Chief Learning Officer - July 2008 - (Page 35)

better through visual means. Others need to talk it through, write it down, play it out and so on. Finally, people also learn at different paces: fast, medium, slow and everything in between. Understanding these differences is crucial to ensuring learning opportunities are meaningful and productive. As Wynn Resorts Vice President for Human Resources Stephanie Rosol said, “When you understand how you absorb information, you can lobby for it as you move into future rotations. If you were doing this with kindergartners, they can’t lobby for their learning styles. As adults we can, but we are not adept at identifying those strengths.” But if the facts are so straightforward and customization is so important, why don’t we customize the way we teach and train? Research reveals that we do try, but because our best attempts to customize are typically constrained within the traditional classroom setting — with one teacher for many students — we encounter insurmountable problems. For example, just as most students are wired to learn best in two or three discrete ways, teachers are similarly wired to excel in two or three intelligences. Like all of us, teachers therefore tend to teach in ways compatible with their strengths to the exclusion of those who are wired differently. In schools, Gardner and others have worked to train classroom teachers to teach to multiple intelligences, but inevitably each teacher caters to a preferred type of intelligence, and some students will tune in while others will tune out. To some extent, corporations are able to escape the problems of the one-teacher-to-many-students model by employing tutors, coaches or mentors to work one-on-one with employees. In this environ- Is it far-fetched to think that employees not trained in teaching could effectively create usable content for learning? ment, instructors are able to tailor the way they teach for an employee’s preferred learning method and style. Even better, employees are able to lobby more easily for receiving the material in the way that works best for them. And in the future, customization of corporate learning will only get easier. Research shows there Chief Learning Ofﬁcer • July 2008 • www.clomedia.com 35 http://www.clomedia.com

Table of Contents Feed for the Digital Edition of Chief Learning Officer - July 2008

Chief Learning Officer - July 2008 Contents Imperatives Selling Up, Selling Down Strategies Take Five A Customer-Driven Approach to Molding Tomorrow’s Leaders The Home Depot: Accelerated Leadership CLO Profile Birth of a Salesman: Selling Learning to Solve Business Issues Selling Learning’s Potential at Siemens Transform Corporate Learning With a User Network Wiki Training Increases Productivity for RMC Vanguard Mortgage Lessons From the Feds: Mapping Learning to Strategic Initiatives Department of Labor Centralizes Content Synchronous and Asynchronous: What’s in a Name? Coping With Cultural Barriers to E-Learning The Manager’s Responsibility for Employee Learning Case Study Business Intelligence In Conclusion

Chief Learning Officer - July 2008

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