“Work is learning and learning is the work.” Harold Jarche
The latest learning and development concept is learning in the flow of work.
Learning in the Flow of Work
What are we talking about? As employees do their jobs, a question or problem may arise. Then, the same way many of us turn to Google or Youtube for answers, the employee accesses some knowledge base or subject matter expert for a quick answer or solution. This happens while the employee is still engaged in his or her work, so the work progresses as the employee receives the answers s/he needs.
It’s a wonderful idea. I imagine learning and development folks building a knowledge hub replete with frequently asked questions or … Read the rest
“But I think that no matter how smart, people usually see what they’re already looking for, that’s all.” Veronica Roth
According to Dashe Thomson, cognitive biases can be both useful and detrimental to learning. They matter to us because they can make learners and designers resistant to incorporating new information, they can result in learners remembering inaccurate information, or they can prevent learning from happening altogether. Biases that have a negative effect on learning were discussed in Tip #779.
Here is an example of the impact of cognitive biases related to learning and recall. This is a very helpful piece of information if you notice employees reverting back to old procedures after a training program that taught them the … Read the rest
“If there’s something you really want to believe, that’s what you should question the most.” Penn Jillette
A heuristic is a mental shortcut that allows people to solve problems and make judgments quickly and efficiently. It is how the brain automates repetitive tasks and decisions. It can be very helpful, particularly when you realize that people take in an average of 34 gigabytes of information on a daily basis and continually have to make decisions.
When heuristics fail at making correct assumptions about the world, the result is a cognitive bias: drawing a false conclusion based on prior data.
According to Andrea May, there are at least ten cognitive biases that negatively affect learning:
- Confirmation bias:The tendency to
“Where my reason, imagination or interest were not engaged, I would not or could not learn.” Sir Winston Churchill
We know that engagement is important, whether it be in a personal relationship or a work situation. To help us all, Amanda Slavin, CEO of CatalystCreativ and her company have created a taxonomy for engagement.
The idea is if you know at what level of engagement a person is, you will know what needs to be done so that person becomes more truly engaged.
The following descriptions of each of the seven levels of engagement are drawn from a handbook printed by HubSpot Academy and CatalystCreativ.
Since they directly relate to behavioral change, I’ve correlated my definitions of the levels of … Read the rest
“Knowing is not enough; we must apply. Willing is not enough; we must do.” Goethe
In his excellent book: The Accelerated Learning Handbook, Dave Meier advises: “Make sure to get people out of their seats and provide opportunities for physical movement and activity as part of the learning process.“ Physical movement has been shown to have a positive impact on learning and retention.
Neurological research indicates that thinking and bodily movement are interconnected in the brain. In fact, the part of the neocortex that governs thinking and problem solving is situated next to the part of the neocortex that controls fine motor functions. Bodily movement also stimulates the secretion of chemicals that are essential for neural network construction in the … Read the rest
“The best way to learn is to do; the worst way to teach is to talk.” Paul Halmos
Learning activities are the training methods that enable participants to achieve and to demonstrate their learning. Different learning activities are appropriate for different learning levels.
- gain information [KNOWLEDGE] when they attend a lecture (enhanced for different learning preferences), participate in a discussion, listen to a panel, or read reference materials;
- demonstrate that they understand what they have learned [COMPREHENSION] when they read and discuss a case study, brainstorm answers to a discussion question, respond to a quiz or questionnaire, or complete a writing assignment; and
- put what they have learned to use [APPLICATION] when they play a game, perform a