Do you regularly log 10 to 12 hours of work per day? How about weekends and holidays? “Of course,” you say, “Who doesn’t?” And vacation, what is that? For several decades, professionals have been caught up in a trend toward ever-increasing performance pressure accompanied by ever-lengthening work days. But if you think all of that […]
Dana
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. Tame problems are simple and easy to analyze and 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 tame […]
Make behavioral automation work for you instead of on you
You do a lot of what you do without ever thinking about it. With a little reflection you’ll notice that you are not always sure what leads you to do some of the things that you do. Most of us have unconscious habits like a nervous laugh or finger tapping. Then there are those extra […]
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 […]
The Learning Market
In my last post, I looked at the role of the teacher in the learning process. I described my sense that great teachers are great because they help learners find their own reasons for learning. I also lamented the fact that formal learning systems tend to be teacher-centric and teaching-centric, and that this seems acceptable […]
Great teachers help the learner take charge
The teaching profession has always held a certain attraction for me. I don’t think I am unique in saying that many of those who have had the greatest impact on my thinking have been teachers. I have great respect for the champions of education, including those with alternative titles such as facilitator, trainer, coach or consultant. […]
Mindset – Do you REALLY believe you can learn?
Do you really believe you can learn? According to Carol Dweck, author of Mindset, this is a more nuanced question than you might think. Her research indicates that people operate with one of two assumptions about their abilities. Some people assume their abilities are innate and cannot be changed. Dweck calls this a fixed mindset. Others assume […]