index [pbookshop.com]elearning maturity model, 115 human capital capability scorecard, 116 lpi’s...
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Index
Page references followed by fig indicate an illustrated figure; followed by t indicate a table.
AActing in the world, 37–38figActivity-centered curriculum,
43–44figADDIE model, 31, 144, 159Aleckson, J. D., 152Allen, M., 159Alternate reality games (ARGs),
67, 68Amazon, 13, 70American Psychological Science
Society, 29American Society for Training
& Development (ASTD)ASTD Instructional Systems
Design report (2010) by the, 21
ASTD State of the Industry Report (2012), 28
Competency Model to assess skills and competencies developed by, 136, 179
on failure of trainers to use Web 3.0 tools, 21–22, 26
on inadequate staff skills for training problem, 21
on Kirkpatrick’s four levels of evaluation metrics, 168
reporting on organizational learning functions, 18
Analytics (or “big data”), 71Anderson (Allison) case study
Intel’s organizational characteristics, 104
L&D outcomes at Intel, 106–107
L&D work at Intel during the, 104–106
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Anderson (Allison) case study (continued )
learning communities of practice (LCoPs) established during, 107–109
Lessons learned from the, 107–109
Technology Based Training (TBT) Task Force created during, 105
Apple’s iPod Touch, 66Arets, J., 93Arneson, J., 136Assessment instruments
ASTD’s Competency Model, 136, 179
Community Maturity Model, 115–116
eLearning Maturity Model, 115
Human Capital Capability Scorecard, 116
LPI’s Capability Map, 22, 135–136, 179
Research Dog’s eLearning Readiness Assessment, 115
Asynchronous communication, 172
Augmented reality games, 67
BB-corporations (or benefit
corporations) movement, 48–49
Baby Boomers, 29Backwards design
focusing on metrics, 153–154illustrated diagram of perfor-
mance consulting, 153figintroduction to the perfor-
mance consulting, 152problem solving and design
decisions using, 154–156Bakia, M., 5Balanced scorecard approach, 187Bassi, L., 79, 116Being There (Clark), 35Benedict, A., 13Beyond e-Learning (Rosenberg),
142“Big data” (or analytics), 71Bingham, T., 162Bjork, R., 29Black, S. D., 52Blauth, C., 29Blogs, 26, 64, 172Bozarth, J., 163Bozarth (Jane) case study
background information on, 100
establishment of L&D during, 99, 100–103
L&D results of the, 103Brain
during learning, 39–45as logic machine, 35mental architecture of the,
35–36
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problem solving process by the, 36–39
Slow Learning pacing the learning experience to accommodation by, 187
Bransford, J. D., 40Britz (Mark) case study
developing L&D at SMS, 90–92
establishing L&D at Systems Made Simple, 89
L&D outcomes of the, 92lessons learned during,
92–93SMS Corporate University
concept, 91SMS’s organizational
characteristics, 90Brown, A. L., 40Bureau of Labor Statistics, 14Business sector
changes experienced by the, 11–15
Information Age and increased competition, 13
information technology and Internet impact on, 12–13
need for innovation and adaptability by the, 14–15
new skills demanded by modern, 13
Business Week Online, 124BYOD (“bring your own
device”), 66
CCapability Map (LPI), 22,
135–136, 179Carroll, J. M., 78Change
Allison Rossett on needed L&D, 140
constant state of, 11–12experienced by the business
sector, 11–15the information technology
and Internet driving, 12–13L&D training ghetto
instead of adapting to, 127–128fig
learning approach to culture, 132–135
Marc Rosenberg on needed L&D, 142–143
need for companies to innovate and adapt to, 14–15
parallel paths of P&D and empowering cultural, 182–185
taking the long game approach to, 186–188
training errors as barriers to successful, 30–31
Chapnick, S., 115Chats (or instant messaging),
65, 172The Checklist Manifesto
(Gawande), 36
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Checklists, 36, 61–62Chief Learning Officer magazine,
13, 104Chief Learning Officer survey
(2009), 18–19Clark, A., 35Clark, R. C., 23, 72Clark, R. E., 152Clarke, A. C., 4, 5Clegg, E., 36, 47Cluetrain Manifesto, 12Cocking, R. R., 40Coffield, F., 29Cognitive science
on conative aspect of cognition, 25
on insert knowledge, 40on meta-cognition, 39on three components of
thinking, 41, 43Coherent Organization
framework, 50, 51figCommunication
Coherent Organization framework for, 50, 51fig
creating “wirearchy” two-way, 49–53
email, 52new capabilities for, 52–53stories and storytelling form
of, 50, 52tools for synchronous and
asynchronous, 172
traditional top-down flow of, 49
trust as part of good, 49Communities of practice
(CoPs)Intel’s L&D use of, 107–109Mark Britz’s use at Systems
Made Simple (SMS), 92Community Maturity Model,
115–116Community Roundtable, 116Competencies
ASTD on inadequacy of trainer, 21
ASTD’s Competency Model to assess skills and, 136, 179
LPI’s Capability Map of needed skills and, 22, 135–136, 179
SCANS list (1991) of workplace, 15, 43, 165
Competency Model (ASTD), 136, 179
Conative cognition, 25The Connected Company (Gray),
15Conner, M., 162Content development
infrastructure, 68–70, 174–176
user-generated, 63Web 3.0 system-generated or
Semantic Web, 70
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Corbett, A. C., 40Corporate Learning Council,
19, 28A Creator’s Guide to Transmedia
Storytelling (Phillips), 187Critical Skills Needs and Resources
for the Changing Workforce: Keeping Skills Competitive (Benedict, Esen, Williams, Handsman, Patton and Rodeawald), 13
Cross, J., 13, 18, 43, 104, 162, 178
Culture. See Organizational culture
DDale’ Cone, 30Davidson, C., 39de Jager, P., 132Department of Veterans Affairs,
91Design for How People Learn
(Dirksen), 156Development facilitation
description of, 149–150, 160–161
goals and desired outcomes of, 161
informal learning approach to, 162–164
meta-learning used in, 164–165
“Digital natives” myth, 29–30
Dirksen, J., 156The Discipline of Organizing
(Glushko), 70Disintermediation concept, 13Dixon, G., 79, 80, 115Drive (Pink), 17Dublin, L., 178
EEbbinghaus’ forgetting curve,
20figEbbinghaus, H., 19Ecclestone, K., 29EconWeekly, 13Edmondson, A. C., 53, 54figeLearning
learning management system (LMS) tool for, 30, 140
rapid elearning tools for, 30SRI’s report (2009)
assessing, 5eLearning Guild “Guild
Masters,” 139eLearning Maturity Model, 115eLearning strategy
elements of, 76–77figillustrated diagram of L&D,
76figElectronic Performance Support
Systems (Gery), 61Email communication, 52Employees
empowering, 48–49L&D perspective of, 81–85
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Employees (continued )P&D role in supporting work
by, 136–137figSee also Learners; Training;
WorkforceEmpowerment
need to instill employees, 48–49
parallel paths of P&D and cultural change, 182–185
sources of employee, 49Engaging Learning (Quinn), 41Engelbart, D., 36Enyon, R., 29ePSS (electronic performance
support system), 114Esen, E., 13Estes, F., 23, 152“Event” model
introduction to the, 19–21lack of trainer competency and
skills to apply the, 21–22Executive L&D perspective,
86–87Experience API, 158, 169Expertise
created through meaningful practice, 40–45
learning needs to establish, 20fig–21
online “yellow pages” source of, 103
See also Subject matter expert (SME)
FFeedback
activity-centered curriculum inclusion of, 44
performance consulting approach to, 159
Flat Army (Pontefract), 49, 55
Formal learningexpensive of, 45L&D assessment component
of, 117t, 118t, 119learning & development
(L&D) framework component on, 77–78
mixing informal learning with, 27–28, 31, 48
needs from novice to experts, 20fig
social learning seldom included in, 26
storytelling used as part of, 50, 52
technology used to enhance, 57–61
traditional focus on, 3See also Informal learning;
LearningFrey, T., 11Functional fixedness rap, 160
GGarvin, D. A., 53, 54figGawande, A., 36
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Generational learning differences myth, 29
Gery, G., 28, 61Gino, F., 53, 54figGlocer, T., 114Glushko, R., 70Goals
for achieving continual innovation, 47–48
development facilitation desired outcomes and, 161
performance augmentation as core L&D, 6–7
to work smarter, 188Gottfredson, C., 158GPS (global positioning system
chipset), 67Gray, D., 15Group Genius: The Creative
Power of Collaboration (Sawyer), 49
HHall, E., 29Halo (computer game), 68Handsman, R., 13Hart, J., 164Harvard Business Review, 54Heinjnen, V., 93Help-on-demand, 161Helsper, E., 29Hodgins, W., 187How People Learn (Bransford,
Brown, and Cocking), 40
HTML 5 standard, 68Human Capital Capability
Scorecard, 116Human performance
improvement (HPI) model, 93, 95–96, 97, 99
Human performance technology (HPT), 151
Husband, J., 49Hutchins, E., 39
II Love Bees game, 68Immersive Learning (Pagano),
68Implementing e-Learning (Cross
and Dublin), 178IMS Global Learning
Consortium, 169–170Inert knowledge, 40Informal learning
development facilitation using social and, 162–164
formal learning mixed with, 31, 48
providing opportunities for, 27–28
See also Formal learningInformal Learning (Cross),
162Information Age, 13, 14Information technology (IT)
impact on business by the exploding, 12
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Information technology (IT) (continued )
performance & development (P&D) at same level and coupled with, 135, 177–178
See also Technological toolsInfrastructure
“big data” or analytics generated by xAPI coupled with, 71, 175fig, 176
content development and architecture, 68–70, 174–176
HTML 5 standard, 68integrating meaning-tagged
and rule-driven access content, 79
L&D assessment component, 117t, 122–123t, 124
learning & development (L&D) framework component on, 79
performance & development (P&D) tools for, 173–176
Web 3.0 or Semantic Web, 70Innovation
as continual learning, 15need for companies for
adaptability and, 14–15new role by L&D for
contributing to, 15organizational goal of
achieving continual, 47–48
Innovative Performance Support (Gottfredson and Mosher), 158
Instant messaging (or chats), 65, 172
Intel case studyAllison Anderson’s L&D work
during, 104–106L&D outcomes, 106–107learning communities
of practice (LCoPs) established during, 107–109
lessons learned from the, 107–109
organizational characteristics, 104
Technology Based Training (TBT) Task Force created during, 105
Intellectual Capital (Stewart), 162International Society for
Performance Improvement (ISPI), 139
InternetASTD Web 3.0 study on social
network tools on the, 26change driven by the, 12–13social networking on the, 26,
171–173Internet Time Alliance, 50, 89,
93, 109iPod Touch, 66Iterative measurement, 169, 170fig
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JJarche, H., 50, 161Jennings, C., 28, 48Jennings (Charles) case study
background information, 109–110
establishing L&D during the, 111–112
L&D outcomes, 112, 114lessons learned from the,
114–115Reuters’ organization
characteristics, 110strategy map used during the,
113figJobs, S., 124Johnson, S., 49Jones, K., 5
KKahneman, D., 39Kelly, D., 52Khaneman, D., 37King, B., 11Kirkpatrick’s four levels of
evaluation model, 31, 167–168
Knowledge dump, 40Knowledge management
Knowledge management (KM) system, 92
personal knowledge manage-ment (PKM), 129, 161, 165
Knowledge test, 40Knowlege (inert), 40Koedinger, K. R., 40
LLandau, V., 36“Lazy evaluation” concept,
150–151Leaders
open leadership by, 55reflections by Allison Rossett,
139–142strategic path to P&D taken
by, 184Learner engagement
developing learner confidence for, 24–25
importance of, 24Learners
conative cognition of, 25epistemological stance
(beliefs about learning) of, 43
keeping them engaged, 24–25
“learning out loud” approach by, 52
providing activity-centered curriculum, 43–44fig
providing meaningful practice to, 25, 40–45
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Learners (continued )providing performance
support and job aids to, 26–27
See also EmployeesLearning
benefits of social, 25–26Chief Learning Officer survey
(2009) on inadequate organizational, 18–19
Corporate Learning Council on rate of improvement in, 19
definition of, 53failure of traditional training
to result in, 17–18inadequate organizational
functions for, 18–19informal, 27–28, 31, 48,
162–164innovation as continual, 15learner beliefs about, 43meaningful practice required
for, 25, 40–45meta-learning (learning to
learn), 43, 164–165our brains during process of,
39–45Slow Learning, 187spaced, 41, 42figtraining errors as barriers to
successful, 30–31Zone of Proximal
Development for, 41
See also Formal learning; Social learning; Training
Learning & development (L&D)
acknowledging the poor status quo of, 9
aligning metrics with components of, 79
Allison Rossett on needed change in, 140
Marc Rosenberg on needed change in, 142–143
measuring results of, 28need to find alternatives to
services of, 182new driving innovation role
of, 15the outcomes we would see
with an effective, 4–6overview of the different
components of the, 75–79performance augmentation as
core goal of, 6–7stakeholder perspectives on
an effective, 81–89strategies to improve
outcomes, 128–137technological tools used to
augment, 57–72the training ghetto, 127–128figSee also Organizations;
Performance & development (P&D); Training
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Learning & development (L&D) assessment
formal learning component, 117t, 118t, 119
how to begin your, 116identifying learning needs,
119–120infrastructure component,
117t, 122–123t, 124instruments recommended
for, 115–116metrics component, 116, 117t,
122, 123t, 124organizational culture
component, 116, 117t, 118t
performance focus component, 117t, 120, 121t
social learning component, 117t, 120, 121t
Learning & development (L&D) case studies
Allison Anderson, 104–109Charles Jennings, 109–115Jane Bozarth, 99–103Mark Britz, 89–93Tulser, 93–99
Learning & development (L&D) industry
examining the current state of failure of the, 1–4
new role for contributing to innovation by the, 15
Learning & development (L&D) strategies
doing less, 131–132learning in order to change
culture, 132–135shifting from training
to performance & development (P&D), 128–131
Learning and Performance Institute (LPI), 22, 127, 135–136
Learning Community of Practice (LCoP)
Intel’s L&D use of, 107–109Mark Britz’s use at Systems
Made Simple (SMS), 92Learning events
“event” model focus on, 19–22
shifting focus to learning experience from, 43–45
Learning Everywhere (Udell), 174Learning experiences
adapting to a learner’s ability and interests, 158
shifting focus from learning event to, 43–45
Slow Learning pacing the, 187
Learning in the Cloud (Warschauer), 17
Learning management system (LMS), 30, 140
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Learning modelsADDIE, 31, 144, 159“event,” 19–22Kirkpatrick’s four levels of
evaluation model, 31, 167–168
problem-based, 23spaced learning, 22–23, 41,
42figLearning myths
as barrier to training, 28–29
“digital natives,” 29–30learners differ by generation,
29learning styles, 29
Learning needsfailure of traditional training
to fulfill, 17–18LPI’s Capability Map of
needed skills and, 22, 135–136, 179
of novice, practitioner, and expert, 20fig–21
Learning on Demand (Tozman), 174
Learning organizationscharacteristics of a, 54fighow organizational culture
impacts, 53, 55“Learning out loud,” 52Learning Solutions magazine,
142Learning styles, 29
Learning toolslearning experience supported
through, 44Web 2.0, 13, 63Web 3.0 study (ASTD, 2011)
on, 21–22, 26“Least Assistance Principle,”
78Levin, J. A., 52Levine, R., 12LMS (learning management
system), 30, 140Locke, C., 12“Long tail” concept, 13
MMalone, T., 63Manager L&D perspective,
85–86“Marc My Words” (Rosenberg),
142Marc Rosenberg and Associates,
142McDaniel, J., 29McDaniel, M., 29McGraw, K., 79, 116McMurrer, D., 79, 116Means, B., 5Mehan, H., 52Memory
checklists used to trigger our, 36
Ebbinghaus’ forgetting curve on, 20fig
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MentoringJane Bozarth’s case study on
use of, 102–103Mark Britz’s case study on use
of, 92online “yellow pages,” 103Reuters’ use of, 112
Meta-learningdescription and learning
benefits of, 43development facilitation use of,
164–165Metrics
aligning learning & development (L&D) framework to, 79
iterative, 169, 170figKirkpatrick’s four levels of
evaluation model, 31, 167–168
L&D assessment component, 116, 117t, 122, 123t, 124
making the business case for P&D using, 185–186
mismeasured and misapplied L&D, 28, 185
P&D governance and oversight, 178
performance consulting focus on performance, 150, 151–153
Microblogs, 26, 64–65, 172–173Millennials, 29mLearning courses, 22
Mobile devices, 66–68, 173–174Moore’s law, 11–12Moseley, D., 29Mosher, B., 158Motivation
engaging learners to drive learning, 24–25
how uplifting stories can drive, 50, 52
performance consulting’s backwards design to improve, 154–156
Murphy, R., 5Mythed training foundations,
28–30
NNaughton, J., 136Netflix, 13, 70The New Social Learning
(Bingham and Conner), 162
The New York Times, 14Nine-Box Model, 95North Carolina Office of State
Human Resources case study
background information on, 100
Jane Bozarth’s establishment of L&D during, 99, 100–103
L&D results of the, 103Now You See It (Davidson), 39
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OOnline “yellow pages”
mentoring, 103Open leadership, 55Organizational culture
benefits of an enlightened, 4empowerment through
learning supported by, 48of experimentation, 77good communication as
requiring safe, 15, 49how a learning organization is
created through the, 53–55L&D assessment component,
116, 117t, 118tlearning in order to change,
132–135parallel paths of P&D and
empowering, 182–185Organizations
Allison Rossett’s reflections on L&D and, 140–142
change challenge facing modern, 11–15
continual innovation and adaptability goals of, 14–15, 47–48
empowering their employees, 48–49
inadequate learning functions of, 18–19
learning, 53–55Marc Rosenberg’s reflections
on L&D and, 143–145
taking the long game approach to change, 186–188
training errors as barriers to successful change by, 30–31
See also Learning & development (L&D); Performance & development (P&D)
Overton, L., 79, 80, 115
PPagano, K. O., 68Parker, D., 24Pashler, K. O., 29Patton, D., 13PDAs, 66Perfetti, C., 40Performance
as core goal of training, 6–7shifting from training to
strategy of, 128–131Performance & Development
Manifesto, 189–190Performance & development
(P&D)development facilitation to
redefine, 149–150, 160–165infrastructure tools for,
173–176learning strategy used in,
176–177figusing metrics to make the
business case for, 185–186
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parallel paths of empowering cultural change and, 182–185
performance consulting to redefine, 149–160
pragmatics of, 176–179prioritizing resources for,
165–166at same level and coupled
with IT, 135, 177–178shifting from training to,
129–130fig, 131social tools used for, 171–173as supporting work tasks and
actions, 136–137figtaking the steps to move
forward toward, 181–190technological tools used for,
170–176See also Learning &
development (L&D); Organizations
Performance consultingbackwards design approach
to, 152–156using a broader analysis in,
151–152description of, 149, 150doing a “lazy evaluation,”
150–151finding specific solutions,
156–160focus on performance metrics,
150, 151–153
Performance support (PS)checklists as, 36, 61–62developing resources for,
158–159ePSS (electronic performance
support system), 114L&D assessment component,
117t, 120, 121tlearning & development
(L&D) framework focus on, 78
mobile devices for, 66–68prioritizing resources for,
165–167technological tools available
for, 61–62unresolved problems with,
26–27Perrin, C., 29Perrin, P. B., 29Personal knowledge
management (PKM), 129, 161, 165
Phillips, A., 187Pink, D., 17, 39, 48Plan-Do-Check-Act
methodology, 97Pocketful of Change (de Jager),
132Podcasts, 172Pontefract, D., 49Practice
activity-centered curriculum inclusion of, 43–44fig
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Practice (continued )creating expertise through,
40–45learning as process of
reflection and, 40providing opportunities for
meaningful, 25shifting focus from learning
event to learning experience of, 43–45
spaced learning through process of, 41, 42fig
Prioritizing resources, 165–166Problem-based learning, 23Problem solving
acting in the world approach to, 37–38fig
functional fixedness trap of, 160
performance consulting backwards design for, 154–156
process of our, 36–37reflection role in process of,
38–39set effects trap of, 160two systems of thinking used
for, 37Productivity-workforce ratio,
13–14
QQuinn, C. N., 25, 37, 41, 43, 47,
52, 63, 66, 69, 78, 158, 168
RRalston-Berg, P., 152Rapid authoring tools, 22Rapid elearning tools, 23Reflection
activity-centered curriculum inclusion of, 43–44fig
by Allison Rossett, 139–142blogs as form of, 26, 64, 172learning as process of practice
and, 40by Marc Rosenberg, 142–145problem solving and role of,
38–39Research Dog’s eLearning
Readiness Assessment, 115Resources
developing performance support (PS), 158–159
prioritizating performance support (PS), 165–166
Reuter, P. J., 110Reuters case study
background information, 109–110
establishing L&D during the, 111–112
L&D outcomes, 112, 114lessons learned from the,
114–115organization characteristics,
110strategy map used during the,
113fig
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Reuters Institute of Technology, 114
RevolutionizeLnD.com, 188Robinson, D. G., 150Robinson, J. C., 150Rodeawald, P., 13Rohrer, D., 29Rosenberg, M., 142–145Rossett, A., 139–142Rothwell, W. J., 136Rummler’s Nine-Box Model, 95
SSach, J., 50San Diego State University, 139Sawyer, K., 49Schmidt, E., 11Schwartz, N., 14Searles, D., 12Secretary’s Commission on
Achieving Necessary Skills (SCANS), 15, 43, 165
Seek, Sense, and Share scaffolding, 161
Self-learning skills, 43Semantic Web (Web 3.0), 70Set effects trap, 16070:20:10 Forum and Duntroon
Associates, 11070:20:10 Framework Explained
(Jennings), 2870:20:10 service, 28, 93, 96, 112“Shiny new object” syndrome,
63–64
“Show up and throw up” approach, 23
Show Your Work (Bozarth), 99Skills
ASTD on inadequate trainer, 21
ASTD’s Competency Model to assess competencies and, 136, 179
demanded by modern workplace, 13
development facilitation and use of basic information, 161
Experience API for learning, 158, 169
LPI’s Capability Map of needed competencies and, 22, 135–136, 179
self-learning, 43Slow Learning, 187Social learning
development facilitation using informal and, 162–164
failure to offer adequate, 25–26
L&D assessment component, 117t, 121t
technological tools used to enhance, 62–65
See also LearningSocial Learning Handbook (Hart),
164Social Media for Trainers
(Bozarth), 163
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Social networking toolsdescription and availability
of, 26performance & development
(P&D) using, 171–173Society for Human Resource
Management, 13Solutions
performance consulting approach to finding specific, 156–160
performance consulting backwards design to find, 154–156
Spaced learning modeldescription of, 22–23role of meaningful practice in
the, 41, 42figSpacing Learning Events Over
Time: What the Research Says (Thalheimer), 42fig
“Spray and pray” approach, 23SRI’s elearning report (2009), 5Stakeholders
employee perspective on L&D, 81–85
executive perspective on L&D, 86–87
L&D team’s perspective on L&D, 87–89
manager perspective on L&D, 85–86
strategic path to P&D taken by, 184–185
Sternberg, R. J., 188Stewart, T., 162Stories/storytelling
communicating through, 50power of uplifting, 50, 52
Subject matter expert (SME), 152, 157, 181
See also ExpertiseSuccessive Approximation
Method (SAM), 159Synchronous communication,
172Systems Made Simple (SMS)
case studydeveloping L&D at SMS,
90–92lessons learned during, 92–93L&D outcomes of the, 92Mark Britz on establishing
L&D during, 89SMS Corporate University
concept, 91SMS’s organizational
characteristics, 90
TTaylor, D. H., 127–128Taylor, F. W., 47Taylorism, 47Technological tools
blogs and microblogs, 26, 64–65, 172–173
formal learning supported by, 57–61
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infrastructure, 173–176instant messaging or chat, 65,
172learning & development
(L&D) framework component on, 76
learning management system (LMS) tool for, 30, 140
learning management systems (LMSs), 30, 140
mobile devices, 66–68, 173–174
for performance & development (P&D), 170–176
performance support using, 61–62
using the “right stuff,” 187“shiny new object” syndrome
phenomena, 63–64social category of, 26,
171–173social learning enhanced
through, 62–65Web 2.0, 13, 63Web 3.0, 21–22, 26, 70wikis, 65See also Information
technology (IT)Texting (or instant messaging),
65, 172Thalheimer, W., 19, 30, 42figThinking
acting in the world system of, 37–38fig
multiple tools used for our, 39
quick “known” answer system of, 37
reflective, 38–39three components of, 41–42
Thinking Fast and Slow (Kahneman), 37
Thomson Reuters, 1143D printers, 13Torralba, F., 13–14Towards Maturity, 80, 115Toyama, Y., 5Tozman, R., 174Trainers
ASTD on failure to use Web 3.0 tools by, 21–22
ASTD on inadequate competencies of, 21
perspective on L&D by the, 87–89
Trainingactivity-centered curriculum,
43–44figASTD report (2010) on
inadequacy of, 21benefits of social learning
during, 25–26evidence on inadequate
learning model for, 18–19failure of traditional approach
to, 17–18
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Training (continued )performance support and job
aids used as part of, 26–27providing meaningful practice
as part of, 25, 40–45shifting to performance as
strategy instead of, 128–131tapping into informal learning
for, 27–28See also Employees; Learning;
Learning & development (L&D)
Training errorsantisocial instead of providing
social learning, 25–26as barriers to change, 30–31disengaged learners, 24–25inadequate performance
support and job aids, 26–27insufficient practice, 25lack of training credibility due
to, 31mismeasured and misapplied
metrics, 28mythed foundations, 28–30too rigid training vs. tapping
into informal learning, 27–28
trainers lacking skills and competencies, 21–22
wrong learning focus, 22–23The training ghetto, 127–128figTraining models
ADDIE, 31, 144, 159
“event,” 19–22Kirkpatrick’s four levels of
evaluation model, 31, 167–168
problem-based, 23spaced learning, 22–23, 41,
42figTrust-communication
relationship, 49Tusler case study
background information on, 93
L&D establishment during, 94–95
lessons learned from the, 99outcomes of L&D during the,
96–98strategic plan used during,
95–96Tulser’s organizational
characteristics, 93–94
UUdell, C., 174University of California’s
Cognitive Technology Lab, 23
U.S. Department of Education, 5User-generated content, 63
VVidcasts, 172Virtual Worlds technology, 22Vygotsky, L. S., 41
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WThe Wall Street Journal, 13Wallace, G., 23, 154Warschauer, M., 17Web 2.0 tools, 13, 63Web 3.0
ASTD study (2011) on, 21–22, 26
system-generated content or Semantic Web, 70
Web system development, 69Weinberger, D., 12Where Good Ideas Come From:
The Natural History of Innovation (Johnson), 49
Wikis, 65Williams, S., 13Winning the Story Wars (Sach), 50“Wirearchy” two-way
communication, 49–53Wooley, A., 63Workforce
BLS report on layoffs (2010–2012) of the, 14
increased productivity by a reduced, 13–14
P&D supporting tasks and actions of the, 136–137fig
See also EmployeesWorking smarter goal, 188Workplace
information technology and Internet changing the, 12–13
studies on skills needed for the new, 13
XxAPI (data tracking), 71, 175fig,
176
YYelp, 67
ZZone of Proximal Development,
41
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