Learning Rants, Raves, and Reflections.
Learning Rants, Raves, and Reflections, by Edited by Elliot Masie, Book, 2005, Pfeiffer & Company, $32.
Caution: Do not wait to order this book, unless you like reading history, as the relevancy of rants and raves on topics of learning technology can be a fast-moving target.
Elliott Masie has been on top of the corporate learning and technology game for decades. The fact that his consortium-think tank has had continued high visibility even after the dot bomb and 9/11 speaks volumes. His company's recent conferences are by all accounts a successful bringing together of the top minds in corporate training.
Bringing keen minds together is a key factor in Elliot's success as a leader of the training industry. He has strengthened his role with this book of training rants, raves, and reflections from other leaders. It is a good read for anyone involved in guiding and promoting learning within an organization.
Diverse, thought provoking pro·vok·ing
Troubling the nerves or peace of mind, as by repeated vexations: a provoking delay at the airport.
The book consists of 17 thought-provoking chapters that appeal to a variety of interests. I recommend this as a reader for a college-level educational technology/management course. (Wake up, higher ed, and smell the relevancy.) But most importantly Adv. 1. most importantly - above and beyond all other consideration; "above all, you must be independent"
above all, most especially , this book helps executives or would-be executives think through technology and learning initiatives.
Masie's introductory chapter could easily be published as a wall poster and marketed as inspirational in·spi·ra·tion·al
1. Of or relating to inspiration.
2. Providing or intended to convey inspiration.
3. Resulting from inspiration. office hanging. This chapter provides a quick summary of the book's key take-away take·a·way
1. A concession, as in a lower level of health benefits, made by a labor union to a company in negotiating a new contract.
* Stop using silly numbers. Measure what counts. This is a reference to the statistics Learning Management Systems crank out crank 1
1. A device for transmitting rotary motion, consisting of a handle or arm attached at right angles to a shaft.
2. A clever turn of speech; a verbal conceit: quips and cranks. such as how many courses an individual has taken--instead of what he or she learned.
* Evaluation: Get to Level Four! Now!
* Forget about counting e-learning dropout (1) On magnetic media, a bit that has lost its strength due to a surface defect or recording malfunction. If the bit is in an audio or video file, it might be detected by the error correction circuitry and either corrected or not, but if not, it is often not noticed by the human rates. Unless there is a penalty for not finishing, learners will take what they want and put it to work.
* Make rapid e-learning development work now. This is a trendy topic, but it ignores the importance of quality standards.
* Celebrate good teachers.
* Create a workbook work·book
1. A booklet containing problems and exercises that a student may work directly on the pages.
2. A manual containing operating instructions, as for an appliance or machine.
3. reading club--incorporate books into e-courses.
* Build reusable re·use
tr.v. re·used, re·us·ing, re·us·es
To use again, especially after salvaging or special treatment or processing.
re·us learning objects and make them small.
* Use quick "do-it-yourself videos--share company experts while they are still hot.
* Usability testing Usability testing is a means for measuring how well people can use some human-made object (such as a web page, a computer interface, a document, or a device) for its intended purpose, i.e. usability testing measures the usability of the object. rocks! Educators could improve their product if they formalized for·mal·ize
tr.v. for·mal·ized, for·mal·iz·ing, for·mal·iz·es
1. To give a definite form or shape to.
a. To make formal.
b. and deployed user-testing programs, especially for distance learning courses, which require sensitivity to the technical literacy of the learner. (See my review that addresses this topic.)
A number of the contributors touch on the mission of the learning organization in terms of its relevancy to the business. Lance Dublin's "Messing with the Primal pri·mal
1. Being first in time; original.
2. Of first or central importance; primary.
pri·mali·ty n. Forces of Nature" calls corporate education the Rodney Dangerfield Rodney Dangerfield (November 22, 1921 – October 5, 2004), born Jacob Cohen, was an American comedian and actor, best known for the catchphrase "I don't get no respect" and his monologues on that theme. profession because executive management never seems to give it the respect it deserves.
Dublin places the responsibility squarely square·ly
1. Mathematics At right angles: sawed the beam squarely.
2. In a square shape.
3. on the shoulders of learning managers for the failure to talk in the language that business understands: profit, cost of sales, time to proficiency pro·fi·cien·cy
n. pl. pro·fi·cien·cies
The state or quality of being proficient; competence.
Noun 1. proficiency - the quality of having great facility and competence , and other key business indicators. He is amazed a·maze
v. a·mazed, a·maz·ing, a·maz·es
1. To affect with great wonder; astonish. See Synonyms at surprise.
2. Obsolete To bewilder; perplex.
v.intr. at how few learning professionals have an MBA MBA
Master of Business Administration
Noun 1. MBA - a master's degree in business
Master in Business, Master in Business Administration . He challenges them to work towards making learning more effective instead of trying to understand what learning is.
I would have appreciated some examples to provide more depth to this rant, however. Why complain about the overuse overuse Health care The common use of a particular intervention even when the benefits of the intervention don't justify the potential harm or cost–eg, prescribing antibiotics for a probable viral URI. Cf Misuse, Underuse. of Kirkpatrick's four levels when you could be telling corporate educational leaders (like their higher education higher education
Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. counterparts) that they may simply be focusing on the wrong two Kirkpatrick levels and should be selectively spending more resources on the last two, finding out how training transfers to changes in job performance and how that in turn affects key business indicators?
Too few MBAs? Try too many!
Dublin also fails to strengthen his argument for the need for more MBAs in corporate learning. On the contrary, one could make an equally convincing argument that companies have too many MBAs. Instead, Dublin could have suggested ways for educators to collaborate and learn from business leaders to determine relevancy for the training department.
I wanted more on the topic of business relevancy; Dublin shifts his emphasis later in the chapter and tackles the relevancy of electronic learning, placing it in an historical context. He concludes by reminding the reader that there is more to learning than just courses and that when it comes to electronic delivery of learning, the leader is Google.
The subject of achieving departmental respect is also the focus of Beth Thomas' chapter, "Dining with the Executives." The head of retail training for Bank One, Thomas gives tactical advice on selling the department's mission to executives. She suggests you stay away from using technical lingo Lingo - An animation scripting language.
[MacroMind Director V3.0 Interactivity Manual, MacroMind 1991]. , focus on your company's points of pain, and talk to business leaders in their language: adding profit and shareholder value. Finding an executive sponsor to help you attain support and engineer your department's success is of paramount importance.
And she stresses that you must get to level four evaluations in order to dine with your company's top executives. It would have been wonderful had she shared her experiences with conducting level four evaluations. Instead, she gushes about the value of shadowing and the use of mentors. The discussion lacks any specific examples from her nine years at The Limited, where she was manager of the Enterprise Learning Center. Tell us stories showing how mentors help employees through the trials and tribulations of corporate life! Can job shadowing or mentoring programs survive the budget-cutting process unless success stories are shared and quantified?
E-learning is under constant pressure to use more creative interactivity to engage the learner. It's ironic that Masie did not insist on more creative packaging of his book. Why the dry "reader" format? Where are the color pictures, diagrams, and illustrations? How about a picture of Masie and each contributor? The book is missing tabs that would enable executives to pull it off the bookshelf at relevant moments and easily find the appropriate topic. If you are an avid reader and need more food for thought, this book should be sitting on your office coffee table or on a shelf of your training library.
Other notable chapters
Here are a few more comments on chapters that stood out for me.
Is your department picking a new e-learning vendor?
Scott Sutker's piece on vendor-partner relations is an important contribution, especially the "Partnership Pledge."
Is there a new technology your department must have to accomplish its goals?
A reflective piece from Larry Israelite provides a personal narrative that I can relate to. Most executives need reminding that hardware is no more than the delivery device. "They are just part of the set of tools the designer uses to construct an effective learning experience." Too often, the new toys absorb us. Israelite makes a similar argument about the latest craze, using games for learning. He concludes, "The designer in me constantly reminds me that the audience, learning environment, instructional outcomes, and the content itself drive media choices."
What about the next generation?
IBM's Nancy DeViney provides a nice summary of an approach companies need to adopt to make their learning initiatives more relevant for today and tomorrow's employees. She provides the prudent reminder that the next generation is already using technological tools for just-in-time information sharing See data conferencing. and learning. They already use video and computer games, search engines, instant messaging Exchanging text messages in real time between two or more people logged into a particular instant messaging (IM) service. Instant messaging is more interactive than e-mail because messages are sent immediately, whereas e-mail messages can be queued up in a mail server for seconds or , file swapping See peer-to-peer network and file sharing protocol. , and cell phones at a young age. What tools will they expect to be available in the workplace?
Did they really have training simulations of a plane crashing into the White House before 9/11?
Training Secret Service agents sounds very cool. That is what Paul L. Nenninger has done for some 26 years, and he writes about it in the chapter, "Simulation at the Secret Service." He begins with the assertion that since 1998, they have been training for an incident where a plane crashes into the White House.
He makes a strong case that simulation training is better than an actual re-creation. I was fascinated with Nenninger's explanation of the Secret Service's use of off-the-shelf video games See video game console. like Doom, Rainbow Six, and Flashpoint. He notes that many of the changes needed to make the games more realistic were available as a "mod" (modification) on the Internet. Allowing learners to fail and learn through discovery is a primary advantage of a simulation lab.
In Learning Rants, Raves, and Reflections Elliot Masie has put together the right people on the right topics at the right time. If you want a glimpse of learning department initiatives in companies like McDonald's, are considering the next technological challenge like mobile learning, or simply want help reflecting on the past and future of learning technologies, purchase this book.
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Review by Jon Aleckson
Product Ratings Learning Rants, Raves, and Reflections Value of Content **** Self-Study Value *** 1/2 Instructional Value *** 1/2 Value for the money *** 1/2 Overall rating *** 1/2