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A since deceased, highly-regarded fellow faculty member, Anthony (Tony) Athos, occasionally sat on a bench on a nice day at the Harvard Business School, apparently staring off into space. When asked what he was doing, ever the iconoclast, he would say, "Nothing." His colleagues, trained to admire and teach action, would walk away shaking their heads and asking each other, "Is he alright?" It is perhaps no coincidence that Tony often came up with some of the most profound insights at faculty meetings and informal gatherings. This story captures much of the sense of the responses to this month's question about why managers don't think deeply. The list of causes was much longer than the list of proposed responses. But in the process, some other questions were posed. Ben Kirk kicked off the list of reasons for the phenomenon when he commented, "… what rises to the top levels are very productive and very diligent individuals who tend not to … reflect and are extremely efficient at deploying other people's ideas," implying that this type of leader is not likely to understand, encourage, or recognize deep thinking in others. Adnan Younis added the possibility that "… managers are not trained for it." Dianne Jacobs cited the possibility that persisting assumptions borne out of success serve as "roadblocks to act on needed change" (proposed by those who engage in deep thinking?). Ulysses U. Pardey, whose comment triggered my recollection of Tony Athos, wrote that "Time-for-thinking is a special moment which can be resource consuming and an unsafe activity …" (Fortunately, Athos held a tenured position in an academic organization.) A number of comments alluded to the triumph of bureaucracies and large organizations over deep thinking. As Lorre Zuppan said, "I think Jeff Immelt's efforts to protect deep thinking reflect a nice sentiment but … If his team could carry the ball, would he need to announce that he's protecting it?" Tom Henkel was more succinct: "Ther

It's now six months since Harbinger Knowledge Products - makers of Raptivity®, the award-winning, rapid e-learning development software tool that comes with a library of pre-built customisable interactions, most of which are interactive - launched 'Raptivity Evolve' for its Raptivity premium customers. In that time, it's produced five new interaction modules collaborating with Raptivity users, in response to these users' suggestions.

Raptivity comes up with weekly workshop which you can attend. Many customers find Raptivity weekly workshop helpful. This webinar will help you to understand how Raptivity can be used in the most powerful way. The workshop will consist of detailed introduction, tips and tricks of how Raptivity works as a rapid development tool to create interactive elearning courses.

Templates can be very helpful in providing the structure of online learning activities; however some templates can limit creativity and make presentations become very cookie-cutter and boring. Templates can also allow for the rapid creation of learning activities which enable timely development and revisions. If templates are easy to use and flexible; they facilitate the design of relevant, current, and creative activities.

No one wants to take time and trouble, using their expertise, to produce something that's not as effective as it should be. This is just as true of online learning designers and developers as it is of anyone. Read more …

Gamification is a powerful tool to engage learners, whether customers or employees, to change behaviors, develop skills or drive innovation. When a course is "gamified" correctly, itnot only improves user engagement but also lowers cost, and makes implementation easier.