I was recently amused by a wonderful yet puzzling article in the December 2011 issue of MIS Quarterly Executive titled “The Impact of Social Media on C-Level Roles.” In its executive summary, the article purports to focus on “the potential impact of social media on organizational leadership and governance at the C-level.” The article itself is wonderful because it does an effective job of highlighting four specific organizational structure models that depict where internal and external social media should be led. Yet it’s puzzling because it states, “The consensus across companies, industries and executives is that marketing and IT are converging.” Really? I don’t see this happening anywhere now or into the future. More importantly, I’m amused because one of its recommendations indicates, “The anticipated pervasiveness of a social
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I might not make many new friends with the following words, however, it needs to be stated. Having recently attended the CLO Symposium in Dana Point, California, I’m happy to report back that we just might be turning the tide in the learning world. I spent many moments discussing, challenging, chatting and debating with attendees about the current and future state of learning, and for the most part, these learning leaders are beginning to see that ‘training is not merely an event’ and that culture is equal parts to the learning, technology and leadership tenets of any organization. They all go together. There is, however, huge apprehension. Still. Many folks now nod their heads in agreement about the need for a holistic learning ecosystem model in
Learnerprise is the combination of Enterprise 2.0 and Learning 2.0 concepts. The use of emergent social software platforms as well as formal and informal competence exchange processes, between companies, partners and employees, to improve both productivity and business results. We’re all in charge of our careers, whether we’re employed by an organization, or employed by ourselves, so I occasionally visit bookmarked employment sites to review potential roles. Some of those searches involve Chief Learning Officer titles and at this point in time, I still believe some change is needed to augment the new intent of the 2010 CLO. To me, the CLO needs to be renamed. No longer should the term learning be the only adjective used to describe this new 2.0 function; it needs to be representative
Imagine you had the opportunity to design a conference from scratch, without ever having attended a conference in the past, without knowledge of what a conference actually is, without a clue as to what the expectations are of attendees at <ahem> the conference. What would you do? This is the challenge I’m putting out to CLO Magazine, and obviously by association, the CLO Symposium organizers for their 2010 event. At the 2009 CLO Symposium in Colorado Springs, there are good things to report back with. There was no talk of corporate universities, competencies, Kirkpatrick’s levels of evaluation, ADDIE and thus instructional design, or ILT / classroom training for the most part. Hallelujah. The discussions focused almost entirely on the ‘coming out party’ of informal and
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