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DRIVING CHANGE THROUGH LEARNING

June 29, 2016 | Tool

What is Maersk Line? Problem #1-A lot of little Kingdoms Problem #2 – Missing Strategic Capabilities  How L&OD would support the MWBs? Unfortunately our L&OD team was not up to the task We Needed to Evolve Step 1 – Reorganized & Upgraded Step 2 – Cut Non-Strategic Projects  Step 3 – Standardized Programs Globally Step 4 – Reinvested in Best in Class Step 5 – Installed 2 L&OD Philosophies

Understanding International Talent Trends Key to Succeeding in the Global Economy

Maria Ho | October 26, 2015 | Article

Global Trends ATD publishes its first truly global study on the state of talent development. The published research, Global Trends in Talent Development, offers comparisons along key metrics across regions (Asia-Pacific; Europe, the Middle East, and Africa (EMEA); North America; and Latin America). 

Science of Learning 101: Are We Doing the Right Things?

Patti Shank | June 15, 2015 | Article

continuous learningCurrently, corporate learning and development (L&D) is still skewed heavily toward building courses and content, but this approach is not really in sync with the exponential rate of knowledge change and today’s knowledge-heavy work processes—or the instructional piece work L&D provides.  Consequently, L&D is dangerously close to becoming irrelevant in many organizations.  

Building an Innovative People-Driven Organization

Ruth Palombo Weiss | May 13, 2015 | Article

people-drivenAs the top challenge for 2015, a report put out by the Conference Board notes CEOs view human capital in all its forms—from dynamic leadership to a skilled workforce cadre—as the primary fuel that will drive the engines of growth within their organizations. Rebecca Ray, co-author of Creating Opportunity Out of Adversity: Building Initiative has found that over the years people have done a variety of things to address different aspects of business. 

Fearless Instructional Design: Learning From the Imagination of Jim Henson

TechKnowledge 2015 FR200
Michelle Lentz | January 16, 2015 | Video

Too often, instructional designers end up trapped in their boxes of theory. Sometimes we need to open that box and peer outside to glean ideas and inspiration from sources outside our industry. Jim Henson started working as a puppeteer in 1954, long before many of us considered corporate instructional design (ID) as a career. Yet, Jim Henson applied many of the core ideas from ID in his imaginative work. Viewing our own theories and ideas used in different ways is a great way to help inspire us to think of new and fearless ideas. We will cover Henson's use of storyboarding, storytelling, iteration, templates, and more, and bring it back to practical uses in instructional design. We'll get creative, discussing how construction of a Muppet can translate to construction of a course. Also, this session is fun. There might even be a Muppet.

Everything I Ever Needed to Know About Simulations I Learned From Video Games

TechKnowledge 2015 TH103
Bianca Woods | January 15, 2015 | Video

We know that simulations are a fantastic way to allow people to practice skills in a realistic, but safe environment that gives them the opportunity to learn from mistakes. However, actually sitting down and creating a simulation that feels real to your audience is definitely harder than it sounds. So why not learn from the industry that's been successfully simulating real and imagined situations for years: video games! Sure, video games are a fun diversion, but there's also a lot in common with how they're created and the way a strong simulation should be designed. In this session, we'll take a look at how video games developers have overcome some of the same major hurdles that we experience when developing simulations for training, such as deciding what your simulation structure should be, narrowing down potential ideas to just the ones that work, and making player choices matter (or at least seem like they matter). You'll also learn about game design techniques that will make your simulation development process run smoother, such as iterative design and prototyping. Whether you're a seasoned gamer or someone who couldn't recognize Pong if your life depended on it, you'll still learn a lot about what video games can teach us about making simulations that are fun and effective.

Using High Tech to Develop High-Touch Skills

TechKnowledge 2015 TH107
Janice Burns | January 15, 2015 | Video

Your organization has invested in enough high-tech and no-tech learning assets to fill a catalog. You understand the math. It's all about 70-20-10 and you want to do more with technology to drive all three. How do you select and leverage the right assets, not only to save time and money, but also drive better learning outcomes and performance? It's not enough to just assemble the right parts and pieces, you want to gain support and sustain it as well. During this session, the speaker will help you identify the right blend of technologies to bring formal and informal learning together. You'll learn how to create a visual snapshot of a high-tech, high-touch development program and receive a template to present your program in a compelling way. You will leave with ideas, insights, and tools to use with social media, mobile support, games, and simulations to sustain learning, so your organization gets the most out of its training dollars, and your learners get what they want. You will understand how you can use high-tech to assess gaps in high-touch skills and learn new approaches to design personalized development programs to address those gaps. Determine how technology can help you gain buy-in and commitment from key stakeholders to achieve measurable results. Basic knowledge of 70-20-10 or formal and informal learning components will maximize the dialogue and learning in this session.

The Global Virtual Classroom 5 Keys to Success

TechKnowledge 2015 TH205
Darlene Christopher | January 15, 2015 | Video

Is your virtual classroom ready for global learners? According to recent ASTD research, globalization is one of the most important trends affecting the workforce. So how can you make sure your virtual classroom training is appropriate for all learners, regardless of their location? When you prepare for a global audience as a facilitator or designer, you need to think globally about every aspect of the training from the learner perspective, and make adjustments geared to those perspectives. During this session you will explore the five key areas for global virtual classroom success: logistics, content, learning styles, rehearsal, and facilitation. You will leave with strategies and tips to successfully design and deliver training for the global virtual classroom. The speaker has designed and delivered hundreds of training sessions via virtual classroom to World Bank Group staff in every region of the world. She will share practical examples from a variety of courses that were converted for delivery in a global virtual classroom.

Science of Learning 101: What’s the Point of Instruction?

Patti Shank | January 08, 2015 | Article

Patti Shank discusses why numerous disciplines (neuroscience, psychology, education, computer science, and others) expend enormous energy and resources to figure out how we learn and how to best build instruction?

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