In a Learning 2.0 world, where learning and performance solutions take on a wider variety of forms and where churn happens at a much more rapid pace, what new skills and knowledge are required for learning professionals? So I want to focus in on three “meta” skills that may be a little harder to quantify, but which I feel are at the root of most of the other skills already mentioned. This month’s “Big Question” from Tony Karrer jolted me out of my sun-gardening-induced blogging lethargy to reply to this question: My friends and

After posting my 4 Meta Skills for Learning Professionals in response to Tony’s July “Big Question,” he commented: was hoping that you would provide insight into the core skills and knowledge around communities and networks that learning professionals should have? What’s the 5 minute and 60 minute learning piece that all knowledge workers should have to go through so they will be better at this? It is hard to let some Tony Karrer disappointment persist. Nancy - I was super excited when I saw that you had posted on the topic.

Jay Cross states that 80% of learning is informal (in his book informal learning ). Personally, I buy this estimation because it links with the way I personally learn. Nevertheless, I guess other people with different learning styles may get more out of it. At a company, Sara Lee, 20 employees Well, that's a nice figure that I've seen resurface in many places and articles (I even like to quote it myself!). The 80% is backed-up by various sources.

When I was asked to facilitate a discussion on reflective learning and weblogs at the workshop on Informal learning and the use of social software in veterinary medicine I hesitated: while reflective learning is part of my practice, at the moment I’m far from the theories about it or from facilitating reflective learning in educational settings. Well, at the end it worked – we didn’t go that far into the reflective learning itself, but talked about uses of weblogs for learning of students and practitioners. [This post was in drafts for a while; posted on the actual date of the workshop, so the participants can find it.]

This series on Skills for Learning Professionals and Knowledge Workers ( Part 1 , Part 2 , Part 3 ) have spiked the old hit-meeter and shown up on Tweets all week. suspect that many, if not most of us, are likely to apply our filters in a way that shields us from data we may not want to consider. Again, these are not just skills for learning professionals or knowledge workers. It is fascinating to see what strikes a cord. There have been many thoughtful and insightful comments and the other blog posts responding to Tony K’s Big Question have been fabulous. (I

Via Jay Cross I found this learning organisation scan under the title Is Yours a Learning Organisation? good tool to start talking about what a learning organisation is. I think the term 'learning organisation' knows many different interpretations. lot on the Harvard Business Review site, developed by David A. Garvin, Amy C.

believe this is happening a great deal, as now people may have a more purposeful or ideal way of achieving their needs that they were once achieving by being in a community. NOTE: I want to stress in this post I’m referring to *pure* CoPs, ie. cross-functional group spaces to learn about a topic (*usually* comprised of people across different teams). A while back I blogged about the possibility of networks and blogospheres cutting into the need for communities. I

I’m long-winded on the topic of new skills for knowledge workers and learning professionals, even if I don’t quite understand what a learning professional is. When Tony Karrer asks for 5 and 60 minute learnings on what new skills do learning professional need, clearly I’m falling well past the 60 minute mark. These three directly address the follow up question Tony It has become clear. Here is part 3.

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Community Leadership in Learning - bees, mentors, coaches, experts and friends  When we dream of community learning, we often have this idyllic fantasy that they justwork. But when we open our eyes and think of the wasteland of fossilized or never-really-happened learning communities, of the dead web discussion forums, reality hits. This is the sixth  in a series of blog posts I wrote for  Darren Sidnick . I