Notert: Skills Management

2020 LMS Trends: An Analyst’s Extended Enterprise Learning Predictions

Skills and competencies management is the training industry’s “white whale.” For the entire 25 years I’ve worked in this industry, we’ve been chasing this elusive beast, with little success.

The concept sounds promising enough:

  • Assign appropriate skills to each job role in your organization.
  • Create relevant training content for each role, so employees can develop the necessary competencies to perform effectively.
  • Include evaluation tools so employees and their managers, peers and customers can rate their performance.
  • Add robust reporting to track individual and collective progress.
  • For decades, talent-suite platforms have offered this kind of functionality.

But most organizations never even touch these features. Why?

Developing an accurate skill profile for every role takes a tremendous amount of time and effort. Plus, mapping and updating training content for each of those skills is even more time-consuming and difficult. As a result, few projects ever even get off the ground. And those that do often implode from their own weight.

At last, however, we’re seeing several promising breakthroughs on this front:

Rather than relying on individual employers to create and manage their own skills models, solution providers like CrossKnowledge, Degreed, LinkedIn and Schoox are predefining competency frameworks and mapping their training content to these models.

Also, associations are leading the way with targeted industry skills models, so members can manage their professional development throughout each stage in their careers.


Vi bør rette oppmerksomhet mot den interne struktureringen av dette og hva slags (makt)relasjoner som da utvikler seg:

  • I illustrasjonen til venstre nedefor er både student og lærer objekt i en relasjon der administrasjon lokalt og sentralt og et særegent Learning Management-miljø opptrer som samarbeidende subjekt. Objektene “påføres” læring og kompetanseutvikling i et læringsadministrativt system. Modellen åpnet riktignok for en viss gjensidighet, men det er svakt formulert og vanskelig gjennomførbart.
  • I høyre del av illustrasjonen inngår lærer og student i triade med faglitterære tekster. Læring er deres egenaktivitet i en gjensidig “jeg-du”-relasjon mellom student og lærer og som en to-veis-mediering forfatter-tekst-leser.

 

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