Thursday, April 04, 2013
New Learning Solutions column this week: “Work backwards. Write the performance goals, decide how you will assess those, and then design the program. The content and activities you create should support eventual achievement of those goals.”ork b
See the full article at:
Sunday, March 31, 2013
"Over the years I’ve seen a lot of lists of criteria for buying eLearning, for developing a product, and for choosing a vendor or developer. I agree we have to go in having some idea of what ‘good’ is, at least enough to keep us away from all text or bedtime-reading narration of that text, or seductive but irrelevant elements. The trick? Finding an explicit performance need, getting clear on assessments first, and sticking to a plan that helps the learner learn.”
Sunday, March 03, 2013
Monday, February 04, 2013
I spend a lot of my time describing effective use of social media and the need for brands to have a real voice, to show that they are in touch with their customers, and to show that they are acting in real-time. Problems with auto-scheduling and then stepping away from social media content, or outsourcing social media tasks to inept firms, have time and again proven embarrassing (at best) for companies. But it's no reason to shy away from working in the social space.
Last night's power failure during the Superbowl brought several great examples of corporate social media voices in the right place at the right time, giving a bit of humanity to the companies and showing some personality behind the corporate image:
As with most anything else at work, it's a matter of hiring. Choose those who will understand and bring the right voice at the right time, who show a sense of humor and confidence in doing the right thing for the organization. And let them work.
Saturday, January 05, 2013
It's my habit with each January column to revisit colums from the previous year. Here's a recap of major themes from 2012:
1. Find new approaches to design work
2. Be more reflective about practice, and work to evolve it
3. Find new ways to encourage change by showing value
The full piece is at:
Tuesday, December 04, 2012
Tuesday, November 06, 2012
"How would different beliefs about learning affect our practice? What is the prevailing belief in your own work culture? In thinking of my own past and present workplaces, and the types of instruction I’ve most often been asked to build or facilitate, the belief seems most often to be that learning happens as people acquire discrete pieces of data—which we hope they’ll apply as needed. This in turn affects the way in which the instruction attempts to tap into prior learning and tie to other, related pieces of instruction."
For the full article, see: http://www.learningsolutionsmag.com/articles/1054/nuts-and-bolts-metaphors
The Pinterest board referenced in the article is at http://pinterest.com/janebozarth/learning-teaching-metaphors/
Tuesday, October 02, 2012
In looking for value in online interactions, try to get past the idea of a magic metric. I can’t tell you that my spending x hours on LinkedIn and tweeting y times per day will get you the result I got in the example above. I can tell you that my choice of when, with whom, and how to engage is what helped drive that result.
For more, including an overview of a new framework from Wenger et al, see:
Tuesday, September 04, 2012
One of the givens in working with adult learners is the importance of helping them access prior knowledge and building on what they already know. But what if that prior knowledge is no longer useful, or the skills no longer applicable, or it was never very accurate in the first place?
See more in this month's "Nuts and Bolts" column: http://www.learningsolutionsmag.com/articles/1000/nuts-and-bolts-unlearning
Wednesday, August 15, 2012
See this month's "Nuts & Bolts" column: http://www.learningsolutionmag.com/articles/984/nuts-and-bolts-narrating-our-work
Tuesday, May 01, 2012
Wednesday, April 18, 2012
Friday, April 06, 2012
Tuesday, March 06, 2012
Saturday, March 03, 2012
Bird 1: I do lots of workshops on using social media for learning, and I struggle to help participants see the possibilities of using images rather than text-based approaches in their work. Thanks to email and discussion boards, we tend to fall into "comment here, post there, respond to that" kinds of interactions. But now, with so many workers armed with cell phones, nearly all of which have decent cameras, there are so many more possibilities for using images and video in our work. A plus: This can level the playing field for people with low-literacy or second-language issues.
Bird 2: I struggle with helping learners recognize when they are learning. They think of it instead as "solving a problem" or "getting an answer". They don't say, "Gee, I'm a motivated, self-directed adult learner, and I think I'll become more mindful of that." They instead say, "I'll just Google 'spreadsheet tutorial' and see what I find." And if they don't recognize when they're learning, it may just not occur to them to share their new learning with others, or mention it to the boss, or include it in their weekly status report.
Bird 3: My whole career I have struggled to help managers and HR Directors and supervisors and workers understand that "learning" rarely looks like "school". Because of their experience with education, they believe learning happens at tables (or in front of a computer) while an expert talks.
This morning (thanks to Dan Pontefract @dpontefract sharing something via Valerie Irvine @_valeriei, who were posting this, the brainchild of Jeffery Heil -- that's how Twitter works, see?) I ran across the most wonderful big stone that hits squarely on all 3 birds: being mindful about learning, while showing what it really looks like, all done via sharing photos on Pinterest on a board called "What Does Learning Look Like?"
Fabulous answer to a fabulous question. And worth much more than 1,000 words.
Friday, March 02, 2012
- an online leadership book club to sustain learning beyond the confines of the organization’s structured leadership academy
- a networking group for graduates of a particular course, which can be a great way to support transfer of new learning from the classroom event
- a dynamic, evolving frequently-asked-questions webpage for new hires, created by new hires, or a webpage with tips from top sales staff
- a wiki for group projects
- a site for “critical incident” discussions related to training topics such as customer service or ethics
- a microblog-based live chat for all the leaders in your organization, or all leaders in the pharmaceutical industry, or all leaders everywhere
- a Twitter hashtag assigned to your training sessions so participants can tweet key points and takeaways to those who were unable to attend.
Tuesday, January 31, 2012
Wednesday, October 26, 2011
Thursday, October 06, 2011
There's a brief excerpt in my October "Nuts and Bolts" Column for Learning Solutions if you'd like to take a look there.
Tuesday, July 12, 2011
Here's the thing: World Time Buddy is useful to me. It is the tool that solves my problem. It is what I need. With literally dozens of time converters out there, no doubt there is something more useful for you, that solves your problem. This is part of the magic of the web 2.0 world: people can find just-in-time, just-for-me solutions. Some of us think that maybe that's supposed to be the point.
I see this happen, too, in discussions of most other tools. People say, "Well, college students don't use Twitter" as if there is some fatal flaw of Twitter that only college students see. Why would a college student use Twitter? Do most undergraduates need to reach out to big online communities day and night? I like Twitter because I am in a very isolating work role and have found it a wonderful way to connect with other L&D professionals and writers. I didn't really need that when I was in college. (And by the way: when I'm in a location with lots of friends nearby, like at a conference, and want to keep in touch via text, I don't really use Twitter for that. I like the Beluga phone app. I bet college students have something they like for that, too.)
And of course it is happening now with Google+. I keep going in to look at conversations, and I'd guess that fully half of them right now are either arguments about how Google+ is better or worse than some other tool, or discussions of which other tool will or will not be put out of business by Google+. I like Google+ fine, and I've enjoyed playing with it for the past week or so. I also still like Facebook and Twitter just fine, too. Others like LinkedIn. Or Ning groups. Or [name your tool]. (As I've said before: Don't like Facebook, Twitter, or Google+? Ask for your money back.)
I don't know why we feel there has to be one magic tool to rule them all. But I do know this, for sure: If tomorrow someone launched the Perfect Social Media Product, which was free, ridiculously easy to use, seamlessly integrated with every other need and tool, and solved every problem we had, then the day after tomorrow there would rise up a group of People Who Hate The Perfect Social Media Product. There would then be another tool, and more discussions, and ... will it ever end?
So my $.02? Find what you need, and use that tool/those tools. Partly that may be driven by where your best connections spend most of their time. But don't be blind to other, newer things, or places where other good connections are spending time, and try to give them an honest chance. And please, if we ever need to have a meeting in Yokohama, be sure to double-check my math.
Tuesday, July 05, 2011
Monday, May 23, 2011
Those who offered their blogs up for review got a good deal of feedback useful particularly for them, but also for others in the group. For example:
@newdaynewlesson: Make your type left justified. Centered screams amateur.
@Collin_K: Font in the header looks too much like comic sans. Hard to take you seriously.
@blogdash: You want your readers to focus on your content. Everything else is a distraction. Choose your distractions wisely.
@Collin_K: I've never been a fan of the double sidebar. Takes too much attention off of content.
@TheOnlineMom: I love how you share your objectives of the blog right off the bat.
@MikeHale: You can get a premium template for $100 and tweak it, you don't need to do a whole custom design.
@AmyAfrica If you want a new design & are on a budget, get a new header. It's affordable & it will make biggest difference.
I think last night's #blogchat is important for several reasons:
1. So many organizations show interest in Twitter and other social tools, but then worry about making online conversations private, or locking them up inside the company's firewall. I always say that's not really the point, and last night's #blogchat is exactly why. These are people who otherwise don't know each other, or work together, but who share a common interest -- and improving could be quite valuable to some of their employers. Talking about top-secret research on a new drug the company hopes to patent, or a pending indictment of an SVP? Maybe not in public. Talking about making your corporate blog better, or tweaking your leadership academy, or communicating with a global workforce, or finding the best productivity apps for the organization-issued smartphones? Why not a Twitter chat, or a LinkedIn discussion, or a Facebook group open to the rest of the world?
2. The fact that this happened in public means I got to learn from it, too. Because I happen to follow some of #blogchat's regular participants, their tweets started showing up in my feed. My takeaways: In blogging, content matters more than most anything else, and "choose your distractions wisely". I also found a couple of interesting new folks to follow. How many of us work in organizational silos and have discovered -- often too late -- that employees in other silos were having really interesting, useful discussions relevant to our own interests and work? Or were working on a project that we could contribute to? Or were replicating work that's already been done? Another thing that happens by living out in the big wide world: You may find new things that interest you. Hagel, Brown & Davison's Power of Pull describes this as "increasing your surface areas".
3. Popular talk about "communities of practice" (CoPs) focuses a great deal on 'community' but rarely on 'practice'. Per Wenger, a CoP is comprised of people who work together with the explicit intention of getting better at what they do (not just talking about it, or complaining about it, or 'conferencing', or sharing 'best practices'), but to actually apply their new learning and improve their own practice. #blogchat is a great example of what a CoP does. The community members don't want to just gripe about problems with blog products, or trash other bloggers who don't participate in #blogchat, or complain that someone else's blog is better because that someone else has funding for it. People engage within the CoP with the intention of improving their practice. Most are open to offering up their own work and saying, "How could this be better?" -- if the feedback is given in a spirit of cameraderie from peers or other credible sources. Most people are willing to share what they know. Most people want to help each other. And what organizations often just can't grasp: People can gather based on their own self-identified needs and self-manage to get better at what they do -- without excessive administrative oversight or elaborate procedures.
Here's the thing: What happened in #blogchat last night goes on all the time in workplaces. People say they're having a problem and ask coworkers or others for help. They likely don't think to document it on their TPS reports, or include it on a time sheet, or maybe even mention it to anyone else. They don't call themselves "adult learners"; they call themselves "solving a problem". Last night it happened to happen on Twitter. Where is it happening in your organization?
Tuesday, May 10, 2011
Well, it turned out, the library had an app for that. Ok, not an app exactly, but an online catalog/request system that did exactly what I wanted. It was a moment that foretold -- for me -- the coming age of apps, of devices talking to one another, and of the Cloud. I remember that was the moment I stopped thinking, "Why can't I...?" and started asking "Can I....?" I've had a lot of moments like that since then: I wished there was something that would send an alert when there's a traffic jam to or from the office. I wished I could find out what is the name of that song they're playing in the shoe store. I wished there was somewhere I could just store my music online and access it from anywhere on any device. Well, I have all that now. Some days it's like rubbing a magic lamp: wish, and it appears.
I love these changes in technology, every day. And I love the usual answer now to "Can I...?"
What was your moment?
Wednesday, April 13, 2011
Monday, March 14, 2011
SO: I hope to see you there. I'm onsite all week. Find me on Twitter @JaneBozarth. Even if you're not in one of my sessions, please hunt me down and say howdy. Keep an eye out for my Twitter avatar.
Monday, March 21: Foundations Intensive, "Evaluating eLearning"
Tuesday: Certificate Program : "Better than Bullet Points: Creating Engaging eLearning with PowerPoint"
Wednesday: "Social Media for Trainers"
Thursday: ID Zone, "Social Media: Myths & Magic"
And the closing "Ignite!" Session
Thursday, February 24, 2011
Novices will find this very useful—there is a lot of support here to help them step off on the right foot,and I think it would be a fabulous resource for those coming to the field with no preconceived notions. Experienced practitioners will likely be more interested in the information around informal and social learning as well as the excellent profiles of several successful learning architects. Another thing experienced people might need? Perhaps some new perspective on the place of learning in the learner’s world. Shepherd talks a great deal about the case for and ways of achieving bottom-up change. The idea appeals to me, and I admit I’m even more interested and optimistic about it given the recent events in Egypt. While I was reading I occasionally Tweeted quotes from the book (did you know you can post to Twitter directly from Kindle? Like this). Shepherd’s idea that, "You build a learning culture by building an appetite to learn. This is predominantly a bottom-up, peer-to-peer process” caused a good deal of bristling, mostly from people who seemed to feel this could not happen without upper management control or L&D orchestrating it. People used words like ‘partner’, and having upper management involved in culture change, but we’ve seen how that looks so far and, well, it mostly ain’t working.
Friday, February 04, 2011
Then last night I happened to check in on the new episode of Grey's Anatomy, which included a whole storyline about using Twitter as a training tool. The Chief was adamantly opposed to tweeting from operating rooms, calling Bailey's Blackberry a 'litigation machine' (sound familiar?). Meantime, staff were bending the rules and residents from all over the country were following along with surgery backchannels, eventually appealing to the chief's expertise and ego. Learners were able to ask questions and get answers from a master. Everybody won--including Twitter. The ABC network site doesn't leave these episodes up long, and I fear readers in some countries outside the US will be unable to access the site. The episode's called "don't deceive me please don't go" so keep an eye out for it on subversive channels everywhere.
Readers of Social Media for Trainers will appreciate the challenges of trying to keep print text updated as new approaches and ideas evolve. Keep me posted of new things you run across and I'll do my best to spread the word. Ain't technology -- and the people who use it -- great?
Thursday, February 03, 2011
Tuesday, January 04, 2011
Note: Social Media for Trainers has been out for several months now and I am interested in hearing what you've been trying. Please get in touch if you have examples or experiences to share.
Happy new year, everyone!
Saturday, November 13, 2010
- Where the child goes to school, and his teacher's name
- What time school gets out
- The family's secret password ("Jupiter")
- What color and kind of car the mother drives
- The name of the subdivision where the family lives
- Where and what day and time the child takes karate lessons
So: If you want it to truly be private, don't put it online. Don't be surprised if you learn that someone has harvested your email address, or used Google street view to get an idea of your income, or allowed some third-party app to access data it shouldn't. Don't allow others to tag you in photos. Turn off the geotagging feature on your smartphone. Disable Facebook Places. Don't download every Facebook game and app and gift. Don't announce when you'll be out of the country for 2 weeks. If you don't want Facebook to have it, then don't give it to Facebook.
Sunday, September 19, 2010
One item that struck me: "Our children are now expected to read 20 minutes a night and record such on their homework sheet. What parents are discovering (surprise) is that those kids who used to sit down and read for pleasure … are now setting the timer, choosing the easiest books, and stopping when the timer dings. … Reading has become a chore, like brushing your teeth."(Kohn, 2006, pp. 176–177)
We see this happen in the workplace all the time. For instance, "Diversity", "Harassment", and "Ethics" can be really interesting, engaging training topics if handled by good designers and facilitators. But nooooo, the HR Department takes over and loads the policy word-for-word onto 73 PowerPoint slides, no one in their right minds would want to sit through the oral recitation on it, and so HR... makes the training mandatory. If people don't want to sit through your program on their own accord, then there's something wrong with your program, not your learners. Making it mandatory does not send the message, "This is important", but, "This is so awful we have to put a gun to your head to make you attend." This topic becomes a chore and, worse yet, learners have had another bad "training" experience. What could be useful learning just becomes more work.
Another example: I used to belong to a vibrant,dynamic community of workplace trainers who gathered formally once a quarter, and informally at other times, with the stated goal of improving their practice. The meetings were fun and exciting, people brought new topics and activities to share, and many deep and lasting friendships evolved. Without fail, at every meeting, one or two people would show up and say something to the effect of "My boss made me come." Sometimes this was the boss's indirect cowardly way of telling the employee there was a performance problem; sometimes the person was sent to see if he/she could "get" something to bring back to the workplace. Either way, the person sent did not enjoy it, did not get much out of it, and saw the requirement to participate as extra work. (And PS: We didn't enjoy having them there, either.) You won't find many articles or discussions on the topic of communities of practice without someone asking how we can control and manage them, how we can make people participate, and when we should enroll our new hires in them. Here's the thing: You can't. See the bibliography in my dissertation for forty-eleven references that say that.
Katja Pastoors, in particular, offers research that speaks to the matter of voluntary v. forced learning. From my dissertation:
"Pastoors (2007) found that motivation to participate in bootlegged CoPs was high, that the bootlegged CoPs allowed for sharing of tacit knowledge and provided a welcome arena for those who shared common interests and “passions” (p. 29), and that those involved in bootlegged CoPs were willing to expend time and energy in its activities. The institutionalized CoP was, by contrast, viewed as the organization’s means of imposing additional workload and expecting work outside of regular working hours. Strict communication plans and procedures were viewed as inhibiting effective activity. By their own report, members felt no ownership of the institutionalized CoP."
The full Kohn citation is: Kohn, A. (2006). The homework myth: Why our kids get too much of a bad thing. Cambridge, MA: Da Capo Press.
Pastoors, K. (2007). Consultants: love-hate relationships with communities of practice, The Learning Organization 14 (1), 21-33.
Monday, September 13, 2010
Stop 1 was Jane Hart's Centre for Learning and Performance Technologies, where the book received "Pick of the Day" status.
Stop 2 offered comments from Karl Kapp's Kapp Notes on the variety of activities available to workplace training practitioners wanting to extend and enhance their practice with social media tools.
Stop 3 was a guest post for Yammer with a discussion of using these tools for social learning in the enterprise.
Stop 4 Came from someone with a slightly different specialty area, Clark Aldrich, who commented on categories of social media on his Simulations blog
Cammy Bean went beyond the call in doing both an audio interview with me (Stop 6) for the Kineo blog as well as inviting me as a guest on the fun ID Live program (link will take you to the Elluminate recording).
Stay tuned for more! Up next: Posts from Brent Schlenker, Gina Schreck, Don Clark, Sahana Chattaopadhyay, and Monish Mohan, and a podcast from Eden Tree. See the complete blog book tour schedule here.
Social Media for Trainers is now available in paperback and for eReaders in North America; shipping soon to the UK, EU, and India. Available from Amazon, Barnes & Noble, Borders, and other booksellers.Thanks again to everyone helping with this project. It's much appreciated.
I'm especially interested in hearing what ideas readers are applying/what new ideas the book may have sparked, so please comment here or find me on Twitter (@janebozarth , @SoMe4Trainers) or on my Facebook pages (Bozarthzone , Social Media for Trainers).
Tuesday, August 31, 2010
Is the book right for you? The publisher asked specifically for activities and ideas to help trainers and instructional designers develop an understanding of social media tools at "eye level": What are they, how are they best used, and how can we use them to extend and enhance current practice? The book is available from booksellers in North America now, with UK and EU releases due in the next few weeks. Check out the "look inside" feature on Amazon.com to get a peek.
Take a look at the blog book tour schedule and watch for the posts from my colleagues. Many thanks to them for their help with this project!
More? Follow "Social Media for Trainers" on the book's Facebook page and on on Twitter @SoMe4Trainers (use #SoMe4Trainers).
Saturday, August 21, 2010
Twitter not quite right for your organization? This came up in #lrnchat last week, and in a Twitter discussion yesterday. Here are tips mostly from Aaron Silvers (Twitter: @mrch0mp3rs) on using microblogging in the enterprise:
-Remember, the practice is more important than the tool. This gives flexibility to change tools later on.
-Having said that: Choose the right tool in the first place.
-Make sure someone is a registered admin. Don't do this with no one in charge.
-If you're using a free account, do your org a favor and link to digital files in these microsharing tools instead of uploading into them.
-There ARE reasons why email works. Use the right tool for the task.
-You want leaders to contribute consistently -- even if it's just once a day, a reply to an employee.
- Write up the "rules" or expectations for your boss person to distribute. Fear is often not knowing what to say.
-Give examples of the kinds of things to use it for to get people acclimated/started.
-With any new communications medium, patience and consistency are keys to adoption. Modeling how to use is important.
-Start w/ a core group, and make sure at least one big manager is involved and posting daily.
And from @ldennison: if you're bringing it into the organization, you're the person responsible for it.
See also: Comparison of Microblogging Tools
Wednesday, August 11, 2010
[Note: This originally ran on Training Magazine’s former “Training Day” blog on 2/12/2010]
Discussion of objectives in training could be a topic for a book all by itself, but lately I’ve run across 2 excellent examples of problems with learning/performance objectives. They provide a good basis for looking at just a couple of common problems.
Example 1: One summer afternoon my friend Jo left her son, 5-year-old Max, in the care of his grandmother. While Max was napping Grandma found a dead rattlesnake in the yard and thought to herself, “This is a good time to teach Max about snakes.”
Her objective: “Max will understand about snakes.”
So when Max awoke from his nap Grandma took him outside and said:
“See, Max, this is a rattlesnake. Some snakes are very dangerous so you must be careful if you are ever near one. They can be hard to see.” Using a hoe, grandma moved the snake into high grass, then onto a bed of pine straw, to show Max how the snake’s colors tended to blend with the setting. Grandma talked about being careful when running around outside barefoot, not bothering or teasing snakes, and taking care when playing near places snakes might be found, like fallen logs or warm rocks.
At the end of Grandma’s lesson she said, “So, Max, do you understand about snakes?”
And Max looked up at her and said,
“Oh, yes, Grandma. I love snakes.”
In the example with Grandma and Max, the problem was an objective too vague: “He will understand “ can be interpreted in more than one way, which is exactly what happened, and Max did not understand in the way Grandma meant him to. This is a common problem in compliance and policy training, where it’s more usual than not to see objectives like, “Learner will know the policy”, “Learner will understand the rules regarding unlawful harassment”. And regarding Grandma, well, as we say here in the American South, bless her heart. She did intend to help Max “understand” (learning) but she didn't specify actual performance. She tried to make the snake training meaningful and engaging. She did not read PowerPoint slides to Max. She included important information (they are hard to see in the ground cover) and offered some helpful tips (don’t tease). But the training did not accomplish what she’d intended.
I’ve seen the opposite problem as well: Objectives (and performance this time, not just "learning") so detailed and specific that the real point of the thing is lost. Which brings us to Example 2: A contractor charged with developing online tutorials on the new employee timekeeping system listed the desired performance objectives (below).
At the end of the training, the employee will be able to:
• Log on and navigate to the employee section of the portal
• Record and review time
• View time statements
• Display leave quota overview
• Generate leave requests
• Access system help resources
• Assign charge object numbers
• Report premium pay hours
The objectives were certainly detailed and specific. The contractor had thoroughly delineated desired performance. After weeks of tedious wordsmithing, next-level management finally signed off on the objectives. Senior management likewise approved of the plan. Everyone involved agreed that, yes, these are the outcomes we’re after.
Several million dollars later the training was launched, and several weeks after that the new time sheet software “went live” to 30,000 workers. And the critical problem with the tutorials quickly, and loudly, and in a most dramatic way, became evident. The list of objectives had not included:
At the end of this training, the employee will be able to
complete his or her time sheet.
[This is not to oversimplify the other problems here, including the evidence that no one ever thought to ask even one potential learner to try the material out, or that much of the training content, like charge object hours, was relevant only to a fraction of the target audience.]
So: Before developing the instruction don’t just write objectives. Write the right objectives. What is this person really supposed to do back on the job? What does “understand” mean, and what evidence will show you that understanding has occurred? Devotees of Bloom’s taxonomy will argue that learner performance like “listing” and “describing” can constitute what he called ”enabling” objectives. That may valid, but they should not be the only objectives: Employees are rarely asked to “list” or “describe” anything, so it’s critical to move on to behaviors closer to desired performance, not just knowledge. And: Enabling objectives are easy to write, and to develop bullet points for, and to develop training around, and to write a quiz to assess. If you feel the training really must address these, fine, but be sure to push past them on to things that more closely resemble real performance. In my train-the-trainer course I don’t want my learners to describe strategies for engaging learners, I want them to deliver a piece of instruction in which they demonstrate the ability to apply those strategies. It’s more work for both learner and me, and much more time consuming, but it moves us far closer to the actual desired performance. And it makes the training worth doing.
Think Goldilocks. Not too little, not too much. And remember in developing objectives to keep an eye on the rock-bottom performance goal: Don’t get eaten by bears.
Other problems with training objectives? I asked Twitter training/elearning/ID folks and here are some of their answers. Perhaps we’ll expand on some of these in a future column.
- Gina Minks @gminks, EMC: “When objectives relate to what someone wishes the performance was, even though that may be a fantasy.”
- Jeffery Goldman @minutebio, Johns Hopkins Healthcare LLC: “Not setting them at all, not measuring whether they are met in the final assessment, and not providing content to meet objectives.”
- Guy Wallace @guywwallace, EPPIC, Inc: “Objectives are not systematically ‘derived’ from solid analysis of ideal performance/gaps & are best guesses.”
- Kevin Bruny @row4it, Chesterfield County VA Government: “Once used for design and communicated in training, we tend to forget about them and never return to validate.”
- Kara DeFrias @californiakara, Intuit: “People get so wrapped up in objectives they forget to take time to make the actual learning meaningful & engaging.”