I was able to add some audio to this presentation. Admittedly it was recorded & edited in a hurry. And naturally after listening to it for the 3rd time I think I’d cut down the text by more than 1/3.
Archive for the 'Training' Category
Tags: Corporate Culture, Creativity, Innovation, Learning, New Employee Orientation, On the Job Training, Orientation, Training, Work
Written in response for Rupa’s Work and Learning Blog Carnival :)
I recently met someone who was just starting a new job. She lamented the fact that she had to sit through an entire week of orientation training.
“Wow, they still do that?” I responded.
She said she just finished the fourth day of the training and it was brutal, boring. To her point, most of that information would just be lost or forgotten trivia shortly after the training sessions. But I suppose this approach alleviates the training organization’s responsibility. Once you expose the students to it, it’s simply up to them to learn and absorb it.
It makes sense to have some orientation as a group for newbies, but to cram everything into one session at the beginning doesn’t make any sense. What about doing the following instead:
- Hit the main/and crucial points (anti-sexual harassment, benefits information, safety, brief rah-rah about company philosophy/policy) in a one day session. Give everyone their continental breakfast with bagels, croissants and fruit.
- During the session point out or give the students a reminder of where to get training and information about the different areas both online or in actual face to face sessions.
- Set up a training plan and schedule for individuals that covers both general company/organization information and specific job related information. The latter is the responsibility of the manager and immediate parent group. It’s a pain in the ass, managers, but it is your job.
- Most importantly set each new employee up with one or two buddies and mentors. Make mentorship an job responsibility expectation for all company employees. These mentors are responsible for meeting with the employee, more frequently at first, in order to gauge their progress. The mentors should have a checklist or progress plan for the new employees to check whether or not they’ve completed training or reviewed guidelines for their area or role. I think having a mentor specific your job role would be important as well. This is someone who a new employee can shadow to learn about specific group or job role training items. My first group at my old job did an excellent job of facilitating this buddy training.
- Finally, actively cultivate a culture of social learning through networking. Younger and newer employees who haven’t be indoctrinated by a culture of competition and hoarding information seem to take to this more naturally.
The best jobs I’ve ever had actually provided the above training/mentorship in some shape or form. I think that there’s the old Protestant Work Ethic assumption that learning is not work, and that you’re not supposed to do it on company time. It’s a stupid assumption, I know, but old habits in old dogs are hard to break. I think that some forward-thinking companies are now challenging this assumption. They now see learning/training as the vehicle that allows their employees to become more productive in a shorter period of time. They also view learning and sharing as a key element to fostering creativity and innovation amongst their employees, but wherever you have management who only cares about the appearances of productivity (not a bright bunch to begin with) and short term goals, you won’t find a culture of learning an growth.
Tags: 3D, Blackboard, Learning Management System, Learning Spaces, LMS, Second Life, Virtual Learning, Virtual Learning Spaces
I found a Blackboard booth… ironic isn’t it?
If you combined Second Life with Blackboard, you’d get… anyone, anyone?
Our experiences with blackboard have been somewhat limited. Their communication and chat tools didn’t work very well. There system seems fine for people who only want to communicate via e-mail or forum, but that is so 1990’s. I found it interesting that they had a booth presence in Second Life.
Well, on the other hand, it’s good to know that Blackboard is at least aware of Second Life.
So far in my exploration of Second Life I’ve come the following conclusions about introducing or applying Second Life for educational purposes:
1. Makes sure initial participation is voluntary – the learning curve on Second Life is so high that it will frustrate even those with moderate tech savvy abilities. Draw in the people who are really curious and motivated to use it first. Grow this group of people as SL experts and mentors. Still, encourage all folks to try… just because something is ‘hard to do’ doesn’t mean that it isn’t worth while.
2. Teach students how to teleport to a location – give them initial instructions on how to get to the first meeting point.
3. Provide interesting orientation activities – take a field trip as a group in the “NMC Orientation” to learn the basics of moving, talking, using inventory, changing appearance, etc. As a leader you can provide a walk through tour of the orientation area (just to show students where everything is). But you should also encourage students to return and practice some of the things on their own. You can even set up a task list of things that participants need to complete by week 1, etc. Also have appointed meeting times in SL so participants can interact with each other and even share what they’ve learned or made.
4. Participate socially – attend live learning events in SL through the SLED calendar. The best part of Second Life is interacting with other SL inhabitants and even learning from them.
5. Encourage students to share their learning with each other – Second Life and the tool interface is so complex that one person can’t effectively and quickly learn all the features. If learners share what they’ve learned with each other they can ramp up quickly.
I would love to set up a social learning group in SL that focuses on how to communicate and build things. I’m thinking I can get a few people to do this. I’d even be willing to help orient some people on how to use the features and tools.
One thing, that sort of perturbs me is the land costs. From what I’ve read, land costs in SL have grown because of speculation. Crazy isn’t it? I guess virtual ain’t free.
I found this great piece on Nethack: 15 steps to Cultivate Lifelong Learning
I thought that this list had some nice suggestions for keeping the passion for learning alive.
UNESCO characterizes 21st Century education as being education geared to developing lifelong learners. It’s no secret that these types of learners are usually the best innovators, problem solvers, etc. I suspect an indirect consequence of being a lifelong learner is that you are able to solve not only professional issues but personal ones as well. Well, at least we can only hope.
I started putting together a list of characteristics of lifelong learners. It’s not complete, but it’s a start.
Lifelong Learner Characteristics
- Are insatiable knowledge seekers – they continually seek learning experiences or opportunities to improve their knowledge and skills
- Are social learners – Lifelong learners learn both from and with others. The will take classes or look for social groups. They usually seek out acquaintances who are better or more knowledgeable in fields than they are
- Don’t simply just take in information – they analyze, synthesize and or apply what they’ve learned
- Are teachers themselves – lifelong learners usually openly share what they know because they understand that having open networks actually gives them more access to the information from others.
- Never think of themselves as the ultimate expert in anything
Tech Learning Blog Rant: He makes a good point… Digital Native/Immigrant distinction may just give some teachers an excuse not the cross the bridge. If you read to the comments on this post a responder notes that some teachers fear pushing newer technologies because they fear loosing their jobs. Is this the case? Why so? Isn’t fear a kicker?
Training Teachers Who are Terrorized by Technology: This is a really helpful article about dealing with common questions or protests about using technology in the classroom. One of the questions was “how can I manage computers in the classroom?” The tech teacher notes that they actually train teachers to use applications along with the students. This way the teacher can feel comfortable about using the technology as their students use it.
Fear of Technology in Schools: Dave Chakrabarti chocks up parents (and teachers) fears of technology to the fact that parents fear the lack of control as children are more facile at using technology than they are. I don’t know about other families, but in our family, my father put our lack of fear of technology to his advantage and allowed us to set up any of the new tech gadgets we got like the VCR, the Remote Controls, etc. That way he didn’t have to read the manual and he could just have us explain how the gadgets worked. Maybe this is what parents should do with their children and new technologies… but then again that requires a great deal of trust. In Dave’s posting, dave notes that a teacher who set up a blog was blocked by the school because they though the blog’s presence on the web compromised the students’ safety. The teacher’s response was to shift her focus on to teaching safety on the internet. Smart Teacher; talk about making lemons into lemonade. That’s cool!
Technology: To Use or Infuse: This article discussed some to the common trends in tech integration into the schools and how these may have led us down wrong paths to true integration of technology for educational purposes. It’s true that computers provide us with greater opportunities to learn how to solve “open-ended” problems. Students can be presented a problem, brainstorm solutions then use the internet to gain knowledge and perhaps even contact experts to help them solve the problem.
As I read these articles I became acutely aware of my own tendencies to over-explain things when it comes to technology. Also, I think I’ve developed this automatic response to any audience – I assume that they’re going to resist the technology I propose. I feel like I’ve allowed this assumption to cloud my decision making and choices. I always opt for first teaching those who are fearful and afraid rather than also address the needs and desires of those who are already willing to learn.