Why did you bother to ask me?

How many times have you walked away from that meeting intended to gather opinions knowing full well that nothing you said would get accounted for in the end? You try to push aside the deep understanding that you spent an hour sharing insights that will not be looked at again. It’s disheartening. It creates that “why bother asking me” emotion. It’s not that the insights are totally discounted, but after several experiences across organisations of being in meetings with staff, … [Read More]


Effectively using taxonomies to structure an amazing learning experience!

Last year I wrote about a course mapping process that I created to help any individual structure a learning experience that would include measurable outcomes (cognitive), proficiency, and true engagement (affective). Once the scope of a course is established, a frequent next step is to select action verbs to ensure participants know what they will measurably achieve (cognitive taxonomy). However, measuring cognitive understanding is not the same thing as becoming proficient in practice. As such, setting up a graph such … [Read More]


Let’s Look at Collaboration Models!

It is only human to find collaboration natural. Collaboration is the oil that keeps us running smoothly, but too much oil can reduce effectiveness. A couple examples are the “squirrel” effect that prevents completion, or context shifting that makes completion take longer than necessary. There are huge benefits to collaboration, but it’s easy to forget the soft dollar costs that are absorbed with the meetings, email, and continual communication online or in an open floor plan … all this culminating … [Read More]


Aligning Workplace Learning to Organisational Paradigms

Being exposed to Reinventing Organizations has been incredibly effective for me to better articulate the dynamics of how a company or large groups within a company are conducting management strategy. That articulation then removes judgment, on my part at least, and provides simple acknowledgement of current status. Models and frameworks such as exhibit 1 below help us develop necessary shared language, and in this particular one, Laloux helps us visualise more effective strategy for incremental evolution forward. My mind then goes to … [Read More]


Inspect and Adapt: A Learning Coach Practice

There are two major practice levels that an academic coach needs in order to focus on being a learning coach for adult students need in order for them successful in a fast-paced learning environment. The first level is what I would call “big picture” approach of coaching, regardless of the gaps and goals, there is a mindset towards inspecting and adapting. The second practice level, which I will address in future posts, focus on specific target areas and strategies for addressing … [Read More]


Options-Based Learning

I believe in prescribed learning for adult learners. I believe in options-based learning for adult learners. Isn’t that a conflict? Not in my mind, and here’s why. Prescribed learning, whether higher education curriculum or corporate training programs, provides the framework that is assured to scaffold throughout the program. Strong programs have an excellent architecture in place supported with well-designed learning. The prescribed flow is best developed in a centralized capacity, guiding the experience and knowledge of subject matter experts into … [Read More]


Facilitating Collaboration

Whether we are facilitating a small brainstorming group, training a large class, or teaching an academic course, we fall susceptible to the “it’s really important to collaborate” practice. What in the world does that mean? Just chat about it? If you are shuddering at the thought of “discussion items” on a meeting agenda as much as I am, we both know it’s not about dropping a topic bomb on the table and seeing where it goes.


Representing Affective Learning in the Materials

We crave expression of feeling, as proven by our incessant need to construct emotional representation in our typing. Remember <3 ? Then it got exciting when we got the red heart. Now we have broken hearts, beating hearts, and rainbowed hearts, but you see my point. Words are never enough. So, my dear instructional designers, trainers, and facilitators out there, why do we settle for cognitive learning instead of blending it with affect?


Values and Feedback Loops for the Training Process

The title of this post was going to be Evaluating our Training, but the core message is more than simply evaluation … it’s about setting up reliable feedback loops from all the stakeholders to create positive improvement. Please note that I refer to positive improvement in terms of effectiveness, not a tick mark on a report for training completion. How many times have you provided training, conducted your little satisfaction / request for improvement survey, and then moved on to … [Read More]


Preparing Adult Learners for Success

Academics often express frustration with the poor preparation of learners entering college and being able to succeed with academic rigor, let alone thrive with it. Organizations question our (colleges) ability to produce the individuals with the skills needed as they lament the lack of critical thinking skills, decision-making skills, and communication skills being graduated and brought into the workforce (Hoover, Giambatista, Sorenson, & Bommer, 2010). What is going on? Is everybody just whining? Are the students that ill-prepared and is … [Read More]


Page 1 of 3123
Subscribe to get helpful learning tidbits

About Marian

My passion is centered around ensuring effective learning experiences that improve people's lives. Developing a learning mindset is my ultimate goal whether working with academic programs or corporate training; formal or informal learning practices. It is my belief that our potential for agility is limited only by our capacity for learning.

Contact