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Skills define us. They are what make us useful and productive. They are the foundation of our achievements. On our death bed, it is ou
Via Coloma Canals
De cara a mi participación en la mesa redonda sobre formación de las Jornadas sobre Salud Pública organizadas por SASPAS-Hipatia, he tenido la ocasión de revisar alguna documentación relativa a los…
Via Carmen Ridaura
Machine learning is on the edge of revolutionizing those 12 sectors. Most leaders in those industries look at Machine Learning and see a non-stable, none viable technology in the short term. They are wrong. This will allow technological Entrepreneurs to disrupt them.
Via David Hain
As an organization grows, managing the flow demands work items to move from one team/department to another. In quest to make these teams accountable, very specific KPI’s are established and that breeds non-systemic thinking. People look at meeting their own numbers and push the work to next stage
Via Carmen Ridaura
Want to know how to create an Agile Learning Culture in your company? Check 9 tips for creating an Agile Learning Culture in your business.
Via Carmen Ridaura
First, let me say I’m a big fan of this model of models by Scott Berinato, author of Good Charts. The five models we are about to explore are exploratory/conceptual or exploratory/declarative models (or maps or diagrams.) That means they are based in IDEAS not DATA. These five are particularly useful for understanding complex systems. This seems more important every day, as we are all complexifying things full time. The first two diagrams are exploratory, i.e. for ordering your thinking. You can do this alone, or with your team.
Via juandoming, Edumorfosis
Wondering what the 70:20:10 model is all about? In this article, check everything you need to know about the 70:20:10 framework.
Via Coloma Canals
In the last couple of years, I have spoken to many corporate Learning and Development practitioners about how they may support and enable opportunities for their workforce to learn collaboratively with each other in and during the flow of their every day work. That is, “social learning’.
Via Marta Torán
Start Today Smarter: Continuous and Collaborative Learning
Via Carmen Ridaura
In this report, Degreed outlines the three steps to creating a collaborative learning culture. Download it now.
“The trouble with us is that we’ve got no corporate memory.”
I’ve heard this statement in various forms from a variety of different people I’ve worked with over the years. The starkest version came from a senior officer in a police force. He was referring to the fact that his organization kept trying new improvement initiatives, which would never fully achieve their potential. The projects made mistakes, progress stalled and the initiative would ultimately fade away into insignificance. Then, after a few years, something similar would be instigated, with no attempt to first understand why things didn’t work previously and put mechanisms in place to prevent them happening again.
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‘What we are’ is constantly changing as we continue to develop our existing skills and take on new challenges to respond to a changing world around us. Learning professionals are no different. Perhaps more than ever before, we need new skills to respond to the developing expectations of both employees and our key stakeholders, and to take advantage of the fantastic opportunities afforded by technology.
Via Nik Peachey, Kim Gooden, massimo facchinetti, Mark E. Deschaine, PhD
“El aprendizaje permanente es una necesidad. Tenemos que mejorar nuestras aptitudes y competencias a lo largo de la vida para realizarnos en lo personal, participar en la sociedad y tener éxito en el mundo laboral.
Las organizaciones educativas, las de formación… se están dado cuenta, que empiezan a perder su monopolio sobre el aprendizaje. Los aprendices, empleados se atreven a organizarse. Más del 90% de lo que necesita en su trabajo actual, en su universidad… no fue aprendido por las intervenciones de de los aprendizajes formales, sino en situación de aprendizaje informal, como el aprendizaje en el trabajo (LEARNING AND WORK) las discusiones con los compañeros o mentores, etc etc Esa es la respuesta que generalmente se obtiene si se hace la pregunta adecuada Esta situación asusta a las organizaciones de formación – pero no debería.
Via Coloma Canals
"Entre la múltiple enumeración de los derechos del hombre que la sabiduría del siglo XIX recomienda tan a menudo y tan complacientemente, dos muy importantes han sido olvidados, que son el derecho de contradecirse y el derecho de irse", dejó escrito Baudelaire. Pues bien, hago uso del derecho baudeleriano y me contradigo. El azar en…
Via Coloma Canals
Organisations are no longer like they were 50 years ago; people are constantly moving around in their careers, and this is set to continue. So whereas training was originally done to people at a time when it was about training people to do a job for life, it is increasingly clear that conventional training practices and approaches are now outdated. Individuals mostly want to learn what they need for their job, as and when they need it – and L&D can’t possibly provide everything everyone needs. What is more people learn in many different ways – not just through organised L&D activities – but everyday, inside and outside the workplace.
The main objective of the new training department is to enable knowledge to flow in the organization. The primary function of learning professionals within this new work model is connecting and communicating, based on three core processes:
Facilitating collaborative work and learning amongst workers, especially as peersSensing patterns and helping to develop emergent work and learning practicesWorking with management to fund and develop appropriate tools and processes for workers
The only certainty about the future from here on out is that it won’t resemble the past. For example, instructional designers no longer have time to develop formal courses. Survival requires people who can navigate a rapidly-changing maze at high speed. They need to find their own curriculum, figure out an appropriate way to learn it, and get on with it. It’s cliché to say that people have to learn how to learn. Management needs to support self-learning, not direct it.
Via Edumorfosis
When I began working in learning and development many years ago, we didn’t call it learning and development, we called it training. But the word training became unfashionable – it suggested something directive, something given, rather than received. Over time, Training Managers became Learning and Development Managers.
But did anything really change? I’ve been wondering today, if there’s not so much misunderstanding about the word learning, that we should stop using that too.
What is learning? It’s a process of growth… starting at a neurological level, new connections forming… At work, in life, and hopefully in every classroom, people are working to teach and learn. It’s a mental process — but current neuroscience confirms learning is also physical, social, and emotional. Are you someone committed to learning and helping others learn? If so, perhaps you’ve considered:
How does learning work best?
In the Six Seconds community, we’re starting this year focused on this big question and understanding the role of emotions and emotional intelligence as our brains build new insight and meaning. The adventure starts now with five essential highlights (plus inspiring learning quotes) below.
Via David Hain
When I started this blog in 2006, I only thought of it as a repository of my own lessons as a new manager. Little did I know that this space will become one of the most important learning and sharing tools for me over years. The benefits of putting myself out there in a way that it helps others has
Via Carmen Ridaura
In today’s hypercompetitive world, we all face significant pressure to perform. We want to be our best when it matters most. But something happens when the pressure rises. In too many cases, we get in our own way and perform far below our capabilities.
When we’re under pressure, we can think about the situation in one of two ways—either as a threat or as an opportunity. Seeing the pressure situation as a threat cripples our performance. Seeing the pressure situation as an opportunity helps our performance.
Here’s the problem: Our reflexive, instinctual reaction is to perceive pressure situations as threats. While this fight, flight, or freeze reflexive reaction serves as valuable protection to survive physical threats, it hurts us when applied to most modern-day pressure situations where the threats are psychological in nature.
Instructional Designers, after all, are communicators. Therefore, they must know how effective communication takes place online.
Via juandoming
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