My background is in foreign languages.  I find words and their various usages, applications, and meanings very interesting, throw in another language and culture and I'm hooked.  The New York Times has an article that I find fascinating.  Reportedly, because New York City is home to as many as 800+ languages, there is a growing effort to systematically record and catalog some of the endangered languages of the world. What a worthy undertaking!  Language is a window, like no other, into a specific culture.  Once a language becomes extinct the window closes and the culture remains obscure or misunderstood.  I find it very interesting that as our global awareness is raised that the desire to remain distinct and culturally different diminishes. Linguists and native speakers are teaming together to record these languages.  Unfortunately the appeal and pressure to assimilate into the culture is so great that many folks forget there roots or deny those roots which results in the loss of language.  What a great combined effort to preserve history, culture and heritage.

If your business has experienced any measurable success, then you have access to talent.  As you seek to grow that success, it is essential to tap in to the talent that got you that far.  If your business has survived any number of years, then you have access to talent.  As you seek to increase your longevity, that in-house talent may prove to be vital. The leaders in the workforce, though not trained as teachers or educators, have a lot to offer in the area of development.  As highlighted on the CLO website, leaders can be formidable in teaching and training-up new leaders.  Though it may require a little guidance, most leaders will be able to impart some valuable knowledge or experiences to their audience.  And the experience will be mutually beneficial.  Leaders may become a little less "god-like" and more attainable to the masses.  On the other hand, the masses may gain essential understanding or insight where it was lacking before.  As for the training department, this option should prove to be budget-friendly and camaraderie-building.

Have you noticed that the workforce in America is getting older?  An article in the New York Times highlights this very issue in the field of health care, specifically elder care.  It is understandable, in today's economy, why folks are holding on to their jobs longer after retirement age.  What are some of the long-term effects of this phenomenon on the workplace? While some departments may see this as a reason to cut-back on learning or training services, it is more likely the best time to develop those programs to ensure that they are run efficiently for the influx of new hires that is almost certain to enter the workforce in the next few years.  This is not idle time.  It is opportune to equip various departments with the skills necessary to elevate individual performance through the development of intense, yet useful, training. Does that mean the aging population shouldn't benefit from the resources your training department has to offer?  Certainly not.  And it would be wise to consider the impact the input of those who "have been around a while" have to offer.  As proven by the NY Times article, the aging population may just be the most valuable resource you have. 

Jay Mathews, a columnist for the Washington Post, suggests in a recent blog that learning a foreign language in school is a waste of time, money, and resources.  He sees the current programs as ineffective and essentially useless.  During a time of budget cuts and economic strain, is learning a foreign language really necessary? Obviously, as a former French teacher I have strong opinions on this subject.  And it may surprise you to know that I do agree, to some extent, that the current programs are, generally speaking, ineffective in teaching foreign language fluency.  However, I would argue the same would be true of a lot of general education courses being taught in high schools across the country.   Let's be honest, how much "fluency" do any high school students have by graduation in any one discipline or subject?  Not much.  Certainly it is true that some students may find an area in which they excel and choose to pursue that area with seriousness and drive, but mainly students recieve an exposure to something new that allows them the opportunity to make informed decisions about their futures.  In a conversation today, I was reminded of the "Great American Handicap" which is our limited ability to speak, learn, and understand another language.  Virtually every other country in the world is multi-lingual.  So as the workforce becomes more and more competitive and the economy more and more global, is it necessary to learn another language?  Absolutely.

The magazine and website Chief Learning Officer suggests in a recent article that the narrow focus of elementary and secondary education on the three R's must expand to include the 4 C's.    As defined by the article, the 4 C's are critical thinking and problem solving, communication, collaboration, and creativity and innovation.  The argument is made that if our students are to succeed in this world then these skills must be in place and developped.  I agree that our traditional focus on academics-only is short-sighted and detrimental to society as a whole and the financial success of our country.  Yes, we need problem solvers, communicators, collaborators, creators, and innovators.  No argument there.  I would, however, question whether or not those are skills that can be taught.  I argue that, for example, creativity is not a skill but a gift.  While this gift can be encouraged, even facilitated through the education system, it cannot be taught.  Creativity, by nature, lacks a formula which makes it an impossible "skill" to teach.  As my husband, who teaches music, knows first hand; you can teach skills and even guide thought processes which contribute to the creative process but you can't teach creativity.  While the 4 C's may rightly be valuable and necessary to the economic success of our country, I don't think we can mandate and regulate their teaching like we do the 3 R's. 

You have to admit there is a spotlight on education, and it is getting hotter to those who stand underneath it's beam.  With Obama's "Race to the Top" competition and the growing concern over the quality of public education, folks in the education sector, and those hoping to join up soon, are feeling the heat.  Some of that concern deals with teacher preparation programs, even licensure procedures.  Many years ago, when I was looking for colleges and universities that fit my needs, one of the things that interested me were the schools that offered programs that would allow you to pursue and achieve a bachelor's and a master's within a five year time frame. Even back then there was a lot of talk about teachers, in the near future, needing to have the master's degree for job security reasons.  Recently, the New York State Board of Regents voted to make that achievement more accessible and possibly more effective.  According to the NY Times, the Regents decided to allow some non-traditional groups, like Teach for America, to create pilot programs for master's degrees.  These pilot programs will focus more on the pracitical side whereas traditional programs are heavy on theory.  Of course, this has stirred up the traditional educational schools.  For so long there has been only one acceptable way to achieve this higher level of education.  But the times- they are a changing!  How exciting to consider the possibility that teachers may actually be prepared for the classroom and then equipped to handle the myriad situations that await them.  So, is there only one way?  Yes, for now....but not for long!

As I stare at the computer screen contemplating my next blog, the question "What makes teaching so difficult?" keeps running through my head.  How difficult can it be to tell or show someone else what you know?  Theoretically, it should be easy.  Use clear, concise language, concrete examples and voila!  Right? Unfortunately, it is not that easy.  Teaching, and learning for that matter, is challenging because of the many variables that come into play.  One of those important variables is the personality that each of us brings to the table.  As an article from the ASTD website indicates, personality, and the understanding thereof, is one of the keys to success in the learning and teaching industry. Many instructors, in both business and education sectors, will begin their courses with a personality assessment of their students.  Understanding who you are working with and affording them the chance to understand who they are in the classroom culture is essential.  Certainly the impact of each individual's personality can contribute to the challenge of teaching but is can also be one of the most rewarding parts. 

The learning management market is flooded with products to help you get your business a step ahead of everyone else's through effective training and knowledge sharing.  So how is the consumer to know which product is of the highest quality and best suited to their needs?  Certainly some research is in order but if you are in the market for any of the following things, then consider TrainingForce:

• a system that is user-friendly
• a system that will assist you in streamlining your existing processes
• a system that can save you time by centralizing information necessary for training success
• a system that can be managed from multiple locations by multiple users
• a system that can track who needs what training, when and where
• a system that is customizable to suit your company's visuals

And not only is the system a great choice, but the staff that support TrainingForce are highly committed and qualified folks.  They provide all the necessary training and installation, support and troubleshooting.  With TrainingForce, where the customers and continuous improvement are the priority, you are sure to increase productivity and sales. 

Learning and training opportunities and requirements abound in the the workforce.  New initiatives are developped; the staff must be trained.  New technology is purchased; the staff must be trained.  Certifications expire; the staff must be trained.  But effective learning in the workplace is much more.  An article from CLO supports this premise, too.  While it is true that a significant amount of "learning" takes place in seminars, online classes, and other delivery methods, what is not clear is how much impact that "learning" has on the day to day effectiveness of the individual employee.  So what is effective learning in the workplace?  Often effective learning will be manifested in an outward change of productivity which can be analyzed through performance management.  The most effective learning occurs when the individual is able to internalize the new material and use it as if it were second nature.  Too often, employees enjoy wonderful training experiences but the effectiveness stops at the classroom door.  The training must elevate the individual's skills and thereby their effectiveness in the workforce as a whole. 

In an earlier blog, I pondered the growing trend of homeschooling.  This entry was not intended to have a negative tone, although some readers interpreted it that way.  As a former public school teacher you may think that I would feel threatened by this growing trend.  However, quite the opposite is true.  I find it very interesting, and honestly encouraging, to see so many Americans putting forth effort and making sacrifices for family.  My question is one of legitimate concern, not one founded on insecurities.  Can parents truly offer a well-rounded educational experience to their children?  I recently met a family with nine children that range in age from 16 to 2 years old, with one more on the way.  In talking with one of the young girls, whose vocabulary far exceeded mine, I was impressed with her family's decision to homeschool.  When I questioned the young girl about her schooling, she indicated that her mother was responsible for the majority with the father acting only as a tutor for the maths and sciences.  She explained that her mother spent a significant amount of time teaching each child to read and then "set them free" to learn on their own.  As the conversation progressed the girl mentioned her disappointment in never having the opportunity to learn music and specifically to play the trumpet.  She explained that they had a "perfectly good trumpet at home but no one to teach them how to play it".  From this encounter and others like it, I wonder if homeschool students are missing out on some pretty cool stuff.  The same could be said for public school kids who are bound to maintain demanding schedules and passing scores on useless standardized tests and don't have the opportunity to fully pursue topics that interest them.  I suppose the responsibility remains on the parents of both groups, public school and homeschool, to encourage and facilitate a love of learning that will result in a well-rounded student.  �