Monday, September 24, 2018

Facing the Unexpected: 3 Powerful Habits to Help Workers Train Themselves - Tip #196


What do you do when you have a problem? How do you respond to unexpected outcomes?

When faced with complex challenges or uncertain outcomes, many leaders believe that if they are smart enough, work hard enough, or turn to the best management tools, they will be able to find the right answer, predict and plan for the future, and break down tasks to produce controllable results.

But, the truth is no matter how good we are, we find ourselves having to deal with problems and situations that we've never faced before. To effectively solve these issues, we have to think differently - the way we think needs to change.

3 Powerful Habits to Change the Way We Think

In the book Simple Habits for Complex Times: Powerful Practices for Leaders, authors Jennifer Garvey Berger and Keith Johnston explore three powerful habits of the mind - that we all have - which will help us see the world differently:
  1. Asking different questions,
  2. Taking multiple perspectives, and 
  3. Seeing systems
Improving our ability in one, or all, of these areas offers a world of insight and promises the avoidance of problems. A powerful read.


The book reminds me of another one by Elie Ayache, The Blank Swan: The End of Probability. In our complex world, there are new habits to be learned.

One of those habits or skills is how we think things through. John Hagel speaks of this as the need to have advance cognitive skills.

3 Steps to Developing These Powerful Habits

The three habits discussed in the book Simple Habits for Complex Times is at the heart of the new software which I just launched called Situation Expert. Its key design supports what Daniel Kahneman calls as "slow and fast thinking": People tend to be biased in most of our quick decisions and actions, so it’s best we think them through.

Here’s how it works:
  1. It asks workers and learners to share a situation, a problem, or an issue they want fixed and solved.
  2. Then they ask others to think this through with them.
  3. They go through the three steps of
  1. analyzing the problem,
  2. finding solutions, and
  3. discovering patterns.
To implement these three steps, workers use tools such as Fishbone analysis, What if situations, Pareto laws and Workarounds. They offer solutions via a checklist or a reference video or link. The final step is to make sense of everything by identifying key patterns. The net effect of going through the process is better thinking for reliable results and learning from others.

These habits based on Berger and Johnston’s book Simple Habits for Complex Times is timely as we continue to explore how we can reliably depend on our workers to learn by training themselves.

References

Jennifer Garvey Berger and Keith Johnston. Simple Habits for Complex Times: Powerful Practices for Leaders 1st Edition. Stanford Business Books, March 1, 2016
Elie Ayache. The Blank Swan: The End of Probability.Wiley, May 17, 2010
John Hagel. Mastering the Learning Pyramid. Edge Perspectives with John Hagel, November 28, 2017
Tip #50 - Have You Worn the Learners' Glasses?
Tip #51 - How to Mold Smarter Learners by Using Patterns
Tip #100 - Spur Learning Through 'Curiosity Conversations'
Tip #150 - Using Intuitive and Deliberate Learning in Story Lessons



Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Tuesday, September 18, 2018

SME-Dependent Content Is Broken - Tip #195


At which point do learners rely less on formal learning structure and start with self-driven learning while at work? When is the pivot?

There are multiple reasons why learners shift their dependence from formal training to self-driven learning. It could be to cope with the changes in their industry, to upskill, or to stay competitive. But, whatever the reason, today’s learning landscape has necessitated that learners take the lead in their learning and development and for L&D designers to take on more than a facilitator role.

This role includes matching the learners’ learning needs to the appropriate training materials and content. However, typical training content, i.e., those developed by SMEs, won’t cut it anymore.

The Problem with SME-Dependent Content

Most formal learning is limited because of their very nature - that is, being produced by SMEs or the designers themselves. These are the challenging issues I see with that.

1. Broken Production Process

Let’s take on a business point of view and think of formal learning content production this way: The supply of SMEs is always limited. The production of formal content is always inadequate and could not keep up with the demand for more knowledge being shared. Therefore, the production process is broken.

This is the most basic law of economics in action - the law of supply and demand. The cost of producing SME-dependent content is high but and the production is slow. As a result, learners’ demand are unmet.

2. Pseudo SMEs

Because of the limited production source from SMEs, content becomes isolated and remote.

Many SMES are theorists and academicians - people who have the knowledge but mostly not the experience. We call them pseudo SMEs.

Despite their lack of experience, however, pseudo SMEs are prone to arrogance and self-glorification. So, when SMEs are not available, it could be due to these reasons:
  1. Distance from practical experience
  2. No depth of knowledge
  3. Arrogance
  4. Lack of interest
And, because companies have no specific positions for SMEs, they tend to pull whoever is available to create training content—not a good or smart way to go about it.


Develop Experience-Sharing Culture


There is a need to break down this model that is dependent on SMEs and recognize that expertise is abundant from everyone on the job.

Imagine this: If we ask everyone at work how they will solve a certain problem, we are more likely to get reliable answers faster than checking with SMEs.

This brings us to the fundamental value of encouraging a culture of open sharing of experiences. This is how most of us learn on the job today - we ask people.

With technologies, we can make the process of sharing experience even faster.

The rapid growth of technologies opens up a lot of opportunities for learners to learn faster than ever before. But this does not include your LMS. Let’s refrain from using your LMS because this is where SME-dependent courses live. When SMEs are around, people will most likely be looking at the them for answers rather than use their own experiences or share their experiences to help others learn.

We need to redefine SMEs as "those who can do something and know something," with expertise no matter how big or small, but can contribute now and today.

References

The Library of Economics and Liberty/Al Ehrbar. Supply
Shelley Osborne. Evolving learning strategies to keep pace with the modern workforce. Training Journal, June 6, 2018
Tip #36 - Why Experience Results in Superior Learning
Tip #75 - Insight Sharing - How They "Meet and Mate"
Tip #181 - The Conversation Loop: Foster Learning Through Experience Sharing



Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Wednesday, September 5, 2018

It’s Personal: Creating Career Development Activities That Work - Tip #194


Career paths are very personal matters. No matter what companies' objectives are, the core of career paths is the employee's personal goals and benefits.

Career paths are just manifestations of what, where and how people are doing with regards to achieving their life goals. Having a solid career path helps direct their future aims.

Main Driver of Career Paths

An APA survey found that many employees don’t have enough time to work on developing or sharpening their skills or their employer isn’t providing ample career development activities.

Many companies struggle with employee development perhaps because they fail to realize something important: “Job-skills training is a shared responsibility between leaders and employees,” says David Ballard, PhD, assistant executive director of the APA’s Center for Organizational Excellence.

And, whenever career paths are included in the initiatives of companies, they are inclined to be formalistic. They tend to focus on just the completion of some training activities, such as curriculum, tests and exams, that are irrelevant to learners and workers. They don’t care about completion of activities. They care about what they can do and learn today that will be useful and will prepare them for the future. Because at the heart of career paths are self-driven goals.


Preparing Learners for the Next Phase

For learners and workers, the key question is: “How prepared am I for my next tasks, goals and personal aims in my life?”

So our goal, then, becomes: How do we help people prepare for their next phase or next job or next important learning towards achievement of their personal goals?

This Fast Company article sheds some light on possible answers.

1. Identify your workers’ goals.
Your organization has a set of objectives that everyone is working toward. But employees also have their own ambitions, too. Ask them about their personal goals and match those with what the organization needs, advices performance improvement consultant Julie Winkler Giulioni, author of Help Them Grow or Watch Them Go.

2. Incorporate career path activities in their daily work.
It’s not enough to know your employees' personal goals. It’s also important to find ways to incorporate learning opportunities in their day-to-day work.

“Even when there’s not a budget for a formal learning program, you can think about every opportunity as an opportunity to learn,” says Diane Belcher, senior director of product management at Boston-based Harvard Business Publishing. She suggests finding time for reflection and questions, as well as ensuring that leaders share their stories and coach others.

3. Give them autonomy and short-term experiences.
Allow workers to decide how they use their discretionary time. This means giving them leeway to pursue and develop the skills that interest them, suggests Sharon Reese, principal consultant with The Gunter Group.

Beverly Kaye, founder of career consulting firm Career Systems International, espouses

“career calisthenics,” which means “looking for mentoring or shadowing opportunities, stretch assignments, and other learning opportunities throughout the organization.” These short-term experiences not only promote employees’ growth and interest but also cultivate a corporate culture where development is expected.

Don’t Forget to Track Expertise

I spoke of a way to help leaners track their own expertise development here. Basically, allow and provide a way for workers to document what they find interesting in the moment. These interest areas provide insight into their learning preferences and help learners and workers build, track and monitor their incremental successes by capturing and discovering their insights as it happens. These insights are life-changing.

References

American Psychological Association. Supervisor Support Critical to Employee Well-Being and Workforce Readiness. October 18, 2017
Gwen Moran. How to Help Build Employees’ Career Paths So They Don’t Quit. Fast Company, November 3, 2017
Tip #69 - Reflections Impact Performance
Tip #71 - Freedom to Learn and Pursue One's Expertise
Tip #149 - How Microlearning Impacts Coaching and Behavior Change
Tip #181 - The Conversation Loop: Foster Learning Through Experience Sharing
Tip #182 - Curious Language Sparks Learning Engagement



Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, August 27, 2018

Cultivate These Behaviors for Responsible Digital Learning - Tip #193



These two ideas from Finnish sociologist Esko Kilpi, brings me back to the core of accountability, personal responsibility and drive. It is about individual self-realizations and insights for personal growth.
“Activities are performed in interaction, sharing a cognitive load of work, rather than based on reductionist organizing principles or social isolation. The focus shifts from tasks and roles to relations.”
“One is responsible for one’s own actions, rather than seeing someone else, somewhere else, responsible.”
It also reminds me of the tweets and blogs of Bulgarian writer Maria Popova, and how she beautifully selects great stories from writers, scientists, adventurers, artists, philosophers, and other inspiring people and use their lives to tell her audiences about our individual personal struggle.

Freedom and Responsibility

This article by Popova on existential psychologist Rollo May brings home Esko’s message.

May’s definition of freedom suggests that people need to have the ability to pause and reflect on how to interpret, learn, and act upon different stimuli that comes our way.

That is, in essence, how we learn - or how we should learn.

Technology-Enabled Reflection

We inherently have the ability to pause, reflect, and learn, and just by pausing, we consequently learn and respond appropriately. This means changing our response can get us the outcomes we want.

Esko wrote his key idea by pinning down the need in workers and learners to account for and be responsible for their own actions.

This is a key thing for us in the learning world to think of as core in our desire to help people be digitally connected. Technology will only bring us so far.

What will move us forward is in the recognition that technology enables us to pause, reflect, and be responsible for our actions.

Responsible Digital Learning

When we implement digital initiatives in group learning and collaboration and problem solving, we need to observe if our workers and learners are taking pause and owning responsibility.

What are the indicators?
  1. Do they initiate response to issues that truly matters and not just to add to the chatter?
  2. Do they listen carefully to others and reflect and pause before they offer a counter idea?
  3. Are they willing to share how they arrived at their answers and humbly admit if they are unsure or to offer references as basis for their confidence?
  4. Are they open to ideas that may question their opinions and beliefs?
These are cultural behaviors we need to observe. Are we progressing? Are learners progressing while we taut and espouse digital solutions?

References

Esko Kilpi. The ten principles of digital work. Medium, May 31, 2018
Maria Popova. Existential Psychologist Rollo May on Freedom and the Significance of the Pause. Brain Pickings, October 4, 2017
Tip #68 - Why Reflect? The Role of Reflection in the Learning Process
Tip #175 - 3 Ways to Learn Better in the Modern Era




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Wednesday, August 15, 2018

Stop Applying Band-Aid to Your eLearning and Training - Tip #192



In my past blogs, tips, videos, and workshops, I have always mentioned about the challenge of traditional training as being far from the realities of work.

Jane Hart's study supports this observation.
  • She found that most L&D efforts are focused on activities (classroom training and eLearning) that have little value for learners.
  • So, L&D professionals need to shift (re-focus) their efforts toward “doing on the job” and knowledge sharing. These activities are not separate training but are a part or integrated into learners’ daily work experiences.
  • Learners find the most value in “short, visual, flexible and social” content and training. They also prefer learning to be “continuous” and “self-selected and self-organized.”
But, giving up traditional training can be hard because it has a strong and hard-to-resist momentum. It is hard to redirect a big ship, so we all glide along with the momentum.

We also lack clear alternatives - only extensions of the traditional design approach. As Hart mentioned, the solution is to raise engagement like VR, games, social learning, etc. But, these are merely extensions or covers on the layer of problem in traditional training design. I refer to these alternatives as the “Band-Aid” solutions.

“Sprayers, or those who “spray” learners “band-aid” solutions and content ... are more likely the pros that live away from the work situation so they take all knowledge they can get from SMEs, documentations, and secondhand knowledge and information. They build large content and repositories. This is their strength. They provide solutions, but learners will still have to drill down and find them.”

Point-of-Need Learning

Jane Hart—as well as other experts and practitioners (Clark Quinn, Jane Bozarth, etc.) - has been proposing all along the need to recognize two important things:
  • First, employees are learning all the time at work.
  • And, learners learn from each other rather than informal learning.
Learning must be at the point of need, which I espoused in my proposals on Microlearning. Learning only matters to fix, solve, and improve things. Learning is a consequence, not the goal. The goal is using answers.

We need to find solutions and methods to further push this shifting trend toward learning at work, work and learn, or just supporting work.

References

Jane Hart. Classroom training and E-learning are the least valued ways of learning. This is what it means in for L&D. Modern Workplace Learning Magazine: The Magazine for the Modern Learning Professional. May 22, 2018
Tip #75 - Insight Sharing - How They "Meet and Mate"
Tip #148 - The Secrets of Graffiti Learning Pros
Tip #140 - “Quick Answers are All I Need.” The Learner at Work Tells Us




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Tuesday, June 12, 2018

The Need for the Human Factor in an AI World - Tip #191


How do you imagine a future with AI? Will the world be run by machines and computers? Or are humans still an important part of the picture?

An AI Named Quixote

Quixote is an AI system that learns about ethics and human values by listening to simple stories. According to Mark O. Riedl and Brent Harrison, creators of Quixote and researchers at the School of Interactive Computing at Georgia Institute of Technology, the AI system reverse engineers’ human values through stories; narratives tell Quixote how humans interact with each other and informs the system what the accepted behaviors are in a society. So, it knows for instance, that stealing is wrong.

The innovation may “wow” you, but behind the scene is a person deciding which stories to feed the AI system. H. James Wilson, Paul R. Daugherty, and Nicola Morini-Bianzino believe this and the role of monitoring and making sure Quixote runs properly will be the critical responsibility of a human ethics compliance manager


So yes, humans will still be important in a world dependent on AI. In training and development, in particular, human trainers will play an important part in shaping employees to take on novel jobs.

The Role of Human Trainers in an AI World


In the world of AI, jobs will be vastly different than what we know today. An Accenture study and Wilson, et al. note that these future jobs will be “new,” “unique,” and “novel, requiring skills and training that have no precedents.”

These new novel jobs fall under three categories, according to Wilson et al.:

  • Trainers (e.g., empathy trainer) will be responsible for teaching AI systems on how they should perform. For instance, a trainer makes sure chatbots can detect when a customer uses sarcasm in their communication and respond accordingly.
  • Explainers (e.g., algorithm forensic analysts) are those who can explain to business leaders, how complex algorithms work. They will essentially become the “bridges” for non-technical professionals to understand how AI works.
  • Sustainers (e.g., ethics compliance manager) will ensure that AI systems work as they were meant to work and that any diversion from that function and the consequences arising therefrom will be immediately addressed.
In short, human workers will make sure that AI tasks are “fair, transparent, and auditable.”



Over to you: How else do you see the roles and responsibilities of training and development professionals change in an AI world? Share your thoughts with me in the comments section below.

References

What is the Quixote AI System? (Long version). YouTube/Entertainment Intelligence. March 1, 2016
Brent Harrison and Mark O. Riedl. Towards Learning From Stories: An Approach to Interactive Machine Learning. Association for the Advancement of Artificial Intelligence, 2015
H. James Wilson, Paul R. Daugherty, and Nicola Morini-Bianzino. The Jobs That Artificial Intelligence Will Create. MIT Sloan Management Review Magazine: Summer 2017 Issue
Adi Gaskell. Do We Need To Set Aside Time For Learning At Work? Forbes, July 20, 2017




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Thursday, June 7, 2018

Small Rewards Encourage Independent Lifelong Learning - Tip #190


“How do you engage online learners?”

It’s a perennial question that bugs learning and development professionals of all skills and responsibilities. From the designer to the trainer, it’s the one question that so many of us has sought to answer. Why, this blog is filled with tips on how to do just that!

But, here’s one more tip that you may not have considered.

Use Small Rewards to Engage Online Learners

In a study by Christian Garaus, Gerhard Furtmuller, and Wolfgang H. Guttel published in the Academy of Management Learning and Education, they found that “small rewards enhance autonomous motivation.”

Because small rewards (e.g., small points for performing an action) are large enough to affect the desired behavior (e.g., engage in online learning) but too small to justify continuing it, learners feel a “sense of dissonance (why am I doing this?)” and they link their persistence to learn to an intrinsic motivator(e.i., an internal desire, such as interest or enjoyment), which makes sense because autonomous learners are driven more by intrinsic reasons, such as a drive to meet personal and professional goals.


A small reward is an extrinsic motivator, or an external factor that pushes learners to do something to earn a reward or avoid an undesirable outcome. It only serves to push learners to start engaging in online learning and they don’t perceive it as a motivator to keep on going. Extrinsic drivers are a great source of motivation not because of external rewards but because they are associated with the goals a worker must do.

For example, Mary wants to feel good about doing great work and making clients happy. That’s a very intrinsic motivation. She is also responding to feedback of her actual work. So when the client says, “Can you do this?,” her inclination is to assist. That work demand is an extrinsic driver.

Other Ways to Apply Small Rewards in Training and Development

The research also suggests that small rewards can be used as a feedback mechanism for online learning. The rewards confirm a learner’s “current level of mastery” or performance and could motivate them further to learn independently.



Remember the IKEA Effect? When DIYers finish a project, they feel proud and accomplished, which further nurtures their passion for DIY. This is the same cycle: Small rewards motivate workers to start learning, they learn (“I did it!”), and they receive the small reward.

In addition to online learning, small rewards may also help employees take that first step towards accepting changes in the organization. But, because they can’t really attribute their behavior change to the small reward, they assume they’re embracing the change out of more internal reasons.

References

Christian Garaus, Gerhard Furtmuller, and Wolfgang H. Guttel. The Hidden Power of Small Rewards: The Effects of Insufficient External Rewards on Autonomous Motivation to Learn. Academy of Management Learning & EducationVol. 15, No. 1
Gerhard Furtmüller, Christian Garaus, and Wolfgang H. Güttel. Even Tiny Rewards Can Motivate People to Go the Extra Mile. Harvard Business Review, June 7, 2016
Sophia Bernazzani. Intrinsic and Extrinsic Motivation: What's the Difference?. HubSpot, originally published October 10, 2017, updated October 11, 2017
Tip #49 - Instilling a Love of Learning





Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Monday, June 4, 2018

Adopt Independent Lifelong Learning to Meet Workplace Challenges - Tip #189


I recently came across two interesting statistics on learning and development. The first one basically says organizations are placing less emphasis on on-the-job training and the other one states that individuals are focusing on independent and continuous learning. Here are the details.

The Stats

In a report by America’s Council of Economic Advisers, workers in the country are steadily receiving fewer paid-for or on-the-job training between 1996 and 2008. And, it’s the same situation across the pond: British workers also received less training around the same year range.

On the other hand, a Pew survey found that 54% of all working Americans believe they need to develop new skills throughout their lives. This number goes up to 61% among adults under 30 years old. It seems like the prospect of having a 40-year career is “no longer realistic” for them.

Learning - whether through online courses, webinars, or real-life situations - has become an “ongoing, lifelong pursuit.” The younger generation of workers, aka millennials, believe in this statement so much that they’re willing to spend their own hard-earned cash to pursue independent and continuous learning.



Today’s Challenges Require Lifelong Reskilling

Several challenges brought about this attitude toward independent and continuous learning. These cause workers to worry about their jobs and careers, both in the short-term and in the long-term.
  • Technology creates a lot of career anxiety. New tech are always being introduced, which either make tasks easier or remove the need for human workers altogether. According to a Pew study, 72% of Americans worry about losing their jobs because of technology.
  • Hybrid jobs.” The skills that compose new jobs have seen a rapid evolution, requiring a new combination of skills, such as programming skills (coding) with marketing, design, or data analysis skills.
  • New job titles are emerging. Job titles are also undergoing rapid changes, especially reflecting the new skills necessary to thrive in today’s workplace. According to LinkedIn, the top 10 job titles today, including iOS developer, digital marketing specialist, and social media analyst, were nonexistent less than a decade ago. Who knows what job titles might arise in the future?
  • Skills obsolescence. The influx of new tech and new requirements of hybrid jobs has caused some skills to become obsolete. Work-related knowledge are now only expected to have a shelf life of less than 5 years. Plus, employers today expect workers to be fluent in digital tools and comfortable with virtual environments.
  • Dynamic and nonlinear careers. This short-term nature of skills today could mean that workers might have multiple careers in a lifetime. “Our parents had one job, I will have seven jobs, and our children will do seven jobs at one time,” says Robin Chase, former CEO and founder of ZipCar.
These new challenges must be met head on. Stay tuned for the next blog post for tips on how to pursue lifelong independent and continuous learning.

What other challenges do you think push learners toward lifelong reskilling? Share your thoughts with me in the comments below.

References

The Economist. Lifelong learning is becoming an economic imperative. January 12, 2017
Pew Research Center. More worry than optimism about potential developments in automation. October 3, 2017
Burning Glass Technologies and General Assembly. Hybrid Jobs - Blurring Lines: How Business and Technology Skills Are Merging to Create High Opportunity Hybrid Jobs
Sohan Murthy. Top 10 Job Titles That Didn’t Exist 5 Years Ago [INFOGRAPHIC]. January 6, 2014
John Hagel, John Seely Brown, Maggie Wooll, Roy Mathew, and Wendy Tsu. The lifetime learner A journey through the future of postsecondary education. Deloitte Insights, October 27, 2014





Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"

Thursday, May 31, 2018

4 Ways to Develop Learning Agility - Tip #188


In a previous blog post, I talked about how a VUCA environment can actually jumpstart the learning process. But, for learning to take place, learners have to be flexible and open to change.

A term we used to describe learners that thrive - and succeed - in a VUCA setting is “learning agile.”

Developing Learning Agility

Dr. David Smith, PhD, organizational psychologist, believes learning agility can be taught because it’s not a trait that’s innate in a person - which is good news. This means we can help learners develop learning agility.

To do that, we must instill in learners these three prerequisites to learning agility: 
  • Potential to learn. Learners must be open to learning and receptive to what we have to teach them.
  • Motivation to learn. They must be willing to participate in the learning process.
  • Adaptability to learn. They must be able to take what they learn and apply it to constantly changing conditions.

Teaching Learning Agility

Before the actual teaching/learning process can begin, Dr. Smith states that forward-thinking organizations start with an assessment. Take stock of what level of learning exists within your organization and if the organization’s environment supports this learning.

If you want to go deeper—at the individual learner level—he recommends Dr. Warner Burke’s Learning Agility Inventory™ (Burke LAI). This is a questionnaire with 38 questions and can be used to measure learning agility in individuals.

Back to the question of how we can help learners develop learning agility. Here are my thoughts.

Peer Learning
Experience sharing can be a gold mine of gaining learning “from experience” without actually having experienced it yourself. Creating “peer groups” similar to what Tony Guzzi, CEO of EMCOR describes here is a great way to collate the experiences of members of the organization, connecting the dots, and moving forward with the group’s shared learning.

What-Ifs
To thrive and even get ahead in a VUCA environment, you have to stop asking “what is” and start asking “what if.” Mulling over the what-ifs will help you think of possibilities and think outside the box.

Responsive Culture
VUCA challenges organizations to adapt, to shape up or ship out. So a responsive culture based on the values of trust and empowerment are essential.

Pratt & Whitney, an American aerospace manufacturer, has “performance connections,” where supervisors sit down with their direct reports thrice a year to talk about how they’re changing the organization’s culture.

Learning Organization
Because VUCA requires learners to be constantly learning, they need to have access to new information and supported by an environment that encourages them to learn through experimentation and even from failure.

Forward-thinking organizations employ after-action reviews to determine “what worked, what went wrong, and what needs to be improved.”

References

Michael Woodward, Ph.D. How to Thrive in a VUCA World: The Psychology of Navigating Volatile, Uncertain, Complex, & Ambiguous Times. Psychology Today, July 31, 2017
Axarloglou Kostas. Learning Agility: A New Learning Paradigm? ALBA Graduate Business School at The American College of Greece, June 28, 2017
Burke’s Learning Agility Inventory™ (Burke LAI)
Brigadier General George Forsythe, Karen Kuhla and Daniel Rice. Five Fortune 500 CEOs on Strategy During Uncertain Times. ChiefExecutive.net, May 16, 2018
Brigadier General George Forsythe, Karen Kuhla and Daniel Rice. Understanding the Challenges of a VUCA Environment. ChiefExecutive.net, May 16, 2018
Tip #57 - Episodic Learning-Learning Like Watching Your Favorite Soap Opera!
Tip #181 - The Conversation Loop: Foster Learning Through Experience Sharing
Tip #187 - VUCA part 1 title- How VUCA Expands Learning Horizons




Ray Jimenez, PhD
Vignettes Learning
"Helping Learners Learn Their Way"