6.- Estrategia Suricata 'bottom-up'

Estrategia Suricata 'bottom-up'

Aprender a SER y ESTAR... http://www.sociedadytecnologia.org/file/view/208504/los-cuatro-pilares-del-aprendizaje-aprender-a-ser

 

Estrategia Social eAprendiz (ver fichero 'vs Estrategia social eAprendiz' en escritorio, interesante figura -Curate-Converse-Create-, relacionarla con fig ECCO_Suricata) 

The future belongs to those who take charge of their own learning  (eAprendiz...+ autonomía e iniciativa personal; desintermediación)

 -cambios en la naturaleza del trabajo (no un trabajo para toda la vida, continuo, ) + posibilidades actuales + evolución elearning (Aprendizaje SOCIAL y EMOCIONAL, internet,conversaciones,informal, moocs,OERs,etc)

 - metacognición aprender a aprender (en RED), pensar como pensamos + aprender a poner en práctica nuestro K

 

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Becoming an Entrepreneurial Learner (ser un aprendiz emprendedor), Cultivating the Entrepreneurial Learner in the 21st Century (John Seely Brown)

What does it mean to be a entrepreneurial learner? JSB tells us

This does not mean how to become an entrepreneur. This really means, how do you constantly look around you all the time  for new ways, new resources to learn new things? That’s the sense of entrepreneur I’m talking about that now in the networked age almost gives us unlimited possibility.”

JSB says:

“This does not mean how to become an entrepreneur. This really means, how do you constantly look around you all the time  for new ways, new resources to learn new things? That’s the sense of entrepreneur I’m talking about that now in the networked age almost gives us unlimited possibility.”

(

)... no es sufiociente aprender y tecnología (parte soft), la parte dura es... prácticas sociales  + estructuras institucionales + nuevas skills --> empoderamento personal y colectivo...  'flow' (Montewssory, 75 años por delante aunque con las tools no adecuadas- hoy era conectividad, en RED foros discusión, comunidades,experiencias e historias, neuroeducación, ecologias de aprendizaje, ... Homo Sapiens as knower + Homo Faber as maker (Homo Ludens) (cosas contenidos contextos significado ... mediante blogging Andrew Sullivan Why I blog? blogging implica juntar contexto y creación. El blogger no es el escritor de antes, con enlaces, comentarios y trackbacks que hacen a la blogosfera 'la conversación inacabada' ver fig. 

 Moving from Training to Performance Support

“Not all training sessions are effective. Sometimes training is the wrong solution, but it is the only thing available, and is exactly what the boss or client asks for. Learning professionals who only know how to design training are missing out on many other opportunities to improve work performance.

For instance, most learning happens informally on the job. Formal instruction accounts for less than 20%, and some research shows it is about 5% of workplace learning. Employing performance support strategies opens a huge opportunity to have a bigger impact on how people get their work done.”

Enterprise Learners v Entrepreneurial Learners

 why is it necessary to be an entrepreneurial learner? Well, as JSB, as well as others, point out “in a world of increasingly rapid change, the half life of a given stock/skill is constantly shrinking“, at around 5 years. So it’s going to become a vital skill for everyone in this new world of flows, to stay on top of all the new knowledge and skills relevant to today’s employment market place.

 And how does entrepreneurial learning fit with organizations?

The concept of the “entrepreneurial learner” is close to my heart; I didn’t have an adequate term to describe it before. I’ve often talked about self-organized, self-directed, self-managed, continuous learners, but it just didn’t encapsulate everything I wanted to say.  John Seely Brown, of course, articulates it much more elegantly than I could ever hope to do (so take a look at the transcript of his March presentation if you want to read more). But I want to continue my focus on this aspect of learning and consider in practical terms how we can help to develop the entrepreneurial learners of the future (in education) who are not just able to stay afloat in their kayak but navigate through the turbulent waters.  I also want to focus on how to help organizations adopt more entrepreneurial learning practices; not just by embedding them into their steamship approaches – but as a distinct learning approach.  I’ll write more on this shortly.

 http://dmlcentral.net/sites/dmlcentral/files/resource_files/jsb_transcript_slides.pdf

 

Professional Learning Portfolios Workshop

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In The future belongs to those who take charge of their own learning I talked about howenterprise training will only provide you with the skills you need to do your basic duties, so in order to to keep your skills up to date, you will need to take charge of your own professional learning.

And since this is now possible in non-traditional ways, a Professional Learning Portfolio is useful to record and reflect on what you have been learning and to evidence your achievements (formal and otherwise) anddemonstrate your commitment as a continuous, professional learner to a potential employer.  Professional Learning: The SCOPE Approach and Plan.  Professional Learning Portfolios Workshop.

 

From organizing and managing learning to supporting self-organized and self-managed learning

 

“Learning is not something done to us, it is what we do together. Learning delivery in a constantly changing work environment is an outdated notion. For example, training courses are artifacts of a time when information was scarce and connections were few. It is glaringly obvious in this time of ubiquitous connectivity and pervasive proximity that we can get pretty well any information we need whenever we want it. To make sense of this, we need network era literacies, and with these new literacies we no longer need the equivalent of learning scribesPulling informal learning, instead of having formal instruction pushed to workers, has to become the workplace norm. By norm, I do not mean something bolted on to a course or some function of an LMS. I mean integrated into the daily work flow.”

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How does your organization view the L&D role? Is it just about delivering training, or is it now becoming as much about supporting individuals to self-organize and self-manage?   

 

Why support self-organized learning in the workplace?

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PKM Harold Jarche

recently shared a diagram of what it might look like to move from a focus on organizing and managing training,  to helping individuals and teams self-organize in the workplace? But why would you want to do this, some have asked? Because that is how today’s Smart Workers (SW) prefer to learn.  So I’ve now annotated my previous diagram to show how 8 key ways that Smart Workers learn today map onto the diagram.

 

  1. The Smart Worker (SW) learns continuously as she does her job > Integrate learning in the workflow
  2. The Smart Worker (SW) wants immediate access to a performance problem > Provide and enable access to performance support
  3. The Smart Worker (SW)  is happy to share what she learns > Encourage employee generated content
  4. The Smart Worker (SW) relies on a trusted network of colleagues > Support networking both inside and outside the organisation
  5. The Smart Worker (SW) learns best with and from others > Encourage social interactions and knowledge sharing in the workflow
  6. The Smart Worker (SW)  keeps up to date with what is happening in his industry and profession > Encourage “learning the new” and “entrepreneurial learning”
  7. The Smart Worker constantly strives to improve her productivity > Provide performance consulting services rather than just instructional/training services
  8. The Smart Worker thrives on autonomy > Promote professional learning (outside the organisation) and the use of professional learning portfolios

 

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“Learning the new” vs “Learning the old”

For many people the word “learning” is synonymous with studying, lessons, classes, etc – because that is how we have been conditioned to believe how “learning” happens. We think back to how we learned at school with a teacher, who took us through a topic step by step, in a logical way.  And that of course, is now what many think “online learning” is all about; - delivering online learning experiences for its people to acquire existing bodies of knowledge or skill – it’s all about learning the old.  Of course this has an important part to play in what we need to learn to do our jobs, but nowadays it is not the only way we need  to learn.  We also need to learn the new.

 

In today’s modern world things are happening so fast that we all need to keep up to speed with the flow of new ideas and resources that are being created at a staggeringly fast rate. In the business world, for many jobs, this means it is not just about applying the old learning to our work, but keeping up to date with the new so that it informs what we do.  Learning the new is therefore a very different “learning” experience; it is about being in the flow of new ideas, making sense of what we hear and find out, ie  by “joining the dots”  ourselves, and by sharing our thoughts, experiences, etc with others in our teams, groups, communities and networks. It’s not about waiting for someone to come along to teach us this new knowledge or new skills; but rather to continuously learn for ourselves.

people will need help to acquire a new set of “learning skills”. Harold Jarche calls this Personal Knowledge Management, which he defines as ”a set of processes, individually constructed, to help each of us make sense of our world & work more effectively.”

Learning the new is becoming an essential new work and life skill, and I believe that, the role of learning professions is no longer just about teaching the old, but helping people to learn the newFurthermore, this also means not trying to organize, manage and track what and how people learn, but helping them to self-organize and manage their own learning, and helping them to measure their success in terms of performance or productivity improvements rather than in terms of “learning activity”.  Learning the oldprocesses and systems just aren’t appropriate for learning the new.

 New skills for the learning professional in changing times #chat2lrn

The Learning & Performance Institute have recently released theirCapability Map which details 27 skills across 9 categories, so the chat also wanted to consider the following:

“Are these ‘new’ skills becoming a core part of the L&D role rather than a ‘nice to have’? If L&D needs to change, does that also mean we have to take new approaches to what would be regarded as the more ‘traditional’ skills?”

 

Emerging new roles for learning and performance professionals

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The Role of the Collaboration Advisor

 As more and more organisations invest in social collaboration platforms (and it’s estimated that 75 percent of enterprise-level organizations will do so in 2013), it will here where collaborative working and collaborative learning will co-exist, as workers use these platforms to continuously share their knowledge and experiences with their team, and other co-workers.

However, this type of work requires a very mindset and skillset from the traditional training role.  In other words, the role of a collaboration advisor …

  • is not about organizing and managing training for people (creating and delivery content for example) – but helping teams and groups to self-organize the approaches that will work for them
  • is not about training people to use the social tools – but rather helping them to use them in the context of carrying out their work, and in doing so to work collaboratively and share their knowledge with one another, e.g. by narrating their work
  • is not about training people to be social – but modelling the new collaboration and community skills that will be required
  • is not about tracking “learning” activity  - but helping teams and groups monitor their own productivity and performance improvements

Harold Jarche and I have been helping a number of organizations with these new collaboration practices, and in the New Year we are offering three online workshops at the Social Learning Centre that provide some guidance and support with some of the new activities and skills that are involved. You can find out more here.

 

Constant learning is a key theme in the Future of Work

This presentation, from Innovation Excellence, explores the new ways we are working and the implications for business and for workers. Each theme has 4 trends and each trend is supported by 4 examples, supporting statistics and implications defined by PSFK Labs team.

Constant Learning is one of the key themes, and includes Learning by doing, Digital Knowledge Updates and Networked Learning.

 

PKM and Online Communities Workshops

Are you supporting new fashioned learning in the workplace?

 what is “new fashioned” learning?  Well let’s start by thinking about what “old fashioned” learning is?

“Old-fashioned” learning is being taught or trained – that is having all you need to know neatly packaged up in a course or programme or workshop or e-learning  course.  With old fashioned learning, some one else has done the donkey work; they have identified the content you need to know, have structured it into some logical order and delivered it to you in (hopefully) an appealing way.  Old-fashioned learning is what we’ve been refining over the last couple of decades as new advances in technology have emerged. But let’s be clear, even when newer social and informal approaches are added to this old model that let you learn things a little differently, if your learning experience has in any way been organized (and/or managed) by someone else, this is still “old fashioned” learning.

Of course, there is still a need for old-fashioned learning in the workplace. It is a very useful approach for getting you up to scratch quickly on a topic with an existing body of knowledge or wisdom.  But the world is changing, and more and more information is being created and disseminated on a daily basis. New domains of knowledge are appearing which have yet to be structured and organized. New ideas are being added to old domains. We experience this constant flow of new information in our personal social media channels every day, and many people are already developing new skills to help them make sense of all this new information. This is the essence of “new fashioned” learning.

For many this new way of learning has now become a familiar activity and one on which they thrive. Others who are new to social media and are not used to dealing with the huge amount of information they are being subjected to, struggle, and find it an overwhelming experience

 

But this state of affairs is only going to increase, as organisations ”go social” and encourage widespread enterprise knowledge sharing. Workers will be inundated with a constant stream of information, so they will need to have a good set of new skills to deal with it all, in order to flourish and work productively.

“New-fashioned” learning skills therefore include developing a trusted network of people as well as sources of information (from both inside and outside the organisation) that individuals can draw from on a daily basis, filtering out the “signal from the noise”, “connecting the dots” in the pieces of information they receive to make sense of it all, and then sharing what they know with individuals for whom it is relevant and who will value it.

All this is collectively referred to as personal knowledge management (or PKM).  PKM skills are vital in a social workplace, and they are also an essential set of skills for managing one’s own professional development through continuous learning. So how do you support new fashioned learners in the workplace? How do you help workers develop a PKM skill set?

Harold Jarche defines PKM as “a set of processes, individually constructed, to help each of us make sense of our world, and work more effectively.”

In other words, it’s up to every individual to manage their own knowledge in the way that best suits them.

So it’s not about designing a one-size fits all PKM approach for all your people and telling them to use it; it’snot about building a PKM system and training them how to use it, it’s about showing them what it means to manage their own knowledge, and helping them to develop their own processes and select their owntools to do so.

And it goes without saying that to help others to do this, and become a “new fashioned” learner – you need to have good PKM skills yourself.

 

The changing role of L&D: from “packaging” to “scaffolding” plus “social capability building”

about the future of the L&D department...  the function of the department is expanding into the new areas of performance support, as well as supporting social collaboration and personal learning.

additional factors... the future is about moving on from a focus on organizing others’ learning by “packaging” up lots of content, delivering it to them “on a plate”, and then managing access to it all. 

the future is going to be more about “scaffolding“.  I mean by this, working in partnership with the relevant team or group in the organization to help to provide aframework – ie the infrastructure(platforms, tools etc) as well as the rightconditions for learning and performance support and improvement to take place.

And furthermore, rather than trying to design, create, deliver or even “control” what happens there, there is also a need for a focus on “building the new personal and social capabilities” that are are going to be required by the new “connected workers”, in order for them to work and learn effectively in the digitally connected workplace

the Connected Worker site.

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Follow-up posts

2 - Towards the Connected L&D Department

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Firstly, the red area is the traditional L&D operating area – designing, delivering and managing instruction (ie face-to-face training and e-learning)

The orange area is where I am now seeing quite  a lot of interest and activity; that is expanding the traditional L&D area into “packaging” performance support, and also moving into more “scaffolded”  and social approaches to formal learning, and also examples of self-service professional learning portals for on-demand access to a range of opportunities.

The blue area is the new area of “social collaboration”, where a number of forward-thinking L&D departments are already playing a major role. Here they are working in partnership with teams and groups to help them share knowledge, experience and resources as a natural part and process of their daily work. Some are also helping to build the new personal and social skills to help their people become effective Connected Workers.

why L&D departments should become involved in this new blue area.

There are many good reasons for this. There’s the fact that working is changing, and that organizational learning needs to change too. But this blue area is where the “real” learning takes place in the workplace – in the workflow informally and  socially.

So how do you get started? Well, this blue area of work requires a very different mindset and approach from the traditional L&D role. It also requires a set of new capabilities and skills. And it involves using and supporting a range of new social technologies rather than dedicated “learning technologies”.

 

 

3 - Instructional design: from “packaging” to “scaffolding”

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In this post I’m going to look at “instructional scaffolding” but in subsequent posts, I will consider “scaffolding performance support & team collaboration” in the workplace  as well as “scaffolding professional learning“.

The concept of instructional scaffolding is however less well known, but essentially it is about providing the framework or infrastructure for learning to take place. So for me it is more about setting up an environment where a “guide on the side” can help individuals become more self-directed and find out things for themselves .

Wikipedia has a page about instructional scaffolding, too – yes, the term already exists –  which includes this paragraph.

“Effective learning environments use instructional scaffolding to aid the student in his/her construction of new knowledge. Avoid telling the learner exactly how to accomplish the task; do not solve the problem for the learner. This may help the learner immediately, but it hinders the learning process. It is important to promote better learning by helping the learner achieve his/her learning goal through the use of instructional scaffolding. The use of scaffolding helps the learner to actively build and construct new knowledge.”

A good example of the difference between instructional packaging and instructional scaffolding was provided recently by Debbie Morrison in her post A tale of two of MOOCs: divided by pedagogy.  In a very useful table (reproduced below) she compares the approaches taken by the (very popular, connectivist) e-Learning and Digital Cultures MOOC with the (aborted, instructivist) Fundamentals of Online Education MOOC. (The first is a great example of instructional scaffolding.)

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Whereas many people focus on the “massive” – large scale – aspect of MOOCs, the key thing for me, is the “scaffolding” approach used in connectivist-MOOCs (or c-MOOCs) .

So why aren’t we seeing more examples of instructional scaffolding in the workplace? Well it’s probably due to the same old reasons!  The limited time available for training – which means it’s easier to provide an “package of instruction”, or a perceived need to ensure the quality and veracity of the content (so that no user-generated content is encouraged). But at its heart it’s probably about the need for control.

As we have seen above, there are significant disadvantages with the one-size-fits-all “packaged” approach to instruction, so for organisations that want to encourage flexible, adaptive, 21st century workers, using an instructional scaffolding approach provides an excellent way to start helping individuals take responsibility for their own learning and development.

 

4 - Supporting self-managed team learning in the organisation

supporting self-managed learning

In this and my next post I am going to look at self-managed learning in an organization, and how that might be supported and scaffolded. Today I’m going to look at “supporting self-managed team learning”, and next time I will consider ”supporting self-managed personal and professional learning”.

Team learning is essential in any organization, for as my colleague, Harold Jarche points out, quoting Peter Senge.

“It is team learning, not individual learning, that adds to organizational learning.”

But let’s be clear from the outset, supporting self-managed team learning isneither about packaging nor scaffolding instruction, rather it is about helping teams to organize and manage their own initiatives.

So supporting self-managed team (or social) learning  is not about providing them with courses as they do their work, helping them to find their own courses, or even helping them to create their own courses for one another – rather it is about helping them to share their knowledge, experiences, ideas and resources as part of their daily workflow. It is, as my colleague Charles Jennings (Re-thinking Workplace Learning: extracting rather ...), puts it about helping them to extract learning from work, not trying to add or inject learning into work

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In other words if people have the opportunity to learn and develop as part of their work and they are supported by their manager, then learning will be much better transformed into measurable behavioural change and performance improvement.

Context is Critical

 

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any learning professionals and training companies have taken the lesson about the criticality of context to heart and are designing courses and programmes that link learning with work more closely than was done in the past. 

Although this is a great improvement from the situation where the majority of learning activities were totally separated from work, it’s only a half-way house, if that.

The thinking is still principally about adding learning into work.

Jane Hart has observed a very similar trend with her study of the uptake of social learning. She noted (see her slides 10-21 

) that there’s a clear trend towards ‘social training’ in the professional learning and development and learning vendor communities (where social technologies are added to training events) rather than towards ‘social collaboration’ (where social technologies are used to support on-going knowledge sharing and collaborative working, and integrated with workflow)

In other words, Jane has observed that many learning professionals  link social technologies and activities to learning activities in order to support training outcomes – adding ‘social’ to learning – rather than facilitating and supporting social collaboration – where a social dimension is part of the workflow.

The latter is a whole new ball game for HR and learning professionals and involves extracting learning from work.

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Extracting learning from work employs very different approaches to the additive form of workplace learning.

Firstly the focus is not on learning but on performance improvement from the outset.

It’s also not about requiring workers to adjust their working time and flow to include specific activities that have the explicit purpose of assisting learning.

It’s simply about developing approaches that help workers to learn more from their day-to-day work.

The impact of this latter approach is profound.

The Corporate Executive Board study found that if managers were more effective at providing workplace experiences that helped development, the impact on performance was an almost 20%1 uplift. From this study, new and challenging workplace experiences were demonstrated to have almost three times greater impact on performance improvement than simply ensuring workers had the right knowledge and skills

Impact on Flow and Measurement

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Supporting self-managed team learning is also about working in partnershipwith teams – either to address and support specific performance problems or to build or enhance existing sharing practices.  So it will not involve designing a programme of instruction for a team, but rather will comprise a quite different set of “scaffolding” activities undertaken in conjunction with the team, which include:

  • Understanding the sharing practices that are currently taking place  - or not.
  • Considering how these could be enhanced or built upon, or developed.
  • Considering whether any technology could underpin knowledge sharing, and if so identifying appropriate technologies, preferably employing existing collaboration technologies or enterprise social networking that are being used to underpin the work (so a separate LMS is not the appropriate technology)
  • Helping to provide the right conditions for ”team learning”, e,g. by helping to develop a culture of sharing and the value of sharing,
  • Helping the individuals in the team to share – e.g. to create resources/job aids, curate links to share, share experiences or thoughts, and narrate their work – not by training them to be social, by showing them what it is to be social!
  • Helping the individuals to manage their own knowledge – through a continuous process of seek-sense-share
  • Helping to ensure knowledge sharing is part of the daily workflow  – so it is not seen as an extra initiative – but an integral part of daily work.
  • Helping to identify appropriate performance metrics to measure success -  not by using traditional learning metrics or even social activity metrics – but in terms of actual job, team or business results.

 

 

successful initiatives in supporting self-managed team learning are not just about implementing new social technologies; they also involve developing a range of new social workplace worker skills.

Workers will need a new range of skills to be effective in a digitally connected workplace, e.g.

  • Personal Knowledge Management skills – how to build develop a network of people and sources of information to draw from on a daily basis and how to make sense of the information, and share it appropriately
  • Social collaboration skills –  how to work and learn collaboratively and productively in a team
  • Community manager skills – how to build and maintain a successful community of practice
  • Connected Leader skills – how to lead a team in today’s networked, complex workplace

(about all these new skills, you can do so  at the Connected Worker site)

 

Where does managed learning stop and self-managed learning begin?

 

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Enterprise Community Management: “joining up” learning and working

 

More and more organisations are beginning to adopt enterprise social networking technologies (like Yammer) more formally as business tools, so there is a growing need for a dedicated resource to manage and support this activity –  not technically but in human terms.

This emerging practice is known as Enterprise Community Management (ECM), and is much wider than just supporting one small team or community of practice within an organisation, but is about having responsibility for building and sustaining a community across the whole of the organisation. In fact as ECM can include a significant range of responsibilities, in a large organisation it undoubtedly needs to be undertaken by a number of people.

ECM activities are likely to include

  • integrating all social and collaborative initiatives into a common platform
  • planning the new community’s strategic approach
  • promoting and supporting its use within training (both online and face-to-face, but particularly within induction/onboarding)
  • helping to support its use for team knowledge- and resource-sharing
  • supporting individuals as they build and maintain communities of practice and other interest groups
  • developing an ongoing programme of both face-to-face and online activities and events – to encourage employee engagement on an ongoing basis
  • helping to model social and collaborative working and learning behaviours as a major part of helping workers use the technology
  • building the new personal and social skills required for productive collaboration in the organisation
  • measuring the success of community in terms of business performance (not just in terms of social activity)

 

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I have similar feelings, and only recently wrote a recent post about how many packaged instructional solutions (e.g. online courses) are clearly not working. So here are 10 reasons I’ve put together from my and Clark’s posts why you should not produce a course:

  1. You don’t want to take your people out of the workflow unnecessarily.
  2. You don’t want to bore your people to tears with page-turner/click-next solutions.
  3. You don’t want to treat your people like idiots making them click on every link or action button in a course – because their manager thinks that’s proof they’ve read something and hence learned it!
  4. You don’t want to dumb down the learning process and make your people have to  work through trivial interactions – in a desperate attempt to engage them.
  5. You don’t want to force your people to stay on a course for a prescribed amount of time – just to prove they’ve had the required length of training.
  6. You don’t want to require your people to communicate with one another in a course – because that’s what others think “social learning” is all about.
    RATHER
  7. You want your people to have as much autonomy as possible in the process – and be there to support them rather than dictate to them.
  8. You want any content that is provided to be in the most relevant and useful format for your people.
  9. You want your people to have genuine and meaningful interactions with their colleagues.
  10. You want success to be demonstrated by improved job or business performance rather than course completion or “bums on seats” or activity metrics.

Clark says  “The best way to change is to take that first step.”  So what are the alternatives?  My colleague, Harold Jarche calls this, ABC Learning – Anything But Courses.

 here are 10 suggestions as alternatives to courses (with some examples). Some are fairly cheap to set up, others more costly – but by replacing unnecessary courses with simpler and cheaper alternatives, you can release the budget for the more expensive options, where there is a real need for a sophisticated solution, and for one that will have a greater impact.

  1. You want to help people to know something – provide the information in the simplest and most appropriate form possible – a document or presentation (knowledge) or video (skills/behaviour) for the right device (desktop or mobile). If you absolutely need to know they have understood it or can do something as a result of it, focus on devising an activity that will demonstrate this. Individuals should also have the option to work on the activity first, in order to identify the aspects they don’t already know or understand, so that they can focus on improving these, rather than wasting time on reading stuff they do know. (e.g. PhishMe)
  2. You want to help people find out about something on a continuous basis – help to set up a drip-feed (using email, RSS, Twitter or your  ESN) of tips, terminology, techniques, facts or figures – daily or regularly (e.g. TinyTraining)
  3. You want to help people explore a scenario and find out the different options (often in a safe environment) – offer immersive solutions and simulations where individuals can investigate a scenario for themselves (e.g. Toolwire Learnscapes)
  4. You want to help people acquire or improve a skill -  this comes through practice, and as we know repetitive practice can be very boring, so help individuals develop a skill  using a game-based approach to view skill improvements (e.g. ThinkingWorlds Serious Games Development Tool)
  5. You want to help people acquire informal and tacit knowledge from experts in the business – help to facilitate coaching or mentoring in your organisation, ideally using reverse-mentoring options – where there is an exchange of knowledge between younger users with new, social skills and older workers with experience in the business. (e.g. 5 methods of reverse mentoring)
  6. You want to help people carry out recurring tasks, e.g. how to work through a process or use software – create a job aid  – in whatever format (eg (info)graphic, screencast) is most appropriate for them, and which can be viewed on the appropriate device –  desktop or mobile (e.g. Dave’s Ensampler: Types of Job aids)
  7. You want to help people deal with new tasks and problems – help them to create and share their own resources with one another (e.g. 
    )
  8. You want to help people benefit from the experiences of other  team members – e.g. dealings with clients (successful and otherwise), so help them to set up a group space on an ESN (like Yammer) so that they can share their stories with one another, or help them set up a dedicated team platform (e.g. QA’s Sales465 platform)
  9. You want to help people easily find answers to their own organisation problems  – set up a group or organizational space where they can ask and answer questions on an ESN (like Yammer),  or help to introduce an enterprise platform (e.g. AnswerHub), or help them to use Google web search effectively and validate the resources they find.
  10. You want to help people keep up to date with what’s happening in their industry – provide advice on becoming a Connected Worker and help to support new personal knowledge management and social workplace skills (e.g. ConnectedWorker skills)

 

Take the Learning in the Workplace 2013 survey; the results might surprise you

 

 

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La innovación personal en la practica

El espiritu emprendedor como forma de vida

 

 

    Enrique Rubio

    Enrique Rubio

    Reflexiones sobre aprendizaje, tecnología y sostenibilidad

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