Wicked problems call for less time in the training room and more learning in the real world

In the real world, the problems we face can be roughly divided into two categories. Some are tame problems. Tame problems are simple, easy to analyze and easy to categorize. Figuring out how to use an Excel function to perform a calculation is a tame problem. It may look hard, but it is actually pretty straightforward. Overcoming […]

Who controls employee experience?

What did you experience at work today? Was it satisfying? Frustrating? Exciting? Boring? Energizing? Tiring? Does what you experienced really matter? Evidently, it matters to your employer. Companies invest a lot of money in trying to improve the way employees evaluate their work experience. They conduct climate surveys to learn more about how you feel […]

Kicking Off a Collegial Action Learning Initiative – Start with real world interests, problems and priorities

Collegial Action Learning uses learner-centric design principles to enable professional knowledge workers to thrive in a world of wicked problems.  This article describes the flow of a kick-off session of a Collegial Action Learning initiative. We reframe the learning process by starting with the real interests and priorities of the learners. We then come back […]

Design Autonomy, Purpose and Meaningful Connections into Action Learning Initiatives

The following is a rough overview of factors I have considered in the design of initiatives using an action research methodology called Collegial Action Learning. Collegial Action Learning combines individual reflection, ideation and experimentation with collaborative reflection, learning and ideation to spur additional individual action. In an CAL initiative, professionals refine and test their own […]

Teachers can set the stage but learners should own it:)

Many executives say they would like to see their people take more initiative to learn and change, but our basic assumptions about learning may get in the way. Over the years, I’ve experimented with an approach that gives learners more ownership of learning objectives, approaches and outcomes.  I call this approach Collegial Action Learning. This […]