Being a Leader of Change

Call it a transformation. Call it a cultural shift. Call it reset. Choose your industry buzzword for organisation-level changes that impact people, process, and technology. The bottom line is that a task force, whether internal or external, is faced with implementing huge change with complex impact to cross-functional and geographically dispersed teams. There are many processes, methods, and strategies to implement large-scale change, yet there is often missing a key ingredient. The inspiration of the people. Step 1 of any … [Read More]


Learning Resilience in Change

The start-up world celebrates experiments and failures as the fastest way to discover what actually works. It’s high energy, collaborative, disruptive … and fun. Up to this point, we are in a high state of learning. But THEN you find something that seems to really work for you. Things are falling into place! However, we can easily get fixated on what’s working. Whether we like it or not, the habits of high-speed learning fall away … and we lock onto … [Read More]


Do you have agility in your learning plan?

Senge shows us that true learning organisations must have the systems thinking necessary to see the big picture and the dynamics between, the mental models that help shape our behaviour, the personal mastery for individuals’ own vision, the shared vision that gives individuals voice and purpose, and finally, the team learning that is the result of focused development. To become a learning organisation, we cannot have learning occurring in a way purely reacting to organisational needs. So how do we … [Read More]


Creating the Environment for Improvement over Churn

Those who do not study the past are condemned to repeat it. ~Santayana Envision the situation: A team is contracted to build a new statistics course for a bachelor’s degree program. This is exciting because it’s the first offering, and building is always more fun than editing. The scope is set to help students understand statistics enough to better analyze scholarly studies and develop healthy skepticism practices towards research. There is always a rush of pleasure for a writing team … [Read More]


Limiting Purpose in Progress

While speaking with my husband (@erwilleke), we realized that we were going through a very similar journey of understanding in our careers despite working in very different areas: Eric striving to align thousands of people against a common purpose in the corporate world, Marian developing learning experiences to expose individuals to opportunities of personal transformation in the educational world (for now). Based on our combined interest and application in this topic concerning organizational behavior and human learning behaviors, we co-wrote … [Read More]


Essential Constructs for Developing Courses

There’s nothing quite worse than creating a course that doesn’t quite fit the bill, and you can’t figure out why not. Let’s hypothetically forget about all the essential components of course development that if done wrong, make instructional designers twitch. Pretending that there are no important practices (I refuse to say “best” practices), let’s focus on what you need to develop a course that has clear feedback loops when you teach it … so you can teach it again, better.


Ownership vs Training

In my experience as an operations director at small, private university, I have found myself amused with some of the training snafus that I discovered. My favourite was when my Program Manager skyped me with this question.


Minimising Personal Kanban

Personal Kanban. It’s that thing that changed my life from being productive to being super productive. Then I realized something, and uber productivity started kicking into place. I remember when I thought the ticket was visualization. Granted, that was absurdly awesome, especially since it allowed me to balance education, career, and family in one view. Then prioritization crept in …. slowly but surely. Control freak behavior started dissipating into confidence that everything would be fine. Emergencies transitioned into simply re-prioritizing. … [Read More]


Taxonomies of Learning

Bloom’s (1956) cognitive taxonomy are widely accepted and used in both academics and T&D areas of corporate learning. In the spike of learning responsibility across the globe, though, that is a limited number of people with knowledge of its value. Even then, there are few within those groups that apply the affective taxonomy developed twenty years later by Bloom, Krathwohl, and Masia (1973). Despite the challenge, the combined application of these taxonomies is worth the effort to provide a holistic … [Read More]


Business Systems Applied to Academics

Rob Hartman and I presented a session on systems thinking and mindset at Association of Business Administrators of Christian Colleges (ABACC) on February 13, which was an excellent experience. With his expertise on finance and mine on academics, we were able to bridge the gap that gets created between these two essential two departments on developing mindsets of how to thrive rather than merely survive. This entailed an introduction of Real Options where we showed part of Dan North’s vimeo … [Read More]


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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.

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