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October 14, 2013
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High performing individuals, teams and organisations focus on exploiting development opportunities in the workplace because that’s where most of the learning happens. Extending learning into the workplace can be achieved in a number of ways. By adding learning to work, by embedding learning with work, and by extracting learning from work. Similar models have been

August 12, 2013
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Most people get it. Classes, courses and curricula – structured learning events – don’t provide all the tools in the toolkit. They’re bit-players in a much larger world of organisational learning and performance. The part that formal, directed learning plays in overall organisational capability may be important at times, but organisations aspiring towards Peter Senge’s

June 24, 2013
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Over the past few years the 70:20:10 model for development has captured the imagination of organisations across the world. Some organisations apply 70:20:10 principles to targeted and specific development solutions. Others use it more strategically as a way to help them rethink and reposition their wider learning philosophies. The 70:20:10 framework is a simple concept

April 1, 2013
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Donald Taylor recently published an article titled ‘What does ‘LMS’ mean today?’. In it Donald posited something I’ve been advocating for years. It is this. Learning can only be managed by the individual in whose head the learning is occurring. Of course external factors – such as other people (especially your manager and your team),

February 14, 2013
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A decade ago the Corporate Executive Board published a report detailing the findings of a study into the role managers can play in employee development. By almost any standards the sample in this study was large – 8,500 cases drawn from 14 organisations across six industries in nine countries. One clear finding presented was that: