The Story-based Learning Model can help formalize the informal, often murky, creative process of crafting a good story; it is a process designed to generate engaging content that supports the learning objectives while enhancing the learning experience.
Formalizing Informal Learning
Sept/Oct 2019
Features This Issue
Learners in today’s corporate world demand content that’s engaging, relevant and available in their daily workflow. They want the capability to access learning content —formal or informal— at the moment of need to improve their skills and performance.
Many innovative organizations are exploring reverse mentoring: a method that takes mentoring and flips it on its head. In reverse mentoring, the mentee is the older, more senior leader, while the mentor is the more junior, often younger, employee.
We found that leaders’ natural behavioral styles can influence which leadership approach they prefer to use, but that leaders with high adaptability and versatility adjust their approach when followers require a high degree of relationship support.
Learning and knowledge distribution is no longer learning and development’s (L&D’s) sole responsibility and, whether you accept it or not, your employees are finding solutions elsewhere.
Imagine what your sales team could achieve if members were able to tell stories that built trust in your company’s brand as well as its products or services.
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Leaders often make coaching a separate task to be completed, viewing it as something else to fit into an already busy schedule. So, when I look at coaching in the business world, I find myself wondering: Is the notion of “coaching conversations” a cop-out?
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Thought Leaders This Issue
Informal learning accounts for a large portion of how employees consume information and apply learning to their work. Whether gaining tips from a colleague or watching a quick video online, informal learning occurs throughout our organizations every day.
Formalizing informal content is not about eliminating informal learning. It’s about embracing informal learning and finding ways to put more structure around how learners learn in informal environments – and from informal resources.
Just about everything we do with technology has an informal learning component.
Often, people associate learning with a subject matter expert (SME) in formal control of a classroom (either physical or virtual) in order to impart knowledge. Upon further review, however, it is evident that there are numerous ways people learn.
Accidental learners leverage life for learning. They recognize that day-to-day life presents infinite opportunities to expand perspectives, consider new approaches, improve responses and relationships, and recalibrate efforts – all to, essentially, learn.
For mentoring to be meaningful, it should be approached with some rigor, planning and role definition. While some aspects of a mentoring relationship develop naturally, the relationship must have a defined goal to be meaningful.
Formal learning can be very helpful in certain situations. However, while it is important, there can be distinct disadvantages as to how useful this learning method is on the job.
Our research has shown that learners prefer informal learning, and the effectiveness of training is increased when learners experience at least some portion of the training in a modality they prefer.
Info Exchanges This Issue
Central to the future of work are workers themselves. How can we make sure that our business strategies are considering employees’ needs and supporting their development?
The secret to effective collaboration on intercultural virtual teams is to understand how culture impacts behavior and communication and find a way to bridge those differences while remaining authentic.
Peer coaching is a powerful method for organizational transformation. However, we often overlook one of the most effective tools in a learning professional’s repertoire.
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