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What should learning look like in an era of disruptive change?

By Caolinn Douglas 20th December 2017

We live in an age of ‘Digital Darwinism’ (Evan Schwartz, 1999). This term describes an era in which “technology and society are evolving faster than businesses can naturally adapt.” New digital platforms are disrupting traditional markets overnight and globalisation is rapidly changing customer needs and expectations. In order for organisations to survive in the current climate, they must be able to anticipate and respond to these external changes.

High Impact: HR’s Operating Principles

By Caolinn Douglas 12th December 2017

It’s important that there’s a clear line of sight between what the business needs and what HR does. More than this, HR practice needs to be rooted in a robust theoretical framework. Organisations need to address the following key elements when thinking about the operating principles that underpin HR: analysis before action, definition of terms, a robust underpinning theory, a sound business case, delivery against a clear HR plan, evidence, and evaluation.

Debunking Millenial Myths

By Caolinn Douglas 4th December 2017

Millennials (alternatively called Generation Y) are a demographic cohort over which there is much debate and little agreement. Indeed, there are no agreed dates for when this cohort begins and ends. Researchers variously pinpoint the late ‘70s and ‘80s as starting birth years, and the ‘90s and early ‘00s (Howe & Strauss 2007) as ending birth years, making this cohort all those currently between the ages of 12 and 40. In the opinion of many, this age range is too broad. I’d have to agree.

A Primer on Adult Learning

By Caolinn Douglas 24th November 2017

Confucius once said: “tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.” The same principles apply to adult learning. To be effective, adult learning strategies must: make learners aware of how they learn, open up organisation boundaries, create a space for people to engage in reflection and analysis, ensure learning sessions are short and frequent in duration, contain only directly relevant information, and engage different senses and emotions.