Train2Gain

Please change email

noreply@blogger.com (Sylvawood) — Mon, 24 Aug 2015 21:52:00 +0000

We are about to move and close our current email, so thought it was a good idea to warn people asap. Can you please change our email in your list or address book to:

sylvawood@kowhaicottage.com

Our Xtra email will cease to be on Friday, September 25^th. The email above is in operation NOW.

As from 25^th September our address will be:

578 Woodbury Road

Woodbury

Geraldine RD21

South Canterbury 7991

New Zealand

Heather Sylvawood

7 Kowhatu Grove

Pohara RD1

Takaka 7183

Ph: 64-3-525-7073

Heather Sylvawood Amazon Books

FW: Lovely YouTube video made by Freeville kids

noreply@blogger.com (Sylvawood) — Thu, 07 Nov 2013 21:24:00 +0000

Take a look at this lovely video created by Freeville kids. They deserve to have this go viral. Can you help?

http://youtu.be/O1Lq2Cwac10

All it takes is a Like and a Share on your Facebook page, or Twitter it. Make the day of these kids and their enterprising teacher.

Sylvawood (Heather)

Cell: 64-21-251-2141

Pohara RD1

Takaka, NZ 7183

Real Estate Rollercoaster Blog

Facebook connect here

Under the Stars Blog

_____________________________________________
From: Tre & Heather Sylvawood [mailto:heathertre.sylvawood@xtra.co.nz]
Sent: Friday, 8 November 2013 8:42 a.m.
To: tres@takakaprimary.school.nz
Subject: Lovely YouTube video made by Freeville kids

Share this Tre. It ought to go viral

http://youtu.be/O1Lq2Cwac10

Freeville kids used puppets to say this about their circumstances. Just love it.

Heather and Tre Sylvawood

7 Kowhatu Grove

Pohara RD1

Takaka 7183

Ph: 64-3-525-7073

Challenges of change

noreply@blogger.com (Sylvawood) — Sun, 17 Jun 2012 20:50:00 +0000

The internet and the programs that make use of it are in a constant state of change. You accept an update (usually suggested as a 'security' update), and hey presto something else no longer works. This has been the case with blogspot - suddenly getting in to edit a post is not longer available - or crashes when you try. The problem error messages assure me is Firefox. That is the internet browser program I usually use. But here I am working in IE and the same thing is happening when I try to access/edit an older post. So I will wait patiently until the programmers detect the tiny bit of code that is in conflict with another tiny bit of code and solve the problem.

Change is also one of the challenges in the area of training. No sooner have you designed a course to cover the current parameters in your industry, than hey presto a new machine/process/set of government requirements are invented. First your research and reading has to keep up with every possible change that is adopted by your industry. Then, just like the programmers, you have to search through your course material for any contrary mention or lack of mention of the change.

This is where industry-based associations are so valuable. They take off some of the stress of monitoring everything and dish up the changes in summaries. You can then choose where to go to find out the details. They act as 'scouts' leading the way safely through the jungle of change.

Sometimes paying the annual fees may seem like a lot of money for very little gain, but the cost of NOT being informed may be greater:

Loss of course credibility if your material is not up-to-date!
Being left behind in knowing what the industry is actually adopting or where problems are occurring.
Leaving you out of the loop in talking to industry and asking the right questions.

All of the information industry organisations provide not only keep you informed, they keep you involved in the industry you serve. That's what maintaining a training course is all about. Being seen to offer more than your trainees could have gained elsewhere.
- Heather Sylvawood, http://www.edutechkm.com/

Financial literacy under the microscope

noreply@blogger.com (Sylvawood) — Wed, 13 Jun 2012 21:40:00 +0000

For the first time since the Programme for International Student Assessment (PISA) began across international countries, the financial literacy of 15 year-olds will be assessed. In New Zealand 180 schools (about 5,500 New Zealand students) have been randomly selected, and marking will occur in September and October.

PISA is a large international study of the mathematical, reading, scientific and financial literacy capabilities of 15-year-old students around the world. It is a collaborative effort among participating countries (65 in 2012) commissioned by the Organisation for Economic Co-operation and Development (OECD).

The interesting thing about the PISA study is that it focuses on not the absorption of knowledge but how the selected 15 year-olds are able to:

Meet the challenges of the future
Analyse, reason and communicate their ideas effectively
Develop the capacity to continue learning throughout life

Then from the data the study hopes to find out if there are some ways of organising schools that make them more effective than others.

In many respects this last goal mirrors the policies of the current New Zealand Government. Ostensibly, national standards and performance pay are to give an incentive to lift student achievement. But in what?

NCEA units are prescriptive in their achievement targets, and to ensure the most students achieve the greatest number of the standards, the skills that will help them meet the challenges of the future can only be an ‘also-ran’ – something to be done if there is time after teaching the basics.

If 15 year-olds are to learn to analyse, reason and communicate their ideas effectively then they must have a clear understanding of how the skills they are learning relate to their future. They must also grasp that this is only the first stage in their lifetime of learning and developing skills. Too many young people in this age-group are already turned off school (learning) because they see it as having no relevance to them. All they want to do is leave school and start earning.

That’s where financial literacy is really required. But is it on the school curriculum? Primary maths teaches about currency, and some secondary home economics and economics classes include budgeting and other financial information. However, not everyone takes these classes. So where does it fit for the other 15 year-olds?

Of course, the first issue is: what questions/tasks will be used to assess financial literacy?
Has it been designed to remove any skew from cultural bias? (I wonder if this is ever possible.)
And pivotal to the financial literacy outcome is: how does PISA define ‘financial literacy’?

I shall watch with interest to find out where New Zealand sits on the financial literacy scales.

Heather Sylvawood, Director, Edutech KM Ltd, www.edutechkm.com

How important is social media in training?

noreply@blogger.com (Sylvawood) — Mon, 07 May 2012 03:21:00 +0000

I’ve been reading widely on the ways trainers have been integrating social media into online and off-line courses, and my feeling is that trainers who use it are:

Already using social media themselves in their out-of-hours lives
Are teaching subjects where trainees are likely to believe they can research the topic themselves
Work with trainees/students for whom literacy is not an issue
Train groups who can easily afford and access online technology

And before anyone jumps in and points out that it is the rare young person who does not own a cell phone, let me illustrate my point. I was involved in designing face-to-face training for a group of trainees who:

Live in rural New Zealand
Come from families with limited resources apart from telly, DVD players and cell phones
Are sometimes challenged with literacy

We designed an experiential activity in a pilot where a member of a small group had to phone an expert on a cell phone to elicit information to help them write a report (basically notes that they would speak to). What we failed to realise was that no one in the group felt comfortable actually phoning someone on a cell phone. They texted in txt language even during the course, but never used the phone to actually speak into. That cell phone was passed like a hot potato around the room until one of them finally agreed to try. It was an amazing success for the young man with the courage, but certainly challenged our assumptions about cell phone confidence.

Social media probably can be and is used as a research tool in more formal courses, but there is a still, I believe, a rather large gap between the social media learning opportunities within formal courses and those that can be used with less resourced groups.

Heather Sylvawood

www.edutechkm.com

heather@edutechkm.com

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Practical versus passive?

noreply@blogger.com (Sylvawood) — Sun, 29 Apr 2012 21:16:00 +0000

In the developed world we have tended to look at learning as something you do in a formal situation. That situation may be out in the field where we have a ‘buddy’ or tutor assigned to teach practical skills, or in the classroom or lecture room.

As our society has mechanised practical activities, the training in the field has turned more into formal teaching, theory and testing. The more teaching and testing involved the higher are the barriers for people who just do not learn in that way.

In the process we have developed something akin to a ‘caste system’ in education. Bright, practical people are failing, especially boys whose physiological make-up is not geared to sitting still for long periods or absorbing information in a passive way.

Part of the problem is, in fact, the trend towards using the Internet and distance learning as the means for transferring information. Learning institutions have been pressured towards increasing their options for students in order to keep up in a competitive market. That means they have to reach out further – beyond their immediate location – to attract fee-paying students. Originally practical courses are having large chunks of their content turned into passive theory-based information.

Even if students are required to research material, they are likely to do it passively in front of the computer. Interactive learning games are still prohibitively expensive to produce for single courses, and still require the user to sit at a desk.

The books I read about adapting distance learning to suit kinaesthetic learners tinker with the options, e.g. using cell phones, Twitter accounts and Facebook to engage learners. Those activities don’t, however, use the body’s larger muscles, lung capacity and brute force.

Maybe the only option is to adapt to meet the needs of the greatest number, but how do we do that without creating an educational caste system?

I’d love to hear if there is a practical answer.

- Heather

Director

Edutech KM Ltd

(Nelson Office)

Ph: 64-3-525-7073

Mob: .021-251-2141

www.edutechkm.com

heather@edutechkm.com

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How much does personality affect learning?

noreply@blogger.com (Sylvawood) — Sun, 11 Mar 2012 20:41:00 +0000

I believe most people will agree that a person’s willingness to learn affects how much benefit they will get from any face-to-face course they attend. They may turn up to a course because they were told to do it, they thought it would be good, it will earn them more, help them find a job, or their friend is doing it. Their success, however, depends on their personality and the conclusions they have drawn about themselves and learning.

Even if they are willing and eager to learn, their ability to interact within a group without letting feelings of self-doubt, fear of being stupid when answering a question, fear of failure, fear of the unknown, fear of being embarrassed, may interfere with their openness to learn. Personality and personal experience will keep getting in the way.

Why personality? Personality is a person’s in-built emotional guidance system. It is how they deal with daily life, and comes into play in a big way when the person steps outside their comfort zone. If they’re a positive person, new experiences are less likely to faze them; if they generally react negatively to new things, then any course will be a challenge. Their personality/ego will be sitting at their ear filtering everything they hear and judging it ‘good, bad, or okay. If the person comes from deficit-based thinking very little will get the thumbs up. The ego’s filter is: “How will this affect ME?” The answer or decision about whether to accept the new information will be based on judgements like: “I might have to work harder ...” “No one will listen to me if I suggest this ...”, “That’s not the way we do it at work ...”

If attendees come on a course without any understanding about their personality and how it works or affects them, they are less likely to benefit from new information. Their minds are closed to new ways of doing things.
The world population is generally deficit-based. This is not good news for trainers.

Most of us are trained to think of what we haven’t yet got, rather than to be happy with what we already have. (Don’t get me started on advertising which picks up on this tendency of ours!) On the face of it, dissatisfaction with what we have might seem like a great motivation to improve. However, when you’re entrenched in deficit-based thinking it becomes your comfort-zone. You’re not goal orientated. You’re constantly waiting for the axe to fall, so it’s much safer to stay where you are. Often failure is better than success because ‘failure’ feels familiar.

In my experience, the best way to get past the negatives is to turn the course into fun. Stop worrying about ALL THIS STUFF they need to know. Use fun, challenging activities without winners and losers, and turn debriefs into moments of revelation. Give them the STUFF in written, audio or video ‘notes’! If they’ve enjoyed the course and got past their fears, chances are they might even refer to their ‘notes’ after the course. Oh ... and follow up personally with emails or text messages to encourage better take-up.

Best regards

Heather Sylvawood

Director

Edutech KM Ltd

www.edutechkm.com

heather@edutechkm.com

Who does 'learning' belong to?

noreply@blogger.com (Sylvawood) — Mon, 20 Feb 2012 03:16:00 +0000

To answer this question we have to ask ourselves several other questions.

Which party of the employer/employee relationship is supposed to benefit from the learning or training?
Is learning for long term or short term gain?
Should learning apply to work or personal development?

The answer to all three questions is: Both!

Learning is a partnership even if the employer is upskilling the workforce for company benefit. First the trainee (learner) must feel there is enough benefit in it for her or him to put the effort into learning new skills or knowledge; second, the trainee must feel confident enough to apply it once back on the job. They must also feel that they personally benefitted from the effort. That benefit could come in many shapes, feelings of satisfaction about their personal achievement, admiration from others, monetary benefit, personal recognition, the promise of more opportunities. Each learner/trainee will have a personal motivation that moves them forward.

Learning isn’t a pour it in, top it up and it goes into action. Learning requires attitude as well as aptitude. If the employee goes along to a course reluctantly only because they were told to, they will challenge everything that is said, look only for reasons why it won’t work at her/his work, and fail to apply any of their new learning to their job. Then all the learning in any course will not make changes on the shop floor. The new skills will be seen as something related only to the course, and the employer will not achieve the benefits for the company.

So whose responsibility is it to turn learning opportunities into company benefit?

· The employer?
· The employee?
· The trainer?

Okay – you guessed it – all three. Learning and success needs to be valued by the three because it is a partnership. Here are a few ways that trainers and employers might leverage attitude:

Employers: Institute a reliable system of communicating anyone’s training achievements. Make a point of personally congratulating those who pass a course, either face-to-face or via a phone call. Suggest new directions now that this goal is achieved. This can also be done by the HR or trainer on site, but “the boss” always carries more weight in the praise stakes. Measure productivity or a drop in waste so that if there are fewer production problems these too can be shared company wide. It is human nature to try to achieve more in less time. But make sure you are not putting out the message that more production is all you want. Stress the quality you want to achieve and link it back to those who have been training.

Trainers: Use stories to illustrate the potential achievement from the training, not just for the employer/company, but also for the trainee. Store up stories that you read about and learn to tell them like a storyteller. Even if they are not in the trainee’s own industry the trainee will see the parallels. Use motivational speach to pull the trainee onside. Uncover their goals and try to relate them to achievement in the course. Draw the parallels between their own goals and an improvement in productivity or quality as company goals. Take one small improvement in performance and cost it out as a benefit over a full year. The changes can be staggering!

- Heather Sylvawood, Edutech KM Ltd

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Will learners soon dictate their learning qualifications?

noreply@blogger.com (Sylvawood) — Fri, 23 Sep 2011 00:25:00 +0000

That option could soon be coming our way if universities follow the research of Philip Duchastel, Nova Southeastern University. He says that university education needs to adapt to the new eLearning technology in a number of ways.

Instead of the traditional approach, he proposes a new learning model that includes:

Students who define and pursue specific learning goals as opposed to learning explicit content such as from a textbook
University course creators who accept diversity of outcomes as opposed to demanding common learning results
Students who produce their own researched knowledge rather than the regurgitation of course content
Evaluation tasks that demonstrate knowledge application as opposed to knowledge assimilation based on routine course tests
Students who can demonstrate they can build learning teams (collaborative learning) as opposed to exclusive individual learning
Universities actively encouraging global communities (virtual scientific communities) made possible by internet technology

“This new interactive model of learning is most suitable to online education. The explosion in information makes ‘creating knowledge’ by learners themselves more important than the traditional imparting of knowledge by instructors, whether in the classroom or elsewhere,” he says.

An online model of learning based around discovery learning removes the onus on course leaders or tutors to define what are legitimate knowledge and approved sources. The students working in collaborative teams would have to provide the evidence that their arguments (presentations of information) come from legitimate sources. And, that the conclusions drawn from their research are logical given the evidence they have gathered.

Checks and balances
There are several checks and balances inherent in this model of learning.

1. First, there is the learning team. The online environment allows some quite rigorous debate to take place because there is no body language involved to skew the frankness, unless it’s taking place in a video format (like Skype groups). Team members will understand that allowing someone to come up with poor research will not aid their case. They will want to challenge and analyze the research themselves, and will follow-up anything that could be suspect.

2. Second, the students’ evidence of success is not so much on the amount of content or evidence they have gathered, but the conclusions they have drawn from the evidence or research. Any tutor worth their degree will be able to sit through a presentation and discern whether the evidence is sufficient and whether the conclusions drawn are valid. Very little marking involved.

Tutors would become brainstorm leaders and guides when groups were stuck. They would teach critical thinking skills rather than facts that students could find out anyway. Their weekly (online or face-to-face) tutorials could be model presentations of their own research, and their teaching goals would be to show how they applied scientific method to ascertaining the credibility of the evidence.

The issue of credibility of research and information is a valid one. We just have to look at the victims of online hoaxes to know that if everything looks legitimate we are likely to accept that it is. We have only to read about ‘rogue investors’ to realise that while everything looks like we would expect, we will overlook indications of wrong doing or ‘tall stories’. We also have to quickly ascertain what is purely for entertainment and what is worth giving time to. Critical thinking is a skill most needed today, online or off.

Strange bedfellow as it is, I would propose that intuition is also a human quality that deserves more credit in the way we evaluate knowledge. It can let us down badly, because we rarely want to disbelieve old knowledge or be forced to take on new knowledge that lies contrary to what we ‘know to be true’. However, the greatest advances in science have come from the scientists, explorers and astronomers who trusted their intuition and refused to be bound by old knowledge. They took a very little new knowledge (observation) and allowed their intuition to move them forward into the unknown. Intuition is to be encouraged in our new learners.

I believe the vast knowledge library provided to us through the internet will encourage the world to take dynamic strides into a new way of living, if we are prepared to accept it. What needs to happen is that the old way of judging a student’s worth, through his/her accurate regurgitation of theory from old books, has to change. And it has to change whether the course of study is provided online or off.

Online Nation, a 2006 report by Elaine Allen and Jeff Seaman, looked at ‘Five Years of Growth in Online Learning’. The authors say that in the US about one-third of higher education institutions account for three-quarters of all online enrolments. “Future growth will come predominately from these and similar institutions as they add new programs and grow existing ones.”

These figures seem to imply that the early adopters of online (eLearning) have become the industry giants among universities. However, how are they taking hold of the opportunities that eLearning provides, rather than turning old books into online copy, is unclear. Online courses need to include strategies that hook students in. The learners must become active partners in the learning process rather than empty-vessels-that-must-be-filled.

Online Nation describes the barriers to universities taking on online courses as:
1. Cost (both cost to develop online courses and the costs to deliver them)
2. Lower retention rates for online
3. That students need more discipline to succeed in online courses
4. Whether online degrees will be acceptable in the job market
5. The level of acceptance of online instruction by faculty members

Allen and Seaman say: “it is not clear whether these are long-standing or more recent concerns, but survey responses suggest that these concerns are likely factors that have kept them (non-engaged universities) from introducing any online offerings.”

The first objection has largely been addressed by increasingly clever software. The second and third need a change of attitude about what learning is, as discussed in this article. The last two objections sound like pure reluctance to let go of what we currently ‘know to be true’.

H Sylvawood

Manufacturing moves into eLearning

noreply@blogger.com (Sylvawood) — Wed, 21 Sep 2011 21:24:00 +0000

We at Edutech KM have always said that manufacturers can do more than offer their employees manuals based on NZQA Unit Standards and tell them to get on with it. That focus is based on two assumptions:

Employees want to extend their skills so they are better at their job.
Skilled employees will naturally improve quality and this will pass on to the manufacturer in lowered costs of production.

Consequently NZQA Unit Standards have become prescriptive and absolute, and concentrate only on the skills and knowledge the trainee must have to operate at the level they are currently working at.

I would still agree that both the above assumptions are true. However, the research and articles I have been reading show that this is only half the story. Employees are not skill machines that can be easily replaced by more accurate automated equipment; employees are the brains that hold a vast amount of observational knowledge that could be keyed into the quality improvement cycle. By focusing only on how skilled they are we miss their world knowledge; we miss the feedback loop.

The other rich mine of improvement that manufacturers often miss is their resellers. Providing them with material/product specs does not mean they will:

Sell the pertinent benefits to potential customers
Ensure the final users actually understand how to use or apply the product
Act as you mine of observational knowledge - why are there failures?

Even providing off-site training seminars is not enough because of reseller turn-over, limited training time and budget.

There is a big divide between the people in your company who convince the reseller buyers to add the product to their reseller range and the staff who resell your products. An ideal way to bridge that gap is to directly train the actual people who on-sell to the users. Most resellers, however, are unlikely to want to train their staff in how to sell the benefits of your product alone. They may have only a few staff and even fewer opportunities to send them on external training.

I would suggest that eLearning is the way to get over the gap. Well constructed learning on a CD or DVD or online can enthuse learners in a way that a pamphlet or instruction booklet cannot. Now my mind is racing with new possibilities after reading this article about how Madico, Inc., based in Woburn, Massachusetts got around the problem. Actually, they got further than 'around it', they elevated it into an opportunity that will make them stand out above the crowd.

I urge you to take a look at: Madico University: A Case Study of eLearning in a Manufacturer's Extended Enterprise. Then if you're enthused or intrigued, let us know how we can help you create the same success. You do not have to be a large company like Madico to take advantage of good quality eLearning.

And about the benefits of a feedback loop: when employees and resellers are able to see themselves in the bigger picture they will come to understand their impact on everyone's success. It is often missed out of prescriptive training programs but can easily and cost-effectively become a fundamental part of your quality control/improvement plan. Just ask us.
Heather Sylvawood
Edutech KM Ltd

Bringing eLearning into your training

noreply@blogger.com (Sylvawood) — Wed, 31 Aug 2011 22:39:00 +0000

Cost has been a prohibiting factor when businesses consider the possibility of adding or shifting training into the realm of eLearning. Creating the content, images, written maaterial, videos, audios - it just seems all too much. Then, of course there is adding the cost of the Learning Management System (LMS) to record the student/learner results and the horrendous cost of the software to bring it all together.

However, the news is not all bad. There are many tools today that have been designed to be low cost, or existing tools that have been adapted by clever people to create eLearning design opportunities. Besides, the users and creators of eLearning have realised that the delivery has to change to meet the emerging needs of the new learner. No longer are learners happy with information delivered to them as if they were empty vessels ready to be filled with all they need to know. It doesn't matter how whizz-bang the delivery, they want the chance to contribute/participate in the learning. In other words they want to feed back information.

It's all this social media they've been involved with since teenage years!

That new socialisation is forcing some changes in the way eLearning is created. First: it needs to include some measure of social media (wikis, facebook pages for comments, forums or chatrooms) where the learning is critiqued; second: it needs to be cheap and adaptable for the changes that will inevitably happen in such a dynamic environment.

In the past the reaction has been for software to integrate refinements into a larger and larger and more expensive package. And many of the refinements were not required by most of the users. So it was refreshing when I uncovered the following blog site:

More Information

It's full of ideas and options for creating cost-effective eLearning and learning games - the software, how to adapt existing commonly-used software, where to get royalty-free images, how to create storyboards and access templates. As you are already reading a blog, you probably understand the power of social media, so your next step is to start thinking outside the box and making a plan to integrate it into your training.

I will certainly be sharing the Free-eLearning link above with the course creators on our community of eLearning site eBrainz.net.

A couple of interesting books I have been reading that might give you counter-arguments for detractors from online learning are:
1. Social Media for Trainers by Jane Bozarth - Techniques for Enhancing and Extending Learning. Jane focusses on training for soft-skills and business skills, but mentions many that could be transferred to more practical learning.
2. The New Social Learning by Tony Bingham and Marcia Conner - A Guide to Transforming Organisations Through Social Media. This book includes actual answers for the objections that might be raised to reject eLearning and including social media in online courses.

So now you have all the tools to make a change in your delivery of learning. I'd love to hear how you succeed!

Predictions of gloom

noreply@blogger.com (Sylvawood) — Mon, 20 Jun 2011 02:50:00 +0000

Have you thought about what would happen if the predictions of gloom eventuated for 2012?

The environmental events that have occurred worldwide have been really disturbing. How much have we contributed to those events?

Devastating floods causing landslides and turning land masses into lakes
Catastrophic weather events such as tornados and torrential rainfall leaving land super-saturated
Monumental earth shifts such as earthquakes and volcanoes

It makes you wonder if we have tipped the balance and have engineered our own death of the dinosaurs. What can we possibly do if Mother Earth has decided to shake us off her back? Nothing really.

A different kind of threat

There is, however, one ‘event’ that we are equally vulnerable to, and very few ever mention – an economic meltdown. There are obvious indications of global wavering in the financial world. Greece is about to be bailed out of its debt to the tune of billions of dollars. Its public spending cuts will only save an infinitesimal amount annually compared to the interest accumulated on the new loan. And Greece’s predicament is only representative of many countries facing the pay up now demands from previous borrowings to keep the country afloat.

Increasing your savings

Back home, while politicians suggest the band aid of ‘living within our means’ and increasing our savings, it is merely tinkering with an economic system that has outlived its usefulness.

Our current economic system:

Doesn’t meet the needs of third world countries
Doesn’t encourage careful husbandry of earth’s resources
Relies on gambles and betting on future harvests
Relies on people coming up with new ways to artificially inflate the value of real commodities
Rests on majority confidence in individual economies and continual growth or inflation

Sounds grim but the money system is ‘the money system’ handed down on tablets of stone, isn’t it?

NO!

Money has no real value

Don’t believe that? Well, consider this.

The money system is simply a system of accounting for the value of goods. It evolved from the original barter system. It uses ‘tokens’ to represent the real value of the things we grow and process.

Unfortunately the ‘tokens’ (money) has become a commodity in itself and is traded even before it comes into existence on the back of a new product. As we produce more or add extra value to commodities or use the product to make bigger things or improve life we add to the total value of what exists in the world. Money should expand to keep pace with that value. Unfortunately money itself has become a traded commodity.

Confidence is the key

Just like the property market crashed because it became over-inflated, and someone somewhere started to lose confidence and affected the confidence of the person next to them, so too can the money market.

The effect could be devastating:

Banks could crash and close (no money/loans to keep businesses or farms afloat)
Mortgages could be called up to pay creditors (people could lose their homes)
People would lose their jobs as demand for products diminished or businesses closed
Home owners would not have enough income to pay their mortgages and rents could become unsustainable
Private companies controlling our major services, like gas and electricity, might find it impossible to trade
People would not be able to get the health care and food they needed

It’s a grim picture but not much different from the consequences of tornadoes, earthquakes and floods.

Future proofing

How can we future-proof ourselves against catastrophes? Well individually we can’t do much to stop them – people in power hold the reigns there. We can, however, change our own lifestyles to become more inventive to meet our needs.

Christchurch people have learned a little of what it is like to be without what we have come to see as essential services. They’ve had to go back to old methods of handling sewerage, collecting water, supplying heat, lighting and cooking. Being prepared with plans on how we would manage in such circumstances makes sense. You never know when you’re going to need Boy Scout skills.

But there other things we can do. We can nurture our creativity and take up skills such as organic gardening; start learning to knit and sew; begin recycling old things into new items rather than throw them out; join community exchange systems where the true value of items are established between producers and buyers. These skills are the kind of knowledge we exchange in the eBrainz community.

There are some things, however, that would really grind an economy to a halt. What could we do if there was no electricity – no computers, no electronic banking or payments? Doesn’t bear thinking about.

- Heather

Working from Home

noreply@blogger.com (Sylvawood) — Sun, 12 Jun 2011 21:28:00 +0000

If you are an online course tutor, the chances are that you will be working from home, at least for part of your week. As an at-home worker I have had to learn to adapt myself to the relatively unstructured environment of a distance worker. Although I am one of two directors of a New Zealand business, a lot of what I do helps to create the product that earns the company income. I therefore need to be available and working at least 40 hours a week.

Moving from a regular eight-hour a day job to working at a distance has proved to have some challenges. I have now spent four years working from a distance. I’ve always been consistent when recording my time on different projects, so nothing changed when I reached Golden Bay – only the scenery. That was a problem …. From working in a small office in Christchurch I moved to a house on a hill overlooking Pohara, and Golden Bay. It was distraction city.

I’d forgotten how waves can shift and shimmer, grey out and race across the bay in front of a westerly. I became a bay watcher, unconsciously recording the tides and wind changes, the visiting birds and the cruising campers who came to see how the other-half lived. I would sometimes clock out just to sit on the deck and watch the marvellous changes in the bay.

The ability to clock on and off has had pluses and minuses. I found, everyone else thought I could ‘do other things’ during the day. An hour here-and-there, ‘doing other things’, soon eats into the time available to complete projects and meet deadlines. After the first month or so I became more disciplined and moved my office into a space where there was no direct view of the sea. Breaks became more structured.

A contractor we are currently working with says discipline is the key when working from home. “You have to make sure that you stick to your time schedules and deadlines. Not just work, but you have to make sure you take those breaks so you keep your mind fresh and creative,” says Shaun Meredith (Better Informed Ltd).

Our spaniel Tilly plays her part in keeping me sane, bringing me toys to play with or trying to climb onto my knee when I’ve been too long at the computer. Yet there are times when even Tilly’s company is not enough and I succumb to cabin fever. Working alone can feel isolating if you’re a social character. When your partner comes home ‘peopled-out’, you’re ready to party!

Sarah, the other Edutech KM Ltd, director, and I have frequent phone ‘meetings’, occasionally use the phone to brainstorm with others using three-way phone calls. We’ve had limited success with Skype, but that’s more to do with our personalities - when we want to create we want to do it now, so we stay within our comfort zone and use the phone. We’ve also used Team Viewer with each other and clients.

Shaun agrees: “For my business verbal communication is very important. Having that verbal contact keeps you in the loop and you can better judge the situation with your client. Some clients’ expectations can get lost or misunderstood if you maintain textual communication.”

When working on a project together, Shaun and I both use the process of phone calls and follow-up clarifying emails between us and with other clients.
Shaun says: “One tool I have found very useful is Dropbox. The ease of this tool and not having to deal with blocked email or size restrictions makes you feel like you’re working on the client’s intranet.”

I’m lucky to live in an area of Golden Bay where Broadband is available. Over the three years I’ve worked here connectivity has improved. On the occasions it goes down, it’s Murphy’s Law and there is always, always a deadline approaching. Mail and the courier leaves mid-afternoon. There’s no possibility of dashing out to the airport with a CD for the courier’s next-day delivery – the airport’s almost a two hour drive away.

And that’s a downside. There are times when visiting a client is essential. For a period of about five months I was travelling to and from Rotorua once or twice a month. I had to leave home at 4.30am in the morning to make air connections to Wellington and then to Rotorua. If you’ve travelled the Takaka Hill you’ll understand how, at that time of the morning, it’s a bit of a challenge. I kept setting personal records like driving seven times over the Hill in 10 days.

For me, working at a distance has had far more benefits than I ever expected. As long as I stay focused during the day and I’m prepared to extend my hours when a deadline is looming, it’s fine. But then, that’s like any job, isn’t it?

Heather Sylvawood

www.edutechkm.com

heather@edutechkm.com

www.ebrainz.net.nz

Can Passion Fit Into Training?

noreply@blogger.com (Sylvawood) — Sun, 15 May 2011 21:15:00 +0000

In my mind the word ‘training’ is firmly linked in meaning to bending of wills – the imposing of a set of rules of behaviour upon another, reluctant-or-otherwise human. It pre-supposes that the person who is doing the training is superior in knowledge to the person receiving the training.

In my opinion, ‘training’ sets up a dynamic that does nothing to further knowledge. It might improve consistency in some process where an identical end result must be created, but it doesn’t draw the trainee into ownership of the process and pride in outcome. To achieve that state, far more than mere transfer of information and repetition of process is required. I believe the missing ingredient is passion. And passion is an emotion born from within or ‘caught’ from another.

Passion implies a total absorption in the topic; the overriding desire to become better and learn more. It drives people to broaden the horizons of the topic so that everyone learns more and new possibilities are born. Ask your friends which class they enjoyed most as a child or adult; then ask them about the teacher or tutor of the class. I’d bet a penny to a pound that the explanation will have all the hallmarks of a person passionate about their subject. The tutor’s passion will have fired up the interest of many of those they taught.

It might seem strange to be encouraging tutors to bring passion into their delivery when they are trying to teach young men how to properly adjust a planer to produce quality joinery. What is there to get enthused about? But bring in a perfectly crafted chair and ask them to run their hands over the curves of the back, ask them to observe the perfect symmetry of the legs, and test the tightness of the joints. Ask them to identify for themselves what makes it a quality product. Then tell them none of that is possible without the precision of the planer and the jointer ... that’s when an understanding of context gives birth to passion. Passion give rise to a commitment to quality. It pushes people to think beyond the completion of the task. They start to wonder: ‘If we did this would that happen?’ And that’s when innovation happens.

If we are content to train so that the same knowledge is passed on, knowledge can’t expand. It’s only when people learn to be passionate about what they do that knowledge will expand. The challenge is to bring that feeling of passion into the training you undertake.

Best regards

Heather Sylvawood

Director

Edutech KM Ltd

(Nelson Office)

Ph: 64-3-525-7073

Mob: .021-251-2141

www.edutechkm.com

heather@edutechkm.com

Who needs motivating?

noreply@blogger.com (Sylvawood) — Sun, 03 Apr 2011 21:41:00 +0000

When considering a training course we often brainstorm ways to motivate trainees to stick at the course, complete the course tasks and interact with enthusiasm when they participate in the face-to-face class or online activities.

But what about the course tutors? Where do they get their motivation?

The course tutors have to be motivated in order to enthuse the course participants they work with. Otherwise a general malaise infects the whole course.

Tutor energy can flag for a number of reasons:

General overload at work or home
A lack of feedback (especially in online courses)
The lack of motivation of the course participants (especially if they are there because of outside motivation like ‘my employer said ...’)

To maintain enthusiasm the course has to change and grow; it needs to respond to the needs of course participants; and it needs to give back value and meaning to the tutor. We are social animals. We need to feel connected. We need to feel that what we give out has a positive effect on the lives of others. Course tutors are no different.

I have been confronted with this dilemma over recent days as I support people into creating courses for an online community of learning called eBrainz (www.ebrainz.net.nz). These people are skilled at what they do but few have had tutoring experience, and then mostly in face-to-face courses. Moving into the realm of online is a big leap for them.

I am finding that I have had to develop an ‘ear’ for translating their fears (evidenced by procrastination) and removing the barriers. In short I am finding I am moving into a motivational role. And that’s scary for me.

Luckily I have found a great book called: The Millionaire Messenger by Brendon Burchard, Founder of the Experts Academy. Despite the title the book is about creating community online and sharing your knowledge – and that’s just what I believe eBrainz is about.

Anyone interested in sharing the ride? Take a look at www.ebrainz.net.nz and see for yourself. Become a member of our community, either creating a course, or registering a request for a course you would like to do online.

Happy course creation

From the Team at eBrainz

www.ebrainz.net.nz

learning@ebrainz.net.nz

Phone 64-3-525-7073

Phone 64-3-337-0234

Ain't technology great?

noreply@blogger.com (Sylvawood) — Thu, 31 Mar 2011 06:59:00 +0000

Well it is if you can find how to set it up.

I’ve always thought that being able to write your blog on your own computer and with a button push send it hurtling through space to my blog would be just soooo cooool.

So here I was two hours ago setting up the Word 2007 blog template so that it would link straight into Train2Gain. Simple I thought! And that’s what all the Word instructions assured me.

The first tiny window had a button that asked me to ‘register an account’ – but I already had a blogger account so I didn’t need one, or so I thought. After some puzzlement I realised it meant “Register your current blog or set up a new one”. I really would not have objected to a larger window with longer instructions.

So I clicked the button and low and behold another tiny window pops up. In this window I have to choose my blog provider and Blogger is there. I’m home and hosed before tea, I thought. I wouldn’t have to use the other options of: My provider isn’t listed or I don’t have a blog yet. I’m really into this techno stuff. So I click next.

Now I need my User Name and Password. Ah! Now which username are they referring to? Several visits back to my blog site which I am currently logged into I come up with a choice of two. I know my password so it’s only a couple of tests and I’ll be all set up, I think. I pass by the pictures options. I can do that myself on a case by case basis, I decide. So now I only have to click the OK button. Almost instantly for both usernames a ‘Word cannot register your account’ box comes up. But at the bottom were the words: “Was this information helpful?”

I’ll leave you to answer that ... my temperature is just coming back to normal!

Happy course creation

From the Team at eBrainz

www.ebrainz.net.nz

learning@ebrainz.net.nz

Phone 64-3-525-7073

Phone 64-3-337-0234

When passion drives you

noreply@blogger.com (Sylvawood) — Thu, 31 Mar 2011 03:30:00 +0000

When passion drives me it is so easy to get things done. Energy flows, and I feel light and inspired.

I find that if my motivation has been inspired by a book or webinar or program I can hardly wait for the end of the inspirational event before I want to start on whatever it is that inspired me. I forget that I have actually been involved in a learning event. It isn’t learning – it’s doing. Or is it?

Surely learning should lead to:

A tangible result
An intangible change in the thinking of a person or group?
New knowledge that generates action?

So how come I don’t view my passion and inspiration as a learning path?

When I think about it seriously, I have stuck in my mind a belief that learning has to be serious stuff. It has to involve some sacrifice, some putting off passion until I’ve earned it. It also has to imposed from above by people who know better.

But isn’t that flying in the face of what’s happening in the world right now – the integration of social networking into learning? Of course it is. My thinking is stuck in last century’s learning models. Nowadays when I want to learn something I go online and research it. I look for just enough information to answer my current questions. I might note a few interesting things to research later, but mostly I follow the Japanese JIT (Just In Time) principle – information I need just in time for when I need it. That kind of learning doesn’t fit into the 3-4 years studying topics deemed suitable for a named degree.

Unfortunately, formal learning is often a passion killer unless you know that it is leading into a career that inspires you. The very notion that the extent of your learning can only be measured by tests or assignments, in which you support other people’s past comments, doesn’t fit the requirements of our twitch speed future. How will it inspire us to move beyond the ‘now’? How can passion be merged into learning?

Formal learning organisations are facing an insecure future:

Less money for research (where passion and inspiration leads)
The increasing pace with which information becomes obsolete (and libraries must be restocked)
A huge challenge in verifying the validity and currency of online information
An increasing push for specialisation requiring a wider range of experienced tutors
Increasing cost for housing students in a location and less government money to cover it

Staff and tutors at formal learning organisations are surely constantly running to catch-up, never mind get ahead of the knowledge tsunami. That young students might feel a bit disenchanted or disenfranchised in such a world is not surprising. They are already engaged in learning in the social networks they belong to. They just don’t see it as learning because it hasn’t been legitimised by the system. And their learning is indistinguishable from the social chitchat that accompanies the sharing of information.

Yet out in the real world, where passion can be a driving force, businesses are finding their knowledge and commercial improvements come from a free-exchange within a ‘what’s new and what does it do?’ culture. They are also finding that the interaction of staff along with the sharing helps to build bonds that will ultimately create a cohesive team.

Somehow over the next few decades the processes of learning and following your passion are going to have to merge.

Training Budgets Have a Big Impact

noreply@blogger.com (Sylvawood) — Tue, 27 Apr 2010 20:03:00 +0000

Just recently I have met several trainers who are struggling to cope with a shrinking training budget. Fair enough, you might think. Everyone is having to trim the budget across all areas of any company. But have senior managers thought through the consequences of reducing the training budget?

As a training resources developer, I have to admit to some self-interest in this, because when budgets shrink we aren't called in to help. There are, however, more critical issues to the slash and burn across the board when it reaches the training budget. Short term consequences from chopping a training budget:

The trainer has more training to do with fewer tools
Trainers become stretched, stressed and perform less efficiently
Fewer qualified trainers are brought in to raise the skill base of employees
Normal regular training is done less often
The trainer is left making value-decisions between competing, equally-valuable training needs

The long term consequences have a greater impact:

Their commitment to training wanes and the malaise spreads to other staff
The general skill level of employees starts to sink
Employees begin making errors of judgment because they don't remember 'how'
When work picks up there is a huge and expensive backlog to catch-up and become competitive

By comparison to the rest of a company's budget training is a small percentage, yet in times of retrenchment the value of training increases the likelihood of survival for the company (and sometimes the employees). The brave and future-focused company seizes the downturn to train, train train.

Edutech KM was recently involved in developing a new training program to increase productivity on manufacturing sites. The project aimed to give supervisory employees an increased understanding of what makes a company profitable, and of course, to apply that understanding at work. It was a radical departure from the usual training undertaken in the industry. Part of the course required trainees to address a production issue on their work site. The potential savings estimated from solving these issues was staggering.

Naturally the ITO that sponsored the program wanted to find out if the training program worked. The ITO undertook to investigate some of the results from solving the issues. It was an easy demonstration of ROI for training investment. You can read a three-screen summary of the course design and link to the three case studies where a definite ROI was established.

I'm probably preaching to the converted if you're a trainer, but these case studies, courtesy of FITEC, could give power to your arm if you're trying to make a case to restore your training budget. We can certainly talk to you about ways to maximise what you do have.

How to Handle Mean Coworkers | eHow.com

noreply@blogger.com (Sylvawood) — Tue, 23 Feb 2010 20:46:00 +0000

How to Handle Mean Coworkers | eHow.com
This is a site rich in ideas for handling conflict with co-workers. Often conflict and inability to handle it stymies effective change in a workplace. Building some of these skills can support trainees implement positive change once they return from a course.
We're all aware of how easy it is for trainees to fall back into old ways, simply because the site culture won't allow change.

The Winds of Change in Training

noreply@blogger.com (Sylvawood) — Fri, 05 Feb 2010 02:04:00 +0000

Over the Christmas Season we've experienced personally, or through our TV screens, some unsettled, exceptional weather. My partner literally escaped from Salisbury, England, to Heathrow and home as the first snows fell. Hours later, satellite pictures showed Britain blanketed in snow from north to south. Melbourne, meanwhile, shimmered in unbearable heat.

Haiti suffered a massive earthquake that followed fast on tremors felt in many parts of the globe. Ice bergs broke away from the Poles and drifted up into our warmer waters. The physical world, it seems, is trembling on the brink of major change.

Economically organisations are climbing out of difficult times. We realise we can no longer carryout business using past practices, but immersed in the business or doing business it's hard to define how we could do it better.

What skills will our employees need to help us grow our markets? What new products, opportunities or markets are opening up to us? And even if we spot an opportunity, how quickly can we respond to it? They're age-old questions coming to us now at the speed of light.

For years, training has focused on imparting skills that ensure the products or services we produce are created with quality and accuracy. Technology has now advanced in ways that reduce human fallibility, yet still our companies make costly mistakes.

At Edutech KM we've heard the stories from employees who knew that proposed production changes or a new product design wouldn't work, or would cause problems downstream. But did they speak up? Of course not! They didn't believe anyone (i.e.: 'management') would listen to them. Often their beliefs (about not being listened to) have been based on past experience. But even if an employee's belief is a false assumption, the impact is the same. There is undeniably a huge divide between what management tells employees and employees tell management.

One wakeful night I was putting my mind to this dilemma: Is training for skills enough in this new century? What type of training would make a significant change in the way we do, and succeed at, business? The world is overrun by courses that will teach managers to do business well, however, if you think about the companies that succeed best, they are peopled with employees who know they are valued and their contribution is welcomed.

Perhaps we should be looking at two streams of change in training:
1. Train employees to think and speak up
2. Train managers to listen to employees

For this to succeed, employees need to see the larger picture of how their behaviour affects company success and their own long term security. Actually, they need to understand business. Could this lead to a radical about face in training?
1. Give employees business training
2. Give managers skills training

Then we'd all be speaking the same language.

Fire to Inspire

noreply@blogger.com (Sylvawood) — Tue, 17 Nov 2009 02:02:00 +0000

I have just been reading an email newsletter from a site I subscribe to: The Science of Getting Rich NETwork. As I write that down (like a coming OUT story) I imagine that I invite ridicule or dismissive comments from anyone who is reading this. I have exposed my under-belly (and believe me, there is more of that than I'm proud of).

The Science of Getting Rich website, however, fits my experience of how our destinies are controlled by the words our minds (the inner voices) speak to us and especially the words we speak out loud. Note how the inner voice spoke to me when I began writing that first paragraph. It told me that anyone who read those first words would dismiss or ridicule what I said. That's one of the reasons I'm not Bill Gates or Robert Kiyosaki, I'm constantly vetting what I say and do and write. I don't want people to think I'm a crank or silly or gullible.

So how does that relate to training?

Well, in this week's Science of Getting Rich newsletter, Rebecca Fine quotes American author and humorist Mark Twain who said, "I can show anyone how to get what they want. The only trouble is I can't find anyone who can tell me what they want." And then Rebecca goes on to say: "If you don't know -- can't articulate clearly and specifically what it is you really want to be, do, and have; what lights your fire; what it is you'd love to spend your time doing if you could be doing absolutely ANYTHING -- then it's because you don't really know ... who you are."

If at my age I find myself facing those moments of self-doubt and lack of focus, how come I expect younger people to risk focusing on 'what lights (their) fire'? How many young people fall into a career because they trip over it, rather than focusing on what lights their fire? How can they, with little life experience, know what might light their fire?

When young trainees come into a course, often they come because Mum or Dad says it would be a good career to get into. Or they might be on it in order to get a training allowance - the Government says it would be good for them to do. And we expect them to be fully engaged in the course!

Wallace Wattles, who inspired the website The Science of Getting Rich through his book of the same name, said that it doesn't take a lot of energy or will power to keep your mind fixed on something that really grabs you, but that it's VERY difficult to stay focused positively on what you DON'T really want. A career that you fall into is rarely one that fires your soul.

Wouldn't it be great to have a pre-enrollment course called: Seize the Day Your Way, or: Map Your Life in Joy, or: Light Your Mind's Fire? Unfortunately most training establishments rely on student numbers and/or government subsidies. I think they'd have a problem convincing the funders or their accountants that a course supporting young people to find their inner fire would pay its way.

Courses that focus on 'marketable' skills, that in turn slot the participants/trainees into a job, do enhance the bank balance, but the benefit of happy people in careers that inspire them is immeasurable. Imagine if trainers were faced with a group of participants who were already fired up about their new careers? Imagine the dialogues and monumental leaps that would happen in such a group? Can you see how they'd virtually teach themselves as they interacted with the trainer, the new knowledge and their search for answers to questions? It gives me goose-bumps to think about it.

Trainers try to enthuse trainees but are, in turn, chipped away by trainee reluctance and lack of enthusiasm. Hearing constant negativity fuels the negative inner voice. Part of trainee/student negativity stems from their life-stage where training for a skill or career is sensed as the establishment inevitably forcing them to conform. Another critical part is their total lack of knowing themselves as distinct from the group, of knowing who THEY are and what lights their fire.

It's a daunting task - being a trainer. You have to KNOW in your very soul that this is where your fire burns. Otherwise you're just going to be extinguished.

Shouting in the dark

noreply@blogger.com (Sylvawood) — Mon, 21 Sep 2009 08:42:00 +0000

Are you someone who likes to talk and debate? Do you like the thrust and argument of politics? Or do you simply enjoy hearing other people's opinions on topics that rock the world?

In our fast paced lives these days, often the longest debate will occur on the sideline of our children's or grandchildren's sports matches. Then it is often more to do with the fairness of the ref's last decision than anything world shattering. We just don't have the time to devote to well-delivered argument. Yet this skill is one that should be well honed before teenagers arrive in adulthood. Not that an argumentative teen is the best example of logical debate, but the skill is vital once they get to working age. Listening with logic and presenting a well-reasoned debate will enable businesses to take up bright ideas and move into new ways of doing things. The more staff with these skills the better.

What we still tend to do is believe we have to fill heads with knowledge. Take a look at social blogging and messaging sites and you quickly realise that the skills of natural skepticism and internal debate will help navigate through the snippets of conversation and lottery of links to find information of real value.

The speed of knowledge

noreply@blogger.com (Sylvawood) — Fri, 29 May 2009 00:19:00 +0000

Have you come across this? It perfectly sums up why training and education has to be ongoing throughout life ...
Did You Know?
The video also illustrates why we can never hope to keep ahead of what there is to know. Instead of trying to cram knowledge, we would be better to teach skills on how to recover knowledge, or where to go to find out more Just In Time for when we need it.

Another skill becoming increasingly necessary in our ever changing world,is critical thinking: 'How do I know what I find can be trusted?' That's a skill trainers will find difficult to pass on, because in an increasingly complex world we meet people in virtual environments and research purchases through simulations and snippets of information. Your trainees will go into those environments and later make decisions that impact on their workplaces. Critical thinking is vital in business but if you're working in a virtual environment - what is real?

Death is a state of mind

noreply@blogger.com (Sylvawood) — Thu, 30 Apr 2009 03:42:00 +0000

Talk about doom and gloom – swine flu comes quickly on the heels of recession predictions. We’ll be keeling over in more ways than one. But is most of it in the mind? Do we give too much attention to negatives and too little to opportunities?

How does what we listen to shape our attitudes? How does language shape our personal destiny? We all use language but some of us are more adept at using it positively. Positive thinkers tend to rise to the top because their enthusiasm and belief in themselves and others brings out the best in everyone around them. Now I’m not talking about the sales technique of talking up a product when it really doesn’t match the sales pitch – I’m talking about the mentality of choosing to concentrate on the positive rather than focus on the negative; to do what you can, or control what is controllable.

I was reminded of the strength of positivity this morning when I took a session with three high achievers who have been put onto an informal GATE program at a local school. GATE stands for Gifted And Talented Education. The three nine-year olds had interests in multi-media technology, so I was asked to design a project that they could do with one hour a week’s tuition.

When we got together first I found I had three disparate children whose minds went nineteen to the dozen, who couldn’t wait to compete to show me how clever they were and who all spoke at the same time. How was I going to get that group focused on a project? Late in the hour we focused enough to decide that we would create a road safety project for the Ministry of Transport and that they would each storyboard an idea for an animation.

At the next session they came up with varying ideas (only two related to the topic) and we settled on a selection from those two storyboards. This session occurred just before the Easter holidays but they were so enthusiastic I was sure they would carry the momentum through until this Thursday. Not so …

Today they all admitted they had done next to nothing toward the project. The Ministry of Transport (alias moi) was very annoyed and told them that if they weren’t ‘up to the job we’d find someone else to do it’. The interesting thing about the following conversation was that these nine-year-olds displayed so many tactics that you would normally note in adults on a worksite:

Avoidance of responsibility – I couldn’t find my disk, my computer doesn’t get the Internet, I was away for half the holidays, I’m so busy with my sports
Blaming – But XX didn’t phone me up so I forgot, we had a clean out and I think mum threw out my sheet
Avoiding tasks – I can’t see when I’d fit it in … I’ve got XX on Monday and XX on Tuesday, I’ve got Vista and it can’t read anything from an XP

Each time they came up with an excuse I told them: “I’m not interested in your excuses. All the Ministry of Transport wants is a completed video it can use.” I also named the avoidance technique they were using.

I brought out a prepared timeline and we discussed completion dates for each task using a calendar. There was a lot of talk before the target dates were set and each child recorded them. One boy in particular kept talking about the problems, and how he would have so little time out of school to complete his job. I realized he was focusing on the negative.

In Golden Bay the day had see-sawed between showers and sunshine. I threw open the curtains and told him: “Look outside … See the clouds – they’re the problems. See the sunshine – that’s the opportunity. Which one do you want to concentrate on?”

They all laughed, and one boy said: “My dad calls it ‘is the glass half full or half empty?’”

All bright kids, but already at aged nine they’d learned to look at the negative, to expect things to be hard, to accept failure.

So how does that relate to swine flu and the recession? I can’t control swine flu but I can take any precautions recommended by the medical profession charged with controlling it. Otherwise I’ll just forget about it and get on with life. And the recession? Well there are so many opportunities to be had in an adjusting market, I’ll just get out and find them.

And I’ll leave the last comment on swine flu to my daughter who posted on Facebook: We've decided it should be called Mexican Hog Fever. It's not less gross than Swine 'flu, but it sounds more festive...

On a serious note: If you do need to put some procedures in place to deal with the potential consequences of a flu pandemic, take a look here. We may be able to help. - Heather

Knee-jerk to elearning

noreply@blogger.com (Sylvawood) — Fri, 24 Apr 2009 03:08:00 +0000

When a (now-not-so) new technology enters the smorgasbord of training options, industry training organisations may be tempted to jump in with both feet on the accelerator. This has been especially so with the advent of elearning. Everybody’s doing it so why not us? Anyone from within the organisation who suggests a cautious approach may be seen to be dragging on the vehicle bumper for reasons of their own discomfort at the speed of change.

Elearning is not a good idea unless it fits with the organisation’s technical capability and workforce readiness. While most of my work has some component of elearning, and I do believe the method adds amazing capacity to move learners forward, I, too, would like organisations I work with to be a bit more cautious before writing their Expression of Interest documents.

Elearning developers love to create, but they also want what they create to meet the needs of the learners in the organisation. Unless the project succeeds, the risk for the developer is that the tools they create will be seen as having failed, and that in turn will damage the developer’s reputation. Often it is not the tools but the process that is flawed.

My observation is that organizations follow a pattern of:

idea > resistance > wearing down > agreement > write the EoI > start the project asap

The promoters of the project are so intent on getting on with it, (seeing that so much time has been ‘lost’ in convincing the organisation to move) they fail to do enough research to develop an effective, measurable EoI, which is the only document a developer can respond to when designing a proposal.

The EoI can be based on assumptions about the needs of the learner, as well as unrealistic budgets and time lines for development. Developers have these options:

To warn that the project is unrealistic and can’t be done in the timeline – good-bye contract
To build in a number of ‘provided that’ clauses to cover potential timeline blowouts
To answer the EoI as it stands and limit the potential of what they can provide within the timeline or budget

And guess which developer will get the contract?

Before any elearning project starts the organisation should:

Get some reliable research done on the needs and capability of the learners they serve, and not just rely on gut-instinct. Managers see the world through the technological eyes of their own use of computers – ‘everybody knows how to use a computer’. Well they don’t! They may be more adept at using a mobile phone or the DVD remote.
Really understand learners’ access issues to technology. The parents may have a computer installed at home, but what happens to accessibility when the young person moves out to their first flat? Can they afford to link up to Broadband or will they install Sky Sports? If they are into social networking online, do they really want their tutor/trainer muscling in for all their friends to see? And can they afford the cost of mobile communication when for days on end they don’t reply to txts because their credit’s run out before payday?
Decide whether it would be wiser to contract an independent researcher to investigate these issues before engaging a developer; or make the developer responsible for developing a learner profile and recommending a best practice solution.

It is in the best interests of the organisation, the learners and the developer to design the most effective learning solution, and that solution may NOT be elearning.