Tuesday, March 22, 2011

New Learning Architect: Section 3

New Learning Architect Section 3 questions - Thanks to @KristiBroom and @MimiBarbara for your contributions this week!

When formal learning does the job

Q1) Shepherd lists six advantages with formal learning. Do you agree with all? Are there more?

Q2) Shepherd distinguishes education from training in this section. Why do you think the two terms are often confused? What should L&D do about that issue, if anything?

Q3) Shepherd says that “In their 1992 book Transfer of Training, Mary Broad and John Newstrom estimated that ‘...merely 10% of the training dollars spent result in actual and lasting behavioural change.’” Do you think that number has changed in the last 2 decades? Why or why not?

Q3a) What can we do about it?

Q4) There is discussion among L&D about e-learning’s place on the formal/non-formal spectrum. Where do you think L&D fits? Why?

Q5) What conclusions do you draw from the table on different parties impact on transfer of learning (loc 1346)? Can this be changed?

Q6) Of the four different training strategies suggested by Clark and Wittrock, which is the most common in your formal trainings? and why?

Q7) If you have every used the exploration setup, how was it setup? and what was the result?

Profile: Julie Wedgwood

Q8) Julie’s plan to transform her L&D department was based on a 3-year strategy. Is this timeframe typical? What do we do to make change happen more quickly? Do those actions benefit us in the long-term?

Non-formal learning

Q9) Shepherd says non-formal learning is “‘learning to’ with a future perspective...not ‘learning from’ what we have done in the past, nor ‘learning to’ do something right now to address an immediate need.” What examples can you share that fit this definition?

Q10) Peter Honey explains what’s wrong with courses: we know that spaced practice is effective, yet courses are delivered in a large, single dose; we learn by doing, but most courses are skewed toward knowledge; learning is about long-term memory, but most courses focus on short-term memory and assessment; we know about cognitive overload, but abuse it in courses. Why do we do this? What can you, individually, do about it?

Q11) What is L&D’s role in preparing learners, and their coaches/mentors, for non-formal learning?

Q12) What is the best example of non-formal learning you’ve experienced as a learner? What made it good? How can you replicate the experience?

Q13) What is the best example of non-formal learning you’ve implemented? What made it good?

Q14) Shepherd discusses communities of practice as a type of non-formal learning. What makes a community successful as a participant? as a manager?

Q15) How are communities of practice used in your organization? What makes them successful? What holds them back?

Profile: Tiina Paju-Pomfret

Q16) Tiina’s group creates personas of their key target groups, from which they develop user stories which form the foundation of the course. Do you use personas? If yes, how have they contributed to your design? If not, what do you use instead?

No comments:

Post a Comment