Workforce Development - A Good Investment?

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?

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?

 

 

How the digital workspace will revolutionize learning

January's Learning Technologies 2008 conference discussed how the digital workspace has become the primary place for learning, and the challenge it presents to learning and development professionals, and how the old standard of "tell  em what they need to know" is becoming passe'

Want to discover how the wigital workspace has changed things?
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A Freebie on e-Learning to Start the New Year!

Dave Boggs and his team at The Online Training Content Journal have provided us notice about a free gift for those looking to explore the world of e-Learning technology further.

A Free e-Book is now available from The e-Learning Guild On "Working With e-Learning Tools..."

Just go to the post and click on 162 Tips and Tricks for Working with e-Learning Tools

Thanks Dave !

Will Learning Simulations Be Our Future?

An IDC survey stated that "by 2008 the use of simulations will quadruple....

Simulations provide a parallel universe in which employees hone their skills... Innovative companies have realized this, and others will follow."

Since the early 50’s the use of gaming/simulation has become increasingly important to training and decision-making processes in academic, business, military, and social settings.  Yet it has been only in the last few years that technology has been able to advance the state-of-the-art with more automated simulations technology.

A simulation is a construct that offers a more comprehensive learning experience by providing:

• Uncertainty
• Unpredictability
• A continuum of options to select
• Instant feedback for learners’ actions
• Instant view of learners’ actions
• Influences of the external environment
• An opportunity to review decisions, and alter them
• High levels of interactivity
• An opportunity to practice skills
• An practical view of the conceptual learning
• High level of engagement, allowing learners to replay it many times

This approach to Adult Learning offers many advantages over traditional approaches to teaching:

• Questioning over answering
• Examine assumptions and implications that underlie various decisions
• Exposing the nature of problems and possible solution paths

Learning Simulation also provides a more fertile learning environment, especially in areas of:

• Discovery learning
• Skills in communication
• Role-playing problem solving
• Leadership
• Decision making

Simulations provide a practical way to see the possible effect that decisions and policies have on artificial cultures and environments. 

The benefits to learners include:

• Greater motivation and interest
• Higher concept retention rate
• Better understanding of relationships
• Focus is on learning rather than the final outcome

Unlike other forms of "conventional learning" these simulations

• Affect participants at an emotional level
• Experience is “real” and often deeply moving for learners
• Characters or entities are personified

Many firms I have interviewed indicate that learning simulations are the most productive training approaches that have, and that it is often difficult to get learners away from the game at the end of the day.  Talk about learner engagement !

The Visual-Spatial Learner

A wonderful new book by Linda K. Silverman, Upside-Down Brilliance: The Visual-Spatial Learner, discusses the characteristics, strengths, and challenges faced by people who are right-brain dominant thinkers (a category that includes global learners).

The book is warm, funny, practical, and truly inspirational. If you have found yourself out-of-step with the educational mainstream in school or college, or you are a parent or a teacher who wants to do a better job of dealing with students who are, I strongly recommend this book. You can order it on-line from The Gifted Development Center or call the Center at (1-888-GIFTED1). 

Interested in eLearning 2.0? Here it is...

Our colleague B.J. Schone over at eLearning Weekly can always be counted on to provide good insight and perspective.

Never to disappoint, B.J.'s recent article on eLearning 2.0 tools provides a much-needed introduction into the exciting area of  the different tools and technologies that can be used to reach this next level of learning.

He introduces Dr Tony Karrer, considered one of the top technologists in e-Learning and Performance Support, who operates 2 great blogs that you'll want to check out as well:  eLearning Technology and the Learning Circuits blog

Lots is happening in the eLearning world, and as a learner, author, or provider you need to stay abreast of the latest trends and technologies.  I think you'll find these sources helpful to you.

Looking for Expert Guidance on Online Training Content?

Dave Boggs, the editor of the Boggs eLearning journal, also has a great blog devoted to Online Training Content. Dave, a respected and knowledgeable guy, and what he says about elearning and how to deliver it is always right on point.

Check out this interesting and informative site.  You'll be glad you did!

Are Podcasts an effective learning tool?

For over 20 years, I have been a reader of the T.H.E. Journal.  It's a great publication for those interested in exploring what's going on in the education space, written in plain English, and at a level those of us, who are interested in a "practical" level of technology, can understand.  (With a circulation of over 90,000 T.H.E. is the largest circulated education technology monthly publication.)

Recently, they published a great piece called "Podcasts: Where's the Learning?" by Patricia Deubel Ph D.  In addition to her appearances in the T.H.E. Journal, she also can be found at Helge Scherlund's eLearning news blog.

This insightful article discusses whether podcasts are effective learning tools.  Clearly, podcasts are a part of the learners "toolkit", and as this article points out, we who are looking at podcasts as a learning tool, need to become aware of its strengths as well as weaknesses.

Check it out.  It's the first of a 2 part article that you'll find useful.

Does Playing Games Make You Smarter?

Games may be crucial to ensure the skilled talent pool we need now and in the years ahead...

According to a 2002 study by Gentile & Walsh, American children aged 2-7 play computer games an average of 43 min/day, children aged 8-12 play an average of 56 min/day, and children aged 13-17 play an average of 78 min/day.

Our youth are accustomed to learning through games.  In fact, games are largely responsible for the use of the computer.  According to a national survey conducted by the National Institute on Media and the Family, 92% of kids age 2-17 play video and computer games.  Michigan State University also conducted a longitudinal study of 140 low-income children and their Internet use at home; participants reported game play as their primary reason for using their computers.

For most of you, learning was chiefly considered fun during your stint in grade school when learning games were commonplace. However, once you hit junior high and then high school, learning seemed to be required and was not necessarily fun anymore. Games were no longer commonplace, long lectures, extensive reading assignments and homework became the routine.

 

No matter what your age, games are fun and naturally give people enjoyment and pleasure. Whether it’s a board game, computer game, video game or basketball game, most involve people, inspire interaction, offer challenges, stir a competitive spirit and of course, provide satisfaction. Simply put, games engage people.

 

That’s why corporate learning organizations worldwide increasingly develop and implement learning games and simulations for their employees. Learning games and simulations, much like the ones that were played during grade school, can improve learner engagement, learner participation and comprehension, retention and more.

So should we be focusing our attention on Educational Games?  Consider what's at risk.

• U.S. workforce must raise skills to compete in global labor markets
• U.S. workforce must raise skills to support an innovation based economy
• U.S. workforce must be ready for new jobs created by technological advancements
• Digital media the medium of attention for youth
• Schools must become high-performance organizations

What does this suggest to you?

Effective E-learning - how it happens

Over time providers of e-learning solutions have learned that successful outcomes are based on several principles which guarantee the acquisition of the knowledge needed.

Making learning pleasurable
Without pleasure, there is no motivation. Without motivation, there is no learning. e-learning modules need to be mind stimulating : the learner plays an active role, the methods and solutions are not revealed immediately but discovered progressively, quizzes and exercises hold user’s attention and check their understanding, videos enhance pedagogical effectiveness by illustrating good and bad practices.

Making learning user friendly
Navigation must be extremely simple. This apparent simplicity does not prevent users from adapting the tool to their way of learning. Users need the ability to run through the whole module or take any section of particular interest to them ; some may wish to print out the screens, so that they can take notes on them, while following the module ; and others systematically use the links towards complementary resources.  Some providers, like RedVector provide the feature of printing off the lesson as a PDF document so the material can be reviewed off-line.

Proposing the correct time frame
Opinions vary on the ideal module length but it appears that the typical adult learner beyond 30-45 minutes minutes, encountered difficulty with retention, ans training regardless of form becomes increasingly difficult to fit into the day of busy professionals. Concentration is also difficult to hold beyond this timeframe. To adopt progressive learning approach, bringing together discovery, knowledge appropriation and application exercises is hardly possible in less than 20 minutes. Thus, a one hour learner paced online learning session will usually consist of a 25 – 35 minutes lesson, a 5-10 minute break, and a assessment or test.

Offering content from the best sources
Content is King!  The top e-learning providers join forces with subject matter partners as well as well-known authors, professors of leading universities, unquestionable authorities in their particular fields. Custom  made modules can also be developed if your company wants to implant company-specific corporate values, techniques, know-how into an e-learning format.

Strong and effective educational content is as important as adapting it to the different learning styles.

The Fastest Growing Top 10 Middle Class Jobs

As a person about to enter the workforce or someone who is simply trying to hang onto your job, the middle class has become a worrisome place for many. If you aren’t laid off you might soon become outdated.

If you are going to work you might as well work for the most money you can. You might not be aware of the highest paying middle class jobs and

read more | digg story

US corporate learning services market to reach $9.8 Billion by 2012

Research firm Ambient Insight, announced that the US Corporate learning services market will reach $9.8 Billion by 2012.  This article provides a link to a free pdf if you would like to get an overview of their research

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How We Learn in the 21st Century

In what is argubly one of the most pressing issues in our society, our friends over at the Bamboo Project have taken on on why the U.S. is falling behind in preparing math and science workers for the future.

Entitled "How Do We Learn in the 21st Century?" the article tackles the real "root causes" that are defining how we're trying to deal with this issue.  It's a great article, with plenty of backup information.  Check it out.

Why Some Mediations Fail

The AEC Sector blog which provides timely information and news on architecture, engineering and construction topics posted an article entitled "Why Some Mediations Fail." 
While most mediations result in a settlement, some do not. A major cause of a failed mediation is that the participants approach mediation as informal, adversarial litigation. A party or attorney acting in this manner will address his or her remarks solely to the mediator, as if the mediator were a judge. Despite the mediator's efforts, the party refuses to have a dialogue with the opposing party and does not make a good faith effort to engage in settlement discussions. The mediation fails because the mediation process has never actually begun.
The post cites a number of online courses available from online education provider RedVector that can help people enhance their skills in this critical area. 
At the end of the article, the author provides links to three excellent online resources:

• Construction Mediation: An Introduction - Beginner
• Construction Mediation: Participating Effectively as a Party - Intermediate
• Construction Mediation: Participating Effectively as a Party - Advanced

It's definitely important to check this out, as mediation skills are essential, not just in Construction but in ANY profession.

When Learning Occurs and When It Doesn't

The Bamboo Project does a great job educating on some of the finer points of management and organization development. 

There is a "golden nugget" contained within a recent article entitled: "Creating a Learning Climate for Nonprofit Staff" that includes an insightful excerpt:

An expectation that learning is something that happens on a daily basis on "company time."
    If learning is going to be part of an organizational culture, than it has to be woven into its fabric.Learning shouldn't be reserved for special training days. And it shouldn't be something that we expect always expect staff to do on their own time.
    My favorite organizations are those that have subscriptions to professional journals and pass them around the office with the expectation that staff will read them. My favorite bosses have always sent interesting articles my way. In a good learning organization, at the end of the day, not only should we be asking "What did you accomplish?" but we should also be wondering "What did you learn?" If the answer is "nothing," then we have a problem.

Thus selecting education sources that don't provide a way of measuring "competency" may not be the best financial or organizational option for you.  Many excellent programs are available that do this.  Here's a link you can take to an online training program provider that offers a free evaluation module.

Distance Learning Alternatives for Engineers

Staying on top of your game in Engineering today demands a multi-dimensional approach.  For licensed engineers, having sources of ongoing continuing education sources that are fresh, and relevant is essential.  Many engineers I speak with complain about having the "same old stuff" as far as curriculum through their local schools and engineering societies.

There's some new alter5natives that you should be aware of that may be helpful. 

Learnon.org looks like a good place to look for Engineering programs, especially if you're interested in distance learning programs. The courses they display run from seminars and single classes, to certification programs, to 2 and 4 year degree programs.

Another excellent source is RedVector.com, which has over 900 "fully accredited" online courses in technical areas (mostly related to architecture, construction) and "soft skills" (all disciplines) that provide cost effective learner-paced education for engineers.  It's top quality education when you want to do it, where you want to do it.

It's increasingly difficult to find time to travel to conferences and seminars.  Besides the lost billable time you may incur, consider the lost travel time to/from.  Online education is increasingly popular as a way to go.  Try it out and let me know your experiences.

e-Learning Strategies for Delivering Knowledge in the Digital Age

Marc Rosenberg has published e-Learning Strategies for Delivering Knowledge in the Digital Age
a work (circa 2000) that explains the basic principles of a comprehensive Web-based learning strategy—how to link your organization’s Web sites, Web-based training, courseware, and all the other components of online learning.

Thanks to our friend Dave Boggs over at the Boggs eLearning Journal for the tip on this book that will be helpful to anyone new to eLearning that is attempting to get a better handle on navigating the eLearning sea.

Are the "three R's" still "foundation skills"?

It seems these days, especially with most Americans having access to computers, that the traditional "three R's (Reading wRiting, aRithmetic) have been recast into "Reading, Writing, Rebooting".

At a time when due to the "talent wars", that it appears that employers are willing to consider anyone that can "fog a mirror", you have to ask yourself if the following areas that employers want, should be "non-negotiables" for job applicants:

• Listening
• Speaking
• Reading
• Writing
• Math

Bear in mind that we are talking about "skilled" versus general labor.

The Test of Adult Basic Education test (TABE), is designed to test your ability to learn.  It basically         checks to make sure you have a minimum competency level to protect the integrity of the testing process.        

In other words, it's more about your ability to learn and process new information than what you know.  This is good news for those willing to work hard, because it boils down to a very simple strategy:

With information changing so rapidly and the ability to access new information quickly, is it more important to you as an employer to determine if a worker can remember a set of information about a particular subject, or to deduce what information is relevant and useful to their job.  TABE provides a means to make such a determination.

Additionally, new skills are appearing in each "traditional" area.  For example, what employer would not want to increase the skills of their workforce that can write with confidence, communicate message professionally in a useable and readable fashion, and avoid common writing mistakes that distract from the message?  Ans save training dollars at the same time?

An online program by RedVector called Quick Writing Tips authored by Edward P. Shanahan helps people develop a new writing style that's particularly useful for workers in business. We know that effective business writing is a vital professional skill. Successfully getting your message across is fundamental whether you are simply writing short memos and letters, or multi-page reports and proposals. Written communication is often used to convey information to coordinate operations, perform tasks, answer questions, make decisions, or solve problems. To communicate effectively, a writer must know the intended audience and write specifically to that person or group.

So there you have it.  New approaches to testing adult ability to learn, and a new twist on how your people can learn a new style of business writing.  How does that sound for a new start?

Exciting news regarding the Hispanic Workforce

A new self-paced learning program is now available to help the home building industry’s 2.5 million Hispanic workers learn English.  Sed de Saber™-Construction Edition, sponsored by Lowe’s, was custom-created by the Home Builders Institute (HBI), the workforce development arm of the National Association of Home Builders (NAHB), to address job site communication challenges presented by the language barrier.

Thanks to Dave Seitter over at the Midwest Construction Law blog for putting us onto this.  Dave is a highly regarded legal professional who stays on top of the most pressing issues in construction as evidenced by his article entitled "HBI, NAHB and Lowe’s Unveil Sed de Saber™-Construction Edition at the International Builders’ Show"

The implications of this program are very significant and any contractor looking to find an increase in productivity and efficiency will likely benefit from this program.

Inter-generational and inter-cultural communications are the two big management challenges contractors struggle with today.  This is definitely a step in the right direction.

The Key to Keeping Learners Interested

Our friend Dave Boggs over at the Boggs eLearning Chronicle just added a new article that you won't want to miss out on.

For you see, although much is written about reasons why students drop out of online courses, little is said about what makes them stay.  He's referenced a new work that addresses this point.  Itr's called Surviving the shipwreck: what makes online students stay online and learn? by Johannes C. Cronjé, Debbie E. Adendorff, Salome M. Meyer, and Linda van Ryneveld

The eternal challenge in todays workforce development business is Keeping Learners Interested.  You don't want to miss the unique approach and a couple of surprising twists within.

Happy Learning!

WARNING - Your eLearning realiity may not match that of the Marketplace

Todays multiple generation learner populations are eager to continue their education online and they, too, are not impressed with the clunky, behind-the-locked-portal labyrinth environment that characterizes many online learning environments.  Find out why - and what you can do to better address their needs

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Why Social software is necessary to take E-learning beyond learning management systems

Jane Hart (AKA Jane Knight) is a talented researcher, consultant and writer who specializes in perfecting the way individuals and organizations employ e-Learning technologies. 

I was out on her blog Jane's E-Learning Pick of the Day reading one of her may fine pieces when I came across "Social software: E-learning beyond learning management systems" which related the scholarly article published in December 2006 by Christian Dalsgaard, in the European Journal of Open, Distance and E-Learning, by the same title.

The referenced article as well as Jane's insightful commentary asserts (and I wholeheartedly agree) that education providers should look beyond virtual learning environments and learning management systems "and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities".

In essence, it is a recognition that todays learners exist and learn in a rich collaborative learning world and increasingly employ social engineering methods and technologies.

Doesn't this then suggest that e-Learning providers now have a new set of additional requirements to consider?  If social engineering has moved into the mainstream (AKA Web 2.0), should e-Learning delivery methods and technologies be stuck in e-Learning 1.x?

Your thoughts?

Attention, please. Distracted workers often fail to produce

The average employee’s attention span is, at most, 12 minutes. The average worker switches to a different task every three minutes and gets interrupted every two minutes, says Gloria Mark, a professor at the University of California-Irvine who studies the effects of multitasking on workers. She reported her findings to Ergonomics Today.

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Tipping Point - What Happens When Delegation Doesn't Happen?

The mastery of delegation is the highest form of personal leverage and the ultimate time management tool.  Tim O'Brien, is a expert in this area with an M.S. (Instructional Systems and Human Performance, FSU), and is a Fellow with The American Institute of Stress, and director of The Institute for Stress Management & Performance Improvement.

He has produced an online 3-hour interactive course entitled "The Art & Science of Delegation" that defines delegation, explains its benefits, and guides the student through the process of delegating tasks and projects. This course includes a multiple-choice quiz at the end, for professionals needing CE credit for certain types of professional license renewal.

Another great resource is the Society for Design Administration who has workshop courses helping people address the problems of delegation.  From time to time, their chapters provide a seminar entitled "Making Chaos Work for You: Keys to Small Firm Management".  This session is based upon the recognition that unpredictability is a fact of life for small architectural firms. The author of this program Rena Klein, AIA, is principal of RM Klein Consulting, a Seattle firm offering meeting facilitation, business planning services and management education and coaching to architects in firms nationwide.

Small firm owners must cope with constantly shifting workloads, respond quickly to promising opportunities and deal immediately with unexpected challenges.  The only certainty is the uncertainty that small firms face.

Operational problems are often the result of this unpredictability.   Examples of operational problems in small firms include low productivity coupled with deadline-generated crisis, inadequate human resources management resulting in low job satisfaction and poor delegation, with too much information in the hands of too few people.   Many of these problems relate directly to a firm's ability to handle an environment of unrelenting change.

This is not a new problem, nor is it one that will go away in our lifetime - thus the need for ongoing education to address generation after generation of new leaders that struggle with the issue.   

e-learning 2.0 - its a big jump from itspredecessor

Donald Clark is a pioneer in the e-learning business and conducting seminars showing organizations how to benefit from the latest trends in this market space.  After 23 years in the e-learning industry, a founder and CEO of Epic Group plc,  which he recent sold in a public offering, he will be conducting in January 2007 a program entitled "Learning 2.0: Learning for the 21st Century"
e-learning, like other web technologies has progressed from the "early days" and in Mr. Clark's program he ikllustrates how e-learning 2.0 incorporates application of the social web to the e-learning environment.  For additional detail, visit his blog
"elearning in the workplace"

Creating a More Productive Work Environment

    Today's white-collar workforce has needs different from those office environments of the past.  It is increasingly important for designers planners to understand how to establish proper workspace requirements and plan a workplace environment that "works".  The contemporary office environment today is often a sophisticated and intricate ecosystem of many interrelated elements and sub-systems, in which various individuals occupy space. These individuals have special needs, and the diligent space planner is required to address these needs.
    A new series of courses is available to assist designers in understanding these requirements and how to develop new design solutions for these kinds of environments.  A 6-part online educational series entitled "Space Planning" has been produced to help designers by RedVector.com a leader in online education programs. 

Space Planning: Barrier Free Design (3 hours) [S] AIA HSW

Space Planning: Design Fundamentals (2 hours) [B] AIA HSW

Space Planning: Design Methodology (2 hours)[B] AIA HSW

Space Planning: Furniture and Furnishings (2 hours) [S] AIA HSW

Space Planning: History and Overview (3 hours)[B] AIA HSW

  Space Planning: Security Issues (1 hour) ^{[B] AIA HSW}

    Anyone who has experienced the consequences of a poorly laid out environment knows first-hand  how costly a design blunder can be when you take into account the loss-of-productivity that a poor design can have.  Or worse, if this environment is the cause of a single person leaving for "greener pastures".  Haven't thought about this?  Take todays average salary and benefit value and multiply  it by 1.5 to 2.0 (depending upon whether you have a easy position or a difficult one to refill).  That's a good benchmark of the cost to replace a single worker.
    If you invested approx $500 in the education above, a facility designer could do a better job at coming up with a workplace that "works", and meets the new code requirements that ensure that employees health and safety issues are addressed.
    Gives a new meaning to the saying "You pay for a education program - whether you have one or not..."

 

Opportunity Cost Associated With Most Job Appraisals - not sure I agree

Dave Bogg's wrote a recent article in his The Boggs e-Learning Chronicle blog    In this article , "Opportunity Cost Associated With Most Job Appraisals"  he's put forward the idea proposed by James Adonis who wrote a recent article that bashes 6 month or 12 month standard performance review handed out by most HR departments in his article, "Appraisals Lack One Thing: Performance".

Adonis advocates continuous feedback recommending short, monthly reviews, and other techniques as an alternative to the 6 month or 12 month standard performance review.

While that idea seems innocent enough, it unfortunately, is hardly that simple. 

You see, we must talk about performance feedback systems in the context of the "generation" that you're dealing with.  As you know, we have four very distinct generations in todays workforce, and each have far different life experiences, perspectives, work habits and values.  They also have far different expectations regarding how and what type of feedback they seek. 

Here's some basics about Feedback in todays more complex workforce.

If you are in Management or HR you must also recognize and change the way you communicate expectations and provide feedback across generations. For example, for a traditionalist: “no news is good news.” is acceptable feedback. A baby-boomer generation worker expects feedback once a year and lots of documentation. X'ers may drop by and say “sorry to interrupt but how am i doing?”, while Millenials are thinking “I expect performance feedback whenever I want it at the push of a button.”

To add to this, you may also experience cultural variations on feedback expectations.  We'll save that for a future post.

Sheds a slightly different light on things, does it not?

Ohio Gets It - E-learning is big business !

Ohio has about 40,000 students completing an e-learning course, and e-learning encompasses more than just distance learning. E-learning includes online, video, blended, CD/DVD, correspondence. Furthermore, the impact is measurable on the faculty-student relationships and the outcomes.

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Your new mentor lives in cyberspace

Once again, Dave Boggs whose e learning journal regularly provides great information and insights about this expanding area, has provided a new article that has touched on an area that holds great promise.  The area of web mentoring is important and exciting, and MUST be considered, especially in today's Web 2.0 culture.

In the same vein, Nick van Dam, Ph.D., the global chief learning officer for Deloitte Touche Tohmatsu, has proposed a learning framework that looks at two dimensions of learning. The first dimension includes formal learning programs, which are created to support specific learning objectives and typically include instructional design approaches. Some examples include:

• Classroom programs and workshops
• Online and mobile learning
• Competency assessments and feedback
• Learning referenceware
• On-the-job training
• Executive coaching

This is a sound framework foundation in my opinion.  The second dimension of the learning capability framework he lays out is self directed learning, which does not require specific instructional learning design and supports informal learning.   

Examples of resources that I've included are the online Engineering Bookshelf offered by RedVector.  Increasingly, such online resources are viewed as essential in todays workplace.

Self-directed learning solutions include:

• Mentoring and feedback
• Information repositories
• Communities of practice
• Expert networks
• Performance support systems
• Search and help

The interaction needed to develop talent today is necessary and need not (and should not) be limited to the resources at a particular geographic location.  Our collective futures demand it.

What types of mentoring support do you presently offer YOUR learners?

Online Education Programs - New Options - Proven Sources

There are many new options available for folks that want to  obtain education without classrooms, travel and related expense.
Online providers range from traditional degree programs to specialized firms offering industry-specific (and often accredited for CE) programs.
RedVector.com provides programs specific to the Architect, Engineering and Construction industry.  WIth almost 1000 accredited industry-specific online learning programs it is the largest single repository of this AEC information in the world.
Education-advancement.com is one of the webs largest directories on online education  offering degree programs.  These programs are a great way to continue effectively and teach a new talent (skill) for development in your career.

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Strap Yourself In - Big Changes Are Coming !

Earlier this month in Orlando the Learning 2006 conference , entitled "Learning in a Flatter World" explored the new dimensions of how people are learning today.  In case you haven't kept up with the changes going on, here are just a few of the debates being engaged that will affect how we all learn in the future:

• Is Instructional Design Dead?.
• ROI for Training - Real or Unrealistic?
• Learning Outsourcing: Yes vs. No!
• Corporate University: Build More vs. Shut Them Down
• LMS: Integrated Suite vs. Point Solutions

Think these will change how people learn?  They already ARE !

Here's a mindmap of the opening session of this event:

Elearning 2.0 is All About People

Welcome to the future of sharing knowledge, the free (digital) press, and self-publishing, just as John Milton argued for 362 years ago and would have wanted it to be. He'd be pleased.

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Insights on e-Assessment

e-Assessment is increasingly being evaluated for use in assessing skill gaps.  Cost effective and easy to deliver across a broad audience, e-Assessment promises a new way to gather essential data to determine the levels of learner knowledge as well as helping to gauge effectiveness of learning activities.
"Best Practices in e-Assessment" a paper produced by Nicole A. Buzzetto-More and Ayodele Julius Alade of the University of Maryland Eastern Shore, Princess Anne, MD, Download e-assessment_paper.pdf  provides insight into the origins, evolution, and key concepts of assessment as well as illustrate some of the ways in which technology and e-Learning serve as the most promising mechanisms for satisfying assessment goals and objectives.

How Does the U.S. as a Technology Laggard Affect the Workforce?

Various reports have been indicating that the U.S. is falling behind in the adoption of new technology.

Analysts suggest that this growing disparity is in part due to government policies in other countries encouraging standardization, growth and delivery of services versus our laissez faire business model.  This in turn has led businesses to be more willingly to invest in newer business ventures and technologies that capitalize on the more advanced technology. 

These leapfrog nations could find themselves technologically far ahead of the United States as we continue to rely on legacy technologies and under-invest in the continued growth of critical infrastructure. 

In an article written by Paul Gibler, he presents excellent background on this issue including study information from the Organization for Economic Cooperation and Development (OECD) reports that while the United States has the largest number of broadband subscribers at 49.3 million, it ranks 13th in broadband subscribers per 100 inhabitants.

Here's my question.  We know that our society is being increasingly dependent upon workers having increased levels of technology skills and "systems thinking" ability.  Yet we're seeing significant shortfalls in teaching Science, Technology, Engineering and Mathematics, and now evidence that  we aren't keeping pace with the enabling technologies that other parts of the world that have recognized are necessary to compete in today's global market.

What then should be done to get the attention that's needed to get us headed in the proper direction?

Where's eLearning headed?

Dave Bogg's wrote a recent article that introduced a paper on e_learning standards.  Dave has done a consistently great job in educating the marketplace through his The Boggs e-Learning Chronicle blog    In this article he cites the whitepaper, "The Present and Future of Standards for E-Learning Technologies".  Anyone interested in online learning needs to read this.

I have CRS - Do you?

I'm an "old guy" (i.e. over 40 that is).  As such my wife keeps telling me I have CRS (Can't remember Stuff..." )  I like to think of it as ADD (Attention Deficit Disorder), which incidently, according to the "spouse corps" doesn't evoke any more sympathy than being afflicted with CRS.  But that isn't the CRS about which I speak....

What is CRS?      

Commonly referred to as CRS (classroom response systems), this innovative concept has become increasingly popular on college campuses in the last five years. There are many different products available, but the over-arching concept is the same; students use hand-held clickers, similar to a t.v. remote, to respond to multiple choice or polling questions that the instructor posts as part of their daily lecture. The responses are gathered by a central receiver, tallied, and immediately projected back for all to see.  With some creativity on the part of the faculty, this teaching-tool can be used to inspire class discussion, analyze the true level of understanding on a given topic, and review the previous day's material. But, more significantly, CRS systems draw in and engage the students who reside on the periphery of the classroom experience.

Think about the learners that, despite attempts to get them engaged, remain on the periphery.  Consider what might be possible if you were to be able to bring them into the conversation.