Transformational change has a poor track record of success and perhaps now more than ever we need to revisit our approach to some of the underlying models that we’ve relied upon for so long.
I’ve written before about the various studies showing that almost 70 percent of large-scale change programmes fail to meet their goals. That’s right – study after study reveals roughly the same facts: that only three out of ten transformational change programmes will meet their stated goals.
Technology is all around us. Technology drives our lives. Technology makes our lives easier. But can technology also make us dumb? That’s a strange concept – but read on...
The Power of the Pen
According to research by Mueller and Oppenheimer at UCLA.
students who took lecture notes longhand had a deeper understanding of the material. That’s a pretty damning consequence for all the electronic-mac-enabled-kindle-note takers.
Mueller and Oppenheimer suggested that taking notes
The classroom has come under pressure of late. Considered expensive by some and containing poor content by others, the classroom has had its fair share of ups and downs – but if delivered at 1000 mph, classrooms can serve a variety of purposes.
The Learning Survey 2014 from the Learning and Performance Institute contains a comprehensive range of trends affecting the learning and development arena. Within the report there was some mixed information regarding the use of classrooms
Way back in May 2013 I wrote about “Why engineers should be running L&D’. It seems I was wrong – very wrong – and I’m here to put the record straight.
In my earlier post I wrote that:
“Engineering is a discipline that’s based upon fact and analysis and the clear application of both in order to solve known and agreed problems.
Working closely with engineers for many years has taught me the value of their rigorous training and education. For example: