Policies in eLearning - "Too Much Break Time" Interactive Vignette

Here again, as promised, are the free weekly vignettes, and still absolutely free for you to use. These short but straight-to-the point presentations depict real-life scenarios. Vignettes are effective additions to your learning programs - adding a deeper contextual dimension to your sessions.

For this week’s featured vignette “Too Much Break Time!” , we take a look at the case of Donna, a mid-level manager at a manufacturing company, who’s trying to figure out how to successfully impose a company policy involving Rita . Apparently, the problem began when she started noticing that Rita, a valued team member, is spending way too much time on breaks, and often going over the 15-minutes-a-day company regulation.It appears like the challenge is to strike a delicate balance between implementing the policy and getting Rita to understand her violation and tow the line.

How should Donna deal with Rita? What approaches should she take if Rita starts justifying her actions ? If you were Donna, will you be willing to lose this team member if things got out of hand? Click here to view “Too Much Break Time!”

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. This is a great vignette to use for eLearning sessions that focus on certain issues, especially those that require learners to deal with situations that demand immediate attention. You can use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is a sure way to push your learners to the EDGE.

Vignettes are highly motivational learning tools that powerfully impact your classroom training, eLearning activities and social learning communities. Click here to preview “Too Much Break Time!”

Join us and tell us how you like the vignettes. We’d love to know your feedback and your experiences. We are also open to suggestions, comments, improvements or topics that are of interest to you, so feel free to send them in. This can help us greatly in coming up with better vignettes, especially on topics that are of great relevance to you.







Ray Jimenez, PhD



Vignettes Learning



"Helping Learners Learn Their Way"

“I Paid More!” – Dealing with Preferential Treatment

This weekly goal to create short, captivating and provocative vignettes is our answer to the challenge of providing you with a focused and effective learning approach and experience shared between learning professionals and learners, alike. Better still – it’s free for you to use.

Let’s take a look at this week’s vignette, “I Paid More!”. Sales representative Jane is right smack in the middle of a volatile and fiddly situation with a loyal and valued client of 8 years. The client claims to have met a fairly new customer of Jane's company who was able to avail of the same service at a much lower price. She is now being accused of giving preferential treatment to others.

How do you think Jane should handle this apparent crisis and prevent it from horribly escalating ? What should be done to rectify the probable error or diffuse the tension? Click here to view “I Paid More!”

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics, including conflict-resolution, work ethics and other management-related issues. The vignette is great to use for eLearning sessions that need to be focused and straight-to-the-point. It can also be utilized as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is intended to push your learners to the EDGE.

Vignettes are captivating and highly effective learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to preview “I Paid More!”

Join us and let us know what you think about the vignettes. Your valuable feedback pushes us to do better, as you share your experiences with us. We are also open to suggestions, comments, improvements or topics that are of interest to you, so feel free to send it in. Your feedback can help us come up with better vignettes, especially on topics that are of great relevance to you.



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

Context is King

Imagine this:
• 288,355 books published in 2009 in the US alone, as compared to 51,000 books 25 years ago.
• 3-8 years is the average length of time a person stays on the job.
• 320 million Google searches are done each day.
• 34,560 hours (1,440 days:4years) of videos published in YouTube per day.
• 2.5 billion text messages sent out each day in the US alone.
• 5 million Tweets sent in a day, globally.
• 22% at a compounded rate through 2013 is the expected growth of eLearning.

Information Overload Stats (source: www.xerox.com)
No one is immune to content and information overload.

Admittedly, the technologies make us more efficient, increase our speed of interaction, and help us to be more productive. Technologies also aid learners to learn openly and freely with the abundance of content. For example, MIT alone has published over 10,000 free online courses (Opensource.com) and boasts of over 1 million content users. Definitely, content is abundant.

On the other hand, there are critics who say “we need to provide for more reflections” and not to be swept away with overdependence on technology (Sherry Turkle, 2010). David Brooks challenges us by saying that maybe Google is making idiots out of us.

Ruth Clark (2010), a leading thought leader in instructional design, has forewarned us about cognitive overload. We are now beyond the problem of cognitive overload. We are now in content overwhelmed level.

With the massive information and content growth and the speed of information change, the next generation challenge is not content but rather how to make sense, how to discover, and how to apply the ideas from the content. In essence, how to find the context becomes more important. This is known as Contextual Learning – a learning that connects content with what the learners already know and benefit from its immediate usefulness. It is not the amount of information that we provide learners that is important. It is what is meaningful and immediately useful to impact their performance.



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

"Do You Booze in eLearning?" - Taste this Complimentary Presentation

Our weekly thought –provoking vignettes are high-impact , revolutionary , and totally engaging real-life scenarios that highly enhance your learning programs. Moreover, these vignettes are available for your use, for free. Find out how you can use them.

This week’s vignette offering, “If There is Booze”, is about Bill, a manager, who is faced with the dilemma of dealing with two opposing beliefs regarding after-office gatherings. Mahad, a team member, cannot drink or even sit at a table where alcoholic drinks are served because of his religion and beliefs. Another team member, Carlo, on the other hand, insists that he should be able to exercise his right to have his booze even if it means that Mahad could refuse to join the celebration.

How should Bill deal with this situation and promote respect amongst his team members’ rights and beliefs? Is there a middle ground ? Watch the vignette and help Bill figure this out. Click here to view “If There is Booze”.

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to grab your learners’ attention and have them glued to your training session. You can also use it as part of your lessons or as a post-training test. Face-to-face, eLearning or webinar, this vignette is intended to push your learners to the EDGE.

Vignettes are highly motivational learning tools that can power up your classroom training, eLearning activities and social learning communities. Click here to preview “If There is Booze”.

Join us and let us know your thoughts on the vignettes. We would appreciate your feedback and it would also be great if you share your experience with us. You can also send in your suggestions, comments, improvements or topics that are of interest to you. Your feedback can help us come up with more new and relevant vignettes.


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

“Your Product is Under Recall” – Help learners handle disappointing calls

We continue with our weekly serving of vignettes which offer short but precise and provocative micro-scenarios that ignite interaction and enhance learning. This is a tool you can use for free.

These real-life scenarios elevate learning to a higher level through deeper learner reflection and interaction through experience sharing.

In this week’s featured vignette, Ted, a business-to-business salesperson, faces a very stressful predicament. As he calls Anna , his prospect , to confirm her attendance to a product presentation he is sponsoring, he is faced with her uncertainty. Anna has heard news that Ted’s product appears to be under recall Ted is shocked since he knows nothing about it. He’s not even sure if Anna is just stalling. Ted is feeling desperate as this could be disastrous for his product presentation.

What can Ted say or do to save face? What should he do if Anna’s claim is unfounded? How does he deal with a possible debacle of his presentation and bad publicity regarding his product? Listen in on Ted and Anna’s conversation. Click here to view “Your Product is Under Recall”.

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to spark learner interest in your training session, show it as part of your lessons or utilize it as post-training test. Face-to-face, eLearning or webinar, this vignette is intended to push your learners to the EDGE.

Vignettes are compelling and potent learning tools for classroom training, eLearning activities as well as social learning communities. Click here to preview “You Product is Under Recall”.

Join us and post your comments on the vignettes’ pages . We sincerely appreciate your feedback and encourage sharing your experience . Send in also your suggestions, improvements or topics that are of interest to you. Help us come up with relevant vignettes by letting us know.

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

“Is Age a Problem?” A Provocative Vignette About Age Discrimination

The Vignettes series shows you a brief, concise, yet provocative and reflective learning approach. Your learners are taken through the “relate-interpret-apply process” within real-life scenarios to fire up reflection and interaction that generates deeper learning through experience sharing.

This week, we take a look at the case of a company production manager tasked with investigating a supervisor who may or may not be guilty of age discrimination. It poses the question of when a remark or question can be equated with discrimination. For new and inexperienced managers – even for existing ones who have biases – it can be tricky when facing decision-making tasks especially when it comes to selecting the right person for a job.

Where do we draw the line between the ability of someone to perform a job requirement and age? Can certain assumptions about job requirements possibly ignore basic employee rights? Click here to view "Is Age a Problem?"

How to Use the Vignette

While the situation presented is specific, this vignette covers a wide range of topics to include conflict-resolution, work ethics and other management-related issues. Use this vignette to spark learner interest in your training session, show it as part of your lessons or utilize it as post-training test. Face-to-face, eLearning or webinar, this vignette is intended to push your learners to the EDGE.

Vignettes are stirring and powerful stimuli for classroom training, eLearning activities as well as social learning communities.Click here to preview “Is Age a Problem?”

Next week’s featured vignette, “If There is Booze”, shows the situation of Bill, a manager who is faced with two opposing beliefs regarding after-office gatherings. Mahad, one of his team members, can not drink or even sit at a table where alcoholic drinks are served. Carlo, another team member, on the other hand, insists that he has a right to have his booze even if it could mean that Mahad will not be able to join the celebration. How should Bill handle this situation? How should he promote respect for both team members’ beliefs and rights? When does a belief become a right? Is there a compromise in sight?

Join us and let us know how you like the vignettes. We sincerely appreciate your thoughts. If you have any suggestions, improvements or topics of interest to you, please let us know.



Ray Jimenez, PhDVignettes Learning"Helping Learners Learn Their Way"

The Battle of Stories – Instructional Design Approach

Synthesis
For stories to really be effective and serve their purposes, of imparting lessons that the learners need to learn, we also need to identify the strongest ideas or stories that we want to change or “battle” with. Finding the impact stories and slogans is a great starting point in gathering what we need to know regarding the ideas that we want to change. And from there, we can “gear up” with the right stories and win the “Battle of Stories”.

How to Use it to Improve your eLearning Program

How do you find high-impact stories for your eLearning program? What right, appropriate and engaging stories become the basis for your design and development of a lesson?

Designing and delivering eLearning is like winning the “Battle of Stories.” The more powerful and well-designed the story is, the more that the lesson within that story will win the minds and hearts of the learners. Many of the ideas I discuss here were triggered after I read “Re:Imagining Change” by Patrick Reinsborough and Doyle Canning . It showed me a lot of parallelism in the work we do in eLearning especially with story impacts.

Here are examples of battle cries we hear in our organizations.

On Ethics
It is OK to cheat, for profit’s sake
VS
Small, harmless cheating leads to monstrous problems

On performance
“I work as hard as I can when my boss is around or inspires me”
VS
“I am driven by my passion”

For every idea, there is a story that promotes it. We are constantly battling using different stories to help learners “un-learn” things.

Instructional design question

Our instructional design and development of lessons should start with identifying the strongest idea and story we want to change in relation to the content we want to teach.
So we ask basic design questions:

• What are the stories that promote a particular idea?
• What are the new ideas and what stories can promote these new ideas?

Finding the right stories to battle with, as the saying goes, is a key design consideration. Failure to find the right stories diminishes our efforts and investments in helping learners learn. Finding the right idea to battle with is just the first step; how to use them is the second step. We need to develop a counter idea or an idea we wish to promote and build the stories to support it.

Let me focus on how to find the stories that are most important to battle with.

The first part is to ask “What are impact stories on performance?” and the second part is learning “how to find impact stories”.

Impact Stories – those that affect performance

What are the characteristics of these stories?

Stories that impact performance are powerful stories that carry the ideas and the beliefs with them. They are “memes” that are handed down by work and group practices. Often times, these stories are unquestioned, and are accepted as truths.

Impact stories are experiences that control people’s or learners’ behaviors, thoughts, and beliefs. We can also refer to them as high-impact stories or stories that impact performance. Different organizations and each work aspect have their own impact stories.

Impact stories have slogans

It is easy to detect impact stories because they have slogans attached to them.
These are good examples of impact stories (notice the slogans) worth having a battle with:

• Ethics: Cut corners, do not get caught
• Sales: Customers always complain
• Performance: It is OK to fail, befriend your boss
• Safety: It is a Cover Your Ass thing (CYA
• Software: Let the user figure it out: trial and error

The examples above seem to sound pessimistic or show the negative aspects of our workplace. The point is that these types of stories are what we battle with everyday in a learning situation. They don’t have to be negative stories, but they are stories that can erode or weaken the positive content you wish to teach.

These are good examples of impact stories (notice the slogans) which we hope to win the battle for:

• Ethics: This is a very ethical organization
• Sales: Customers tell us how to be better
• Performance: We adhere to the highest performance standards
• Safety: It saves lives, families and makes good business sense
• Software: We should make it easy to use
• Brand new content

However, one might ask: How about ideas that are completely new? There might not be stories associated with them yet. This is a good question since many of us design courses with new content. For example, the content might be a new data entry system that is being added into a software database - a brand new software and brand new method. Even in this case, there is an impact story. The learner’s current skill, past experiences, and inclination to technology carries some stories that often control behaviors and thoughts. These impact stories are so ingrained, we often think that they don’t exist.

Finding the impact stories

If we want to wage a battle, we better identify the right ideas to support. This sounds very familiar since we often see a lot of issues surrounding our wars in Iraq and Afghanistan. I am reminded of an interview by NPR on the Pentagon Papers during the Vietnam War. The researcher for the Pentagon Papers was asked, why the war continued even with all the protests and body counts. He answered: “Our leaders truly believed that losing a war and allowing North Vietnam to occupy South Vietnam would cause a domino effect. And that communism, belief systems of Russia and China, would continue to drive more occupation to other countries”. This is their story. So strong is the story in the minds of our leaders that the stories of the protestors could not win the battle of stories.

There are scientific and formal ways, as well as informal ways, to find the stories to battle with.

Click here to play the exercise.

Mapping impact stories

Mapping stories means capturing the stories and organizing them so we can identify and prioritize which ones to battle with.

The most common method is conducting interviews with subject matter experts, people on the job and customers (internal or external) who are affected by the topic area.


Conduct a survey, interview and ask these questions:

• What are the beliefs, practices, and methods that help achieve results?
• What are stumbling blocks, and challenges that stop the results?
• What are real and verifiable facts?
• What are the moving stories, experiences, success cases and incidents?

The key to obtaining good impact stories is to direct the questions to specific “delivery points” or “contact points” where the stories are experienced at the highest level. For example:

• Sales: at points where there is contact with customers
• Safety: where accidents are most likely to occur or dangerous areas
• And/or records that show the above

Slogan mapping - “Slogan Jam Sessions”

Slogans are the ultimate expressions of strong beliefs and engrained knowledge in people. These are instinctive and instantaneous. Slogans are used by people to express their views, and emotions regarding a subject. If one needs to know what the deep seated feeling of a group of people is, one can ask the question: what slogan do you say to express your view on a subject?

These are examples of slogans. Try to fill blanks after each phrase with the beliefs and knowledge that drive the slogans.

“Let’s kick ass” ______________________

“Innovation is collaboration” __________________

“Super-charged team” ___________________

“We are a green organization” ________________

Capturing slogans is a good way to find stories and identify the idea that you want to battle with. You can do this by interviewing people or conducting “Slogan Jam Sessions”.

Conclusion

To win this “Battle of Stories”, we need to use the right “gears”. We can do this by examining the impact stories and slogans that have brought about the ideas and stories that the learners need to “un-learn”. Once we are able to gather this, it will be much easier to battle with the ideas, and create and design stories that we can use to successfully teach to the learners.


Ray Jimenez, PhD3Minute Worlds - Learning Community Social Learning, Work and Performance3Minute eLearning Games"Helping Learners Learn Their Way"

BP Gulf Oil Spills – a case of “be a manager, go to jail”

The news suggest that there has been early signs of the oil spill disaster. Oil rig contractors have detected earlier problems but failed to take the needed steps to avert the catastrophe.

Many years ago in my one of my first business endeavors I produced seminars on employment and safety compliance. It seems to me that one of the key issues in the BP Gulf Oil Spills goes back to the failure of companies to provide complaint systems to ensure that whistle blowers’ rights are protected. And hopefully avoid crisis like oil spills.

I am no legal expert, but I recall that some of our safety laws cover “be a manager, go to jail” requirements. These are laws that impose personal liability on managers and executives if it is proven that they failed to take necessary measures to avoid safety violations resulting to catastrophe events.

What would you do if you are the manager in an potentially disastrous environmental accident? How do you avoid going to jail?

I prepared a small exercise "Whistle Blower Rights." Your CEO wants a plan. What do would you do. Please the exercise, click here.



Ray Jimenez, PhD
3Minute Worlds - Learning Community
Social Learning, Work and Performance
3Minute eLearning Games
"Helping Learners Learn Their Way"

Why 3MinuteWorlds.com?

Why 3MinuteWorlds.com?

I continue to believe that the road to more productive learning and applying of ideas revolve around our ability to think of small things - micro things.

Here lies the kernel of anything small that we can act on and apply.

The list is long, let me try:

Microlearning
Micro-sharing
Micro-conversations
Micro-coaching
Micro-exercises
Micro-content
Micro-Webinars
Micro-Assist
Micro-Guides
Micro-Software apps
Etc
Etc

Many of our love affair with Web 2.0 tools stems from the truism that the tools allow us to behave the way we always do: incremental, small steps.

The challenge is that many of us have brains wired for "thinking" big things,e.g. big projects, project learning steps, big goals and expectations.

3MinuteWorlds.com helps me to share my discoveries and permit me to learn from others.


Ray Jimenez, PhD
Join us at 3MinuteWorlds Microlearning Community http://3minuteworld.trainingpayback.com
http://www.vignettestraining.com/
http://www.simplifyelearning.com/

"Helping Learners Learn Their Way"

DIYEL #17 Can workers use lessons to solve day-to-day problems?

Introduction
Table of Posts

Today’s learners are not like the learners of 10 or 20 years ago. Learners today do not have the luxury of attending seminars or eLearning programs and then storing their knowledge for future use. Knowledge is increasing in volume so quickly that learners can’t keep up with the demands of storing it. Learners need something that can help them to learn now and apply it instantly.

Do-It-Yourselfers understand this new work reality. They design eLearning that is most of all useful now to help solve immediate problems at work. eLearning becomes a hybrid of learning to solve problems today.

Related Blog Entry:
Ray’s Wacky Video - Blur Between Learning and Applying


Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.simplifyelearning.com/

"Helping Learners Learn Their Way"

DIYEL #9 Be a gold prospector. Separate nuggets from the tons of dirt. This will serve your learners well.

Introduction
Table of Posts

Most trainers and eLearning designers would go bankrupt if they were gold prospectors. Prospectors spend their efforts screening the few gold nuggets from the tons of dirt, pebbles and rock. On the other hand, typical trainers and eLearning designers “dump dirt” on the learners. They bury them in piles of irrelevant learning materials and loads of unnecessary information. Then they expect learners to find the gold nuggets for themselves.

Because of this “dumping dirt” practice, the training profession is losing ground to other ways to learn on the Internet. The learner is saying, “If I have to look for the answer in a pile of dirt, I might as well be in control and use other tools. Forget about the training program.” This is already happening today.

The problem of “dirt dumping” will soon be 10,000 times worse because of the swift and massive growth of knowledge and skills for training people directly.

Do-It-Yourselfers understand that to retain their worth (and their jobs), they must be skilled at filtering gold nuggets for the learners and sharing them.

(This is a series of post from my book "Do-It-Yourself eLearning 2009).

Related Blog Entries:
Think Artichoke eLearning, Understand Learner’s Instincts
If your Content is 1,000 pages, how do you discover the 10% key performance content?
Does your e-Learning Program carry junk?

Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.simplifyelearning.com/

"Helping Learners Learn Their Way"

DIYEL #8 Idea applied, idea learned = results.

Introduction
Table of Posts

Somewhere in the history of the training profession we forgot that training and learning are about results. We got fuzzy from thinking too much about tracking and ROI, multimedia, games, interactivity, and other stuff that does not produce results. We became invested in the means and lost sight of the end. We used our energy propagating the stuff that essentially does not matter.

Do-It-Yourselfers don’t have the time, the resources or the energy. They must focus on results. They persistently, consistently and often stubbornly ask, “What are the results we want learners to learn and apply on the job?” They ask that same question every step of the way.

Do-It-Yourselfers know that learning is not about learning . . . learning is about results.

(This is a series of post from my book "Do-It-Yourself eLearning 2009).

Related Blog Entries:
Rapid e-Learning: Increasing Speed of Development, Reducing Cost and Meeting e-learners' Needs
Culture of Training Impact Evaluation

Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.simplifyelearning.com/

"Helping Learners Learn Their Way"

DIYEL #7 Use a straight-line micro-incision on content to instantly apply ideas. All else wastes precious time.

Introduction
Table of Posts

Picture this: a surgeon uses a scalpel to create a straight-line incision to begin an operation: sharp, quick and instant. This is how our training and learning designs should be. Instead, most of them are dull, prolonged and time-wasters.

Ironically, in eLearning the act of learning is often a barrier to the actual application of an idea or the knowledge to convey. Do-It-Yourselfers know that in eLearning, instant application is important, not mere memorization. They design content that is sharp and focused on instant application on the job. New rule: create content that is micro-formatted for immediate incisive understanding and application on the job. Anything that violates this rule is a waste of time.

(This is a series of post from my book "Do-It-Yourself eLearning 2009).

Related Blog Entries:
Does your e-Learning Program carry junk?
Information Overload, Interruptions in Flow - Reduce Productivity

Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.simplifyelearning.com/

"Helping Learners Learn Their Way"

DIYEL # 4 - Adopt a tech kid from your local community college. He knows more than your IT person.

Introduction
Table of Posts

Seriously, the typical IT person in your company is not the guy you run to for eLearning advice, especially if you don’t know squat. You must think of your self-preservation. Think of your job security. And if you are a contractor, think of your reputation and income.

The basics of eLearning cover the essentials of the Internet, authoring in PowerPoint, Flash, audio recoding, image editing, video production, FTP (file transfer protocol), servers, HTML, security, logins, reports, etc. The Do-It-Yourselfers avoid learning the basics from their IT folks or attending an expensive seminar. Safely away from the office, the Do-It-Yourselfers hire or bribe a young tech expert from the nearby community college. You are lucky if your own child, or maybe a niece or nephew, can be your tech guru.

Constantly hold coaching sessions with your tech kid. Humble yourself. This is when you can be a dummy without fear of backlash. Learn the definitions, the basic operations, and try demo software. Complete the proof of concept with your tech kid. You will be amazed how ready you will be to talk with your boss or the IT team when the time comes. (This is a series of post from my book "Do-It-Yourself eLearning 2009).

Related Blog Entries:
The Master SME: How to become one? How to work with it?
Cut to 30% eLearning Development Costs

Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.simplifyelearning.com/

"Helping Learners Learn Their Way"

The Arts Elevate Knowledge and Learning - More Visualization Tools

Thanks to Tweets from @russeltarr, I saw work of Jonathan Harris is phenomenal in helping us visualize the world, massive, bit, world around us.

These two tools merge art with rapid access to learning. I call this mapping and visualization as tools for instant learning.

http://tenbyten.org/now.html



http://www.phylotaxis.com/phylotaxis.html



Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.trainingpayback.com/

"Helping Learners Learn Their Way" "Helping Learners Apply Learning"

Ray’s Wacky Video - Blur Between Learning and Applying

Are you emphasizing learning or applying?

There is a blur and the more you focus your investment
in applying the better your returns will be. And learners
learn better.

Salient points of the video

* Blur Between Learning and Applying
* Rapid change and demands force quick application
* The intention of learning is to resolve issues and problems, and to get results quickly
* e-Learning should be geared more toward applying
* Less emphasis on testing or memorization
* Application points are essential to quick applications on the job
* Compliance programs are exceptions


















Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.simplifiedelearning.com/

"Helping Learners Learn Their Way" "Helping Learners Apply Learning"

Does your e-Learning Program carry junk?

How many times have you moved houses over the years? Have you wondered why it is so difficult to rid of old junk? As our homes shrink in space, we rent “storage space” – mostly for unnecessary, costly, emotional junk. That’s why the storage rental business is booming. Maybe it is time to invest in rental storage business stocks.

Our e-Learning junks are unnecessary training content that learners do not need to learn; but we (trainers, developers, leaders) store them anyway, rent space for them, and worse, we insist that people learn them. To rid of junks, let us focus on working on competency skills – those that really matter. Not junks that learners can not use. Play the video and see my thoughts. Share your comments in my blog.

Be forewarned! These are Ray's Wacky Videos with unedited, crude, rough, and succinct ideas.



















Wacky Videos - Unedited, Rough, But Succinct



What is Work Competency?



Why is Work Competency more important now?

----------
Ray Jimenez, PhD
http://www.vignettestraining.com/
http://www.trainingpayback.com/

"Helping Learners Learn Their Way" "Helping Learners Apply Learning"