In our previous blog, Consulting Roles for L&D Part One, we identified that to successfully focus on performance, L&D must be redesigned so that it’s goal is to enhance human performance in support of business goals. In doing so, L&D professionals act as performance consultants in their organizations. But transitioning to a performance consultant from the more traditional role of learning consultant is not always easy, especially if they have been working and viewed as an Expert or Pair of Hands and not as a Collaborator by the client. (more…)
According to the latest State of the Industry Report by the Association for Talent Development (ATD), organizations spent $1,273 per employee on direct learning expenditure. Paired with this fact is the belief that no more than 20% of this investment results in the transfer of the new skills and knowledge back to the job. If learning is not getting transferred, and the new knowledge and skills are not being sustained, the learning initiative is a waste of time and money.
TD Magazine published an article in the May 2018 issue (pg. 20) titled “Preparing Your Organization for Adaptive Learning” in which Zachary Konopka outlined six ‘considerations’ that could help an organization as they embrace an Adaptive Learning approach. The fifth consideration was “Rethink the instructional designer’s role”. I would broaden this consideration to “Rethink the organization’s Instructional Systems Design (ISD) methodology”.
Part of the richness for many organizations today is the variety of languages and cultures that are represented in their business. Cultural sensitivity and the competence to deal with such differences are important skills for L&D professionals. More than ever, language and cultural differences are influencing how workplace learning programs are designed and delivered to effectively support learning.
In the 70/20/10 Model of Learning, many organizations only capture activities associated with the 10% or formal learning component. As L&D professionals, we need to know where the rest of learning is truly happening in our organizations.
In today’s global society, many learners are facing the challenge of participating in training programs delivered in English, which is not the language that they speak.
Since most of these learners have not been introduced to the vocabulary and concepts of English, comprehending the new content and learning may become problematic for them. A study by Kongsberg International School in Norway: Language Teaching Strategies and Techniques Used to Support Students Learning in a Language Other Than Their Mother Tongue noted that “…. if they are not understanding, they cannot be learning.”
The best Learning Strategy in the world is nothing unless well deployed. Regardless of the scope of the Learning Strategy (lean or comprehensive), some level of change is expected from the deployment and should be addressed accordingly.