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.” ” 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.”

Workplace Learning: Adding, Embedding & Extracting

Charles Jennings

High performing individuals, teams and organisations focus on exploiting development opportunities in the workplace because that’s where most of the learning happens. There is also often an attempt to apply learning metrics (rather than performance metrics) to the outcomes.

It’s Only 65% !

Charles Jennings

How we support learning and building high performance should reflect these differences. Formal learning’ suggests learning that is designed and directed by someone other than the learner as part of a curriculum, course, programme, module etc.

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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. Virtually all of them are wrapped up in an ‘event’ concept – often called the course, workshop, programme (or program), module etc.

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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 The 70, 20 and 10 categories refer to different ways people learn and acquire the habits of high performance. ‘70’

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.

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%

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.

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Listening

Clark Quinn

As one of the premier promoters of evidence-based design, he responded to my question about what to post on with: Any “How Tos” using methods, tools and techniques that you’ve found to work in L&D and Performance Improvement. In making the Workplace of the Future project with Learnnovators, we were barreling along full tilt, working on the second module, and I was getting increasingly worried about the fact that we hadn’t tested the first.

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?

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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. There is an argument that we all need to learn less if we want to know more.

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.