Emergence of the Performance Catalyst — 5 Comments

  1. Nice post Tom and as you may suspect, I agree. Especially here. “There may always be formal learning needs that are best met by traditional elearning approaches. Formal learning needs might also be best met by some combination of emergent technologies and approaches.”

    It’s about recognizing when to use the hammer. When to dial up the plumber. This is what sets apart those with a “performance support” mentality and those still in a mindset of formal approaches. It’s how we chose to augment the different modallities that surround us, choosing the one that best fits the organizational culture and the end-user needs that will make the greatest difference. One modality does not fit all, nor should it. Perhaps a bullet under the job description of “Performance Catalyst” is “learning advocate”. Someone has to defend those poor souls stuck in the churn of bad classes, whether they be elearning or face to face.

    The more we talk about augmenting modality to fit the end-user (and business) need the better educated we all become and thus the fear erodes.

  2. Tom, nice thoughtful post! I’m in agreement! And I love the term performance catalyst! I’ve been using the term performance assistance (because performance support is too constricting in its used connotation), but I think performance catalyst is probably better! Let me noodle on it! And thanks!

    By the way, here is my response to Jane Hart’s idea about L&D splitting into two worlds. Warning to delicate eyes–it’s a bit snarky…

    Again, thanks for the great insights!

    = Will

  3. I see it more as a spectrum that exists for many reasons. I happen to be a trainer, who is also a librarian, and we see the same “traditional vs. modern (or innovative, or new)” split in our profession as well. Folks who are comfortable with libraries = books, and those who see libraries as so much more. Maybe with the speed of change in our world today every profession is seeing a similar range of skills, and comfort levels.

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