Workforce Development - A Good Investment?

How Well Do You Deal with Moral/Ethical Dilemmas?

You are driving down the road in your car on a wild, stormy night, when you pass by a bus stop and you see three people waiting for the bus:

1. An old lady who looks as if she is about to die.
2. An old friend who once saved your life.
3. The perfect partner you have been dreaming about.

Which one would you choose to offer a ride to, knowing that there could only be one passenger in your car?

Think before you continue reading. 

This is a moral/ethical dilemma that was once actually used as part of a job application.

You could pick up the old lady, because she is going to die, and thus you should save her first. Or, you could take the old friend because he once saved your life, and this would be the perfect chance to pay him back. However, you may never be able to find your perfect mate again.

In the workforce we face similar life-choices on a regular basis, and quite often, we make sub-optimal choices, due to our limited thought process, or bias.

The candidate who was hired (out of 200 applicants) had no trouble coming up with his answer. He simply answered: 'I would give the car keys to my old friend and let him take the lady to the hospital. I would stay behind and wait for the bus with the partner of my dreams.'

Sometimes, we gain more if we are able to give up our stubborn thought limitations.

Never before has it been more important for people to 'Think Outside of the Box' yet increasingly, our thinking is constrained by the need to come up with a single 'right' answer (where we assume that there is only one).  Also fear of not getting it 'right', often  influences our guessing what we perceive to be the safest (i.e. multiple choice selection) option.

Sadly, this phenomenon is rooted deeply in our school systems which increasingly push 'not making mistakes' and 'getting the "right" answers, over "right brain" thinking which includes creativity, imagination and intuitive processing.

Perhaps we need to re-evaluate what kinds of answers we are looking for, and expanding the capability of those from whom we are seeking answers.

Study unveils how Sr Executives are using the internet

A recent study entitled "Google unveils research on executive Internet use" was published in BtoB has some interesting implications for online learning.

The study of both large and small-business owners indicates that they use search and social media more than you might expect, according to new research unveiled by Sam Sebastian, director-local and b to b markets at Google, during his keynote Thursday at BMA’s “Unlearn” conference held in Chicago.

Seventy-three percent of C-suite executives indicated that they are using the Internet daily, Sebastian said, referring to new research Google conducted with Forbes of 500 executives at companies with sales of $1 billion or higher. “They’re not delegating,” he said. “They prefer to do a lot of this stuff on their own.”

Among the findings from the research, which will be formally released in the coming weeks include: 64% of C-level execs conduct six or more searches per day to locate business information.

Interestingly, 1 in 5 said they preferred to watch video rather than read text. Focusing on the impact of video, Sebastian said there are “1.5 million business searches daily on YouTube,” making it the second-most-visited destination for business searches, behind Google.  eLearning execs take note - that as more rich media becomes available, that static "page turner" learning materials will become less popular to learners.

Do You Understand How Learning Outcomes Happen?

When we look at workforce development practices, it is easy to revert to a dull, boring menu of standard approaches to build a productive workforce.  Not that these approaches are invalid, that is certainly not the case, but it doesn't get to the underlying reasons why people choose to learn, or not.

Did you ever wonder why people didn't more actively pursue opportunities to better themselves?  Think about how many organizations offer continuing education / professional development opportunities but struggle to get workers to enroll and complete the learning programs offered?

In my humble opinion, I think it has to do with the self-image of the learner.  If you approach learning opportunities from a "why do I need to do this?" attitude, you have not only pretty much ensured that you'll seek the easiest (least challenging) way to get through the program, but likely have also decided that you don't need to know any more than you currently do.

Life-long learners do not suffer from this, of course, they are "sponges" that actively seek out new avenues for discovery and growth, but unfortunately there are far more of the former than there are life-long learners.

Does it have to be like this?  Of course not.

We can program new beliefs in our mind.  This is called the Law of Belief, and also known as the Law of Attraction.

Our beliefs create attitudes.  This is what Seneca must have meant when he said, "Everything hangs on one's thinking". Think about this - I can control who I am. I can control my attitudes.

Attitudes create feelings.  Can you see why Ralph Waldo Emerson once said, "Everything begins with thought. Life consists of what a man thinks about all day".  Having an "I can do more" attitude encourages us to go beyond our old image of self.

Feelings determine our actions.  Feelings are our emotional response, what we move toward and engage in and what decide we move away from.

And of course, our actions create results.

What kind of results do you want to see? 

The Issue for Business - Do We Provide Education, Training or Learning?

I have always found inspiration at the Learning at Light Speed blog, where they address anything related to learning faster.

Earlier this year I came across a great article published by Steve Rosenbaum entitled, "Education vs. Training Vs. Learning"

Mr Rosenbaum points out that while the academic world is more focused on education and the corporate world is more focused on training, the process is the same - LEARNING. 

You are statements like, “the purpose of an education is to become a critical thinker and well rounded.”  “The purpose of training is change what participants will be able to do after the training is over.”  Maybe it’s the difference between knowledge acquisition and skill development. 

He illustrates how in schools, paper and pencil tests are mainstays.  Standardized tests which are mostly about knowledge acquisition and comprehension seem to be the level of measurement.  But in a corporate environment, those tests are usually meaningless.  It’s more the rule than the norm that doing well on a test indicates results on the job.

The debate continues, but the "core idea" remains.  Should we be concentrating on how people learn, regardless of whether we're talking about education or training?

Is Rapid eLearning Right for You?

I'm pleased to introduce you to an exciting report entitled "Rapid E-Learning: Maturing Technology Brings Balance and Possibilities"

This fact filled report created by Elizabeth West, the Editorial Director of the Custom Publishing group of the Nielsen Performance Group describes this new evolving learning paradigm:

Rapid e-Learning at a Glance

• Can be developed in 21 days or less
• Doesn't require specialist knowledge and skills or thirdparty 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

Sure to cause discussion, this new elearning approach is something you'll want to explore further.  Enjoy!

How Can We Succeed If We Don't Know How to Maximize Our Memory?

We all have more on their minds than ever before; work, school and all of the other distractions pulling at us. So how can we be expected to concentrate,focus, memorize?

How many of us have received training on how we can think better?

Here are some tips on how you can maximize your memory,focus and concentration whether you are a student or someone working on adding skills to their work life

read more | digg story

Estimating Building Costs

Companies live or die on the basis of estimating their costs.

Preparing estimates and bidding for new jobs is a complex and often costly process. There is no substitute for on the job training to become an estimator -- until now.

This free eBook is a great way for people interested in construction Estimating to get their feet wet.

read more | digg story

Workers fired for surfing the Web

A new survey I came across has found that more than a quarter of employers have fired workers for misusing e-mail and one third have fired workers for misusing the Internet on the job.

The 2007 Electronic Monitoring & Surveillance Survey, conducted by the American Management Association (AMA) and the ePolicy Institute, polled 304 companies of all sizes in the United States. The vast majority of bosses who fired workers for Internet misuse (84 percent) said the employee was accessing porn or other inappropriate content.

While looking at inappropriate content is an obvious no-no on company time, simply surfing the Web led to a surprising number of firings. As much as 34 percent of managers in the study said they let go of workers for excessive personal use of the Internet, according to the survey.

Here's my question... 

Are organizations keeping up and changing their policies with the many evolving ways that the internet is being used today?

Today, people use the internet is quite different ways than they did, even three years ago.  For example, as What constitutes "excessive use" today?  Is it legitimate use of sites that might have been considered "personal" in the past?  With the explosion of Web 2.0 technology, savvy users have discovered that new technologies provide easy ways to "stitch together" business solutions from technology currently available in the Web 2.0 world.

A report I was reading conducted in late 2007 by the Pew Institute, entitled "How People use the Internet, Libraries, and Government Agencies to Find Help", delves into the many different ways that people use the web today.  It illustrates how dramatically different web usage patterns are among different classes of internet users.

The ePolicy Institute also provides assistance to organizations trying to help organizations keep up with the rapidly changing profile of how people use the internet more effectively.  Their website has a free 13-page guide you can order on how to do effective e-mail management entitled "How to Implement Strategic E-Mail Rules & Policies"

Likewise, RedVector has an excellent and well-respected course on "Business Writing: E-Mail techniques" that goes a step further by helping users of email make the most of this popular communications tool.

Question to readers...  How do you see your use and colleagues use of the internet today different from 2-3 years ago?  Would today's use according to the standards and definitions of "appropriate use" be considered illegitimate?

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.

Myth Debunked = Learning Styles and impact on Learning

Guy Wallace, a really bright colleague of mine, and author of the "Pursuing Performance Blog"  has published an insightful article entitled  Learning Styles - A Bridge to Nowhere?

In his always clear and professional manner, Guy cites current research that while learning styles preferences may indeed exist - THERE IS ABSOLUTELY NO RESEARCH PROOF THAT DESIGNING FOR LEARNING STYLES PREFERENCES HAS ANY POSITIVE IMPACT ON LEARNING.

In fact his proposition is based on what he's heard from researchers that it might even be beneficial and improve LEARNING if a motivated learner/Performer has to learn outside their preference. 

Who says that online learning can't be fun?

Have you ever taken a really dry and boring online course?

Most of us have at one time or another...

However the days where online learning choices are limited to boring and static "page turner" type of experiences. 

Take a look at some of the methods that leading eLearning course developers are putting into learner-paced instruction in order to more actively engage the learner in the process (not to mention helping reinforce important teaching points):

Flip book:

Matching:

Hangman:

Active Listening Techniques

Crossword

Learning Wheel

So if you're still learning the "old fashioned" ebook way, you may want to consider that there's a more engaging and fun way to learn "out there"

Make sense?

 

 

Classrooms are NOT where most learning happens

If you believe that the classroom / instructor method is the major way that adults obtain new information, you'd better take the blinders off.

There are  many other forms of learning that occur at the workplace apart from delivery of information in a classroom setting.

Examples of these alternative methods of instilling knowledge include

• the action learning method,
• 360 degree feedback technique,
• active listening,
• simulations,
• live-case method,
• learning through teaching,
• using theatre,
• collaborative inquiry,
• the learning log,
• conversation,
• self-direct learning, and
• project-based learning.

Take a look at the way you approach educating adults today.  Are you using any of the above "alternative delivery methods?"

Not even sure what some of them are? 

Suggestion : check out this blog in the weeks ahead, as I will be discussing each of these methods and the practical application of these techniques to educate today's adult learner. 

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