In my new role as Lecturer in Blended Learning, a part of my role is staff development. Staff development has always been a part of my roles, both in how do you do staff development in a networked world?
It was one of the big questions at the national AITD conference on training and development where I was invited to be a keynote. Much of the discussion in the keynotes and sessions where how traditional trainers/developers could adapt their traditional approaches capitalise on working and training in a networked world and in networked organisations.
Some issues overheard:
- Traditional training is unpopular. Staff don’t want to give up time/other activities.
- Traditional training lacks the ability to customize, not personal, not just-in-time
- Not every trainer is an expert in every aspect of the company’s operations
- How do you measure networked staff development?
- How do you measure your contribution to organisation, if you can’t tick off training sessions, coaching interventions, resources created…
- Senior management need convincing on the power of networked organisations
- There will never be enough IT trainers to help everyone
And even though I wouldn’t call most higher education institutions networked organisations just yet, there are nascent networks inside them. These will become more important as the impact of the networked, information abundant world on this sector grows (as it has with the music, publishing and newspaper industries). Networked organisations are more flexible and adaptable. And so we as academic developers can look through the lense of the T&D professionals and see that we struggle with the same issues.
A networked professional has a Personal Learning Network
I’ve long thought that it is impossible to truly assess the potential of networked technologies for learning, when you only learn about them in a 2 hour workshop.
I’ve done many a Twitter, LMS (Moodle, Blackboard, etc), Facebook workshop and the traction is… Continue reading