Employees are asking to go beyond the classroom training that we have traditionally provided. They are looking for development that extends into weekly, monthly and yearly growth, and they are asking for our help.
Tag: professional development
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I consider the CPTM to be the most effective preparation for becoming a chief learning officer, thanks to knowledge, skills and abilities I have obtained to run training programs.
While sharpening the tools in our toolkits is important, human beings want meaning, creativity and novelty. We want to grow on the job.
Since the ascent of e-learning over the past two decades, our attitudes, as well as the quality of e-learning offerings and functionality, have continuously changed and evolved
Growth and development happen with discomfort, and discomfort is usually accompanied by failure. Leaders, trainers and educators must approach the process of development with failure.
What if we made training more efficient and cross-functional? What if acquiring new skills allowed each employee to find his or her place at work?
Learning and development professionals tend to primarily focus on other learners and lose focus on ourselves, but forgetting about your own lifelong education can be problematic.
While it’s not often admitted in large public forums, one-on-one conversations with L&D leaders indicate their nervousness with the archaic skill sets of their teams.
With so many moving parts to consider (i.e., individual skill sets, departmental structures, technological applications and beyond), learning leaders’ own personal development can become a difficult process to stay on top of.
Understanding training delivery formats is a challenging but interesting task, especially in the technology sector, partly due to the pace of change. One way to simplify this task is to understand the difference between self-directed and guided learning.