7 Matching Annotations
  1. Aug 2021
    1. The more coachable someone is, the more they can grow, and the more quickly they can grow. Someone with low coachability can find it so hard to do anything outside of their expertise that it is understandable when managers focus their energy on the people they can help and grow instead.

      The more I think about the 'interviewing for learning' - I think there is a coachability aspect in there as well.

      When I'm hiring - it's not only for what they know, but trusting that they will be coachable and able to learn things quickly.

      For this to scale outside of individual efforts - having a clear understanding of the coaching mindset, and helping managers become better coaches is important.

      The L&D team can also partner with managers, and IC's to help with this - and build out both coaching skills, but a coachability mindset

    1. Empower managers to facilitate effective learning transfer As Fergal explains, managers have a key role to play in facilitating effective learning transfer. “Research shows that managers play the most critical role in learning transfer - especially in the post-training environment. Every learner needs a manager who understands them, and how they want to learn and grow. They need to have the right coaching style, and they need the right resources.”In most organizations, instructional design focuses on the needs of the learner. But as Fergal explains, focusing on the needs of your managers can pay dividends. “Ideally, you’d have the manager attend the same training as the learner. The problem is, managers are always stretched. So, what you can do instead is develop specific guidance for your managers.” Provide a script for managers to support their team’s learning

      many managers are not used to the coaching-for development approach, or take a hands-off approach to supporting learning and development - managers need to be proactive, and can use support from the L&D team on how to facilitate effective learning transfer / discussions with their teams

    1. Your employee experience action plan Delivering a more positive experience for employees begins with diagnosis – listening to the voice of your employees frequently and consistently through the power of tools such as pulse surveys. It continues by identifying the culturally relevant workplace practices that you can build on and improve. Once that’s done, it’s time to take action:  Enable managers to design experiences consistent with your organization’s core values
      • L&D can fit into this with helping managers align / identify learning opportunities - and if learning is to be taken seriously at a company, it needs to also be a part of the companies core values
  2. Jul 2021
    1. Following are strategies for facilitating SDL. The teacher can help the learner to Conduct a self-assessment of skill levels and needs to determine appropriate learning objectives. Identify the starting point for a learning project. Match appropriate resources (books, articles, content experts) and methods (Internet searches, lectures, electronic discussion groups) to the learning goal. Negotiate a learning contract that sets learning goals, strategies, and evaluation criteria. Acquire strategies for decision-making and self-evaluation of work. Develop positive attitudes and independence relative to self-directed learning. Reflect on what he/she is learning.
    1. What Are the Differences Between Facilitation, Presentation, and Training? Trainers help others improve their performance by teaching, instructing, or facilitating learning. As such, facilitation and presentation are both tools in a trainer’s toolkit. In most cases, effective and engaging trainers will spend less time presenting content through lectures or lecturettes and more time facilitating learning around that content. Presentation vs. Facilitation

      Presentation

      • The presenter delivers information, usually through a lecture
      • The presenter is the expert sharing their knowledge of the subject matter.
      • The presenter spends most of the time talking.
      • The presenter is usually on a stage or at the front of the room.

      Facilitation

      • The facilitator enhances learning for everyone, usually through discussion or activities such as role plays.
      • The facilitator provides opportunities for members of the group to share knowledge and learn from one another.
      • The facilitator spends most of the time asking questions, encouraging others to speak, and answering learners’ questions during activities
      • The facilitator is usually moving around the classroom to help address learners’ questions or monitor how activities are progressing
  3. May 2021
    1. Learning is not linear, and meaningful learning resists being quantified. Our assessment approaches should create space for learning not arbitrarily delimit it.
      • how does this relate to how companies approach learning and development?
      • often, companies get caught up in linear training, compliance based, top-down
      • L&D can then be 'take X, then Y, then Z' - but does not account for the fact that [[learning is not linear]]
    1. The best course of action is to be intentional and systematic from the get-go. That is, rather than seeing the development, communication, and management of knowledge as “nice-to-haves” within your organization, start building these processes into your organization’s standard routine: Include knowledge management in your project descriptions and timelines. Set a “shelf life” for your knowledge documents (the maximum amount of time that can pass before revisiting said documents in some way). Perform scheduled maintenance to your knowledge documentation on a monthly, quarterly, and yearly basis.

      This is basically Knowledge Management in The Flow Of Work, similar to Learning in the Flow of Work