#learningculture — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #learningculture, aggregated by home.social.
-
neu auf #GadgetGedanken : 3T1G-15 Learn Today or Fade Away
Learn today or fade away: Why the ‚Busy Trap‘ kills innovation and how sharing knowledge builds vital reserves for the future. #3T1G
https://www.gadgetgedanken.de/2026/05/3t1g-15-learn-today-or-fade-away/
#3T1G #AI #BusyTrap #Collaboration #DigitalTransformation #Efficiency #FutureOfWork #KnowledgeSharing #Leadership #LearningCulture #Performance #ProfessionalGrowth #Reskilling #WorkCulture #WorkingOutLoud
-
neu auf #GadgetGedanken : 3T1G-15 Learn Today or Fade Away
Learn today or fade away: Why the ‚Busy Trap‘ kills innovation and how sharing knowledge builds vital reserves for the future. #3T1G
https://www.gadgetgedanken.de/2026/05/3t1g-15-learn-today-or-fade-away/
#3T1G #AI #BusyTrap #Collaboration #DigitalTransformation #Efficiency #FutureOfWork #KnowledgeSharing #Leadership #LearningCulture #Performance #ProfessionalGrowth #Reskilling #WorkCulture #WorkingOutLoud
-
neu auf #GadgetGedanken : 3T1G-15 Learn Today or Fade Away
Learn today or fade away: Why the ‚Busy Trap‘ kills innovation and how sharing knowledge builds vital reserves for the future. #3T1G
https://www.gadgetgedanken.de/2026/05/3t1g-15-learn-today-or-fade-away/
#3T1G #AI #BusyTrap #Collaboration #DigitalTransformation #Efficiency #FutureOfWork #KnowledgeSharing #Leadership #LearningCulture #Performance #ProfessionalGrowth #Reskilling #WorkCulture #WorkingOutLoud
-
neu auf #GadgetGedanken : 3T1G-15 Learn Today or Fade Away
Learn today or fade away: Why the ‚Busy Trap‘ kills innovation and how sharing knowledge builds vital reserves for the future. #3T1G
https://www.gadgetgedanken.de/2026/05/3t1g-15-learn-today-or-fade-away/
#3T1G #AI #BusyTrap #Collaboration #DigitalTransformation #Efficiency #FutureOfWork #KnowledgeSharing #Leadership #LearningCulture #Performance #ProfessionalGrowth #Reskilling #WorkCulture #WorkingOutLoud
-
neu auf #GadgetGedanken : 3T1G-15 Learn Today or Fade Away
Learn today or fade away: Why the ‚Busy Trap‘ kills innovation and how sharing knowledge builds vital reserves for the future. #3T1G
https://www.gadgetgedanken.de/2026/05/3t1g-15-learn-today-or-fade-away/
#3T1G #AI #BusyTrap #Collaboration #DigitalTransformation #Efficiency #FutureOfWork #KnowledgeSharing #Leadership #LearningCulture #Performance #ProfessionalGrowth #Reskilling #WorkCulture #WorkingOutLoud
-
Curiosity sharpens leaders. Comfort dulls skill. #leadership #mindset #growth #careers #learningculture #workethic #professionaldevelopment
https://stayingalive.in/thought-of-the-day/still-learning-still-moving.html -
Just published a revised account of how I used Deep Listening to start up the talk on improvisation and Joint Activity during incidents, at SRECon23 Americas.
This was on the Learning From Incidents website, but it is gone. So I updated and expanded my story.
#SRE #IncidentResponse #JointActivity #Improvisation #AdaptiveCapacity #Resilience #Reliability #SRECon #LearningCulture
-
We want growth. We avoid the discomfort that builds it. This tension shapes our path. #Leadership #Growth #Mindset #SelfAwareness #CareerGrowth #LearningCulture #ProfessionalGrowth #LeadershipDevelopment #CareerBuilding #SkillsMatter
https://medium.com/@mohindroo.sanjay66/the-hard-truth-about-growth-d6671d9fc2ad -
Upskilling for emerging tech isn’t a future problem. It’s your job today. #Upskilling #EmergingTech #CIOLeadership #LearningCulture #TechReadiness #FutureOfWork #DigitalTransformation #SkillsAreStrategy #AlwaysLearning #TechLeadership
https://medium.com/@sanjay.mohindroo66/upskilling-for-emerging-tech-a-leaders-playbook-d145c4a54293 -
Reverse mentorship isn’t a trend. It’s the smartest move you’ll make this year. #ReverseMentorship #GenZTechnologists #LeadershipShift #TechLeadership #FutureOfWork #InnovationCulture #ListenToGenZ #LearningCulture #BeginnerMindset #ModernWorkplace
https://medium.com/@sanjay.mohindroo66/reverse-mentorship-why-gen-z-is-the-teacher-you-didnt-know-you-needed-4c4180ffdccd -
Upskilling for emerging tech isn’t a future problem. It’s your job today. #Upskilling #EmergingTech #CIOLeadership #LearningCulture #TechReadiness #FutureOfWork #DigitalTransformation #SkillsAreStrategy #AlwaysLearning #TechLeadership
https://medium.com/@sanjay.mohindroo66/upskilling-for-emerging-tech-a-leaders-playbook-d145c4a54293 -
Reverse mentorship isn’t a trend. It’s the smartest move you’ll make this year. #ReverseMentorship #GenZTechnologists #LeadershipShift #TechLeadership #FutureOfWork #InnovationCulture #ListenToGenZ #LearningCulture #BeginnerMindset #ModernWorkplace
https://medium.com/@sanjay.mohindroo66/reverse-mentorship-why-gen-z-is-the-teacher-you-didnt-know-you-needed-4c4180ffdccd -
Investing in learning culture fuels personal growth and gives companies strategic agility. Are we ready to adapt in fast-changing markets?
-
The global health community has long grappled with the challenge of providing effective, scalable training to health workers, particularly in resource-constrained settings.
In recent years, digital learning platforms have emerged as a potential solution, promising to deliver accessible, engaging, and impactful training at scale.
Imagine a digital platform intended to train health workers at scale.
Their theory of change rests on a few key assumptions:
- Offering simplified, mobile-friendly courses will make training more accessible to health workers.
- Incorporating videos and case studies will keep learners engaged.
- Quizzes and knowledge checks will ensure learning happens.
- Certificates, continuing education credits, and small incentives will motivate course completion.
- Growing the user base through marketing and partnerships is the path to impact.
On the surface, this seems sensible.
Mobile optimization recognizes health workers’ technological realities.
Multimedia content seems more engaging than pure text.
Assessments appear to verify learning.
Incentives promise to drive uptake.
Scale feels synonymous with success.
While well-intentioned, such a platform risks falling into the trap of a behaviorist learning agenda.
This is an approach that, despite its prevalence, is a pedagogical dead-end with limited potential for driving meaningful, sustained improvements in health worker performance and health outcomes.
It is a paradigm that views learners as passive recipients of information, where exposure equals knowledge acquisition.
It is a model that privileges standardization over personalization, content consumption over knowledge creation, and extrinsic rewards over intrinsic motivation.
It fails to account for the rich diversity of prior experiences, contexts, and challenges that health workers bring to their learning.
Most critically, it neglects the higher-order skills – the critical thinking, the adaptive expertise, the self-directed learning capacity – that are most predictive of real-world performance.
Clicking through screens of information about neonatal care, for example, is not the same as developing the situational judgment to adapt guidelines to a complex clinical scenario, nor the reflective practice to continuously improve.
Moreover, the metrics typically prioritized by behaviorist platforms – user registrations, course completions, assessment scores – are often vanity metrics.
They create an illusion of progress while obscuring the metrics that truly matter: behavior change, performance improvement, and health outcomes.
A health worker may complete a generic course on neonatal care, for example, but this does not necessarily translate into the situational judgment to adapt guidelines to complex clinical scenarios, nor the reflective practice to continuously improve.
The behaviorist paradigm’s emphasis on information transmission and standardized content may stem from an implicit assumption that health workers at the community level do not require higher-order critical thinking skills – that they simply need a predetermined set of knowledge and procedures.
This view is not only paternalistic and insulting, but it is also fundamentally misguided.
A robust body of scientific evidence on learning culture and performance demonstrates that the most effective organizations are those that foster continuous learning, critical reflection, and adaptive problem-solving at all levels.
Health workers at the frontlines face complex, unpredictable challenges that demand situational judgment, creative thinking, and the ability to learn from experience.
Failing to cultivate these capacities not only underestimates the potential of these health workers, but it also constrains the performance and resilience of health systems as a whole.
Even if such a platform achieves its growth targets, it is unlikely to realize its impact goals.
Health workers may dutifully click through courses, but genuine transformative learning remains elusive.
The alternative lies in a learning agenda grounded in advances of the last three decades learning science.
These advances remain largely unknown or ignored in global health.
This approach positions health workers as active, knowledgeable agents, rich in experience and expertise.
It designs learning experiences not merely to transmit information, but to foster critical reflection, dialogue, and problem-solving.
It replaces generic content with authentic, context-specific challenges, and isolated study with collaborative sense-making in peer networks.
It recognizes intrinsic motivation – the desire to grow, to serve, to make a difference – as the most potent driver of learning.
Here, success is measured not in superficial metrics, but in meaningful outcomes: capacity to lead change in facilities and communities that leads to tangible improvements in the quality of care.
Global health leaders faces a choice: to settle for the illusion of progress, or to invest in the deep, difficult work of authentic learning and systemic change, commensurate with the complexity and urgency of the task at hand.
Image: The Geneva Learning Foundation Collection © 2024
https://redasadki.me/2024/06/30/learn-health-but-beware-of-the-behaviorist-trap/
#behaviorism #eLearning #healthTraining #HealthLearn #HRH #HumanResourcesForHealth #learningCulture #learningStrategy #workforceDevelopment
-
Many health leaders are highly analytical, adaptive learners who thrive on solving complex problems in dynamic, real-world contexts.
Their expertise is grounded in years of field experience, where they have honed their ability to rapidly generate insights, test ideas, and innovate solutions in collaboration with diverse stakeholders.
In January 2021, as countries were beginning to introduce new COVID-19 vaccines, Kate O’Brien, who leads WHO’s immunization efforts, connected global learning to local action:
“For COVID-19 vaccines […] there are just too many lessons that are being learned, especially according to different vaccine platforms, different communities of prioritization that need to be vaccinated. So [everyone] has got to be able to scale, has got to be able to deal with complexity, has got to be able to do personal, local innovation to actually overcome the challenges.”
https://youtube.com/live/uvv-g0lXy4c
In an Insights Live session with the Geneva Learning Foundation in 2022, she made a compelling case that “the people who are working in the program at that most local level have to be able to adapt, to be agile, to innovate things that will work in that particular setting, with those leaders in the community, with those families.”
https://youtube.com/live/nCB20y49hBI
However, unlike Kate O’Brien, some senior leaders in global health disconnect their own learning practices and their assumptions about how others learn best.
When it comes to designing learning initiatives for their teams or organizations, these leaders may default to a more simplistic, behaviorist approach.
They may equate learning with the acquisition and application of specific skills or knowledge, and thus focus on creating structured, content-driven training programs.
The appeal of behaviorist platforms – with their promise of efficient, scalable delivery and easily measured outcomes – can be seductive in the resource-constrained, results-driven world of global health.
Furthermore, leaders may hold assumptions that health workers – especially those at the community level – do not require higher-order critical thinking skills, that they simply need a predetermined set of knowledge and procedures.
This view is fundamentally misguided.
A robust body of scientific evidence on learning culture and performance demonstrates that the most effective organizations are those that foster continuous learning, critical reflection, and adaptive problem-solving at all levels.
Health workers at the frontlines face complex, unpredictable challenges that demand situational judgment, creative thinking, and the ability to learn from experience.
Failing to cultivate these capacities not only underestimates the potential of these health workers, but it also constrains the performance and resilience of health systems as a whole.
The problem is that this approach fails to cultivate the very qualities that make these leaders effective learners and problem-solvers.
Behaviorist techniques, with their emphasis on passive information absorption and narrow, pre-defined outcomes, do not foster the critical thinking, creativity, and collaborative capacity needed to tackle complex health challenges.
They may produce short-term gains in narrow domains, but they cannot develop the adaptive expertise required for long-term impact in ever-shifting contexts.
To help health leaders recognize this disconnect, it is useful to engage them in reflective dialogue about their own learning processes.
By unpacking real-world examples of how they have solved thorny problems or generated novel insights, we can highlight the sophisticated cognitive strategies and collaborative dynamics at play.
We can show how they constantly question assumptions, synthesize diverse perspectives, and iterate solutions – all skills that are essential for navigating complexity, but are poorly served by rigid, content-focused training.
The goal is not to dismiss the need for foundational knowledge or skills, but rather to emphasize that in the face of evolving challenges, adaptive learning capacity is the real differentiator.
It is the ability to think critically, to imagine new possibilities, to learn from failure, and to co-create with others that drives meaningful change.
By tying this insight directly to leaders’ own experiences and values, we can inspire them to champion learning approaches that mirror the richness and dynamism of their personal growth journeys.
Ultimately, the most impactful health organizations will be those that not only equip people with essential skills, but that also nurture the underlying cognitive and collaborative capacities needed to continually learn, adapt, and innovate.
By recognizing and leveraging the powerful learning practices they themselves embody, health leaders can shape organizational cultures and strategies that truly empower people to navigate complexity and drive transformative change.
This shift requires letting go of the illusion of control and predictability that behaviorism offers, and instead embracing the messiness and uncertainty of real learning.
It means creating space for experimentation, reflection, and dialogue, and trusting in people’s inherent capacity to grow and create.
It is a challenging transition, but one that health leaders are uniquely positioned to lead – if they can bridge the gap between how they learn and how they seek to enable others’ learning.
Image: The Geneva Learning Foundation Collection © 2024
#adaptiveLearning #coCreation #criticalThinking #healthLearning #immunization #ImmunizationAgenda2030 #KateOBrien #leadership #learningCulture #learningStrategy #peerLearning
-
Continuous learning is lacking in immunization.
This lack may be an underestimated barrier to the “Big Catch-Up” and finding zero-dose children
This was a key finding presented at Gavi’s Zero-Dose Learning Hub (ZDLH) webinar “Equity in Action: Local Strategies for Reaching Zero-Dose Children and Communities” on 24 January 2024.
The finding is based on analysis large-scale measurements conducted by the Geneva Learning Foundation in 2020 and 2022, with more than 10,000 immunization staff from all levels of the health system, job categories, and contexts, responding from over 90 countries.
YearnContinuous learningDialogue & InquiryTeam learningEmbedded SystemsEmpowered PeopleSystem ConnectionStrategic Leadership202038303.614.68–4.814.685.104.83202261853.764.714.864.934.725.234.93TGLF learning culture and performance global measurements (2020 and 2022) uising the Dimensions of Learning Organization Questionnaire (DLOQ)What does this finding actually mean?
In immunization, the following gaps in continuous learning are likely to be hindering performance.
- Relatively few learning opportunities for immunization staff
- Limitations on the ability for staff to experiment and take risks
- Low tolerance for failure when trying something new
- A focus on completing immunization tasks rather than developing skills and future capacity
- Lack of encouragement for on-the-job learning
This gap hurts more than ever when adapting strategies to reach “zero-dose” children.
These are children who have not been reached when immunization staff carry out what they usually do.
The traditional learning model is one in which knowledge is codified into lengthy guidelines that are then expected to trickle down from the national team to the local levels, with local staff competencies focused on following instructions, not learning, experimenting, or preparing for the future.
For many immunization staff, this is the reference model that has helped eradicate polio, for example, and to achieve impressive gains that have saved millions of children’s lives.
It can therefore be difficult to understand why closing persistent equity gaps and getting life-saving vaccines to every child would now require transforming this model.
Yet, there is growing evidence that peer learning and experience sharing between health workers does help surface creative, context-specific solutions tailored to the barriers faced by under-immunized communities.
Such learning can be embedded into work, unlike formal training that requires staff to stop work (reducing performance to zero) in order to learn.
Yet the predominant culture does little to motivate or empower these workers to recognize or reward such work-based learning.
Furthermore, without opportunities to develop skills, try new approaches, and learn from both successes and failures, staff may become demotivated and ineffective.
This is not an argument to invest in formal training.
Investment in formal training has failed to measurably translate into improved immunization performance.
Worse, the per diem economy of extrinsic incentives for formal training has, in some places, led to absurdity: some health workers may earn more by sitting in classrooms than from doing their work.
With a weak culture of learning, the system likely misses out on practices that make a difference.
This is the “how” that bridges the gap between best practice and what it takes to apply it in a specific context.
The same evidence also demonstrates a consistently-strong correlation between strengthened continuous learning and performance.
Investment in continuous learning is simple, costs surprisingly little given its scalability and effectiveness.
Calculating the relative effectiveness of expert coaching, peer learning, and cascade training
How does the scalability of peer learning compare to expert-led coaching ‘fellowships’?
That means investment in continuous learning is already proven to result in improved performance.
We call this “learning-based work”.
References
Watkins, K.E. and Marsick, V.J., 2023. Chapter 4. Learning informally at work: Reframing learning and development. In Rethinking Workplace Learning and Development. Edward Elgar Publishing. Excerpt: https://redasadki.me/2023/11/04/how-we-reframed-learning-and-development-learning-based-complex-work/
The Geneva Learning Foundation. From exchange to action: Summary report of Gavi Zero-Dose Learning Hub inter-country exchanges. Geneva: The Geneva Learning Foundation, 2023. https://doi.org/10.5281/zenodo.10132961
The Geneva Learning Foundation. Motivation, Learning Culture and Immunization Programme Performance: Practitioner Perspectives (IA2030 Case Study 7) (1.0); Geneva: The Geneva Learning Foundation, 2022. https://doi.org/10.5281/zenodo.7004304
Image: The Geneva Learning Foundation Collection © 2024
#continuousLearning #DLOQ #Gavi #immunization #KarenEWatkins #learningCulture #performance #TheBigCatchUp #zeroDoseChildren #ZeroDoseLearningHubZDLH_
-
I boosted this earlier today, but now that I finished watching this great video about #LearningCulture in #SoftwareEngineering, I feel this needs to be put in front of more people!
One of the main points that @claresudbery makes in her talk "Let's stop making each other feel stupid" is that by encouraging people to ask questions (and never feel ashamed for not knowing something), you allow your #DevelopmentTeam to thrive and grow.
Watch this video!
https://www.youtube.com/watch?v=IwMAADcB1uc -
Pair programming isn’t about coding in pairs; it's about learning together. It's the collective ownership, not just the shared screen, that creates quality code and a robust learning environment. #PairProgramming #LearningCulture #DevCommunity 🧠👥
-
Read our Ebook No. 2 about why self-organized learning within small groups is much more powerful than individual cramming. https://www.qomenius.com/post/smallgroupmiracle
#qomenius #edtech #learning #selforganization #cohortlearning #cohort #betacodex #learningdesign #learningculture #organizationaldevelopment #leadership #learninganddevelopment
-
Experience the #qomenius approach to learning.
Thursday 19 January: qomenius Insight. Sign up now!
https://www.eventbrite.com/e/qomenius-insight-experience-a-full-qomenius-learning-session-live-tickets-468863943677#learning #corporatelearning #colearn #elearning #LearningAndDevelopment #learningculture #learningtech #instructionaldesign #workplacelearning #edtech #highered
-
Next week! Sign up now and experience a full qomenius learning session. Session topic: "The #agility boosters."
https://www.eventbrite.com/e/qomenius-insight-experience-a-full-qomenius-learning-session-live-tickets-468863943677 #qomenius #corporatelearning #colearn #instructionaldesign #LearningAndDevelopment #learning #learningculture -
On Monday, 12 December, we will offer another #qomeniusInsight session in English: The best way to experience disqourse learning for yourself!
Read the invitation and sign up here:
https://www.eventbrite.com/e/qomenius-insight-experience-a-full-qomenius-learning-session-live-tickets-459087492047
#qomenius #corporatelearning #learning #education #highered #workplacelearning #learninganddevelopment #learningculture #newwork #development #edtech