Consulting Roles for L&D – Part One
The Learning and Development profession continues to undergo major structural changes, one of which is the transition from a focus on learning as an output and toward a focus on performance improvement.
How to Sustain Learning
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.
How Managers Create a Culture of Motivation
People who feel ownership of their work are likely to find that work more meaningful than people who have no say in how goals are accomplished.
Does your Instructional Systems Design Methodology Support Adaptive Learning?
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”.
How to Train Learners Whose First Language is Not English: Part 2
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.
What is a Learning Lane and why is it important?
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.
How to Train Learners Whose First Language is Not English: Part 1
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.”
How Will the Learning Strategy Be Deployed?
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.
Do Organizations really need a Learning Strategy?
Many Organizations are stretched so thin. Time is at a premium and we often hear comments such as:
“We are just trying to get the training done that is being asked for”.
Why a Learning Strategy?
How to Invest in Informal Learning – Part 2
Describe required knowledge and skills
In the first part of the blog on Investing in Informal Learning I suggested that even though the learning is ‘informal’ there needs to be a process to enable it. To start the process, identify the need and then describe the knowledge and skills to be learned.