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This pattern of behavior (and availability of technology), of course, has been further enhanced by the availability of social networking, which led us to the fourth phase shown above.  Today’s employee has access to formal training, overwhelming amounts of other information, and actual human beings online.  Adding this all together, the corporate learning landscape has undergone a dramatic change.  Now, when someone needs to “learn” something, we must consider the various ways they can gain these skills or information:  they can go to a class, they can take an online course, they can look up support information on the web, they can read a book, or they can find someone who knows what to do and get help.  And we, as L&D professionals, must “formalize” this informal learning environment and make sure we align our investments toward talent management and the needs to build deep levels of skill.

This shift has created tremendous challenges for the corporate training department.  Our research shows that 68% of knowledge workers now feel that their biggest learning problem is an “overwhelming volume of information.”   This information exists in many formats, it is often out of date, and they are not sure how to find what they need.  In some sense the need for “formal” training is greater than ever (you can make sure you get the right information presented in the right way).  Yet in fact, now corporate training professionals must grapple with a whole new set of issues:  how do I create a complete “learning environment” (not a learning program) which supports this new world of formal and informal learning?

And the shift has impacted our profession as well.  Our research members now tell us that the biggest help they need is not in developing new content, but rather building the organizational learning culture and understanding the new skills and disciplines they need to be effective.

As you can see, the framework is multi-faceted.   If you would like to walk through it in detail, I encourage you to read our in-depth whitepaper.  Briefly, the framework has six main areas:   Learning Programs (the solution-oriented training solutions you deliver), Audiences and Problems (a clear segmentation of your audiences and their specific needs), Learning Approaches (the four ways in which learning solutions are developed and delivered), Learning Disciplines (the things you as an L&D professional must now know to stay current in this area), Tools & Technology (the vast array of technology you can rely on to build and deliver these solutions),  and Learning Culture (the underlying business processes, management processes, and talent management programs which support enterprise learning).

我班上有位从新西兰来的小伙子。他属于“沉默型”学生，所接受的学校教育与澳洲完全不同。他很腼腆，刚来时几乎一言不发，但他接受了“挑战”，并将自己的音乐热情公布于众。这对他是个恐怖的经历，但他终于战胜了自己，成为大家注目的中心，让我们班和博客读者来回应。我不知道我能不能那么勇敢地做同样的事情，但我确实知道他鼓励我在自己的教学中进行更多冒险，让我更经常“出位”。点击播放键来欣赏他的杰作。（请前往原文试听）

他们给我们学校贴上“差校”的标签，我想或许有几分道理。在我们班上，我们力图将这个标签放在一旁，看看我们可以为社会和社区如何做贡献。今年，我决定我们要支持使他人生活得更好的事业。

在鼓励并且继续鼓励我成为更称职的老师的经历中，这些不过是个中片段。过去从不在学校露面的学生，现在来了，这使我备受激励。过去内向孤僻的孩子，现在站出来成了伙伴中的带头人，我备受鼓舞。当学生力争上游，踏出自己的舒适区时所取得成绩让我激动不已。作为老师，我们知道我们需要为学生起到学习的模范带头作用。但我逐渐意识到，通常是学生为我们做榜样。

山崎一直以来重视中国这个国家、人才、市场、资源、问题以及未来，并与各界人士有着长期、密切的来往，曾也出版过《对中美经济同盟无知的日本人》（日本德间书店2007.2）一书。在他看来，中国的崛起、未来与他所提倡并积极推进的“太阳经济”是密不可分的

“在21世纪，资源再生・自然能源利用型的太阳经济将取代资源・能源浪费型的石油经济，新的产业革命即将开始。所谓太阳经济，就是利用技术和知识，使人类可以在太阳的恩惠下生活。通过利用太阳能，节约资源，确保水和食物等资源，实现人类自救，维护人性的经济。”

山崎在世界陷入经济・金融危机形势下出版的著作《日本“复活”的最终处方》（日本朝日新闻出版社.2009.2）中提出了一种思路：现在全球经济已走到了十字路口，缺少令人信服的增长点，特别是以欧美为中心建立起的、过于自信的金融市场崩溃，除对实体经济产生巨大影响，妨碍世界经济更好的投资意向外，特别是以原先石油为主导的经济体系本身，已出现了滥用资源、温室效应等环境问题，从而使已困难的全球经济不能保持可持续发展，我们需要重新整理思路，寻找经济发展和环境保护的新平衡点。

纵观世界经济史，19世纪是由大英帝国主导的“煤炭经济”，主要用的是蒸汽机、纺织机、焦炭炼铁；20世纪是由美利坚合众国主导的“石油经济”，主要用的是发动机、火力发电、汽车、飞机、石油化学。而山崎发明的“太阳经济”不同于以上两种经济，是追求最大限度利用风力、太阳光等太阳家族中最原始的资源。