Learning and training opportunities and requirements abound in the the workforce.  New initiatives are developped; the staff must be trained.  New technology is purchased; the staff must be trained.  Certifications expire; the staff must be trained.  But effective learning in the workplace is much more.  An article from CLO supports this premise, too.  While it is true that a significant amount of "learning" takes place in seminars, online classes, and other delivery methods, what is not clear is how much impact that "learning" has on the day to day effectiveness of the individual employee.  So what is effective learning in the workplace?  Often effective learning will be manifested in an outward change of productivity which can be analyzed through performance management.  The most effective learning occurs when the individual is able to internalize the new material and use it as if it were second nature.  Too often, employees enjoy wonderful training experiences but the effectiveness stops at the classroom door.  The training must elevate the individual's skills and thereby their effectiveness in the workforce as a whole. 

In an earlier blog, I pondered the growing trend of homeschooling.  This entry was not intended to have a negative tone, although some readers interpreted it that way.  As a former public school teacher you may think that I would feel threatened by this growing trend.  However, quite the opposite is true.  I find it very interesting, and honestly encouraging, to see so many Americans putting forth effort and making sacrifices for family.  My question is one of legitimate concern, not one founded on insecurities.  Can parents truly offer a well-rounded educational experience to their children?  I recently met a family with nine children that range in age from 16 to 2 years old, with one more on the way.  In talking with one of the young girls, whose vocabulary far exceeded mine, I was impressed with her family's decision to homeschool.  When I questioned the young girl about her schooling, she indicated that her mother was responsible for the majority with the father acting only as a tutor for the maths and sciences.  She explained that her mother spent a significant amount of time teaching each child to read and then "set them free" to learn on their own.  As the conversation progressed the girl mentioned her disappointment in never having the opportunity to learn music and specifically to play the trumpet.  She explained that they had a "perfectly good trumpet at home but no one to teach them how to play it".  From this encounter and others like it, I wonder if homeschool students are missing out on some pretty cool stuff.  The same could be said for public school kids who are bound to maintain demanding schedules and passing scores on useless standardized tests and don't have the opportunity to fully pursue topics that interest them.  I suppose the responsibility remains on the parents of both groups, public school and homeschool, to encourage and facilitate a love of learning that will result in a well-rounded student.  �

An article, in the August 2009 issue of Chief Learning Officer, entitled "Comics:  They're Not Just for Kids Anymore" describes the growing fascination with Japanese style comics called "manga".  The article explains the origins and spread of this trend, and possible future implications in the business training world.  Undoubtedly, as generations X andY come on to the professional scene they will bring a different perspective and approach to training and development.  Most likely, they will be more visually oriented.  They will probably prefer fast moving, efficient presentations and dissemination of information.  But comics? I am not sure this is a trend that we want to encourage.  The article states that this "genre has particular appeal....to audiences with lower reading levels....and time-constrained individuals."  As professionals, do we really want to facilitate ignorance?  As for the time-constrained individuals, certainly one should be able to prioritze one's life to permit professional growth, when necessary, without having to use comic books as the means of delivery.   

The Washington Post is reporting on the issue of parent-paid aides as we discussed in an earlier article.  In the previous article, the Times was describing how the union and other school system officials were getting rid of parent-paid aides and teachers despite the complaints from parents and students.  This Washington Post article is reporting on the ingenuity of a concerned mom and how she successfully raised enough money to spare the jobs of three teacher's aides. I guess I am not as cynical as the hard-core New Yorkers and Union laborers, but I tend to see this as a step in the right direction.  Teachers are always complaining that there isn't enough parent envolvment in schools and that students need to know that their parents care by the support that they show.  Isn't this a prime example of parent envolvment?  Isn't it a great way for parents to show their support of the hard working teachers in their school systems? Granted, we wouldn't want the government to come to rely on the donations and fundraising efforts of parents to staff our schools, but will it really come to that?  I think that for those politicians who insist on removing the parent-paid aides from the classroom, that perhaps they ought to spend a day in a kindergarten class with no help.  Maybe, they should volunteer to have the budget for their aides cut instead.  Come on, America, it's time to show our support of educators!

Often we sophisticated, expereinced, educated adults view extra-curricular activities as just that, extra.  We tend to view them as being unnecessary indulgences that we allow only if certain criteria are met, such as maintaining good grades, completing assigned chores, or displaying appropriate behavior.  Because of this attitude and mind-set, in seasons of budget cuts and shortfalls, extra-curricular activities are often the first to go.  As a recent article in the Washington Post describes, for some children these extra-curricular activities are what help them survive, even thrive, in the school environment.  This particular article describes how competitve swimming has helped an autistic tweenager become more socially active.  Because of his participation, he has made friends, built confidence, and enjoyed the encouragement of his teammates.  This experience has become invaluable to this autistic child and his family. Similar benefits are enjoyed by special needs student who participate in extra-curricular activities like marching band or art programs.  Special needs students gain confidence and build relationships while regular education students learn compassion, acceptance, and the true meaning of teamwork.  All types of students benefit from extra-curricular activities is many different ways.  For all of the grown-ups who use the term "extra-curricular" with a hint of disdain, remember these benefits.

Years ago, when I was in high school, I struggled through literature class.  I can remember listening to the discussions of the first several works that we read and thinking 'wow, I must have read the wrong story, 'cause that's not at all what I got out of it'.  The expressions on the faces of some of my friends said the same thing.  We were lost.  How were we ever going to understand Beowolf well enough to pass an exam on it? Then, one day someone brought in a little black and yellow bound book.  It was the greatest thing we had ever seen.  Cliffsnotes.  The whole of Beowolf, summed up in plain English on just a few short pages.  Now that I could handle.  And there was Mr. Green's physics class.  Everyone knew that he used the exact same notes, quizzes, tests, and labs from one year to the next.  If you could just get your hands on one of the upperclassmen's notebook, you were golden. These things didn't seem so bad to a desperate high school student just hoping to make it through physics so colleges would even look at the application.  So I made it through.  I was accepted to college, studied hard, and graduated with two degrees.  Call me naive but I didn't realize how the times have changed.  I would still be looking for someone's old notebook but according to the NY Times, all you need is internet access.  Reportedly, there are many websites where students can enter textbook information and recieve the answers, or enter the university name and course number and receive copies of exams or quizzes.  I am shocked!  These websites provide students with practically everything they need to pass any course.  What's really scary, one of the students that was interviewed for the article was using the sites for help in math and science....and he was a pre-med student.  Don't you think he might need to know how to find the answers for himself?  I think these websites may help spur on the faculty to put some more effort into their materials by changing them from year to year.  But I fear that the websites may just great dumber college graduates. 

The idea of apprenticeship is not a new one but I think it may be an overlooked one.  Certainly there are a few professions where the apprentice still exists but even those are limited is scope and depth.  An apprentice is defined by Merriam-Webster as "one who is learning by experience under skilled workers a trade, art or calling."  Even though the definition dates back to the 14th century, the idea is modern and relevant. As the cost of schooling and training increase, our society is struggling to continue to meet the demands without creating senseless debt.  The apprenticeship idea is one that makes financial sense.  An apprentice isn't concerned so much with what they make but more with what they learn and how that will benefit them in the future.   It would help satisfy the needs of the workplace while creating secured jobs with specific skills.  To pursue the apprenticeship approach would mean a change in thought or philosophy.  Currently, we, as a society, tend to think that everyone ought go to college if they are a serious sort of person.  As employers we view diplomas and certifications as significant as experience, in the apprenticeship-world experience would be paramount.  Countries all over the world are taking a closer look at their existing apprenticeship programs as they recognize the value and stability the programs provide.  We would be wise to do the same.

A recent article in the Washington Post questions the lack of national standards for education.  Are there specific things that all students, across the country, should learn?  I think the answer is Yes!  So why, in a country as competitive as ours, are there no national standards for education?  NCLB has set forth benchmarks but many of those are well below most state's standards.  Virginia has the SOL's and North Carolina has the Standard Course of Study.  Granted, they are similar but is it necessary that the standards be identical?  For students that move from one state to another, the transition would certainly be made easier if the standards were uniformed.  But let's not be fooled into thinking that if the standards are the same, that the learning or quality thereof will be the same.  School systems and teachers will still have the say on textbooks and delivery methods, which can significantly contribute to what students learn, even within the framework of nationwide standards.  Many professional organizations, like AATF (American Association of French Teachers) and MENC (Music Educators National Convention), have recommended standards that help solidify content area instruction but until these standards are accepted on a national level there will be little consistency among states.  ¼/p>

A recent article in the Washington Post discusses the effects of this tight economy on adult education.  The article specifically highlights the concerns of immigrant parents who have in the past or will in the future take classes for improving their English.  Fairfax County, the school system at the heart of this article, is facing a major budget shortfall and is looking to cut costs and trim back programs.  This leads us to an interesting question:  will it be beneficial to our community, our country to continue to offer subsidized programs to educate the parents of immigrants? I believe the answer is a resounding YES.  Our country was founded by immigrants who came looking for opportunity.  Not only do we have an historic obligation to offer programs that will help immigrants adjust and succeed in their new home, but we will be thankful in the future for our efforts.  In an ideal society all individuals are useful, contributing citizens who share the burden of caring for our children, senior adults, and disabled.  However, we know all too well that not all individuals find themselves in a position to contribute in a constructive manner.  Instead of throwing up road blocks for those who want to work hard, support their families, and enjoy the liberties that this country has to offer, let's open the doors for them and help them in any way we can.  By helping these parents acquire language proficiency, we are helping their children become more stable, active members of their communities.  Parents who once struggled with their new language and the ability to communicate with their kids, their kid's teachers, and their doctors, can now be a significant presence and influence in those areas.  Research shows that kids who feel like their parents are involved are more likely to succeed.  Don't we all want that for our children? 

As I discussed in an earlier blog, the schools that are expanding their offerings are benefiting their students for sure.  I wonder what would happen if those schools began to seek the input of local companies.  If we could begin training our students for actual jobs, not just hopeful careers, but more like the apprentice-style learning that happens in a lot of European countries, would our job market benefit?