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“Education doesn’t necessarily change behavior,” believes Charlotte Blank, chief behavioral officer for marketing and advertising firm Maritz. “Our environment, however, has an enormous effect on our behavior. Therefore, we can use policies and systems to nudge us in the right direction.”
Such an approach looks forward, simplifying the environment to remove barriers before they deter learning and allowing a company to fine-tune its course content and integrate personalization into module-based learning.
Unless negotiation skills are acquired through other learning programs, life experiences, or on-the-job training, new managers who now have instructional design as part of their roles and responsibilities are likely to be lacking in the art of negotiation.
A couple of decades ago, two academics at the University of Manchester—Susan Moger and Tudor Rickards—developed a model in which the creative leader introduces structures (protocols) that facilitate the creativity of the team. They call these structures “benign structures” as they don’t impose structural impediments to creative development and systems change.
Do you want competent employees or do you want employees who are working to be great? There is a huge difference in productivity between competent and great employees. This question causes organizations to rethink their approach to employee development.
These tools can be used to build community and continue the learning conversation started in the classroom, or it can be used as a stand-alone “just-in-time” set of resources for training in the flow of work—or anything in between.