S2 Q9) Best bottom-up learning implementation. Or, at least, my most memorable one. (apologies to @LnDDave)

I pondered the answer to this question for a while because it's been some time since I did any real bottom-up learning, but I drew on one of my experiences in the Army Reserve as an example, and arguably the one I am most proud of although I won't lay claim to the original idea, only its implementation for some of my soldiers.

Q7) "doing stuff " at work or "learning"? A longer post, just for @LnDDave.

When I read this question (which I mean to answer last week), I was reminded of an interview I had after getting out of my college Graphics Program about a million and a half years ago - long before I considered my part-time training work to be anything other than just that.

When the rather terse interviewer asked me what I expected out of the job, one of the things I said was that I wanted an opportunity to learn something.  His response was something along the lines of "oh, you're not here to learn. You should know everything you need already to get started."

Needless to say, I didn't get the job...and thank heavens for that.

With respect to Clive's statement, I (sorta) disagree, but let me first talk about the leaders.

Q6) Courses, not resources: where not to do it, and Q6a) What are we doing to change?

Q6) BBC turned away from courses and toward resources. Are their organizations where this would not be effective

I can see organizations that are heavily regulated or have strong compliance requirements remaining largely in the course model. I'm thinking of organizations where lack of "training" may translate into a genuined risk to individuals, organizations, or the environment.  So, orgs like Airlines, some primary Healthcare providers, or maybe even the military, although I'd love to eventually be proven wrong on all counts.

Q6a) If you are working towards this vision, what steps are you taking?

Our catalyst was the change 2 yrs ago to partner as a reseller for a rapid e-learning development platform. It gave us some serious flexibility in asset development that wasn't present in our previous dependence on tools like Flash. I know I am also trying to influence the decision-makers, select clients, and our account execs on how we can position these resources as a stronger service offering that reflects a more realistic model for how people want to learn in the workplace.

Lrntect Q1 Response

Q1) Shepherd says “As none of these [learning methods, learning media, the science of learning] is intuitive and obvious, the client cannot be expected to have this expertise. And for this reason, it is neither sufficient nor excusable for the learning architect to act as order taker.” What are some ways you avoid being an order taker

Our first defense against order-taking is knowledge and ongoing learning. It has been my experience (personally and from observation) that if you get to a plateau with skills or execution, you can only respond by "filling orders" based on previous, apparently similar requirements. So if you don't bother staying abreast of new developments or alternate approaches, you will be stuck in a world of "thats the way we've always done it.

I also believe that order-filling is a result of a failure to fully understand the nature of the needs of the client and/or the learner. In these situations, our desire to give the client "what they asked for" in the chase for billable services outstrips our responsibility to give them "what they really need".

On a more aggressive stance, at what point do we decline these "McCourses" when the client cannot be swayed from their stance? Do we simply bite our tongues and do it, or realize that the relationship is not going to be a win-win and walk away? I realize this gets into a whole other topic of client influence and business development, but do we keep perpetuating bad practice for the sake of revenue?