๐ค๐ ๐ก Organizational Learning & Development Strategist
Where should Learning and Development sit in an organization? It is a familiar debate, but the answer is often simpler than we make it. If you expect L&D to operate strategically, align it strategically.Do not tuck the function deep inside an operational unit and then wonder why the work becomes reactive. Placement shapes scope. If …
Continue reading "A Quick Thought on a Long-Running Debate in L&D"
Psychological safety is usually described as a shared belief that it is safe to speak up, ask questions, admit mistakes, or raise concerns without fear of embarrassment or retaliation. But in workplaces where the environment communicates scarcity, threat, or instability, psychological safety can start to feel like a limited resource that people must individually secure …
Continue reading "Psychological Safety as a Common Good: Why We Must Stop Competing for It"
Instructional design models typically assume that learners, clients, or stakeholders can articulate what they need. ADDIE, Design Thinking, needs assessment, and task analysis all work well once goals are understood and outcomes can be described. There is another category of work, however, that is increasingly relevant for instructional designers: the work that happens before people …
Continue reading "Designing for Possibilities in Instructional Design When Needs Are Not Yet Clear"
Shadow leadership tends to appear in organizations that have not created the roles, pathways, or decision structures needed for the work they expect people to carry. It shows up quietly. Someone becomes the person others turn to, not because the system formally positioned them that way, but because they are competent, reliable, and willing to …
๐จ๐พโ๐ซ๐ข๐ป๐ฒ ๐ผ๐ณ ๐๐ต๐ฒ ๐บ๐ผ๐๐ ๐ฐ๐ผ๐ป๐๐ถ๐๐๐ฒ๐ป๐ ๐ณ๐ถ๐ป๐ฑ๐ถ๐ป๐ด๐ ๐ถ๐ป ๐๐ต๐ฒ ๐ฟ๐ฒ๐๐ฒ๐ฎ๐ฟ๐ฐ๐ต ๐ผ๐ป ๐ฒ๐ณ๐ณ๐ฒ๐ฐ๐๐ถ๐๐ฒ ๐๐ฒ๐ฎ๐ฐ๐ต๐ถ๐ป๐ด ๐ถ๐ ๐๐ต๐ฎ๐ ๐ต๐ถ๐ด๐ต-๐พ๐๐ฎ๐น๐ถ๐๐ ๐ณ๐ฒ๐ฒ๐ฑ๐ฏ๐ฎ๐ฐ๐ธ ๐บ๐๐๐ ๐ฑ๐ผ ๐บ๐ผ๐ฟ๐ฒ ๐๐ต๐ฎ๐ป ๐ฐ๐ผ๐ฟ๐ฟ๐ฒ๐ฐ๐. It must guide thinking, affirm progress, and extend understanding. Scholars of formative assessment and feedback practices have long emphasized this balance (see Nicol and Macfarlane-Dick, 2006; Hattie and Timperley, 2007). A simple structure instructors …
Continue reading "The CUE Framework: Quality Student Feedback Must Do More Than Correct"
When was the last time you had a truly seamless online form experience? Poorly designed forms are more than an inconvenience. At best, they slow us down. At worst, they become full barriers that prevent people from completing essential tasks. As I have been revisiting my earlier research, I have renewed my focus on form …
We often hear that โstudents are cheating,โ โemployees are cutting corners,โ or โpeople are getting lazy.โ But these behaviors rarely happen in isolation. They emerge from the conditions surrounding the learner, the worker, and the task. In learning and development, we know that behavior is shaped more by systems and incentives than by knowledge alone …
Continue reading "Designing Conditions for Responsible and Effective AI Use in Learning and Work"
As someone who works across clinical and technical education and training spaces, I have enjoyed comparing different approaches to skill-building and development, as well as concepts and practices that share similar natures.Today's points of comparison are Apprenticeship and Clinical Supervision. With the refinement of ChatGPT, here's a contrast highlighting their purpose, structure, and context. Apprenticeship …
Todayโs terms, Talent Development and Organizational Development, are complementary yet distinct areas that overlap in certain aspects. Talent Development vs. Organizational Development Prompted by Dr. Treca BourneDownload
Professional development is another term that is sometimes conflated with talent development. Here's a breakdown distinguishing the two. Talent Development vs. Professional Development by Dr. Treca BourneDownload
Dr. Treca Bourne 