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The common problem with data, models and analysis - is that our bias may hinder the effectiveness of each.
What models are hindering the corporate training function?
How does the business model for the corporate training function include the outcomes realized by its customers?
Would it be desirable to have such a model? What challenges would a model like this create?
Here is a definition of addiction - https://www.mentalhelp.net/articles/definition-of-addiction/
Addiction is the repeated involvement with a substance or activity, despite the substantial harm it now causes, because that involvement was (and may continue to be) pleasurable and/or valuable.
Here is a quote from the linked article - "We need person-centered, individualized treatment based on careful multidimensional assessment and then collaborative, shared-decision making with patients and clients that empowers and attracts people with addiction into recovery. We need more real-time, outcomes-driven, measurement-based practice."
As learners, educators, managers - are we addicted to workplace learning activities?
Do we as learning leaders need to implement a **person-centered, individualized performance plan based on careful multidimensional assessment and then collaborative, shared-decision making with employees and clients that empowers and attracts people with the need to change into more effective ways of performing. We need more real-time, outcomes-driven, measurement-based practice.
This article details the disruption of the healthcare market related to accountability.
The author urges - "planning, partnerships, and nimbleness"
These are three words of wisdom for the learning industry - how are we (intentionaly) heeding them?
How do we assure the success of engagement? What is the difference between engagement and entertainment?
What innovations would you support for those with chronic performance conditions?