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Index

Page references followed by fig indicate an illustrated figure; followed by t indicate a table.

AActing in the world, 37–38figActivity-centered curriculum,

43–44figADDIE model, 31, 144, 159Aleckson, J. D., 152Allen, M., 159Alternate reality games (ARGs),

67, 68Amazon, 13, 70American Psychological Science

Society, 29American Society for Training

& Development (ASTD)ASTD Instructional Systems

Design report (2010) by the, 21

ASTD State of the Industry Report (2012), 28

Competency Model to assess skills and competencies developed by, 136, 179

on failure of trainers to use Web 3.0 tools, 21–22, 26

on inadequate staff skills for training problem, 21

on Kirkpatrick’s four levels of evaluation metrics, 168

reporting on organizational learning functions, 18

Analytics (or “big data”), 71Anderson (Allison) case study

Intel’s organizational characteristics, 104

L&D outcomes at Intel, 106–107

L&D work at Intel during the, 104–106

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Anderson (Allison) case study (continued )

learning communities of practice (LCoPs) established during, 107–109

Lessons learned from the, 107–109

Technology Based Training (TBT) Task Force created during, 105

Apple’s iPod Touch, 66Arets, J., 93Arneson, J., 136Assessment instruments

ASTD’s Competency Model, 136, 179

Community Maturity Model, 115–116

eLearning Maturity Model, 115

Human Capital Capability Scorecard, 116

LPI’s Capability Map, 22, 135–136, 179

Research Dog’s eLearning Readiness Assessment, 115

Asynchronous communication, 172

Augmented reality games, 67

BB-corporations (or benefit

corporations) movement, 48–49

Baby Boomers, 29Backwards design

focusing on metrics, 153–154illustrated diagram of perfor-

mance consulting, 153figintroduction to the perfor-

mance consulting, 152problem solving and design

decisions using, 154–156Bakia, M., 5Balanced scorecard approach, 187Bassi, L., 79, 116Being There (Clark), 35Benedict, A., 13Beyond e-Learning (Rosenberg),

142“Big data” (or analytics), 71Bingham, T., 162Bjork, R., 29Black, S. D., 52Blauth, C., 29Blogs, 26, 64, 172Bozarth, J., 163Bozarth (Jane) case study

background information on, 100

establishment of L&D during, 99, 100–103

L&D results of the, 103Brain

during learning, 39–45as logic machine, 35mental architecture of the,

35–36

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problem solving process by the, 36–39

Slow Learning pacing the learning experience to accommodation by, 187

Bransford, J. D., 40Britz (Mark) case study

developing L&D at SMS, 90–92

establishing L&D at Systems Made Simple, 89

L&D outcomes of the, 92lessons learned during,

92–93SMS Corporate University

concept, 91SMS’s organizational

characteristics, 90Brown, A. L., 40Bureau of Labor Statistics, 14Business sector

changes experienced by the, 11–15

Information Age and increased competition, 13

information technology and Internet impact on, 12–13

need for innovation and adaptability by the, 14–15

new skills demanded by modern, 13

Business Week Online, 124BYOD (“bring your own

device”), 66

CCapability Map (LPI), 22,

135–136, 179Carroll, J. M., 78Change

Allison Rossett on needed L&D, 140

constant state of, 11–12experienced by the business

sector, 11–15the information technology

and Internet driving, 12–13L&D training ghetto

instead of adapting to, 127–128fig

learning approach to culture, 132–135

Marc Rosenberg on needed L&D, 142–143

need for companies to innovate and adapt to, 14–15

parallel paths of P&D and empowering cultural, 182–185

taking the long game approach to, 186–188

training errors as barriers to successful, 30–31

Chapnick, S., 115Chats (or instant messaging),

65, 172The Checklist Manifesto

(Gawande), 36

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Checklists, 36, 61–62Chief Learning Officer magazine,

13, 104Chief Learning Officer survey

(2009), 18–19Clark, A., 35Clark, R. C., 23, 72Clark, R. E., 152Clarke, A. C., 4, 5Clegg, E., 36, 47Cluetrain Manifesto, 12Cocking, R. R., 40Coffield, F., 29Cognitive science

on conative aspect of cognition, 25

on insert knowledge, 40on meta-cognition, 39on three components of

thinking, 41, 43Coherent Organization

framework, 50, 51figCommunication

Coherent Organization framework for, 50, 51fig

creating “wirearchy” two-way, 49–53

email, 52new capabilities for, 52–53stories and storytelling form

of, 50, 52tools for synchronous and

asynchronous, 172

traditional top-down flow of, 49

trust as part of good, 49Communities of practice

(CoPs)Intel’s L&D use of, 107–109Mark Britz’s use at Systems

Made Simple (SMS), 92Community Maturity Model,

115–116Community Roundtable, 116Competencies

ASTD on inadequacy of trainer, 21

ASTD’s Competency Model to assess skills and, 136, 179

LPI’s Capability Map of needed skills and, 22, 135–136, 179

SCANS list (1991) of workplace, 15, 43, 165

Competency Model (ASTD), 136, 179

Conative cognition, 25The Connected Company (Gray),

15Conner, M., 162Content development

infrastructure, 68–70, 174–176

user-generated, 63Web 3.0 system-generated or

Semantic Web, 70

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Corbett, A. C., 40Corporate Learning Council,

19, 28A Creator’s Guide to Transmedia

Storytelling (Phillips), 187Critical Skills Needs and Resources

for the Changing Workforce: Keeping Skills Competitive (Benedict, Esen, Williams, Handsman, Patton and Rodeawald), 13

Cross, J., 13, 18, 43, 104, 162, 178

Culture. See Organizational culture

DDale’ Cone, 30Davidson, C., 39de Jager, P., 132Department of Veterans Affairs,

91Design for How People Learn

(Dirksen), 156Development facilitation

description of, 149–150, 160–161

goals and desired outcomes of, 161

informal learning approach to, 162–164

meta-learning used in, 164–165

“Digital natives” myth, 29–30

Dirksen, J., 156The Discipline of Organizing

(Glushko), 70Disintermediation concept, 13Dixon, G., 79, 80, 115Drive (Pink), 17Dublin, L., 178

EEbbinghaus’ forgetting curve,

20figEbbinghaus, H., 19Ecclestone, K., 29EconWeekly, 13Edmondson, A. C., 53, 54figeLearning

learning management system (LMS) tool for, 30, 140

rapid elearning tools for, 30SRI’s report (2009)

assessing, 5eLearning Guild “Guild

Masters,” 139eLearning Maturity Model, 115eLearning strategy

elements of, 76–77figillustrated diagram of L&D,

76figElectronic Performance Support

Systems (Gery), 61Email communication, 52Employees

empowering, 48–49L&D perspective of, 81–85

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Employees (continued )P&D role in supporting work

by, 136–137figSee also Learners; Training;

WorkforceEmpowerment

need to instill employees, 48–49

parallel paths of P&D and cultural change, 182–185

sources of employee, 49Engaging Learning (Quinn), 41Engelbart, D., 36Enyon, R., 29ePSS (electronic performance

support system), 114Esen, E., 13Estes, F., 23, 152“Event” model

introduction to the, 19–21lack of trainer competency and

skills to apply the, 21–22Executive L&D perspective,

86–87Experience API, 158, 169Expertise

created through meaningful practice, 40–45

learning needs to establish, 20fig–21

online “yellow pages” source of, 103

See also Subject matter expert (SME)

FFeedback

activity-centered curriculum inclusion of, 44

performance consulting approach to, 159

Flat Army (Pontefract), 49, 55

Formal learningexpensive of, 45L&D assessment component

of, 117t, 118t, 119learning & development

(L&D) framework component on, 77–78

mixing informal learning with, 27–28, 31, 48

needs from novice to experts, 20fig

social learning seldom included in, 26

storytelling used as part of, 50, 52

technology used to enhance, 57–61

traditional focus on, 3See also Informal learning;

LearningFrey, T., 11Functional fixedness rap, 160

GGarvin, D. A., 53, 54figGawande, A., 36

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Generational learning differences myth, 29

Gery, G., 28, 61Gino, F., 53, 54figGlocer, T., 114Glushko, R., 70Goals

for achieving continual innovation, 47–48

development facilitation desired outcomes and, 161

performance augmentation as core L&D, 6–7

to work smarter, 188Gottfredson, C., 158GPS (global positioning system

chipset), 67Gray, D., 15Group Genius: The Creative

Power of Collaboration (Sawyer), 49

HHall, E., 29Halo (computer game), 68Handsman, R., 13Hart, J., 164Harvard Business Review, 54Heinjnen, V., 93Help-on-demand, 161Helsper, E., 29Hodgins, W., 187How People Learn (Bransford,

Brown, and Cocking), 40

HTML 5 standard, 68Human Capital Capability

Scorecard, 116Human performance

improvement (HPI) model, 93, 95–96, 97, 99

Human performance technology (HPT), 151

Husband, J., 49Hutchins, E., 39

II Love Bees game, 68Immersive Learning (Pagano),

68Implementing e-Learning (Cross

and Dublin), 178IMS Global Learning

Consortium, 169–170Inert knowledge, 40Informal learning

development facilitation using social and, 162–164

formal learning mixed with, 31, 48

providing opportunities for, 27–28

See also Formal learningInformal Learning (Cross),

162Information Age, 13, 14Information technology (IT)

impact on business by the exploding, 12

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Information technology (IT) (continued )

performance & development (P&D) at same level and coupled with, 135, 177–178

See also Technological toolsInfrastructure

“big data” or analytics generated by xAPI coupled with, 71, 175fig, 176

content development and architecture, 68–70, 174–176

HTML 5 standard, 68integrating meaning-tagged

and rule-driven access content, 79

L&D assessment component, 117t, 122–123t, 124

learning & development (L&D) framework component on, 79

performance & development (P&D) tools for, 173–176

Web 3.0 or Semantic Web, 70Innovation

as continual learning, 15need for companies for

adaptability and, 14–15new role by L&D for

contributing to, 15organizational goal of

achieving continual, 47–48

Innovative Performance Support (Gottfredson and Mosher), 158

Instant messaging (or chats), 65, 172

Intel case studyAllison Anderson’s L&D work

during, 104–106L&D outcomes, 106–107learning communities

of practice (LCoPs) established during, 107–109

lessons learned from the, 107–109

organizational characteristics, 104

Technology Based Training (TBT) Task Force created during, 105

Intellectual Capital (Stewart), 162International Society for

Performance Improvement (ISPI), 139

InternetASTD Web 3.0 study on social

network tools on the, 26change driven by the, 12–13social networking on the, 26,

171–173Internet Time Alliance, 50, 89,

93, 109iPod Touch, 66Iterative measurement, 169, 170fig

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JJarche, H., 50, 161Jennings, C., 28, 48Jennings (Charles) case study

background information, 109–110

establishing L&D during the, 111–112

L&D outcomes, 112, 114lessons learned from the,

114–115Reuters’ organization

characteristics, 110strategy map used during the,

113figJobs, S., 124Johnson, S., 49Jones, K., 5

KKahneman, D., 39Kelly, D., 52Khaneman, D., 37King, B., 11Kirkpatrick’s four levels of

evaluation model, 31, 167–168

Knowledge dump, 40Knowledge management

Knowledge management (KM) system, 92

personal knowledge manage-ment (PKM), 129, 161, 165

Knowledge test, 40Knowlege (inert), 40Koedinger, K. R., 40

LLandau, V., 36“Lazy evaluation” concept,

150–151Leaders

open leadership by, 55reflections by Allison Rossett,

139–142strategic path to P&D taken

by, 184Learner engagement

developing learner confidence for, 24–25

importance of, 24Learners

conative cognition of, 25epistemological stance

(beliefs about learning) of, 43

keeping them engaged, 24–25

“learning out loud” approach by, 52

providing activity-centered curriculum, 43–44fig

providing meaningful practice to, 25, 40–45

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Learners (continued )providing performance

support and job aids to, 26–27

See also EmployeesLearning

benefits of social, 25–26Chief Learning Officer survey

(2009) on inadequate organizational, 18–19

Corporate Learning Council on rate of improvement in, 19

definition of, 53failure of traditional training

to result in, 17–18inadequate organizational

functions for, 18–19informal, 27–28, 31, 48,

162–164innovation as continual, 15learner beliefs about, 43meaningful practice required

for, 25, 40–45meta-learning (learning to

learn), 43, 164–165our brains during process of,

39–45Slow Learning, 187spaced, 41, 42figtraining errors as barriers to

successful, 30–31Zone of Proximal

Development for, 41

See also Formal learning; Social learning; Training

Learning & development (L&D)

acknowledging the poor status quo of, 9

aligning metrics with components of, 79

Allison Rossett on needed change in, 140

Marc Rosenberg on needed change in, 142–143

measuring results of, 28need to find alternatives to

services of, 182new driving innovation role

of, 15the outcomes we would see

with an effective, 4–6overview of the different

components of the, 75–79performance augmentation as

core goal of, 6–7stakeholder perspectives on

an effective, 81–89strategies to improve

outcomes, 128–137technological tools used to

augment, 57–72the training ghetto, 127–128figSee also Organizations;

Performance & development (P&D); Training

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Learning & development (L&D) assessment

formal learning component, 117t, 118t, 119

how to begin your, 116identifying learning needs,

119–120infrastructure component,

117t, 122–123t, 124instruments recommended

for, 115–116metrics component, 116, 117t,

122, 123t, 124organizational culture

component, 116, 117t, 118t

performance focus component, 117t, 120, 121t

social learning component, 117t, 120, 121t

Learning & development (L&D) case studies

Allison Anderson, 104–109Charles Jennings, 109–115Jane Bozarth, 99–103Mark Britz, 89–93Tulser, 93–99

Learning & development (L&D) industry

examining the current state of failure of the, 1–4

new role for contributing to innovation by the, 15

Learning & development (L&D) strategies

doing less, 131–132learning in order to change

culture, 132–135shifting from training

to performance & development (P&D), 128–131

Learning and Performance Institute (LPI), 22, 127, 135–136

Learning Community of Practice (LCoP)

Intel’s L&D use of, 107–109Mark Britz’s use at Systems

Made Simple (SMS), 92Learning events

“event” model focus on, 19–22

shifting focus to learning experience from, 43–45

Learning Everywhere (Udell), 174Learning experiences

adapting to a learner’s ability and interests, 158

shifting focus from learning event to, 43–45

Slow Learning pacing the, 187

Learning in the Cloud (Warschauer), 17

Learning management system (LMS), 30, 140

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Learning modelsADDIE, 31, 144, 159“event,” 19–22Kirkpatrick’s four levels of

evaluation model, 31, 167–168

problem-based, 23spaced learning, 22–23, 41,

42figLearning myths

as barrier to training, 28–29

“digital natives,” 29–30learners differ by generation,

29learning styles, 29

Learning needsfailure of traditional training

to fulfill, 17–18LPI’s Capability Map of

needed skills and, 22, 135–136, 179

of novice, practitioner, and expert, 20fig–21

Learning on Demand (Tozman), 174

Learning organizationscharacteristics of a, 54fighow organizational culture

impacts, 53, 55“Learning out loud,” 52Learning Solutions magazine,

142Learning styles, 29

Learning toolslearning experience supported

through, 44Web 2.0, 13, 63Web 3.0 study (ASTD, 2011)

on, 21–22, 26“Least Assistance Principle,”

78Levin, J. A., 52Levine, R., 12LMS (learning management

system), 30, 140Locke, C., 12“Long tail” concept, 13

MMalone, T., 63Manager L&D perspective,

85–86“Marc My Words” (Rosenberg),

142Marc Rosenberg and Associates,

142McDaniel, J., 29McDaniel, M., 29McGraw, K., 79, 116McMurrer, D., 79, 116Means, B., 5Mehan, H., 52Memory

checklists used to trigger our, 36

Ebbinghaus’ forgetting curve on, 20fig

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MentoringJane Bozarth’s case study on

use of, 102–103Mark Britz’s case study on use

of, 92online “yellow pages,” 103Reuters’ use of, 112

Meta-learningdescription and learning

benefits of, 43development facilitation use of,

164–165Metrics

aligning learning & development (L&D) framework to, 79

iterative, 169, 170figKirkpatrick’s four levels of

evaluation model, 31, 167–168

L&D assessment component, 116, 117t, 122, 123t, 124

making the business case for P&D using, 185–186

mismeasured and misapplied L&D, 28, 185

P&D governance and oversight, 178

performance consulting focus on performance, 150, 151–153

Microblogs, 26, 64–65, 172–173Millennials, 29mLearning courses, 22

Mobile devices, 66–68, 173–174Moore’s law, 11–12Moseley, D., 29Mosher, B., 158Motivation

engaging learners to drive learning, 24–25

how uplifting stories can drive, 50, 52

performance consulting’s backwards design to improve, 154–156

Murphy, R., 5Mythed training foundations,

28–30

NNaughton, J., 136Netflix, 13, 70The New Social Learning

(Bingham and Conner), 162

The New York Times, 14Nine-Box Model, 95North Carolina Office of State

Human Resources case study

background information on, 100

Jane Bozarth’s establishment of L&D during, 99, 100–103

L&D results of the, 103Now You See It (Davidson), 39

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OOnline “yellow pages”

mentoring, 103Open leadership, 55Organizational culture

benefits of an enlightened, 4empowerment through

learning supported by, 48of experimentation, 77good communication as

requiring safe, 15, 49how a learning organization is

created through the, 53–55L&D assessment component,

116, 117t, 118tlearning in order to change,

132–135parallel paths of P&D and

empowering, 182–185Organizations

Allison Rossett’s reflections on L&D and, 140–142

change challenge facing modern, 11–15

continual innovation and adaptability goals of, 14–15, 47–48

empowering their employees, 48–49

inadequate learning functions of, 18–19

learning, 53–55Marc Rosenberg’s reflections

on L&D and, 143–145

taking the long game approach to change, 186–188

training errors as barriers to successful change by, 30–31

See also Learning & development (L&D); Performance & development (P&D)

Overton, L., 79, 80, 115

PPagano, K. O., 68Parker, D., 24Pashler, K. O., 29Patton, D., 13PDAs, 66Perfetti, C., 40Performance

as core goal of training, 6–7shifting from training to

strategy of, 128–131Performance & Development

Manifesto, 189–190Performance & development

(P&D)development facilitation to

redefine, 149–150, 160–165infrastructure tools for,

173–176learning strategy used in,

176–177figusing metrics to make the

business case for, 185–186

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parallel paths of empowering cultural change and, 182–185

performance consulting to redefine, 149–160

pragmatics of, 176–179prioritizing resources for,

165–166at same level and coupled

with IT, 135, 177–178shifting from training to,

129–130fig, 131social tools used for, 171–173as supporting work tasks and

actions, 136–137figtaking the steps to move

forward toward, 181–190technological tools used for,

170–176See also Learning &

development (L&D); Organizations

Performance consultingbackwards design approach

to, 152–156using a broader analysis in,

151–152description of, 149, 150doing a “lazy evaluation,”

150–151finding specific solutions,

156–160focus on performance metrics,

150, 151–153

Performance support (PS)checklists as, 36, 61–62developing resources for,

158–159ePSS (electronic performance

support system), 114L&D assessment component,

117t, 120, 121tlearning & development

(L&D) framework focus on, 78

mobile devices for, 66–68prioritizing resources for,

165–167technological tools available

for, 61–62unresolved problems with,

26–27Perrin, C., 29Perrin, P. B., 29Personal knowledge

management (PKM), 129, 161, 165

Phillips, A., 187Pink, D., 17, 39, 48Plan-Do-Check-Act

methodology, 97Pocketful of Change (de Jager),

132Podcasts, 172Pontefract, D., 49Practice

activity-centered curriculum inclusion of, 43–44fig

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Practice (continued )creating expertise through,

40–45learning as process of

reflection and, 40providing opportunities for

meaningful, 25shifting focus from learning

event to learning experience of, 43–45

spaced learning through process of, 41, 42fig

Prioritizing resources, 165–166Problem-based learning, 23Problem solving

acting in the world approach to, 37–38fig

functional fixedness trap of, 160

performance consulting backwards design for, 154–156

process of our, 36–37reflection role in process of,

38–39set effects trap of, 160two systems of thinking used

for, 37Productivity-workforce ratio,

13–14

QQuinn, C. N., 25, 37, 41, 43, 47,

52, 63, 66, 69, 78, 158, 168

RRalston-Berg, P., 152Rapid authoring tools, 22Rapid elearning tools, 23Reflection

activity-centered curriculum inclusion of, 43–44fig

by Allison Rossett, 139–142blogs as form of, 26, 64, 172learning as process of practice

and, 40by Marc Rosenberg, 142–145problem solving and role of,

38–39Research Dog’s eLearning

Readiness Assessment, 115Resources

developing performance support (PS), 158–159

prioritizating performance support (PS), 165–166

Reuter, P. J., 110Reuters case study

background information, 109–110

establishing L&D during the, 111–112

L&D outcomes, 112, 114lessons learned from the,

114–115organization characteristics,

110strategy map used during the,

113fig

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Reuters Institute of Technology, 114

RevolutionizeLnD.com, 188Robinson, D. G., 150Robinson, J. C., 150Rodeawald, P., 13Rohrer, D., 29Rosenberg, M., 142–145Rossett, A., 139–142Rothwell, W. J., 136Rummler’s Nine-Box Model, 95

SSach, J., 50San Diego State University, 139Sawyer, K., 49Schmidt, E., 11Schwartz, N., 14Searles, D., 12Secretary’s Commission on

Achieving Necessary Skills (SCANS), 15, 43, 165

Seek, Sense, and Share scaffolding, 161

Self-learning skills, 43Semantic Web (Web 3.0), 70Set effects trap, 16070:20:10 Forum and Duntroon

Associates, 11070:20:10 Framework Explained

(Jennings), 2870:20:10 service, 28, 93, 96, 112“Shiny new object” syndrome,

63–64

“Show up and throw up” approach, 23

Show Your Work (Bozarth), 99Skills

ASTD on inadequate trainer, 21

ASTD’s Competency Model to assess competencies and, 136, 179

demanded by modern workplace, 13

development facilitation and use of basic information, 161

Experience API for learning, 158, 169

LPI’s Capability Map of needed competencies and, 22, 135–136, 179

self-learning, 43Slow Learning, 187Social learning

development facilitation using informal and, 162–164

failure to offer adequate, 25–26

L&D assessment component, 117t, 121t

technological tools used to enhance, 62–65

See also LearningSocial Learning Handbook (Hart),

164Social Media for Trainers

(Bozarth), 163

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Social networking toolsdescription and availability

of, 26performance & development

(P&D) using, 171–173Society for Human Resource

Management, 13Solutions

performance consulting approach to finding specific, 156–160

performance consulting backwards design to find, 154–156

Spaced learning modeldescription of, 22–23role of meaningful practice in

the, 41, 42figSpacing Learning Events Over

Time: What the Research Says (Thalheimer), 42fig

“Spray and pray” approach, 23SRI’s elearning report (2009), 5Stakeholders

employee perspective on L&D, 81–85

executive perspective on L&D, 86–87

L&D team’s perspective on L&D, 87–89

manager perspective on L&D, 85–86

strategic path to P&D taken by, 184–185

Sternberg, R. J., 188Stewart, T., 162Stories/storytelling

communicating through, 50power of uplifting, 50, 52

Subject matter expert (SME), 152, 157, 181

See also ExpertiseSuccessive Approximation

Method (SAM), 159Synchronous communication,

172Systems Made Simple (SMS)

case studydeveloping L&D at SMS,

90–92lessons learned during, 92–93L&D outcomes of the, 92Mark Britz on establishing

L&D during, 89SMS Corporate University

concept, 91SMS’s organizational

characteristics, 90

TTaylor, D. H., 127–128Taylor, F. W., 47Taylorism, 47Technological tools

blogs and microblogs, 26, 64–65, 172–173

formal learning supported by, 57–61

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infrastructure, 173–176instant messaging or chat, 65,

172learning & development

(L&D) framework component on, 76

learning management system (LMS) tool for, 30, 140

learning management systems (LMSs), 30, 140

mobile devices, 66–68, 173–174

for performance & development (P&D), 170–176

performance support using, 61–62

using the “right stuff,” 187“shiny new object” syndrome

phenomena, 63–64social category of, 26,

171–173social learning enhanced

through, 62–65Web 2.0, 13, 63Web 3.0, 21–22, 26, 70wikis, 65See also Information

technology (IT)Texting (or instant messaging),

65, 172Thalheimer, W., 19, 30, 42figThinking

acting in the world system of, 37–38fig

multiple tools used for our, 39

quick “known” answer system of, 37

reflective, 38–39three components of, 41–42

Thinking Fast and Slow (Kahneman), 37

Thomson Reuters, 1143D printers, 13Torralba, F., 13–14Towards Maturity, 80, 115Toyama, Y., 5Tozman, R., 174Trainers

ASTD on failure to use Web 3.0 tools by, 21–22

ASTD on inadequate competencies of, 21

perspective on L&D by the, 87–89

Trainingactivity-centered curriculum,

43–44figASTD report (2010) on

inadequacy of, 21benefits of social learning

during, 25–26evidence on inadequate

learning model for, 18–19failure of traditional approach

to, 17–18

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Training (continued )performance support and job

aids used as part of, 26–27providing meaningful practice

as part of, 25, 40–45shifting to performance as

strategy instead of, 128–131tapping into informal learning

for, 27–28See also Employees; Learning;

Learning & development (L&D)

Training errorsantisocial instead of providing

social learning, 25–26as barriers to change, 30–31disengaged learners, 24–25inadequate performance

support and job aids, 26–27insufficient practice, 25lack of training credibility due

to, 31mismeasured and misapplied

metrics, 28mythed foundations, 28–30too rigid training vs. tapping

into informal learning, 27–28

trainers lacking skills and competencies, 21–22

wrong learning focus, 22–23The training ghetto, 127–128figTraining models

ADDIE, 31, 144, 159

“event,” 19–22Kirkpatrick’s four levels of

evaluation model, 31, 167–168

problem-based, 23spaced learning, 22–23, 41,

42figTrust-communication

relationship, 49Tusler case study

background information on, 93

L&D establishment during, 94–95

lessons learned from the, 99outcomes of L&D during the,

96–98strategic plan used during,

95–96Tulser’s organizational

characteristics, 93–94

UUdell, C., 174University of California’s

Cognitive Technology Lab, 23

U.S. Department of Education, 5User-generated content, 63

VVidcasts, 172Virtual Worlds technology, 22Vygotsky, L. S., 41

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WThe Wall Street Journal, 13Wallace, G., 23, 154Warschauer, M., 17Web 2.0 tools, 13, 63Web 3.0

ASTD study (2011) on, 21–22, 26

system-generated content or Semantic Web, 70

Web system development, 69Weinberger, D., 12Where Good Ideas Come From:

The Natural History of Innovation (Johnson), 49

Wikis, 65Williams, S., 13Winning the Story Wars (Sach), 50“Wirearchy” two-way

communication, 49–53Wooley, A., 63Workforce

BLS report on layoffs (2010–2012) of the, 14

increased productivity by a reduced, 13–14

P&D supporting tasks and actions of the, 136–137fig

See also EmployeesWorking smarter goal, 188Workplace

information technology and Internet changing the, 12–13

studies on skills needed for the new, 13

XxAPI (data tracking), 71, 175fig,

176

YYelp, 67

ZZone of Proximal Development,

41

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