Learning to perform a job by watching others and copying their actions is not a great technique for corporate knowledge transfer. Christopher G. Myers suggests a better approach: Coactive vicarious learning.
Way back when (pick your date), senior executives in large companies had a simple goal for themselves and their organizations: stability. Shareholders wanted little more than predictable earnings growth.
1. Address the “human side” systematically. Any significant transformation creates “people issues.” New leaders will be asked to step up, jobs will be changed, new skills and capabilities must be developed, and employees will be uncertain and resistant. Dealing with these issues on a reactive, case-by-case basis puts speed, morale, and results at risk. A formal approach for managing change — beginning with the leadership team and then engaging key stakeholders and leaders — should be developed early, and adapted often as change moves through the organization.
Change remains one of the hardest things for any organization to achieve, and the studies documenting successful change over the years have reported a remarkably stable success rate that leans towards the dismal end of the scale.
As Juan Manuel Fangio exited the chicane before the blind Tabac corner in the 1950 Monaco Grand Prix, he stomped on the brake. It was a counterintuitive reaction for a racing driver exiting a corner — but one that likely saved his life. By slowing down he avoided plowing into a multi-car pile-up, which was just out of sight beyond the turn. In racing folklore, Fangio’s evasive action is considered a miracle. But why did he slow down?
The day before the race, Fangio had seen a photograph of a similar accident in 1936. As he approached Tabac, he noticed something about the crowd – an unusual color. Fangio realized that, instead of seeing their faces, he was seeing the backs of their heads. Something further down the road had to be attracting their attention. That made him recall the photograph
What does it mean to have learned something? What occurs within the individual as they are learning and what changes occur as a result of that learning? At some point in the teaching/learning cycle we need to ask this question and ponder our definition of learning and the consequences that follow from our conclusions.
One possible approach to answering this question is to explore the processes that occur within the brain as we learn and to track the movement from a concept presented to u
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