If only we would have the power to look into a crystal ball and see the future. With regards to learning, I think that crystal ball would glow with brightness.
high impact learning
Two years ago a client asked me to build a talent development program that was strongly interwoven with talent management. One of their requirements was to adhere to the 70/20/10 mindset.
There are quite a few talent management interventions that we’ve started to take for granted, like talent pools, talent reviews and talent boards (Bryan, Joyce, 2007).
Het is onze missie om talenten enthousiast, gecommitteerd en betrokken te houden, zodat zij niet zullen overwegen de organisatie te verlaten.
I believe that some elementary neuroscience is an essential tool for talent development. Since 2010 I’ve been enthused and inspired by David Rock, who has made neurological findings incredibly accessible to leaders, managers, consultants and trainers. His insights form one of seven foundations in my programs for talent managers.
It’s the second day of the 2015 ATD, the Alliance for Talent Development’s annual International Conference and Exposition: “ICE, ICE”, baby. For the past five years the ATD CEO, Tony Bingham, has made a compelling case for mobile and social learning. His argument is compelling, his facts are straight, his delivery is exemplary. But, as the number of conferences that I’ve attended stack up, I get the feeling there’s an untold story behind the story we’re telling ourselves.
Attending the 2009 through 2014 global A(S)TD conferences, has been a treasure-trove of discoveries for me. So many keynotes and concurrent sessions still come to mind and I’ve followed up quite a few by reading articles and books. It’s been an enriching experience and this brings me to my third of four meta-themes I’ve uncovered in the past years: “learning is becoming a - more - of a science: learning scientifies”. Let’s meet up in Orlando, Florida, from May 17 to 20!
Wouldn’t that be utterly remarkable: learning to play a team sport without a team? You wouldn’t want to inflict this punishment on any team player: "Come Pete, let me train you to play soccer against yourself, so you’re well prepared for next weeks’ match”. It is so absurd, so strange and at the same time it’s daily practice within our companies and institutions.
Remarkable, of course, learning to ride without a bike. You wouldn’t want to expose your kids to this: "Johnny, come, we're going to be taking you on long bike rides a few years from now, so here’s ‘no bike’, so you can get the hang of it." It is so absurd, so strange and at the same time it’s daily practice in our companies and institutions.
It’s our mission to keep talents enthused, committed and engaged, so that they won’t consider leaving your company.
How does in-company training come into being, for the most part? Quite often the humble beginnings of our training start with somebody finding that expertise or capability is lacking in a certain area.
Jane Hart, thé worldwide social learning thought leader, introduced the catchphrase “the future of learning is social” a couple of years ago. When I had the privilege to meet her personally in 2011, I responded “ the future of learning is performing”.
It’s a dreary and cold Tuesday a couple of months ago. I’m early, too early as it pans out. All lights at my client’s office are still out and the doors are locked.
Ask any talented person what gave their careers a boost and they’ll never answer “a training or workshop”. Trust me, I’ve been asking this question since 2006.
Jane Hart, dé wereldwijd bekende ‘social learning thought leader’, bedacht een aantal jaar geleden de pakkende zin “de toekomst van leren is sociaal”. Toen ik het geluk had haar in 2011 te mogen ontmoeten, antwoordde ik “de toekomst van leren is presteren”.