Category Archives: Uncategorized
HR Planning and Strategy courses eventually come around to the distasteful topic of “downsizing”. They talk about “survivors” and politely organic methods of reducing headcounts, like attrition, and smart moves like work redesign and evolution, but there are many times when an organization – rightly or wrongly – just chooses to cut bodies.
For those of us who have been through it, it’s an awful, heart-wrenching experience.
In many cases, we want to be a survivor. We want to be the ones found worthy or valuable and we can continue with the polite fiction of “better them than me”, and “they’ll be OK”. Or we just don’t think about it at all, hunker down, and get our work done, hoping we won’t be next as we look at empty workstations or see stunned staff getting walked out the door.
Don’t kid yourself. It’s hell. It’s one of the things HR professionals and Managers have to deal with and it’s often the result of failure to evolve, manage resources, or make incremental decisions. THIS is the human cost to an organization. THIS is where corporate goodwill takes a significant beating. Yes, I know there’s no obligation to provide jobs for life (Hello, City of Toronto…) I get that. However, the psychological contract people engage in with an organization is not insignificant and one that takes its own beating and we don’t have a word for those who aren’t Survivors.
Moved to the organizational “friend zone”?
HR folks…if you’ve achieved your seat at the table you can help influence these decisions. I’m not saying not to reduce headcount. What I am saying is that there are other ways to incrementally and intelligently help Management make the best use of their workforce and their human capital. There is an increasing body of study showing that layoffs or downsizing efforts are counterproductive in the long-term. So…wouldn’t it be nicer for your organization to have a cohesive group that could collectively weather a downturn and take pride in their efforts to bring an organization back to viability?
Don’t leave a string of human casualties in the wake of organizational myopia or inaction. That psychological contract means an awful lot to the folks who are about to be shown the door, whether they admit it or not. Instead, let them become part of the solution instead of feeling like they are part of the problem. Harness that psychological contract for the betterment and transformation.
Think about what kind of organization you might have then…
Here is my first iMovie effort and it’s talking about my current work project and some of the challenges we face down the road. Yes, there are some flaws in the video but I had a lot of fun learning the tool and the processes.
I am definitely interested in speaking with Moodle experts about the long-term use/re-use of our learning assets and how we manage resource/assignment updates over their lifecycle. I’d also be interested in speaking with folks who have migrated from Moodle to TotaraLMS.
Infographics are always thought-provoking and this one is no exception. I enjoy seeing numbers relative to population or geography.
There are at least 7,102 known languages alive in the world today. Twenty-three of these languages are a mother tongue for more than 50 million people. The 23 languages make up the native tongue of 4.1 billion people. We represent each language within black borders and then provide the numbers of native speakers (in millions) by country. The colour of these countries shows how languages have taken root in many different regions.
The information is based on data from Ethnologue, a comprehensive reference work cataloging all of the world’s known living languages since 1951. To see the full 2000px wide resolution of this pie chart click here.
From Shannon Tipton, the Learning Rebel
Not Attending ATD ICE? The Backchannel Saves the Day
I’ll be there! Oh, shucks – you won’t be? I’m truly sorry to have missed you. (Cue sad face)
A close network friend of mine won’t be there either. (Cue another sad face)
But won’t he? He will be there in spirit. In the Backchannel. That’s the beauty of technology these days, we can be anywhere and pretty much have a front row seat. I asked Mark to give me his insights as to how he will be participating from afar and his advice on making use of the backchannel.
I think this post speaks to the heart of what makes a great #PLN. This kind of network needs to be more than just a bunch of connections with peers: it needs purpose, trust, and continual sharing. As always great artwork from Julian Stodd helps to illustrate the points.
I’m a big advocate of the potential for peer led networks and communities to help improve performance, build shared understanding and develop professional practice. I’ve written about this before and I’m looking forward to talking about my experiences of building networks and communities in and beyond the workplace at the Learning Technologies conference at the end of this month. I’ll maybe see some of you there, and if you’re coming along you can also pick my brains at an LT eXchanges session on the 28th Jan.
As Julian Stodd has expressed beautifully in his work on the Social Age, agile learning and community building are key to how we can continue to make sense of our rapidly changing world. We have moved on from (or at least we should have) assuming that the classroom or instruction are always the best route for helping our teams make sense of their work, learn new…
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Always great to hear from you, and I’m sharing some of my thoughts and findings from the Design Thinking MOOC I tackled a little while back. I’m glad you asked me to do this, and I hope you don’t object to the approach, but I figure this “letter” will let me get into a little more detail and spark a some Q&A.
So, here goes.
As you know, particularly in our time on that joint ID project in 2011, I’m a big fan of rapid, and flexible, processes. Yeah, I know that I was a little platform focused at the time, but I really wanted to get away from that slow, deliberate, linear design process that just doesn’t play nicely with the complexities of online asset development. The rapid prototyping model I espoused was, on reflection, good for sparking some thoughts about different ways to do things, and to explain a new approach. However, I admit it was a little light on the details of exactly how to make it work in practice.
Enter Design Thinking.
This deceptively simple process is the basis for my new vision on L&D problem solving. When we think about it, Phil, that’s really what we tend do to as IDs: we solve problems. Sometimes we solve big ones, sometimes, we have to tackle a whole bunch of small ones to get past a roadblock.
Here’s what I really like about it. First, it’s a people-centric process and it starts with Empathy. Sure, that’s not a stretch for us as L&D types, but it’s important that we understand the people involved and exactly who we are designing for. Next, it forces us to actually define the problem that needs to be solved (this Business Insider article calls this “defining the challenges“). So, in some sense, we can treat this like a needs assessment, but this process could be embedded within a larger ID task. So if we are trying to figure out the best kind of activity for learning a performance-based task, we could use this process to get lots of ideas out, focus on a couple for prototyping, and then test them. The other big part that I like is that we learn it’s OK to try different ideas and see how they work long before we get into hard-core development of a solution. That traditional, linear process we tend to follow is predicated on the idea that we are working one solution on the hopes that it is the right one, and only after fully implementing it do we consider revisions. In Design Thinking, we get to explore lots of different ideas, and there’s even some suggestions for how we could come up with them. For example:
- What are the most obvious solutions for this problem? (even things that you know already exist)
- What can you add, remove or modify from those initial solutions?
- How would a 5-year-old child solve the problem?
- How would you solve the problem if you had an unlimited budget?
- How would you solve the problem without spending any money?
- How would you solve this problem if you had control over the laws of nature (think invisibility, teleportation, etc.)?
What you’re probably seeing, as I did, is that it’s not about the rapid production of content (although that’s helpful if you can save time/money where appropriate) but it’s about moving a little faster and being more agile in the ideas, prototypes, and testing department. Where possible, it’s also about changing the mindset of our stakeholders about what Instructional Design is and what goes into the process. I also love that Design Thinking lets us take a different approach to user/stakeholder feedback.
In this case, it’s less about QA of content and proofreading (still important) but it give us the ability to guide the feedback into contexts that make sense to us (while pushing our stakeholder(s) to put context into their commentary).
I really, really wish we had used something like this on our project because I think we could have asked some better questions along the way. If nothing else comes to fruition from the MOOC, I plan to use this grid for future feedback activities. I will also promote its use (or basic principles) among my colleagues.
The other sneaky thing I like about the DT approach is that it forces the ID to step outside their own preconceived notions of a solution. You know how much energy we spend trying to sell people on our interpretation of their needs, and sometimes it’s still met with a collective, “meh“. This is where Ideate comes in. Once we have that empathic sense, and we have defined the problem, we can start looking at ideas. Lots of ideas. Crazy ideas. You know, the proverbial “throw it against the wall and see what sticks” kind of thing.
Where we did succeed on our project – albeit with a different model – was on the concepts of Prototyping and Testing. I think this where you and I found some serious alignment because you could see without prompting the value of putting a couple of prototypes for the learning solution together, hashing them out, and refining them until we had something we knew could satisfy the learning objectives but would also provide a reasonably engaging learning experience. With Design Thinking, I look at Prototyping as an extension of the Ideate process, and I come up with a number of different looks, feels, and features to explore. Given our experiences with a cloud-based platform, it was easier for us to think about lifecycle and maintenance issues, and they were easy to factor into the framework of the prototypes.
While Design Thinking won’t always get the users enthusiastic about making time for testing, it does help because we are capturing a lot more than just QC glitches. It’s not that QC isn’t important, it’s just that we can manage the bigger-picture user experience issues through feedback and let the QA folks handle the typos and other things that might occur when we get into full-blown development of the solution. The approach here makes the user think about the four questions in a more positive and helpful frame of mind. The other thing I really, really like about using this method is that we aren’t stuck using Likert-style rating scales as the basis for our feedback. Because the users are so integrated into the Design Thinking process, we can use their comments and statements as the basis for deeper questioning and exploration of their reactions to the various prototypes. It’s also a way of closing the loop on their initial thoughts and feelings that we captured when defining the original problem. It’s so organic and so instinctual that it just makes sense to leverage this framework for ID.
It may seem a little cliche, Phil, but I think there’s a bright road ahead for us in Instructional Design from adopting new ideas like Design Thinking. A growing number of practitioners and experts in my PLN are seeing it as a nearly ideal blend of agility, flexibility, and user-centric thinking. I’ve found that it minimizes some of the temptations to skip things like analysis because Empathy is so critical to Problem Definition. Next time we chat, I’ll share some of the behind-the-scenes stuff I’ve been doing so you can see some of the Design Thinking for ID in action.
Stay in touch. Best to you & yours,
Ruth Clark will say that any image you use in a learning activity needs to be relevant to the subject matter and should enhance the learning experience. We also know, in practical terms, that some stock imagery can be expensive when you’re really trying to manage the development budget.
When dollars are tight or when you want to support open resources, have a look at the sites listed in this post.
As always, be sure to give credit for the image where it is due.
Thanks to the folks at The Verve for pulling this list together.
A short, but straightforward take on growing the PLN from Urbie Delgado. Enjoy the read!
I was an avid reader until Mrs and I started having kids. Arthur C. Clarke was a favorite. Something he wrote came back to me tonight.
“Any sufficiently advanced technology is indistinguishable from magic.” — Arthur C. Clarke
I go far afield from what I know when I grow my PLN. Curiosity is my driver.
When I started participating at EdCamps it was dizzying: so much new stuff. Curiosity turned me onto following scientists, too.
This week I learned of The Society for Neuroscience conference in DC. Pouring over #SfN14’s backchannel I began following neuroscientists. Their tweets made me curious. They are into some cool things.
So what do I ask of my PLN? Take my thinking where my own probably wouldn’t.
I’ll do the same for you.