming as we become more sensitive to the learning that is happening.

 

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How Mindful Children React Differently to Challenges (Illustrated)

How Mindful Children React Differently to Challenges (Illustrated) | Leadership, Innovation, and Creativity | Scoop.it

One thing I know from my work is that mindful children react differently to challenges. To show you exactly what I mean, I've created a few illustrations....


Via Jenny Ebermann
Ivon Prefontaine's insight:

This would be helpful in classrooms.

 

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Workplace performance: The only person who behaves sensibly is my tailor

Workplace performance: The only person who behaves sensibly is my tailor | Leadership, Innovation, and Creativity | Scoop.it

“The only person who behaves sensibly is my tailor. He takes new measurements every time he sees me. All the rest go on with their old measurements.”
—George Bernard Shaw

I’ve always enjoyed George Bernard Shaw’s writing. He was a man who made a great deal of sense to me. I started reading his books in my early teenage years and many of the ideas in them have stuck.

Shaw was a true Renaissance man - an Irish playwright and author, a Nobel Prize and Academy Award winner (how many can claim that double?) and a co-founder of the London School of Economics.

Shaw had a particular interest in education; from the way the state educates its children, where he argued that the education of the child must not be in “the child prisons which we call schools, and which William Morris called boy farms”; to the way in which education could move from teachers “preventing pupils from thinking otherwise than as the Government dictates” to a world where teachers should “induce them to think a little for themselves”.

Shaw was also a lifelong learner. Despite, or possibly because of, his own irregular early education he focused on learning as an important activity in life. He developed his thinking and ability through a discipline of reading and reflecting, through debating and exchanging ideas with others, and through lecturing. Apart from leaving a wonderful legacy of plays, political and social treatises, and other commentaries, Shaw also won the 1925 Nobel Prize for literature for “his work which is marked by both idealism and humanity, its stimulating satire often being infused with a singular poetic beauty". And, in 1938, the Academy Award for his screenplay for Pygmalion (later to be turned into the musical and film My Fair Lady after Shaw’s death. He hated musicals – some would say sensibly - and forbade any of his plays becoming musicals in his lifetime)

At 91 Shaw joined the British Interplanetary Society whose chairman at the time was Arthur C Clark (some interesting conversations there, I’m sure).

Shaw summed up his views on lifelong learning thus:

    "What we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the obsolete fictitious for the contemporary real."

Shaw’s Tailor

In the statement about his tailor Shaw was simply making the point that change is a continuous process and part of life, and that we constantly need to recalibrate if we’re to gain an understanding of what’s really happening. If we do this we are more likely to have a better grasp of things and make the adjustments and appropriate responses needed. It’s the sensible approach.

Shaw and Work-Based Learning

I recently came across Shaw’s quote about sensibility and his tailor again in Joseph Raelin’s book ‘Work-Based Learning: Bridging Knowledge and Action in the Workplace’. Raelin’s work is something every L&D professional should read.

The quote started me thinking about the ways we measure learning and development in our organisations.

Effective Metrics for Learning and Development

I wonder what Shaw would think if he saw the way learning and development is predominantly measured in organisations today.

The most widely used measures for ‘learning’ are based on activity, not on outcomes. We measure how many people have attended a class or completed an eLearning module, or read a document or engaged in a job swap or in a coaching relationship.

Sometimes we measure achievement rates in completing a test or certification examination and call these ‘learning measures’.

The activity measures determine input, not output. The ‘learning’ measures usually determine short-term memory retention, not learning.

I am sure that Shaw would have determined we need to do better.

Outcomes not Activity

Even with today’s interest in the xAPI/TinCan protocol the predominant focus is still on measuring activity. It may be helpful to know that (noun, verb, object) ‘Charles did this’ as xAPI specifies. However extrapolating the context and outcomes to make any sense of this type of data requires a series of further steps that are orders of magnitude along the path to providing meaningful insight.

In many cases the activity measures simply serve to muddy the water rather than to reveal insights.

Attending a course or completing an eLearning module tells us little apart from the fact that some activity occurred. The same applies to taking part in a difficult workplace task or participating in a team activity.

Activity measurement does have some limited use. For instance when a regulatory body has defined an activity as a legal or mandatory necessity and requires organisations to report on those activities. these reports may help to keep a CEO out of the courts or jail. But this type of measurement is starting from the ‘wrong end’. A ‘learning activity is not necessarily an indicator of learning’ tag should be attached to every piece of this data.

There’s plenty of evidence beyond the anecdotal to support the fact that formal learning activity is not a good indicator of behaviour change (‘real learning’). For example a  study of 829 companies over 31 years showed diversity training had "no positive effects in the average workplace." The study reported that mandatory training sometimes has a positive effect, but overall has a negative effect.

    “There are two caveats about training. First, it does show small positive effects in the largest of workplaces, although diversity councils, diversity managers, and mentoring programs are significantly more effective. Second, optional (not mandatory) training programs and those that focus on cultural awareness (not the threat of the law) can have positive effects. In firms where training is mandatory or emphasizes the threat of lawsuits, training actually has negative effects on management diversity”

    Dobbin, Kalev, and Kelly
    Diversity Management in Corporate America
    2007, Vol. 6, Number 4
    American Sociological Association.

For further evidence as to the fact that training activity does not necessarily lead to learning (changed behaviour) we need look no further than the financial services industry. Did global financial services companies carry out regulatory and compliance training prior to 2008?  Of course they did – bucketsful of it. Did this training activity lead to compliant behaviour. Apparently not. It could be argued that without the training things could have been worse. However, there’s no easy way to know that. The results of banking behaviour and lack of compliance were bad enough to suggest the training had little impact. I suppose we could analyse, for example, the amount of time and budget spent per employee on regulatory and compliance training by individual global banks and assess this against the fines levied against them.  I doubt that there would be an inverse correlation.

(What is our response to the global financial crisis and the apparent failure of regulatory and compliance training? More regulatory and compliance training, of course!)

The Activity Measurement ‘Industry’

The ATD’s ‘State of the Industry’ report, which is published around this time of the year on an annual basis, is a case-in-point of the industry that has grown up around measuring ‘learning’ activity.

ATD has been producing this annual report for years (originally as the ASTD). The data presented in the ATD annual ‘State of the Industry’ report is essentially based around activity and input measurement – the annual spend on employee development, learning hours used per employee, expenditure on training as a percentage of payroll or profit or revenue, number of employees per L&D staff member and so on.

Some of these data points may be useful to help improve the efficient running of L&D departments and therefore of value to HR and L&D leaders, but many of the metrics and data are simply ‘noise’. They certainly should not be presented to senior executives as evidence of effectiveness of the L&D function.

To take an example from the ATD data, the annual report itemises ‘hours per year on ‘learning’ (which means ‘hours per year on training). The implicit assumption is that the more that are hours provided, the better and more focused the organisation is on developing its workforce.

But is it better for employees in an organisation be spending 49 hours per year on ‘learning’ than, say, 30 hours per year? These are figures from the 2014 ATD report.

Even if one puts aside the fact that as a species we are learning much of the time as part of our work and not just when we engage in organisationally designed activities that have a specific ‘learning’ tag, this is an important point worth considering.

It could be argued that organisations with the higher figure – 49 hours per year – are more focused on developing their people.  It could equally be argued that these organisations are less efficient at developing their people and simply take longer to achieve the same results. It could be further argued that the organisations spending more time training their people in trackable ‘learning’ events are simply worse at recruitment, hiring people who need more training than the ‘smart’ organisations that hire people with the skills and capabilities needed who don’t need much further training. We could dig further and ask whether spending 49 hours rather than 30 hours is indicative of poor selection of training ‘channel’ – that organisations with the higher number are simply using less efficient channels (classroom, workshop etc.) than others who may have integrated training activities more closely with the workflow (eLearning, ‘brown bag lunches’, on-the-job coaching etc.). Even further, is the organisation with the 49 hours per year simply stuck in the industrial age and using formal training as the only approach to attack the issue of building high performance – when it could (and should) be using an entire kitbag of informal, social, workplace and other approaches as well?

One could go on applying equally valid hypotheses to this data.The point is that activity data provides few if any insight into the effectiveness of learning and provides only limited insight into the efficiency of learning activities.

So why is there an obsession to gather this data?

Maybe we gather it because it is relatively easy to do so.

Maybe we gather it because the ‘traditional’ measurement models – based on time-and-motion efficiency measures – are deeply embedded. These time-honoured metrics developed for an industrial age are not the answer.  We need to use new approaches based on outcomes, not inputs...

 

*Click on the image or link to view the full post.*


Via Vilma Bonilla
Ivon Prefontaine's insight:

Each time we step into new teaching and learning, we should decide what that means and who it involves.

 

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Vilma Bonilla's curator insight, December 19, 2:18 PM

Insightful read on workplace learning and the training and development industry as a whole based on George Bernard Shaw's perspective. 

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Education Readings December 19th

Education Readings December 19th | Leadership, Innovation, and Creativity | Scoop.it
By Allan Alach This will be last list of readings for this year. I’ll be taking a break until the end of January, but then will return, fully refreshed, to the fray. I wish you all a Merry Christma...
Ivon Prefontaine's insight:

Some more readings for those who are interested.

 

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Rescooped by Ivon Prefontaine from Making #love and making personal #branding #leadership
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Interviews: Leadership and Followership

Interviews: Leadership and Followership | Leadership, Innovation, and Creativity | Scoop.it

When we think about leadership, we tend to focus almost entirely on the leader. Yet without followers, there is no leader. Leadership is participatory: leaders and followers exist in a mutually beneficial relationship where each adds to the effectiveness of the other.

Key to this process is listening, because leadership is as much about listening as it is about talking, or perhaps more so. From the beginning, a leader must be informed by the followers’ values, beliefs, and aspirations, the followers’ identity. The commitment gap people frequently experience, the difference between what the leader desires and what the followers actually do, can often be traced back to not aligning the elements of leaders’ and followers’ identities—who they think they are—to find common ground on which to function and grow.

In an article that appeared in the August 2007 issue of Scientific American Mind, titled “The New Psychology of Leadership,” authors Stephen D. Reicher, Michael J. Platow and S. Alexander Haslam present research supporting the idea that effective leaders—those who can move followers from one behavior to another—grasp what their followers believe they are and represent, and then create a shared identity. They write, “The development of a shared identity is the basis of influential and creative leadership. If you control the definition of reality, you can change the world.”


Via Ricard Lloria
Ivon Prefontaine's insight:

Derrida argued that absence suggests presence. Leadership suggests there are followers. If absence and presence co-exist and are somewhat interchangeable, can we say the same about leading and following?

 

@ivon_ehd1

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george_reed's curator insight, December 19, 12:22 PM

The Department of Leadership Studies at the University of San Diego recognized The New Psychology of Leadership as the best leadership book of the year.