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Building a Culture of Continuous Learning

Charles Jennings

In a recent webinar I discussed some very interesting data from the Corporate Leadership Council’s ‘Training Effectiveness Dashboard’ study with participants. By supporting learning within the workflow, and through and with others, the culture of learning will evolve – I’ve seen it happen

The Knowledge and Learning Transfer Problem

Charles Jennings

We can share information in the form of data and our own insights. Especially as most organisations have an often large and continuing investment in formal training and development, the vast majority of which is carried out away from the workflow.

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It’s Only 65% !

Charles Jennings

I don’t want this post to be a criticism of an individual survey design, but I do think that the designers of data-gathering surveys such as these need to think about the terminology they use carefully. The results of yet another 70:20:10 survey were published recently.

Survey 236

Start with the 70. Plan for the 100.

Charles Jennings

Extending Learning into the Workflow Many Learning & Development leaders are using the 70:20:10 model to help them re-position their focus for building and supporting performance across their organisations. They are finding it helps them extend the focus on learning out into the workflow.

The Only Person Who Behaves Sensibly Is My Tailor

Charles Jennings

We measure how many people have attended a class or completed an eLearning module, or read a document or engaged in a job swap or in a coaching relationship. Attending a course or completing an eLearning module tells us little apart from the fact that some activity occurred.

Managing Learning?

Charles Jennings

Keeping the CEO out of Jail In his article Donald quotes Andy Wooler, Academy Technology Manager at Hitachi Data Systems Academy, as saying: “LMS too often stands for Litigation Mitigation Service.” Donald Taylor recently published an article titled ‘ What does ‘LMS’ mean today ?’.

PKM 225

The Best of Times, The Worst of Times: opportunities and challenges for the L&D profession

Charles Jennings

All-in-all the implication for L&D professionals has been to make their traditional offerings of carefully designed, time-consuming and often slowly developed structured modules, courses and programmes relevant to fewer and fewer stakeholder needs.

Survey 235

Real learning – let’s not confuse it with completing templated exercises

Charles Jennings

Learning professionals spend a significant amount of their time (maybe even the majority) designing and delivering content and then evaluating completions and short-term memory outputs from structured mandatory and compliance training modules and courses.