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.” through video, e-learning modules, reading) and the prescribed learning activities that were often looked at as ‘homework’ are completed in the classroom itself (whether that classroom is physical or virtual). ” Performance Improvement.

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. Adding Learning to Work When faced with the opportunities to help with workplace learning, many HR, talent development, and learning professionals react by simply adding learning to the workflow. There is also often an attempt to apply learning metrics (rather than performance metrics) to the outcomes.

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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.” The general finding is that the more tightly bound learning is to the workflow, the greater the impact it is likely to have. Firstly the focus is not on learning but on performance improvement from the outset.

It’s Only 65% !

Charles Jennings

The numbers are a useful reminder that the majority of learning occurs through experience and practice within the workflow (the ‘70’), through sharing and supporting others, conversations and networks (the ‘20’), and that a smaller amount of overall learning occurs through structured training and development activities (the ‘10’). How we support learning and building high performance should reflect these differences.

Survey 182

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. They are finding it helps them extend the focus on learning out into the workflow.

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

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’.