Instead of Persistent Evidence Based Practice
I am sure that you recognize some of these myths in my list below.
Some of you may even subscribe to one or two.
I just heard an executive mention Generational Differences – only – thankfully – for another to steer the conversation away from that.
I believe he got it, the second executive. But he didn’t – being polite – correct the first.
So we all potentially suffer from the confusion and misbelief that Generational Differences has anything to do with it.
One big problem is when our “major institutions” reinforce this Foo Foo.
Generational Differences is just one example. Learning Styles is another example.
Here, from Richard E. Clark, Ed.D., Director of USC’s Center for Cognitive Technologies…
This slide above is from his keynote presentation at ISPI in 2012 in Toronto.
For more about Dr. Clark – please go here for his LinkedIn Profile.
There Is Too Much Foo Foo – IMO
Here are links to Pages on this site – with links to articles and to research findings off this site – on each of the various types of Foo Foo found too often in Instructional Design and Performance Improvement, including:
- Analysis with Subject Matter Experts
- Blooms Taxonomy
- Collaboration Myths
- Designing Learning/ Training for Generational Differences Myths
- Designing Learning/ Training for Learning Styles Myths
- Employee Engagement
- Evaluation – Level 1 Evaluations/Smiles Sheets
- Fun and Games in Learning/ Training Myths
- Incentives and Motivation
- MOOCs – Massive Open Online Course
- MBTI – Myers-Briggs Type Indicator Myths – and DiSC
- Multi-Tasking Myths
- NLP – Neuro-Linguistic Programming
- Right Brain – Left Brain – and Learning
- Transfer – Only 10% of Training transfers to the Job
- Wisdom of the Crowd
Of course, I could be wrong.
Bring me the data.
And … data is plural.
# # #