Excerpts from the Best of T+D | 2007-2009
Harold Jarche in Skills 2.0:
As knowledge workers, we are like actors--only as good as our last performance.
Professionals are anyone who does work that cannot be standardized easily and who continuously welcomes challenges at the cutting edge of his or her expertise. David W. Shaffer in How Computer Games Help Children Learn (quoted by Harold Jarche in T+D)
Creativity is a conversation--a tension--between individuals working on individual problems, and the professional communities they belong to. David W. Shaffer in How Computer Games Help Children Learn (quoted by Harold Jarche in T+D)
Professionals immeresed in communities of practice have a larger zone of proximal development.
In a flattened learning system, there are fewer experts and more fellow learners on paths that may cross.
In a knowledge economy, the individual is the knowledge creator, and relationships are the currency.
David Wilkins in Learning 2.0 and Workplace Communities:
Embedding social media within WBT courses reintroduces these social exchanges without sacrificing the cost savings or WBT's time-of-need "replay capability."
Ted Hoff, Vice-President of IBM's Center for Learning and Development:
Some managers will complain that use of social networking tools will eat into productivity, but the reverse can also be true; they can be a tremendous boost to productivity, allowing people to get answers to work-related questions, as well as to build social connections, collaboration, and innovation.
Learning Gets Social by Tony Bingham:
Karie Willyerd, vice president and chief learning officer for Sun Microsystems explains the huge opportunity the profession has in informal learning: “One of the things that has happened is that we have focused so much on the 10 percent [formal learning] that we abdicated the 70 percent [informal learning]. If the learning organization doesn’t get into that 70 percent and use social media, they’re going to get left behind. They’re going to become irrelevant because people are going to be able to post and share knowledge with one another without the learning function. It’s a call to action for learning to become really involved in social media in order to facilitate and enable informal learning. And that’s a really exciting place for the learning profession to be because what you are capturing, then, is the performance of an organization.”
Josh Bersin of Bersin and Associates said it well: “It’s not informal learning taking over everything; it’s a modernization of the learning function.”
Informal Knowledge Transfer by Eric Sauve
“Formal training and workshops account for only 10 percent to 20 percent of what people learn at work,” says Jay Cross, one of the foremost experts on informal learning and systems thinking. On his blog, he compares formal learning to passively taking a bus whereas informal learning is like riding a bike, in that “the rider chooses the destination and the route. The cyclist can take a detour at a moment’s notice to admire the scenery or help a fellow rider.”
Informal learning fits the context of today’s knowledgeon-the-go world, where information is best processed in small information bites.
...sharing informal knowledge should be implemented into a company’s reward structure, says Mark Salisbury, author of ILearning: How to Create an Innovative Learning Organization.
Harold Jarche in Skills 2.0:
As knowledge workers, we are like actors--only as good as our last performance.
Professionals are anyone who does work that cannot be standardized easily and who continuously welcomes challenges at the cutting edge of his or her expertise. David W. Shaffer in How Computer Games Help Children Learn (quoted by Harold Jarche in T+D)
Creativity is a conversation--a tension--between individuals working on individual problems, and the professional communities they belong to. David W. Shaffer in How Computer Games Help Children Learn (quoted by Harold Jarche in T+D)
Professionals immeresed in communities of practice have a larger zone of proximal development.
In a flattened learning system, there are fewer experts and more fellow learners on paths that may cross.
In a knowledge economy, the individual is the knowledge creator, and relationships are the currency.
David Wilkins in Learning 2.0 and Workplace Communities:
Embedding social media within WBT courses reintroduces these social exchanges without sacrificing the cost savings or WBT's time-of-need "replay capability."
Ted Hoff, Vice-President of IBM's Center for Learning and Development:
Some managers will complain that use of social networking tools will eat into productivity, but the reverse can also be true; they can be a tremendous boost to productivity, allowing people to get answers to work-related questions, as well as to build social connections, collaboration, and innovation.
Learning Gets Social by Tony Bingham:
Karie Willyerd, vice president and chief learning officer for Sun Microsystems explains the huge opportunity the profession has in informal learning: “One of the things that has happened is that we have focused so much on the 10 percent [formal learning] that we abdicated the 70 percent [informal learning]. If the learning organization doesn’t get into that 70 percent and use social media, they’re going to get left behind. They’re going to become irrelevant because people are going to be able to post and share knowledge with one another without the learning function. It’s a call to action for learning to become really involved in social media in order to facilitate and enable informal learning. And that’s a really exciting place for the learning profession to be because what you are capturing, then, is the performance of an organization.”
Josh Bersin of Bersin and Associates said it well: “It’s not informal learning taking over everything; it’s a modernization of the learning function.”
Informal Knowledge Transfer by Eric Sauve
A 2005 McKinsey & Company report titled, “The Next Revolution in Interactions,” examines how workplace tasks are completed in developed economies. It describes a shift from valuing transactional interactions—those that are routine and involve noncreative interaction—to complex interactions—those that require people to deal with ambiguity and solve problems based on experience or tacit knowledge. Gartner, a research institute, estimates that the frequency of nonroutine situations that require tacit knowledge will double between 2006 and 2010. A recent study from Forrester Research detailed the rise of social computing—interactions continued through online or other technological means—and its impact on e-learning indicates that more than 80 percent of adult learning takes place outside of the classroom. ...Knowledge Delivered in Any Other Form Is... Perhaps Sweeter by Aparna Nancherla
Gartner has recognized CoPs as one of the five best practices for increasing organizational agility. CoPs deliver unique benefits to an organization. The peer-to-peer environment of CoPs fosters employees’ natural trust in advice from someone in their situation. It also encourages emotional as well as instructional support.
John Deere, one of oldest industrial companies in the United States, relies on CoPs to drive innovation, efficiency, and lifelong learning by facilitating connections among knowledge workers. Since implementing the current CoP technology in 2002, John Deere has built a network of 300 communities that covers a wide variety of topics from Six Sigma to mergers and acquisitions to the Deere Production System.
“Formal training and workshops account for only 10 percent to 20 percent of what people learn at work,” says Jay Cross, one of the foremost experts on informal learning and systems thinking. On his blog, he compares formal learning to passively taking a bus whereas informal learning is like riding a bike, in that “the rider chooses the destination and the route. The cyclist can take a detour at a moment’s notice to admire the scenery or help a fellow rider.”
Informal learning fits the context of today’s knowledgeon-the-go world, where information is best processed in small information bites.
...sharing informal knowledge should be implemented into a company’s reward structure, says Mark Salisbury, author of ILearning: How to Create an Innovative Learning Organization.
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