Workforce Development - A Good Investment?

Adult Learning Styles - How to Connect

There are four generally accepted adult learning styles

1. The Visual/ Verbal Learning Style

These people learn best when information is presented visually and in a written form.

In a classroom setting, they prefer instructors who use visual aids (i.e. black board, PowerPoint presentation) to list the essential points of a lecture in order to provide them with an outline to follow during the lecture.

They benefit from information obtained from textbooks and class notes. These learners like to study by themselves in quiet environments. They visualize information in their "minds' eyes" in order to remember something.

The online environment is especially appropriate for visual/verbal learners because most of the information for a course is presented in written form.

1. The Visual/ Nonverbal Learning Style

These people learn best when information is presented visually and in a picture or design format.

In a classroom setting, they benefit from instructors who supplement their lectures with materials such as film, video, maps and diagrams.

They relate well to information obtained from the images and charts in textbooks. They tend prefer to work alone in quiet environments. They visualize an image of something in their mind when trying to remember it.These learners may also be artistic and enjoy visual art and design.

The online environment is well suited for this type of learner because graphical representations of information can help them remember concepts and ideas. Graphical information can be presented using charts, tables, graphs, and images.

2. The Tactile/ Kinesthetic Learning Style

These people learn best when information is presented aurally. In a classroom setting, they benefit from listening to lecture and participating in group discussions.

They also benefit from obtaining information from audio tape. When trying to remember something, they often repeat it out loud and can mentally "hear" the way the information was explained to them. They learn best when interacting with others in a listening/speaking activity.

Online learning environments can complement these learners' style. Although most information is presented visually (either written or graphically), group participation and collaborative activities are accomplished well online. In addition, streaming audio and computer conferencing can be incorporated into an online course to best meet the learning style of these students.

3. The Auditory/ Verbal Learning Style

These people learn best when doing a physical "hands-on" activity. In the classroom, they prefer to learn new materials in lab setting where they can touch and manipulate materials.

They learn best in physically active learning situations. They benefit from instructors who use in-class demonstrations, hands-on learning experiences, and fieldwork outside the classroom.

Online environments can provide learning opportunities for tactile/kinesthetic learners. Simulations with 3-Dimensional graphics can replicate physical demonstrations.

Lab/Workshop sessions can be conducted either at predetermined locations or at home and then discussed online. Also, outside fieldwork can be incorporated into the coursework, with ample online discussion both preceding and following the experience. Finally, the online environment is well suited for presentation and discussion of either group or individual projects and activities.

Can you identify which of these styles you are?

A free assessment entitled "the Index of Learning Styles Questionnaire" is available courtesy of NC State, to help you discover your dominant style.

Do You Understand the Four Principles of Adult Learners?

Adults bring their life experience with them
They draw upon an accumulated wealth of knowledge, and relate new information to what they already know.  They may need to debate or express an opinion about new information

• How this affects the Learning experience you provide - Those providing instruction should a) acknowledge the expertise of users, b) relate new business processes to old ones, c) respect users by listening to what they have to say and by answering questions

Adults are self-directed learners
They need to control their own learning, and must be treated as "co-learners", and must have a desire to learn.  Adults are task and/or problem oriented

• How this affects the Learning experience you provide - Those providing instruction should a) communicate the learning objectives and benefits of course, b) ask about their expectations as learners, c) keep the learning content job related and d) indicate additional learning references that they can utilize

Adults are "now-oriented" and need appropriate practice
Adult learners need hands-on experiential opportunities, and need to be presented with the “Big Picture”.  They also need feedback andpractice to be realworld oriented situations

• How this affects the Learning experience you provide - Those providing instruction should a) not just show and tell – but provide means for adult learners to do!, b) use real life examples during training and c) help users troubleshoot what they are doing wrong

Adults need to feel comfortable in their learning environment
Todays learners need to feel that their psychological needs are being met, and that means that their physiological needs are being met.

• How this affects the Learning experience you provide - As you craft learning solutions, make sure that you a) use praise and encouragement, b) explain that no question is a silly question and that mistakes are a necessary part of the learning process and c) schedule an adequate number of breaks.

These principles apply across the board and will ensure that the way you train adults is effective, and delivers the results commensurate with your training investment.

Out of a job, and out of luck, at 54

A growing number of older workers are losing their jobs as the economy weakens. And many are having a harder time landing new positions.

Despite indications that the older workforce is a key to meeting the skilled workforce needs of US businesses, many firms still are looking at the short term benefits of trimming senior staff.

  To see the issues and consequences, read on...

read more | digg story

How Can You Determine If A Person Can Solve Problems?

When we look at our talent pool, we often need to know whether a person has the capability of being a "problem solver"

How does one make this determination?  I've not come across any type of "standardized" aptitude test for problem solving.  However, I did encounter a "Nine Point Formula for Solving Problems/Situations" created by Herbert Harris, who has a pretty innovative way of assessing "problem solving" potential.

His method (paraphrased) follows:

1. Do They Write it down?
Can the person write a precise statement of the situation to be resolved? Can they state what it is and what it is not? Very often, simply writing and describing the situation helps resolve it.
Once you clearly define the situation, its solution starts rushing toward you.

2. Do they analyze the situation?
Does the person look at the situation from all possible angles?   Can they identify all aspects, paying particular attention to which portions can be resolved immediately, and which portions require further analysis?

3. Can they list all alternative solutions?
Do they write each potential solution as completely as possible?

4. Do they evaluate all possible solutions?
Do they determine whom or what does each solution help, and whom or what does it hurt?

5. Can they determine if a solution (choice) is a selfish one?
Can the person determine if a potential solution helps only them, or hurts other people?  If so, it will probably cause you more difficulty in the future. Do they look for a solution that fairly balances the benefits to all parties?

6. Can they picture the consequences?
Can the person carry each possible solution to its logical conclusion. In this manner enabling the ability to see the end results clearly and in great detail.

7. Do they get advice, but make the decision their own?
Does the person discuss the situation with people they trust and respect? Do they ask for their insight and advice. Do they study their advice in conjunction with your their own understanding and observations?  Afterwards, do they make the final decision their own?

8. Will they stick to their decision?
Once they have made a decision, do they stick to it until new facts are produced warranting a change?

9. Can they put their decision into action immediately?
Do they procrastinate once you have made a decision. The best problem solvers get started right away and give the problem their best.

It's a good start on helping to identify people that use a problem solving methodology, and can be suseful for training people on the skills they need.  Thanks Herb!

What does a Skills Shortage Look Like?

Mention of skill shortages in the media is commonplace. But what does a skill shortage refer to?

• Does it mean there are too few people for the available jobs – in other words, a labor shortage?
• Or does it mean that employers are being too particular – wanting the ‘right person’ with the ‘right skills’?
• Does it refer to a lack of people with specific skills in particular sectors?

Skill shortages exist when jobs for specific skills or an occupation cannot be filled at normal pay rate and employment conditions, and where the location is reasonably accessible. This definition implies more than an absolute scarcity of job seekers, as it suggests that the pay and conditions may not be enough to attract the
right applicants.

Enterprises, for a variety of reasons, apparently cannot rely on governments to solve the problem of skill shortages. Governments may invest in more training places and they can increase the intake of skilled migrants, but it is only at the enterprise level of business that the effects of skill shortages can be tackled directly.

Why isn't more being done?

• Does looking to governments to act on skill shortages hide a deeper problem that employers are not dealing with?
• Have employers become complacent, expecting to find the ‘right person’ with a minimum of effort?
• Have other options, such as the use of on-hired employees, become too easy for enterprises to take?

These questions raise more fundamental concerns.

• Has the focus of the human resources function within some enterprises become too operational and reactive?
• If the attraction and retention of talent is key to an enterprise’s capacity to grow, does your enterprise have a clear strategy in place?
• What does a strategic approach to finding and keeping talent involve?

Watch this space as we continue to discover and discuss some of these dimensions as we search for truth and answers...

Five Signals of a Poor Self-Image

In doing your own personal analysis of the self-image of others, there are certain keys or signals to look for when interviewing that will tell you whether the individual is suffering from a poor self image:

1. Putting the blame on someone else.
By putting the blame for your own circumstances and situation on someone else, you avoid taking responsibility for what you have really done to yourself. If you do not take responsibility for your condition, you cannot change it, nor can you grow through it.

That which you cannot grow through, you will go through again and again.

2. Running away from your problems.
When you are confronted with a problem or challenge, how do you respond? Generally, you can do one of four things: Flee It, Fight It, Forget It, or Face It. It is only when you face your problems and challenges and consider them projects to be completed, that you grow stronger in faith and self-confidence. As your faith and confidence grows, your ability to handle greater problems and challenges improves.

3. Criticizing other people constantly.
Why do you criticize other people constantly? Is your criticism constructive and motivated by true care, concern and desire to help? Or, is it based on envy, jealousy, and thoughts of inferiority? If your criticism is not positive based on love, respect, and a sincere desire to help and improve another person then it is not constructive criticism and it does harm not only to the other person, but also to your own self-image.

4. Waiting for someone else to solve your problems/challenges.
When you wait for someone else to solve your problems and challenges, you neutralize your own possibilities for learning and growing through experience. What keeps you from taking action when a problem or challenge presents itself? Is it fear of failure that you won t do the right things? Or is it fear of success that contradicts how you really feel about yourself? Whether it is the fear of failure or fear of success, it doesn t matter since the result is the same procrastination, inaction, and ultimately, failure.

5. Pretending that everything is OK.
When you pretend that everything is alright, actively ignoring your problems and challenges, you subconsciously accept the consequences that will surely result from your inaction. You deceive yourself into thinking that there is no need for change or improvement, and develop a false sense of complacency. You eliminate virtually all possibility for personal growth and development. The nature of problems and challenges is that if they continue unresolved, they only get worse.

Want to be thrown into the "deep water" unexpectedly?

Nobody likes surprises, and the people you are grooming for future top opportunities are no different.  That's why it's extremely important to make sure that you have a "pre-departure cross-cultural training" program established when you are thinking about sending people to work overseas.

A pre-departure training program helps to ensure fewer difficulties when abroad. The program should cover such topics as: customs and norms of the country; working visas; risks and responsibilities of travel; health issues; emergency procedures; day-to-day living; strategies for adapting to an international environment; and ongoing communication with the program.

As part of the training, it is also important to provide participants with the tools necessary to recognize and to effectively deal with difficulties or traumatic events.

During the course of the training, the expat should be encouraged to take responsibility for their health and well being abroad.

Such a program should be carefully thought out and run for at least several days, and ensure that the expat and their trailing spouse does not get the impression that they're being "thrown into the deep water" and expected to learn how to swim by themselves.

What should such a program entail?

Obviously, there are many variations, but I'd suggest as a minimum:

• Visas, Passports, Travel Arrangements, Vaccinations, Insurance, Medical Exam, Basic Items to Bring, etc.
• Communication/Reporting expectations
• Accommodation provisions of the assignment
• Policies and Procedures (contracts, emergency form, liability waiver, etc)
• Intercultural communications to include
  • The Concept of Culture
  • Understanding Culture Shock
  • The Ways in which Values and Attitudes Affect Behavior
  • Communicating Across Cultures
  • Problem Solving scenarios
• An overview of the "Host Country"
  • Social, Political and Economic context
  • Cultural Context: Values and Attitudes
  • Day to Day Realities they'll likely encounter
• Managing Your Health Overseas is important too. 
  • Logistics and medical preparations
  • Maintaining their health overseas
  • Coping with stress and mental health while abroad
• Safety and Security Issues are a MUST
  • Tips on keeping safe
  • Sexual Harassment
  • Conflict Resolution
  • Emergency Procedures

Ideally, this orientation should be done by company managers who have been overseas and have been reassimilated into the company.  It will help the anxious manager/spouse to get the facts and experiences from someone who's "been there"

And while we're on the subject, don't underestimate the impact of the spouse in the "assignment satisfaction process"  (we'll get into this more deeply in another post in this space)

To deal proactively with spouse concerns, this training should also deal with helping him/her identify career orientation and aspirations, assess career “sabbatical” options and alternatives, review realistic relocation options and support needs, and establish informal communication links.

Putting these "up front" pieces in place will help to ensure that the persons international work assignment is a success.

An Essential Skillset - Negotiating - and Why Women Have the Market Cornered

I was intrigued by a cover story I came across in the May 2006 edition of "World Business" written by Horacio Falcao, entitled “Say It Like a Woman: Why the 21st-century negotiator will need the female touch.”

The article got me thinking about how important negotiating is in ANY organization, and how well equipped women seem to be to dominate this important function.

When you think about it, they have :

• An ability to put themselves in their counter parties’ shoes
• A comprehensive, attentive and detailed communication style
• Empathy that facilitates trust-building
• Curious and attentive listening skills
• Less competitive attitude
• Strong sense of fairness and ability to persuade
• Proactive risk manager
• Collaborative decision-making

Applications of e-Learning in Law Enforcement

My colleague Dave Boggs, CEO of SyberWorks just did a video podcast (their first one!) talking with the Arlington MA PD Chief of Police about their use of the e-Learning in their officer training programs.

The YouTube video is available on the The Boggs e-Learning Chronicle in a post entitled "First Ever SyberWorks Video Podcast - Interview with Chief Officer Frederick Ryan of the Arlington MA Police Department"

This is a great session, and should be helpful to all who are looking for innovative applications for e-Learning. 

Are you still driving an Oldsmobile?

The face of business has changed significantly in the past 15 years, but surprisingly, many organizations still cling to the "old ways"

The Oldsmobile, retired several years ago, represented a good idea at the time it was launched, but one that it's executives came to understand in the 90's was "past its prime", so to speak.

Take Communications for example, it used to be that "Face-to-face" was the standard, but now it's all about Video conferencing and e-mail

Technology used to mean Paper, but now is all about Digital libraries

Office equipment that used to be dominated by Typewriters, has been replaced by Computers

Organizational Structures used to be defined by the Hierarchy are now Matrixed
Teams, and work efforts that used to be measured based upon Individual contribution have transformed by Collaborative efforts

So here's my question, why hasn't the material we use to train people, transformed as well?

In many cases, I find that training organizations are still delivering classroom training, and in many cases, still teaching approaches that represent the way things used to be, rather than that way things are evolving.

Could it be, because the training organization is struggling to get their arms around the way and the speed at which all organizations are evolving, and that creating new learning programs, are so costly and time consuming that they are hard to bring online?

It really doesn't make sense, especially considering how inexpensive and effective online learning is today.  Yet most organizations I speak to are still challenged by trying to produce and launch a handful of web seminars.

Does it make sense to keep clinging to training approaches and content that are "past their prime?"

Readers, what's your personal experience?

Can it happen here? Jobs go begging as worker pool dries up

With record low unemployment and vacancies 9.3 per cent higher than a year ago, business owners say it's impossible to fill jobs.  And it's not just a skills shortage that has gripped the city, but a general labor shortage.  Several industries are affected. 

It's not a hoax, and it represents a real dilemma for businesses globally.  While it may not be the shortage in the particular industry you are in, the people that serve your business may not be there in adequate numbers going forward.  That IS a problem.

It's happening in Sydney, but is expected to happen across the globe.  Find out why...

read more | digg story

A Woman's Perspective on Economics & Work

Thanks to idyll a well respected author on women's issues, and who's also from Pittsburgh, PA, my former home and alma mater (GO PANTHERS !)

She writes -

In the 1950s, only 1 in 5 women in the United States were active in the workforce, but that number has grown to nearly 3 in 5 in recent years.

Though we have increased our presence in the workforce, more employed women than men are considered to be at or below the poverty rate according to the Department of Labor. A major contributing factor to this statistic is that over half of the employed women in this country work in low paying support positions, such as clerical and retail jobs.

Non-traditional female fields--those in which less than 25% of the workforce is female--can offer wages that are, on average, 20-30% higher, however.

The Department of Labor, recognizing the need to connect more women with non-traditional fields, has awarded competitive grants to organizations, employers and unions through the Women in Apprenticeship and Nontraditional Occupations (WANTO) Act of 1992. The purpose of the grants has been to recruit, train and place women in non-traditional fields, as well as assist them in overcoming female-specific barriers to success.

Additionally, companies are realizing the need for a more gender-diversified workforce, either because they want to qualify for government contracts/subsidies or because they understand the inherent value of having the best possible workforce without restricting their hiring pool.

The Occupational Safety & Health Administration (OSHA) has also taken steps to assist women in non-traditional fields by releasing study results and recommendations about specific health and safety (both physical and psychological) concerns for women in construction and other related fields.

The workforce is ever-changing with more and more women are stepping in where we once weren't welcome, where there never used to be a place for us. Of late, the government and, indeed, individual companies have begun to understand the vital contribution that women can make by bringing a "new" perspective to the table.

There's still a long way to go. The OSHA study mentioned above was necessitated by harassment of women who dared to step outside of "female fields" and enter "the boys club." Even in non-traditional fields, salary disparities between men and women exist. But women have been blazing these trails for us in recent years, paving the way, and we don't have to be held back from jobs that keep us out of poverty, that offer better wages, and provide necessary benefits.

The Department of Labor website, though sometimes awkward to navigate, has several departments and sections that offer a variety of links to resources, publications, and initiatives, and it can also connect you with state sites and resources.

The Department of Labor Women's Bureau

Department of Labor: Links by Audience: Women

The DOL listing of non-traditional occupations for women

OSHA's Women in the Construction Workplace: Providing Equitable Safety and Health Protection study results

The National Alliance for Partnerships in Equity (NAPE) has a great listing of organizations that deal with non-traditional occupations for women

Women Work! is a national network of organizations dedicated to supporting women who are already in, or are seeking to enter, the job market. You can search for affiliates in your area who can offer services to overcome barriers, receive job training, and even job search assistance (regardless of field).

Why e-Learning is gaining serious traction in business

A new free report has become available entitled "Rapid E-Learning: Maturing Technology Brings Balance and Possibilities"

The report discusses how rapid e-learning technology is taking on significant learning challenges and pushing the boundaries of its first-generation objectives.

According to The eLearning Guild's 2006 Rapid e-Learning Development Research Report, demand for rapid e-Learning solutions has increased from 70 percent in 2005 to a whopping 82 percent among the companies surveyed for the report.

Here's some interesting observations about e-Learning from Rapid e-Learning at a Glance:

• Can be developed in 21 days or less
• Doesn't require specialist knowledge and skills or third party support
• Can use subject matter experts to author directly
• Requires a low level of investment to create
• May have a short shelf-life
• May involve an element of virtual classroom delivery or be completely standalone

This should be compelling for all learners and businesses alike, as it represents a "tsunami" of change in the way people learn.

Do you get PCMCIA?

Buzzwords can tend to drive people crazy, and are becoming more common than less.  I'm not sure this is a good thing.

In my younger days, the word "buzz" referred either to that irritating sound that winged insects like cicadas used to make in your ears or, in ordinary conversation, to the latest gossip or scoop pertaining to a particular subject, most often, show business.

In more recent times, however, the word "buzz", while retaining a lot of its old meanings, has evolved into a more hip term among the younger generation the meaning of which is not really so clear but is so widely used that it can actually bombard your olfactory senses and drive you to tears if not totally up the wall. The modern and evolved term is "buzzword".

Take PCMCIA for example.  Despite what the computer industry wants me to believe I believe it should stand for People Can’t Memorize Computer Industry Acronyms

Although the computer industry is rife with this type of consumer "abuse", buzzword proliferation is widespread, and despite regular spraying to control it, appears to be expanding.

Take education for an example.  The new buzzwords are "career pathways," "education pipeline," "redesigning high schools," "smaller learning communities," and "cluster-based economic development strategies." Recycled buzzwords from prior years include "school-to-work," "workforce development system reform," "business-education partnerships," and "meaningful outcome measures."  Pardon me for seeming dense, but exactly what do these oft used terms actually mean?

While I'm ranting, have you had enough of hearing “Doing more with less,” “creating improved efficiencies,” “downsizing,” “right-sizing,” “trimming fat,” “curbing expenses,” and “streamlining processes” that are too common in todays workplace?

Do these phrases clarify communications, or simply reduce it to common "pop culture?"

When we're communicating, whether with our staff or new recruits, what words do we use?  Are these words descriptive enough to tell those around us what we expect, or do simply describe a "theme" that characterizes the sense of what we want to do?  (e.g. save the whales - while it's a catchy mantra, it lacks the important specifics like "how to" and "why are we doing this?")

I'd like your feedback whether I'm just oversensitive to the way we tend to communicate, or whether you see it as well.

Helping the parties understanding the risk reality in international assignments

According to a report done by Harvey & Weise in 1998, there is plenty of work left to be done before American companies can say that they're "global players."  (These folks know much about the subject, as well as their breakthrough research about ethical behavior by business executives.)

For one, their research points out that with globalization comes increases in international assignments. Yet the issues of mentoring in a global context have not received much management attention.  With all of the concern being given to the shrinking skilled workforce, perhaps it's time to better understand what's going on.

Researchers estimate that between 16 and 40 percent of American international workers fail to complete their assignments – a number that will escalate in the near future due to the increase in females and dual-career couples in international work.

Of those Americans who do complete their international assignments, 30 to 50 percent are considered ineffective or marginally effective by their companies.

Unsuccessful international workers and the resulting reduced effectiveness of the overseas assignments have considerable direct costs to companies (training, relocation, and housing expenses) as well as indirect costs (declining service levels and
lost foreign customers). 

The cost associated with a failed international assignment is estimated between US$100,000 and US$300,000, with a total cost per year for U.S.-based organizations of approximately US$2 billion.

Is that a big enough number to get your attention?

The Characteristics and Qualities of Effective Mentors

I have been asked, more than a few times, "What are the qualities or characteristics of an effective mentor?"

Here's my version of the attributes I think you should be looking for...

• An effective, skilled teacher
• Good communicator
• Good listener
• Enthusiastic
• Confident
• Dedicated
• Sensitive
• Caring
• Patient
• Nonjudgmental
• Professional
• Experienced
• Flexible
• Energetic
• Tactful
• Trusted role model

While mentors do not need any formal training per se to be mentor others, a mentor would desirably have at least five years experience in their chosen profession. (However this is a guide only as some mentors have over twenty years experience while some may have as little as two)

The important thing to remember, is a "helpful spirit", because above all, a mentor is a helper to less experienced colleagues, showing them the ropes, and providing them an alternate perspective.

Readers, Can you think of any others?

Some ideas on "On-boarding"

On-boarding is usually considered a "3rd Stage" of bringing new talent into an organization.  It usually follows Orientation, and Training.

Why On boarding?  Here's some study findings you may find of interest...

• Nearly an average of $16,000 per employee brought in, according to CIPD
• Attrition of teachers in public schools in the US reaches $4.9 billion every year per the Alliance for Excellent Education
• Costs $13,355 per full-time private-sector worker to train workers (in 2004) says the Employment policy foundation
• The cost of failure = nearly 24 X base salary, per Michael Watkins
• 30 percent of annual salary for hourly paid employees, study done by Cornell University
• 1.5 times annual salary to replace a worker according to the Saratoga Institute and Hewitt Associates
• Only 39% of managers are satisfied with integration efforts, according to RHR Consulting
• Only 56% of employees feel their managers have a good knowledge of what they do and provide for the use of their unique talents, based upon studies done by Blessing White
• An average of 50% of newly hired executives quit or are fired within their first three years, from results studied by Harvard Business School
• 89% of new hires don’t have knowledge needed to “hit the ground running”, according to AIRS
• 46% of newly-hired employees will fail within 18 months, while only 19% will achieve unequivocal success, says Leadership IQ

Blessing White offers some suggestions on the "right way" to approach an on-boarding program:

Level 1 - the basics

• “Welcome Wagon”
• Satisfies legal/HR Needs
• Benefits enrollment/paperwork
• Overview of the organizational chart
• Company video
• Product/Services overview
• Computer training

Level 2 - the affirmation

• A fun experience
• Exposure to executives
• Party favors
• The tour was great
• Good first impressions
• Introduction to others/network building

Level 3 - the fit

• Mission/vision/values overview
• Learning Maps – understanding your business
• Model the culture you aspire to
• Customer testimonials
• Clarify work conditions/unspoken rules of the road
• Job specific & function specific info

Level 4 - The job

• Put managers & employees at the center
• Goal & strategy alignment
• Build the foundation for essential relationship
• Seek ways to shorten the learning curve
• Expand your reach – redeployment and beyond

Is it worthwhile to spend the time and effort to setup and run a on-boarding program?

Consider this advice, from Derek Moscato, of HR Magazine, April 2005
“Companies that can reduce the on-boarding time will find themselves at a competitive advantage because employees will reach full productivity sooner, will have higher morale and will be more likely to stay on the job.”

Games that Can Change the World

I read "Mission to Learn" on a regular basis, and recently read a piece that is not only insightful, but also illustrates why advancement of learning approaches is not only good for us as individuals, but also essential for the future of our planet.

The piece I'm referring to is "26 Learning Games to Change the World" written by Jeff Cobb, a really bright and talented guy.

If you have the urge to see what sorts of educational games might be out there that are geared towards making a difference in the world, this is a "MUST READ" article.

What you'll find

1. browser-based free games,
2. desktop-based free games,
3. and desktop-based "fee" games

The world is changing, and if you want to see what's happening in the area of immersive simulations, you'll find this article of real value.

Is Letting Them Go a Wise Strategy?

Leslie Levine is a seasoned author who writes great stuff about what's happening in toe workforce.  One of the articles she wrote about developing your employees, entitled "Let Em Go" struck a nerve with me.

She cites how some businesses view the anticipated departure of Baby Boomer s as an exodus, which is a fairly dramatic term. Is that what you see happening at your company? Even if you don´t know when your older employees plan to leave it still behooves you to have some idea. Clearly, you don´t want to be caught off guard, especially if your competition has been planning all along. Here are some points to consider:

She presents in this article a series of probing questions that aren't intended to put you into a panic but rather to remind you that the future is here.

She refers to David Delong, author of the book, "Lost Knowledge: Confronting the Threat of an Aging Workforce", and a management consultant and researcher at MIT´s AgeLab, stated on NPR that Leaving workforce with knowledge that didn't exist 20 years ago.

He also said that between 2003 and 2013 the age group of 50-64 will grow 40 percent while the age group 35-49 will shrink 10 percent. Those are numbers that no business can afford to ignore. What will you do?

I'll also suggest a alternative view that I hope evokes some discussion...

What of the "knowledge" held by baby boomers is worth passing along to the younger generations?

I throw out this question, because, depending upon which industry you are in, the "entrenched" thinking of these workers may be viewed as a factor in prohibiting new ideas from being developed.

So, is it always valid to assume that the "boomer knowledge bank" should be passed on?  Readers, care to share your experiences?

New Sources of eLearning Wisdom

Jenna Sweeney has one of my favorite blogs, the Corporate Training and eLearning blog, that delivers lots of new perspectives relating to eLearning.
On her site, she has a great collection of eLearning resources that Id like to pass along.  Given that eLearning is growing by the minutes as an effective mechanism for delivering information to learners, thought you'd find this set of reference links useful to you!  Enjoy!

• eLearningPulse.com
• mLearning-World.com
• E-Learning Place Blog
• Training Magazine
• eLearningpost
• American Society for Training & Development (ASTD)
• Learningcircuits (from ASTD)
• The eLearning Guild
• T&D Blog
• brandon-hall.com
• The Masie Center
• e-Learning Terms & Acronyms Glossary
• e-Learning Guru
• e-Learning Centre
• elearnspace
• Workflow Institute
• Unbounded

What is our greatest need?

This week I was attending the annual conference of the American Council of Engineering Companies in Washington DC, where I spoke to a large audience about how engineering companies could capitalize on the four very different generations in todays workforce.

The discussion was vigorous, and there was much interest in this subject, at all levels of engineer firm seniority.  (I've had similar reactions from other groups and other industries as well)

One question that kept coming up was "what is our GREATEST need?"  It was raised by some of the executives I met with that asked a valid and important question?

If you have a specific amount of time and want to make the greatest impact on your business, would you spend time in rethinking :
a) your talent management strategy?
b) how you attract new talent
c) how you recruit
d) establishing an "onboarding" program
e) setting up or expanding a mentoring program
f) developing a valued employee retention strategy
g) your outsourcing or offshoring strategy
h) ________________________

Readers, I welcome your thoughts...