training > performance > social

Harold Jarche

This post looks at resources related to my training-performance-social workshop. We forget to minimize forgetting and improve remembering. We measure so poorly that we don’t get good feedback to enable improvement.” “At its core, the concept of the flipped classroom is that the design of the instruction is reversed (or flipped), so that instructional content is provided outside of the classroom (e.g, ” Performance Improvement.

Re-thinking Workplace Learning: extracting rather than adding

Charles Jennings

One clear finding presented was that: “t hose activities that are integrated into manager and employee workflow have the largest impact on employee performance, while those that are distinct events separate from the day-to-day job have less impact.” In other words if people have the opportunity to learn and develop as part of their work and they are supported by their manager, then learning will be much better transformed into measurable behavioural change and performance improvement.

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It’s Only 65% !

Charles Jennings

Training describes a structured set of events that when designed and assembled carefully can provide an effective way to help people accelerate learning (learning = behaviour change). How we support learning and building high performance should reflect these differences. 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.

Survey 182

From Courses to Campaigns : using the 70:20:10 approach

Charles Jennings

Courses may help with the basics, or to refresh our knowledge, but courses alone won’t deliver high performance. Other activities in the workplace – such as challenging experiences, opportunities to practice in ‘real’ situations, support, advice and guidance from colleagues, and reflection, are all more important than courses in helping build high performance. This is why it is better to approach performance challenges with a campaign mindset than a course mindset.

Course 168

Start with the 70. Plan for the 100.

Charles Jennings

702010 towards 100% performance by Jos Arets, Charles Jennings & Vivian Heijnen Copyright: Sutler Media Language: English Pages: 313 Size: 30.5cm x 23.5 Full explanations of how the 70:20:10 approach can be used to help overcome the ‘training bubble’ Descriptions of five new performance-focused roles to support the use of 70:2010 The detailed tasks that need to be executed in each of these roles. This is taken from the 702010 Towards 100 Percent Performance book.

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. Some of these data points may be useful to help improve the efficient running of L&D departments and therefore of value to HR and L&D leaders, but many of the metrics and data are simply ‘noise’.

Pull Platforms for Performance

John Hagel

We live in a world of mounting performance pressure. If we hope to turn this around, we need to step back and take a systematic look at the performance levers that drive these results and question the approaches of the past. What drives company performance? Most businesses can be understood as bundle of three core operating processes, each driven by a unique performance lever. One way to start improving performance dramatically is to ask two questions.

Cost 166

Five Barriers to Effective Learning in Organisations

Charles Jennings

Even in organisations where L&D priorities are closely aligned with business priorities there’s plenty of head-room for improvement. So, the question arises as to what barriers need to be overcome if L&D departments are to optimise their operations, increase the value they add to workforce performance and productivity, and remain relevant? Efficiency can be improved in almost every case by changing focus from ‘learning’ to ‘performance’.

Module 186

Making Your L&D Department Meaningful & Relevant

Charles Jennings

Not only that, but research results from the Corporate Executive Board show that a manager’s actions such setting clear objectives and explaining how they plan to measure performance have far greater impact on employee performance than any amount of change in skill and knowledge level (19.8% improvement for the former versus 6.7% improvement for the latter). Explain performance evaluation standards.

Edge Perspectives with John Hagel: Institutional Innovation

John Hagel

The ability to generate more value through process learning soon runs into the diminishing returns reality of the well-known experience curve - greater and greater effort must be invested to yield the same degree of performance improvement. Institutional innovation in the twentieth century focused on creating scalable institutions through standardized product design and design of business processes to cost-effectively serve mass markets.

Data Driven

Tony Karrer

At the start of any performance improvement initiative, there is a question of whether the initiative is going to have real impact on what matters to the organization. Will the retail sales training change behavior in ways that improve customer satisfaction? Will the performance support tool provided to financial advisors increase customer loyalty? Using a data driven approach to performance improvement is a passion of mine.

Data 100

performance.learning.productivity: Getting to the Core of Learning Content in the Internet Age

Charles Jennings

Traditional Model – Content-centric learning The standard approach has been to expect people to learn all the content in a structured learning event – whether it’s an ILT or eLearning module, course or programme. Most people who sit down to design learning experiences (even trained ‘instructional designers’) think first about the content. There is an argument that we all need to learn less if we want to know more.