500 Tips for Developing a Learning Organization (500 Tips) by John Peters and Phil Race Abby Day

By John Peters and Phil Race Abby Day

The luck of hugely theoretical and anecdotal books on studying enterprises has fueled the necessity for a realistic and easy-to-apply consultant to the subject. within the best-selling variety of the five hundred counsel sequence, this books deals up-to-the minute recommendation for managers eager to strengthen their association into one who is concentrated on person studying as a path to organizational good fortune. With specialist counsel for every type of association this inspirational consultant offers a no-nonsense precis of ways to create a studying association.

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6 Think about the ownership issues. For example, if the materials are designed for people to write all over them, filling in answers to questions, entering calculations, sketching diagrams, and so on, they are likely to get a high degree of ownership of their learning from the materials. 7 Look at the layout and structure of the materials. For people in your organization to trust learning materials, the materials should look professional and credible. People should be able to find their way easily backwards as well as forwards through the materials.

Turn these into case studies with which to train other people, so that the lessons learnt from unfortunate happenings are translated more widely into the experience base in your organization. 10 Advocate the value of unconditional positive regard for people. Even when it may be necessary, in a learning organization, to be critical of people’s actions, it remains possible (and highly desirable) to value and approve of people themselves. Use examples in your own experience about how well people respond to feeling valued, and how this can make fast and dramatic changes to their actions.

7 You get feedback on how your learning is going. The feedback responses to task questions will confirm whether you are getting the hang of the material. When you get something wrong, the feedback may well help you to find out why you did so, and won’t just tell you what the correct answer should have been. 8 You can decide what to skip altogether. For example, if you think you can already achieve a particular learning outcome, you can have a go straightaway at the related tasks or exercises. If you know you can already do these successfully, you can skip them and go straight to the feedback responses to check that you would have succeeded.

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