Hi (Cite Contribution),
I disagree with the statement No 2 appraisal solutions can be similar... Of course, they will be similar, but not exactly identical. If they are not similar, they cannot be 'theorized' and theorization is the stage just before actual learning takes place.
The other aspect is that of the custom fit... We actually do not capture what the person DID IN REAL LIFE! And we don't have a follow-on update. So, from that perspective, it is only a bunch of experts giving advise... And there is no feedback on who has used it and how. So, it cannot be called a solution under any circumstances. They can, at max, be called directions.
Learning does exist, but it is only in developing perspectives on directions, rather than adding to your conceptual base. For instance, you should ask the question:
How different does one think after refering to CiteHR for a continuous period of one year?
And try to characterize it with concrete case studies so that you are doubly sure of what the changes are... Remember, learning needs to be realized as a change in your thinking rather than 'knowing what is there'...
Reg,
Nikhil
From United States, Daphne
50I disagree with the statement No 2 appraisal solutions can be similar... Of course, they will be similar, but not exactly identical. If they are not similar, they cannot be 'theorized' and theorization is the stage just before actual learning takes place.
The other aspect is that of the custom fit... We actually do not capture what the person DID IN REAL LIFE! And we don't have a follow-on update. So, from that perspective, it is only a bunch of experts giving advise... And there is no feedback on who has used it and how. So, it cannot be called a solution under any circumstances. They can, at max, be called directions.
Learning does exist, but it is only in developing perspectives on directions, rather than adding to your conceptual base. For instance, you should ask the question:
How different does one think after refering to CiteHR for a continuous period of one year?
And try to characterize it with concrete case studies so that you are doubly sure of what the changes are... Remember, learning needs to be realized as a change in your thinking rather than 'knowing what is there'...
Reg,
Nikhil
From United States, Daphne
Dear Nikhil,
That's a good suggestion, we dovetail usage and learning. Figure out the incremental difference in the knowledge gained, which would n't have happened had those discussion not been there. However, quantifying would remain an issue. Let me start with a small sample size.
Thankyou once again !
From India, Mumbai
That's a good suggestion, we dovetail usage and learning. Figure out the incremental difference in the knowledge gained, which would n't have happened had those discussion not been there. However, quantifying would remain an issue. Let me start with a small sample size.
Thankyou once again !
From India, Mumbai
Dear (Cite Contribution),
Thank you for pointing this thread to me. As Tiffany Fairy rightly points out in the link that you gave above, definitions of these terms keep changing over time. Hence, I accessed and read the contents and other links given in that blog. For example, 10 Strategies for integrating learning and work at 10 Strategies for Integrating Learning and Work (part 2) « Performance X Design
As John Foster says in his contribution to the discussion in the above mentioned website, we need to consider learning at three levels: Individual, team, and organisation. In my opinion it is very difficult to vlidate social learning in an enterprise platform. Let me give a simple example from interactions with a person at CiteHR. Please see the comments by Purva (Catalyst777) at https://www.citehr.com/399630-mba-help.html
If Purva was a member of an organisation, how could the organisation measure the benefit accrued by Purva interacting with me through CiteHR and by email? Did only Purva gain benefit or did I gain, too? How could one measure the gain that I got? Would not my gain beneficial to other students who interact with me through CiteHR and thus contribute to the community? Even if only a handful of students emulate Purva and desist from buying assignments/projects would it not be of benefit?
Finally, how can one assess the benefit of social learning/community of practice meetings held once a month by like minded people in Kyoto, Japan. Please see https://www.citehr.com/398410-execut...details-2.html
Ay my wont, I have raised a lot of questions and given links to generate debate. I am sorry if I have not answered your question.
From United Kingdom
Thank you for pointing this thread to me. As Tiffany Fairy rightly points out in the link that you gave above, definitions of these terms keep changing over time. Hence, I accessed and read the contents and other links given in that blog. For example, 10 Strategies for integrating learning and work at 10 Strategies for Integrating Learning and Work (part 2) « Performance X Design
As John Foster says in his contribution to the discussion in the above mentioned website, we need to consider learning at three levels: Individual, team, and organisation. In my opinion it is very difficult to vlidate social learning in an enterprise platform. Let me give a simple example from interactions with a person at CiteHR. Please see the comments by Purva (Catalyst777) at https://www.citehr.com/399630-mba-help.html
If Purva was a member of an organisation, how could the organisation measure the benefit accrued by Purva interacting with me through CiteHR and by email? Did only Purva gain benefit or did I gain, too? How could one measure the gain that I got? Would not my gain beneficial to other students who interact with me through CiteHR and thus contribute to the community? Even if only a handful of students emulate Purva and desist from buying assignments/projects would it not be of benefit?
Finally, how can one assess the benefit of social learning/community of practice meetings held once a month by like minded people in Kyoto, Japan. Please see https://www.citehr.com/398410-execut...details-2.html
Ay my wont, I have raised a lot of questions and given links to generate debate. I am sorry if I have not answered your question.
From United Kingdom
Dear (Cite Contribution),
Greetings.
Traditionally, we discuss the ROI mostly towards the “financial” benefits.
Today, business leaders and technologists also consider ROI as the “non financial” benefits of investments.
Financial Benefits include impacts on the organization's budget and finances, e.g., cost reductions or revenue increases.
Non Financial Benefits include impacts on operations or mission performance and results, e.g., improved customer satisfaction, better information, shorter cycle-time. Investing on training soft-skills is a great new initiative.
After reading your thread a new paradigm meaning can be given to ROI as Return On Initiatives.
Thank you for your 'initiative'.
Regards
AVS
From India, Madras
Greetings.
Traditionally, we discuss the ROI mostly towards the “financial” benefits.
Today, business leaders and technologists also consider ROI as the “non financial” benefits of investments.
Financial Benefits include impacts on the organization's budget and finances, e.g., cost reductions or revenue increases.
Non Financial Benefits include impacts on operations or mission performance and results, e.g., improved customer satisfaction, better information, shorter cycle-time. Investing on training soft-skills is a great new initiative.
After reading your thread a new paradigm meaning can be given to ROI as Return On Initiatives.
Thank you for your 'initiative'.
Regards
AVS
From India, Madras
In my experience, programs that cannot show any return in a work (or even life outside of work) situation feels like a waste of our time. The trouble is that too many people think ROI is only a financial measure. Ask yourself, what return are we gaining from taking our valuable time to do this?
I define social learning as \"Participating with others to make sense of new ideas,\"
When participating with others--learning together--the return almost always comes in the form of feeling better about our colleagues and increasing what we know and can do as a group. So rarely today can any one person alone know enough to meet the needs of the people who we serve.
Does that have a financial pay off? Yes! It also often increases morale, our feelings about our workplace and our colleagues, which decreases turn over costs...another financial return that comes from a non-financial return.
Then there is an increase in knowledge from learning socially. In my experience that\'s usually
From United States, Staunton
I define social learning as \"Participating with others to make sense of new ideas,\"
When participating with others--learning together--the return almost always comes in the form of feeling better about our colleagues and increasing what we know and can do as a group. So rarely today can any one person alone know enough to meet the needs of the people who we serve.
Does that have a financial pay off? Yes! It also often increases morale, our feelings about our workplace and our colleagues, which decreases turn over costs...another financial return that comes from a non-financial return.
Then there is an increase in knowledge from learning socially. In my experience that\'s usually
From United States, Staunton
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