Archive for September 2015

Sep/15

10

New book: Speed to Proficiency

Speed to ProficiencyI’m pleased to announce that my new book, Speed to Proficiency: Creating a Sustainable Competitive Advantage is now available on Amazon in paperback and Kindle.

Learn how to change from providing “so we did it” training to creating learning initiatives that produce capability change. Everything is covered: Aligning initiatives with the business, understanding the roles and responsibilities of stakeholders, weaving together training with reinforcement and coaching, integrating informal learning and performance support, and selecting the right learning technologies.

 

No tags

Continuous-Learning-Model

 

 

 

 

 

 

 

 

 

 

Proficiency isn’t attained in a class, it takes a systematic combination of training, reinforcement, and informal learning.

Being in the readiness business is really being in the business of building capability; of helping learners move from novice to expert in as short a time as possible – what we call speed to proficiency.

To do so, we need to use a full range of learning interventions. These include training, informal learning, performance support, coaching and mentoring.

As learning professionals, we need to have a thinking framework that helps us understand when and where to use each of these interventions, and how to best weave them together in a systematic way to produce speed to proficiency.

In this regard, I’d like to share the continuous learning model that we at Q2 Learning have used for over 10 years with Fortune 500 customers.

We see three phases of learning on the X axis, in the order that we may most often use them.

Training includes event-based formal instruction, such as face-to-face and online classes, self-paced eLearning, MOOCs, and other event-based instruction. Training is great for building awareness and a certain level of skillfulness – the ability to apply defined processes and procedures in standard situations.

Reinforcement includes planned post-training activities such as graduated assignments, coaching, mentoring, and other forms of on-the-job training. Reinforcement builds on the gains made from training. In our work with customers, we find that the key to achieving proficiency in critical job skills is a reinforcement cycle. That’s something that happens on the job, not in the classroom.

Informal learning includes learner-initiated “over the cubicle” knowledge sharing, communities of practice, experiential learning, and gaining skills and knowledge from performance support systems and other reference materials. Our customers have leveraged informal learning to maintain and enhance skills over time.

Build skillfulness with training, build proficiency through reinforcement, and maintain and improve skills through informal learning – and notice it’s the reinforcement and informal learning that drive to proficiency.

Excerpted from Speed to Proficiency: Creating a Sustainable Competitive Advantage. (c) Bill Bruck, Ph.D., 2015 (paperback and Kindle)

No tags

Classroom

Classroom

Learning Technology or Training Technology

Most learning management systems (LMS’s) are great at helping instructors replicate the worst practices of education electronically: lecture and multiple choice tests. When LMS’s go beyond this, there are still factors that cause us to think within a very short and narrow box called “learning equals content-based courses.” In other words, LMS’s support training (narrowly defined), not learning more broadly defined. Why?

  1. Focus on content. While the Experience API holds the promise of getting us out of the SCORM trap some day, the vast majority of courses contained within today’s LMS’s are SCORM 1.2 or SCORM 2004. These standards have learning professionals busy creating content objects, not learning objects.
  2. Focus on events. While the primary object creating by authoring tools is a SCO, the primary object maintained in the LMS is a course. Courses are almost always time-bound training events related to the mastery of content. However, most on-the-job proficiency is not created in an event, whether it’s a 30-minute eLearning module or a one-week face-to-face sales training.
  3. The sage on the stage. When you think about it, the courses in the LMS are all about the sage on the stage. The sage creates the eLearning modules. The sage teaches the classroom-based classes listed in the LMS. In web meetings, there is a presenter (sage) and audience.
  4. Assessing the unimportant. The bad news is that LMS’s make it easy to assess that which is pretty much trivial and unimportant – i.e. Level 2 evaluations using “objective tests,” where there’s a right and wrong answer. Critical thinking? Complex decision making? Ability to write effectively? Ignored.
  5. MIA: Informal learning. If you’re lucky, your LMS will have a rudimentary comment system or bolted on discussion forums. However, software to support informal learning that is integrated with other learning activities at the user experience and administration level is simply missing in action. That’s 75% of the learning that our technology doesn’t really address very well.
  6. MIA: Coaching and mentoring. I suspect that most learning professionals would agree that we are not done when the class ends; we also be in the business of supporting the reinforcement of training on the job. Most learning technology simply doesn’t do this. And that’s a shame.
  7. MIA: Knowledge management. Over the past several years, there have been many articles written on the convergence of learning and knowledge management (KM). I’m a great believer in this. It seems that if we are in the business of ensuring that people are ready to do their jobs, our learning systems should also be knowledge management systems.

I believe that LMS’s need to support the learning process, not simply eLearning and classes. Unfortunately, most LMS’s started life as content management systems. Content is in their bones and in their DNA. Later additions – such as those to support social learning – often feel bolted on and not an integral part of the system. As we start thinking about effective approaches to learning, we also need to start thinking about the functional requirements of learning technologies that can support them.

 

Excerpted from Speed to Proficiency: Creating a Sustainable Competitive Advantage. (c) Bill Bruck, Ph.D., 2015 (paperback and Kindle)

No tags

Find it!

Theme Design by devolux.org