Training Industry Quarterly - Spring 2013 - (Page 7)

at the eDItor’s DesK | J. Keith dunbar the true impact is on the disruptive innovation to tried-and-true Business models a Brave new world K nowledge and innovation are disruptive forces at an individual, team and organizational level. If you believe that premise, then you have noticed the impact that technology is having in today’s business environment. In the last decade, companies have succeeded in developing new products that have shaped the world in how we connect, communicate and work. However, to look at some of these products as the key component in a brave new world only scratches the surface. The true impact of these products is on the disruptive innovation to tried-and-true business models that has occurred spurred by these products. For example, these products have led to a marketplace for music where people no longer have to buy an entire compact disk, just the songs they want. That kind of disruptive innovation shifted the relationship from the organization (large record companies) to the individual. These relatively small and innocuous innovations have led to major disruptions within society and well-established business models, some more than 50 years old like the music industry. The new areas in the science of learning have this same potential to disrupt the world of learning and the business models we have used, just as smartphones have the last five to eight years. As a doctoral candidate in the Penn Chief Learning Officer (PennCLO) program, I have had similar conversations with my learning and talent peers in the private and public sectors on these massive shifts in the learning space and their implications to our profession. In these theory-to-practice programs, the learning sciences research that I have been exposed to has focused on the key aspects of learning transfer to individuals and teams, the design of learning based upon learning theory and its relationship to enhanced job performance and learner motivation, both intrinsically and extrinsically. While this learning science research has been the bedrock of much learning that has been designed, developed and implemented in our organizations, new research fields and technology are starting to offer insights into areas with greater potential to disrupt learning business models. New areas like “big data” will open previously not thought of avenues of research in learning, and vast new possibilities to shifting our own learning business models from the organization to the individual and back with agility and adaptability. Big data is all about being able to take the vast amounts of data that are generated daily and transform that data into insightful and actionable information. For example, the University of Southern California’s An- This Issue’s Guest Editor J. Keith Dunbar is director of learning & talent Development at saIC and a doctoral candidate in the penn Chief learning officer (pennClo) program. Dunbar’s responsibilities include enterprise learning and talent strategy, talent governance and building strategic capabilities that drive business growth. his dissertation studies the relationship between organizational leadership capabilities as a predictor of successful mergers and acquisitions (m&a) as a key contributor to the human resources due diligence process. email J. Keith. Know someone who’d make an outstanding guest editor? Interested in becoming one yourself? Contact us at editor@trainingindustry.com. nenberg School of Communication and Journalism examined how social media feeds could be used to predict how a studio’s movies might fare at the box office. Historically, movie studios found out this information from box office receipts and pre-screening market analysis. The use of big data allows movie studios to take proactive measures through increased and/or targeted marketing activities and expenditures. If we extrapolate that example and its potential to the world of learning, big data offers the ability to identify and study learning activities in near-real time before, during and after the learning activity. In this near future, big data-leveraged technologies will provide actionable insights to learning professionals on the learning styles and activities of students prior to the learning intervention, allow flexible learning activities during the intervention, and provide post-intervention feedback on individual and organizational performance. Our profession stands at a tipping point that is both exciting because of its potential to have great impact on so many people in a positive way, and yet terrifying as these kinds of transition points in history create great uncertainty. To leverage these kinds of science of learning capabilities like big data effectively, it will require us to individually and collectively embrace them and think creatively and innovatively in developing new learning business models. The next great idea in learning is only one thought away. Training Industry Quarterly, Spring 2013 / A Training Industry, Inc. magazine / www.trainingindustry.com/TIQ 7 http://www.trainingindustry.com/TIQ

Table of Contents for the Digital Edition of Training Industry Quarterly - Spring 2013

Training Industry Quarterly - Spring 2013
From Where I Sit: Back to the Basics
Table of Contents
Ad Index
Guest Editor: A Brave New World
Extracting Learning From Work
Poor Behavior: Your Brain is Partly to Blame
How to Design Engaging Training Programs
The Missing Link in Learning
Don't Let Training Be Half-Baked
What the Latest Brain Research Tells Us about Designing Learning that Sticks
Motivation: The Key to Learning Transfer
Improving Learning Outcomes with a Bite-Sized Strategy
Adult Development: Predicting Learning Success
From One Brain to Another: What We've Learned about Learning
Formalizing Informal Learning
Tracking Trends
Tweet Suite
Company News

Training Industry Quarterly - Spring 2013

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