Learning Innovation Part III: How to Ask Great Questions

Everyone wants to be more innovative in their work, and in today’s business world, being innovation is increasingly becoming something that is demanded of everyone, including learning professionals. In the first two articles of this series I looked at what happens when we don’t ask questions, as well as what gets in the way of asking them. Now it’s time to get into the specifics of what makes for great questions. Continue reading

Learning Innovation Part II: The Importance of Questions

In the first article on this series about innovation, I presented a simple definition for innovation from author Stephen Di Biase and the serious consequences that can result when we fail to ask the right questions at the right time, including the sinking of the Titanic and the Challenger space shuttle explosion. As you can see, there’s a lot at stake when it comes to effective inquiry, so this article dives deeper into the art of asking questions. Continue reading

Summer Jobs: Training for the Future, Part 3

To cap off our three part series on summer jobs, we asked four adults at different stages in their careers to reflect on their best and worst summer jobs and to explain how these jobs did or did not train them for their current careers. Below are just a few highlights. Continue reading

Learning Innovation Part I: Setting the Stage

As learning professionals, you are already all too familiar with the pressure you feel to be increasingly innovative in your work. But have you ever stepped back to think about what innovation really is, and what you can do to boost your own innovation? Many people consider innovation to be synonymous with creativity. While being highly creative can help with some aspects of innovation, there’s much more to it than that. In this article I set the stage about innovation as a lead-in for helping you become a more innovative learning professional. Continue reading

Project Management for Learning Professionals: The Charter

Each learning initiative, program, course, or module developed in your company’s learning department should be thought of a discreet project that needs to be well-managed in order to achieve the desired outcomes. The place to start when a new learning project comes your way is with a document called a Project Charter. Getting this right from the outset will make your life a whole lot easier as the project progresses through its various stages and phases. Continue reading

The Scientific Method in Learning Initiatives, Part II

In the first part of this series, I made a very bold statement: To the extent that you aren’t using the scientific method as part of your learning work, you’re missing out on the true power of learning to have profound impacts on business results. Using the scientific method in your efforts to design and deploy effective learning programs is the surest way to get superior results, but very few learning professionals see it that way. Continue reading

The Scientific Method in Learning Initiatives, Part I

Based on the title of this article, you may well be wondering what in the world the scientific method has to do with your learning efforts. I boldly assert that the scientific method has everything to do with your learning initiatives. In fact, to the extent that you aren’t using the scientific method as part of your learning work, you’re missing out on the true power of learning to have profound impacts on business results. Continue reading