Today’s opening keynote for the ASTD Middle East North Africa event was ASTD’s leader, Tony Bingham. Tony did a clear and cogent argument for social media in organizations, without shootouts to Jay Cross, 70:20:10, Dan Pontefract, Marcia Connor, the Mayo Clinic, IBM, the CIA and more.
The Principals of the Internet Time Alliance decided to take a collective look ahead to the new year, and share our predictions. You‘ll see overlap but also unique perspectives:
Charles Jennings
An increasing number of organisations, independent of size, nature or location, will acknowledge that their traditional training and development models and processes are failing to live up to the expectations of their leaders and workforce in a dynamic and global marketplace. Some will take steps to use their financial and people resources and exploit new ways of working and learning. Others will be hamstrung with outdated skills, tools and technologies, and will be too slow to adapt. A confluence of technology and improved connectivity, increasing pressures for rapid solutions and better customer service, and demands for higher performance, will force the hands of many HRDs and CLOs to refocus from models of ‘extended formal training‘ to place technology-enabled, workplace-focused and leader-led development approaches at the core of their provision. We will move a step or two closer to real-time performance support at the point of need.
Clark Quinn
We‘ll see an increasing use of mobile, and some organizations will recognize the platform that such devices provide to move the full suite of learning support (specifically performance support and informal learning) out to employees, dissolving the arbitrary boundaries between training and the full spectrum of possibilities. Others will try to cram courses onto phones, and continue to miss the bigger picture, increasing their irrelevance. Further, we‘ll see more examples of the notion of a ‘performance ecosystem‘ of resources aligned around individual needs and responsibilities, instead of organized around the providing silos. We‘ll also see more interactive and engaging examples of experience design, and yet such innovative approaches will continue to be reserved for the foresightful, while most will continue in the hidebound status quo. Finally, we‘ll see small starts in thinking semantic use in technology coupled with sound ethnographic methods to start providing just such smart support, but the efforts will continue to be embryonic.
Harold Jarche
People who know nothing about connectivism or collaborative learning will profit from MOOC‘s. Academics and instructional designers will tell anyone who wants to listen just how important formal training is, as it fades in relevance to both learners and businesses.The ITA will keep on questioning the status quo and show how work is learning and learning is the work in the network era – some will listen, many will not.
Jane Hart
Many traditional-thinking organisations will waste a lot of time and energy trying to track social interventions in the hope that they can control and manage “social learningâ€. Whilst those organisations who appreciate that social learning is a natural and continuous part of working, will acknowledge that the most appropriate approach they can take is simply to support it in the workplace – both technologically and in terms of modelling new collaborative behaviours. Meanwhile, we will continue to see individuals and teams bypass IT and T&D departments and solve their learning and performance problems more quickly and easily using their own devices to access online resources, tools and networks.
Jay Cross
2013 will be a great year. As William Gibson wrote, “The future‘s already here. It‘s just not evenly distributed yet.†The business world will become a bit more complex — and therefore more chaotic and unpredictable. Moore‘s Law and exponential progress will continue to work their magic and speed things up. Learning will continue to converge with work. Increasingly, workers will learn their jobs by doing their jobs. The lessons of motivation (a la Dan Pink) and the importance of treating people like people will sink in. Smart companies will adopt radical management, putting the customer in charge and reorganizing work in small teams. Senior people will recognize that emotions drive people — and there are other emotions in addition to passion. Happy workers are more engaged, more productive, and more fulfilled. What‘s not to like?
A couple of months ago, I posted on thinking about designing, calling for designing ‘backwards and forwards’. And it’s continued to percolate, rightly or wrongly.
As I originally structured it, you worked backwards (1) from the ultimate performance you need to put information in the head, and in the world, and then designed forward (2) the combined learning experience, and the performance resource. While the HPT movement thinks about this as well (they definitely talk about whether it should be a learning or performance support solution; I don’t know but assume they will do a mix if needed). Which I don’t disagree with, but I realized I needed to address one issue.
It occurred to me that when you design your resource(s), that has to happen first. If there are resources, they should be included in the learning experience. That is, you want to provide practice with the resources as part of the learning experience to develop the performer’s ability to use the resources in the performance situation.
Thus, I’ve ended up redesigning it such that performance resource(s) influence the learning experience design (3), and are available in the learning experience as well as in the performance environment. It’s more complex, but more accurately captures the types of thinking we need to have as designers. We need to create what’s in the world and then prepare what’s in the head to accommodate the new performance environment.
Which, of course, may actually need to be iterative. As Atul Gawande points out in his book, his checklists were rigorously trailed and refined. That sort of evaluation and revision should be part of our ongoing processes too. We shouldn’t assume we’ll get it perfect the first time. And the existing environment prior to our intervention will also factor into our resource and experience design.
That said, does this conceptualization help? I’m trying to find ways to represent design that helps reduce our overemphasis on all training being about trying to put everything ‘in the head’, and this, combined with my earlier thoughts on learning experience design, is part of my ongoing effort. If, however, it’s either too confusing, or already common knowledge, I need to work more. Feedback?