Group items tagged

Learners: The desire to understand and to improve performance based on experience. A desire to set aside time for reflection, seek out data and expertise, identify knowledge gaps, learn from experience, be curious, scan the environment for new information, disseminate what has been learned, and integrate learning so it is broadly available and can be generalized to new situations.

curated Internet presence that frames your profile in a concise and clear way

You should have a curated Internet presence for the job market. The fact is, you will be Googled.

You should have a curated Internet presence for the job market. The fact is, you will be Googled.

Sounds like: Did you know? Have you ever? What if?

FOMO. Th

hy forward thinking? Because I think that hierarchical learning isn’t conducive, in fact is obstructive to creating businesses fit for purpose for innovating within disruption. I think the behaviours it creates slows down people’s learning as they go higher up ‘the ladder’, limits their behavioural flexibility and creates a culture where people are afraid to challenge the status quo. And what do I mean by networked learning? I think this has something to do with letting go of words like ‘expert’ and accepting that we are all learning, all of the time. And I think if we can do this, and ask any question without fear, we can shake things up and make things happen.

So how could companies themselves encourage and create a safe environment for networked learning? A few ideas: 

Cultivate a culture of celebrating failure

The route to successful change is in the habits we create, it’s achieved by consistent small changes which add up to desired results.“We are what we repeatedly do. Excellence then, is not an act, but a habit.”Aristotle

1. Lack of planning

2. Trying too much too soon

Proven Strategies for Better Decision-Making

8.) Avoid Distractions

7.) Take Naps

There are three key concepts to put in place once you believe in and acknowledge that “the Dip” is real. Learners must go through the Dip for true learning to take place. In other words, this is part of a normal change process. Both trainers and learners need to own it, embrace it and plan for it. Change is a process, not an event. We have all heard this one before, but do we apply it appropriately? (Hint: Those of you using the PowerPoint osmosis technique, or using a one-time only event to promote learning—stop it!) Learners can survive the Dip. To survive the Dip (or chasm, as the case may be), here are three very important steps learners must consider: Expect it. Name it. Build in support.