MOOCs came from an academic birthright, and they are structured to accomplish the transfer of knowledge in some very innovative “flipped classroom” approaches that are less structured and open to participants to discover and learn through multiple forms of content delivery, media and venues. Perfect. This will work in the corporate world as well. My question is why stop there? Let’s flip the whole dynamic learning and support ecosystem, not just the classroom.
Author: Gary G. Wise - Author - Grief Coach
Unsupervised, unfiltered, and occasionally undisciplined Writer of Things that thrill readers with engaging stories created by a seasoned storyteller.
Implementing Embedded Performer Support [EPS] can be as daunting a task as eating an entire elephant. Not sure I’d ever want to eat an elephant, but if I did, it would be one bite at a time versus scarfing down the whole thing. One bite at a time rings true for implementing EPS as well. Keep in mind that EPS is not a technology [though technology may well be part of the effort]; EPS is a discipline.
Manfred Mann and the Animals wrote a song in the 60’s about a house in New Orleans. That house was a house of evil and “was the ruin of many a poor boy”. There are many houses in New Orleans that nobody sings about. They stand empty and decaying. As they come down, like the house at 2521 Delachaise, a new house is built expanding the presence of rebirth.
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Possum Wars
Chances were good I would’ve tried more bungee cords to wrap the cages to the post, but when my wife shared her observation on the whole conflict, things turned from defensive posturing to a more offensive outlook. She said, “Looks like your possum is kicking your butt, sweetie!” At that point, it was game on!
<Humor Alert> Life’s lessons seem to come across my path when stupid hits a high point. This is a true fishing story where stupid ran amok and granted me a couple of huge learning moments. </Humor Alert>
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Momentum: A Fat Man’s Dilemma
Over the next minutes or so I learned that a fat man with wheels on his feet; three degrees of incline; and gravity was a recipe for disaster. Self-confidence eliminated any need to consider those ingredients as potentially dangerous. This was a clear case on not knowing what I did not know. I think that’s called unconscious incompetence. I was wrapped in the comfort of not knowing what was going to happen.
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Road Trip to Beckley
<Humor Alert> Once again the craving to examine learning has taken a turn toward the humorous. This is another true story about the truth that can only be taught from the hearts of family when a dash of duress gets mixed into what turned out to be a learning moment. </Humor Alert>
In my current role, I work in a virtual environment that is strategically located between corn and soy beans in the rolling hills of southeastern Indiana. Driving narrow, rural country roads to breakfast at the local truck stop this morning, I encountered numerous other pick-up trucks. Yes, I drive one too, but no rifle rack, nor is there a confederate flag in the back window. You might be asking yourself what any of this has to do with performer support. Answer: Plenty
Knowing what to do…and being equipped [supported] to effectively do what needs done… are the equivalent of comparing great training to the effective application of learning. We train the former…and we support the performer on the latter. This distinction becomes a liability when we treat performer support as an add-on to training or as an after-the-fact development cycle rather than including it as part of our core design discipline.
We were eating lunch on a Wednesday when the elevator music was disrupted with an urgent announcement, “This is a code yellow alert – Repeat – This is a code yellow alert!” My colleagues all went to the laminated cards that hung around our necks The appropriate response needed to be timely; needed to trigger agility, and needed to be acted upon flawlessly. Or, as in my example…some knucklehead just spilled something that could kill us all…so run like hell…NOW! That was perfect EPS.