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by Marc Rosenberg

Training activity that doesn’t produce business value is primarily wasted. Here is the story of a training organization that believed it was creating value, but saw it in terms of its own desires, rather than servicing and supporting the key needs of the business, as defined by the business. Scary stuff. Don’t try this at home.

Column   |   January 14, 2014
21    1

by Jane Bozarth

As 2013 fades away, take time to remember and apply what we learned. Here’s a summary of some key ideas from Nuts and Bolts.

Column   |   January 7, 2014
21    1

by Marc Rosenberg

Does everything that’s done in the name of learning always make sense? Here are 11 stories about performance improvement gone awry, from getting away (far, far away) from the office to total makeover to the edifice complex and more. Enjoy!

Column   |   December 10, 2013
24    2

by Jane Bozarth

One of the most basic, seemingly most simple, elements of instruction—giving directions—seems like it ought to be so easy. Unfortunately, “simple” often turns out to be anything but “easy.” Giving clear instructions is something of an art, and here are some resources to support mastering it.

Column   |   December 3, 2013
15    0

by Marc Rosenberg

A house is no better than the foundation under it, and the same is true for eLearning: if the infrastructure won’t support it, you’ve got (expensive) trouble. Learn from this example that is currently creating so much concern in the US.

Column   |   November 12, 2013
19    3

by Jane Bozarth

Video plays a big part in classroom instruction; instructors lead learners through discussion and processing of the content. But video in eLearning is most often passive: no discussion or processing. By setting the stage, encouraging comments, asking for reaction, and giving the camera to the learner, you can turn video back into an engaging, socially facilitated activity. Here’s how!

Column   |   November 5, 2013
43    0

by Marc Rosenberg

”Smile sheets.” “Happy sheets.” We often hear level-one evaluation (the learner’s reaction to instruction) dismissed as trivial or unimportant. But maybe we’ve been asking the wrong questions. Here’s why level one is important—and how to do it in a way that provides insights that matter and that supports correct assessment of your work.

Column   |   October 8, 2013
32    0

by Jane Bozarth

We know, as designers, that a bulleted, text-heavy display of information is neither interesting nor compelling to most learners. What would make for an interesting or surprising look? What would break beyond the usual linear, bullets-in-a column structure? Consider the alternatives from designer Tracy Parish suggested in this month’s column.

Column   |   October 1, 2013
37    2

by Marc Rosenberg

Sometimes a trip down Memory Lane is worth making. The differences you remember between the best and the worst educational experiences you’ve had can be excellent guides to making better experiences for the learners in your organization. You can even turn the memories into a course- improvement checklist. Here’s a guided tour through those experiences.

Column   |   September 10, 2013
20    0

by Jane Bozarth

A good treatment moves a program from being a presentation to being an effective way to influence workplace performance. Here are two outstanding examples of better-than-good treatment that don’t depend on technology, money, or skill with any tool. This column could seriously change the direction of careers.

Column   |   September 2, 2013
38    4