Blog
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Formal learning of the past
Formal learning in the past includes formal education and qualifications obtained. They serve as credentials of value to establish that we know – part of building relationships of trust – and provide frameworks of reference (“shelves”) to make sense of new knowledge. From the past, we also draw on personal experience, attitudes, and values acquired or developed in…
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Faster
We need to learn faster, to deliver results faster. We find ways to accelerate knowledge development. And yet, although we acknowledge the need to focus on task completion, we accept that our shared learning takes time to build trust and deepen understanding before it can be turned into action. In many cases, we know that the most powerful…
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Trust
The strategies we use to anchor and filter rely on building trust in our working relationships. Learning together is grounded in a shared culture of openness and trust. For example, we trust each other to keep communication to the point. We mobilize different networks of trust, internal and external, based on need. This mutual trust…
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Focus
“Our challenge lies in focusing our insights. Distraction from what is important is a continual obstacle.” George Siemens (2006:136) How do we stay focused? How do we extract important knowledge? Anchoring is the act of staying focused on important tasks while undergoing a deluge of distractions. We anchor to pay attention even when we are overwhelmed…
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Currency
Knowledge skills are increasingly important due to the pace of change in knowledge. We know that staying current cannot rely solely on formal training. This is both because we seldom have the time and resources to stop our work in order to learn and because the pace of change is faster than our ability to…
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Anchoring
“Hitting a stationary target requires different skills of a marksman than hitting a target in motion.” – George Siemens (2006:93) We are all knowledge workers who struggle with knowledge abundance – too much information. Our ability to learn is heavily dependent on our ability to connect with others. How well are we able to collect, process, and…
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Dinosaur
“You’ll become a dinosaur if you don’t learn.” People in the organization recognize the need for change, see its value, see their own roles in the process, are willing to adopt new approaches, and possess the competence to move forward with change: At the individual level, we strive to consider each task, however mundane, as…
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One size does not fit all
How does an organization’s leaders recognize, encourage, and reward both existing learning practices and positive change in learning behaviors that foster informal and incidental learning? Learning strategy recognizes the value of learning in all its forms, including informal and incidental learning, formal qualifications, and in-service formal education and training. One size does not fit all: the…
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Nothing that we do can be taught
Many people in the organization recognize the need for change, see its value, see their own roles in the process, are willing to adopt new approaches, and possess the competence to move forward with change. “Nothing that we do can be taught”, they say, “so the challenge and the learning need is almost constant”. At…
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7 actions imperatives of learning strategy
The learning strategy recasts the evidence-based seven dimensions of learning culture (used to measure learning culture and performance) as action imperatives. In order to improve performance through learning, the organization needs to take specific action to: Create continuous learning opportunities Promote inquiry and dialogue Encourage collaboration and team learning Empower people toward a collective vision Connect…
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