Monthly Archives: September 2013

Informal Learning Insight of the Month: Realizing the Informal Learning Opportunities in Everyday Meetings

In an April 2012 posting on the Psychology Today blog, Ray B. Williams suggests that “meetings kill productivity” and that by “cancel[ing] 50 percent of your meetings. . .you’ll get more work done.” That contrasts with a finding from entrepreneur Paul Downs, who wrote in a June 2012 posting to his blog at the New […]

Suggestion 9: Personalize your recommendations to the needs and interests of the student.

This series of posts has suggested a variety of extra-curricular activities you can mention to your students. But no single set of recommendations serves the needs of every student.  Indeed, the extra-curricular needs of a student completing a bachelor’s degree in adult education will substantially differ from the extra-curricular needs of a student completing a […]

Suggestion 8: Consider these broader principles for advising students

Or–What Is the Purpose of Different Degrees? One of the most crucial issues in suggesting informal — or co-curricular — learning experiences for students is how the suggested activities and experiences integrate with the overall degree program. To determine that, one needs to consider how  a bachelor’s degree differs from a master’s degree; and PhD […]

Suggestion 7. Recommend that students learn by doing—volunteering that is.

One of the reasons that so many training and development professionals advocate for informal learning is because it provides such powerful developmental experiences. Although attending and speaking at conferences, and reading and writing for publications promotes informal learning, some of the most powerful learning experiences for aspiring training and development professionals come from working on […]

Suggestion 6. Recommend that students consider writing one or more articles for publication during their time as a student (and more than “recommend” to doctoral students)

In addition to regularly sharing their knowledge through presentations, one of the leadership expectations of people with master’s and doctoral degrees is they also share their expertise with their organizations and their colleagues through formal publications: articles intended for the peer-reviewed and professional publications named in an earlier post. What types of articles can students […]

Suggestion 5. Recommend to all graduate students that they plan to deliver at least 1 presentation during their time as a student (more for doctoral students).

Graduate degrees—both master’s and doctoral—prepare students for leadership roles in the professional community.  Leadership can take many forms:  although management positions in workplaces and chairmanships in academe represent one form, other types of leadership exist, including leadership based on intellectual expertise in an area. One of the expectations that arises, regardless of role—manager, chair, expert […]

Suggestion 4. Recommend that students attend conferences.

In addition to encouraging students to pick up a regular reading habit, also encourage them to attend conferences in the field. Like publications, two general categories of conferences exist:  professional and academic.  This posting explores both. But because the expense of conferences admittedly poses a barrier to participation, and because different students have different needs […]