Mark Salisbury
Mark has also presented at many international conferences sponsored by organizations such as American Society for Training and Development, International Society for Performance Improvement, Society for Applied Learning Technology, and Association for the Advancement of Computing in Education. He has a master’s degree in computer and information science and a Ph.D. in curriculum and instruction from the University of Oregon. Mark also holds a master of arts in teaching economics from Western Oregon University. After completing his graduate studies, he worked for eleven years at The Boeing Company on developing software to improve human performance. His time at Boeing was split between research and development efforts and commercial products. After leaving Boeing, Mark founded Vitel, Inc. a knowledge management solution provider that developed knowledge management systems for the U.S. Department of Defense (DOD), U.S. Department of Energy (DOE), the national laboratories, and public utility companies. Currently, Mark is an associate professor in the Organizational Learning and Instructional Technologies program at the University of New Mexico where he teaches graduate courses and conducts research in the area of knowledge management.
Mark's topics:
How to Create an Innovative Learning Organization
How can your organization make learning a strategy to foster innovation? When is learning the most effective and how should be done? The practice of having workers “go away” to a training session to learn what they need to know is itself going away. Even having workers go away to a distance education course that is launched from their workstation takes them too far away from the learning that is needed for their immediate work. It’s becoming apparent that learning must be part of work – and it must take place in collaboration with others as teams solve problems together. This planned innovative learning – iLearning-- is an organizational strategy for innovation and the one and only competitive advantage in the new knowledge economy. To realize iLearning, organizations must replace traditional training with continuous and ongoing learning, move from the “Einstein” approach to a “collective brainpower” approach for solving organizational problems, and change from measuring what people “do” to measuring their real contributions of value to organizations – knowledge creation, preservation, and application. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
The Future of Learning in K-12 Education and Institutions of Higher Education Why is formal education almost irrelevant to the world of work? How can formal educational experiences become more than a “test” for real learning later in life? Innovative learning -- iLearning – that is just-in-time and collaborative learning will not be confined to traditional business companies, overnment agencies, and non-profit organizations. As the world of work moves more and more to one of learning while people work, educational institutions will come under great pressure to change. Knowledge that is more factual – and is easily accessed – will be de-emphasized and knowledge that is more conceptual and procedural will become the focus of educational experiences. This will mean more “authentic” learning experiences for students where they collaboratively create new knowledge to solve authentic problems. This will have profound implications for K-12 education and institutions of higher education. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
Learning and the Global Economy
Is your organization working with your suppliers as subcontractors– awarding work to the lowest bidder? Do these subcontractors know something that they have never shared with your organization? Successful organizations are moving away from an “outsourcing to subcontractors” to a “collaboration with partners” business model. The difference being one of “you do your part and I’ll do mine” versus “let’s work and learn together.” What this means is that successful organizations are doing less subcontracting work that is completed by the lowest cost subcontractor with “state-of-the-art expertise.” Instead, these organizations are doing more collaborative work with true business partners that are designed to create new knowledge. As a result, this innovative learning -- iLearning – is beginning to fuel a global economy where learning is collaborative between partners and planned outcomes are new innovative products and the knowledge that created them. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
Measuring Individual Learning and Performance in the Knowledge Economy
Is your organization measuring the wrong things to assess individual performance? Is it impossible to get people to share what they have learned so that innovation is more possible? With a short sighted focus on creating a solution for today’s problem, rganizations miss the opportunity to harvest knowledge for creating innovation for tomorrow’s problem. The key to measuring individual learning and performance is to assess the knowledge that individuals create and share along with the current solution to today’s problem. This is the background knowledge that will be available for creating new knowledge and innovation to address tomorrow’s problem – and a more true measure of the value of a knowledge worker to your organization. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
Deploying Technology to Improve Learning in Your Organization
How is your organization using technology to improve learning? What analyses and development methodologies were used to deploy the technology? In the paradigm of innovative learning– iLearning – when workers need training, they simply access a computer system with their laptop or cell phone and easily find what they need to learn to get their work done – all shared with the others involved in the completion of the work. Obviously, organizations will need to deploy technologies to provide this information in a just-in-time manner to their collaborative development teams. But how will they go about indentifying and managing this information? Utilizing content analysis to identify the “right information” and applying a reusable learning object methodology to manage this information are shown to be an effective means to deploy technology for improving learning in your organization. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
Mark has also presented at many international conferences sponsored by organizations such as American Society for Training and Development, International Society for Performance Improvement, Society for Applied Learning Technology, and Association for the Advancement of Computing in Education. He has a master’s degree in computer and information science and a Ph.D. in curriculum and instruction from the University of Oregon. Mark also holds a master of arts in teaching economics from Western Oregon University. After completing his graduate studies, he worked for eleven years at The Boeing Company on developing software to improve human performance. His time at Boeing was split between research and development efforts and commercial products. After leaving Boeing, Mark founded Vitel, Inc. a knowledge management solution provider that developed knowledge management systems for the U.S. Department of Defense (DOD), U.S. Department of Energy (DOE), the national laboratories, and public utility companies. Currently, Mark is an associate professor in the Organizational Learning and Instructional Technologies program at the University of New Mexico where he teaches graduate courses and conducts research in the area of knowledge management.
Mark's topics:
How to Create an Innovative Learning Organization
How can your organization make learning a strategy to foster innovation? When is learning the most effective and how should be done? The practice of having workers “go away” to a training session to learn what they need to know is itself going away. Even having workers go away to a distance education course that is launched from their workstation takes them too far away from the learning that is needed for their immediate work. It’s becoming apparent that learning must be part of work – and it must take place in collaboration with others as teams solve problems together. This planned innovative learning – iLearning-- is an organizational strategy for innovation and the one and only competitive advantage in the new knowledge economy. To realize iLearning, organizations must replace traditional training with continuous and ongoing learning, move from the “Einstein” approach to a “collective brainpower” approach for solving organizational problems, and change from measuring what people “do” to measuring their real contributions of value to organizations – knowledge creation, preservation, and application. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
The Future of Learning in K-12 Education and Institutions of Higher Education Why is formal education almost irrelevant to the world of work? How can formal educational experiences become more than a “test” for real learning later in life? Innovative learning -- iLearning – that is just-in-time and collaborative learning will not be confined to traditional business companies, overnment agencies, and non-profit organizations. As the world of work moves more and more to one of learning while people work, educational institutions will come under great pressure to change. Knowledge that is more factual – and is easily accessed – will be de-emphasized and knowledge that is more conceptual and procedural will become the focus of educational experiences. This will mean more “authentic” learning experiences for students where they collaboratively create new knowledge to solve authentic problems. This will have profound implications for K-12 education and institutions of higher education. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
Learning and the Global Economy
Is your organization working with your suppliers as subcontractors– awarding work to the lowest bidder? Do these subcontractors know something that they have never shared with your organization? Successful organizations are moving away from an “outsourcing to subcontractors” to a “collaboration with partners” business model. The difference being one of “you do your part and I’ll do mine” versus “let’s work and learn together.” What this means is that successful organizations are doing less subcontracting work that is completed by the lowest cost subcontractor with “state-of-the-art expertise.” Instead, these organizations are doing more collaborative work with true business partners that are designed to create new knowledge. As a result, this innovative learning -- iLearning – is beginning to fuel a global economy where learning is collaborative between partners and planned outcomes are new innovative products and the knowledge that created them. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
Measuring Individual Learning and Performance in the Knowledge Economy
Is your organization measuring the wrong things to assess individual performance? Is it impossible to get people to share what they have learned so that innovation is more possible? With a short sighted focus on creating a solution for today’s problem, rganizations miss the opportunity to harvest knowledge for creating innovation for tomorrow’s problem. The key to measuring individual learning and performance is to assess the knowledge that individuals create and share along with the current solution to today’s problem. This is the background knowledge that will be available for creating new knowledge and innovation to address tomorrow’s problem – and a more true measure of the value of a knowledge worker to your organization. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
Deploying Technology to Improve Learning in Your Organization
How is your organization using technology to improve learning? What analyses and development methodologies were used to deploy the technology? In the paradigm of innovative learning– iLearning – when workers need training, they simply access a computer system with their laptop or cell phone and easily find what they need to learn to get their work done – all shared with the others involved in the completion of the work. Obviously, organizations will need to deploy technologies to provide this information in a just-in-time manner to their collaborative development teams. But how will they go about indentifying and managing this information? Utilizing content analysis to identify the “right information” and applying a reusable learning object methodology to manage this information are shown to be an effective means to deploy technology for improving learning in your organization. (Based on Mark’s book iLearning: How to Create an Innovative Learning Organization.)
