Did he know that the 21st Century
would be characterized by globalization,
information, and unprecedented
change? Did he know that those who do not respond
to shifting paradigms would become obsolete... equipped only for
the "world that was",
not the world that is... and the world that will be?
In order to stay relevant, individuals
must be equipped to identify, filter, "take in" and
apply new knowledge, skills and attitudes in what seems to be
nanoseconds. The popular buzzwords, "lifelong
learning", have taken on a powerful new meaning
in this new millennium.
To answer the challenge of learning
in this ever-changing, global, information rich new world, Executive
Performance has developed a cutting-edge "Culturally
Dynamic Learning" approach. Culturally
Dynamic Learning (CDL)
integrates the very best practices from the fields of traditional
and eLearning with current research on lifelong learning and polychronic
temporal environments. This approach is flexible enough
to respond to learning needs in the workplace,
school,
and home.
CDL
is learning that acknowledges and exploits the symbolic communication
(a group's skills, knowledge, attitudes, values, and motives)
of diverse groups of people to effect progressive change.
This CDL
approach is especially effective for individuals with polychronic
temporal orientations (i.e. those who identify themselves as "multi-taskers"),
whose learning styles are not served in traditional "sage
on the stage", linear lecture style instruction.
These multi-dimensional individuals
-
approach work projects with
flexible, adjustable plans and shared responsibilities.
-
tend to believe the success
of learning, business, or social transactions is ultimately
determined by the individuals involved and their cohesiveness
as a team.
-
believe that learning, work
and play are founded upon quality interpersonal interactions
and long-term investments in community-building, which take
precedence over all forms of activity.
-
communicate spontaneously and
in high context.
-
conduct decision-making using
extensive group involvement, discussion, and consensus.
-
perceive the essence of leadership
is the subtle balance of group consensus and personal vision
The tools and strategies employed
in our Culturally Dynamic Learning
environments accommodate both polychronic and monochronic
temporal orientations.
Polychronic individuals thrive
in a learning process where many subjects may be discussed at
the same time - where several conversations can be occurring in
the same space, and where relationship building is of primary
importance. We develop learning experiences where asynchronous
threaded discussions, cooperative project-based learning, chat,
and other features maximize the experience for polychronic individuals.
Monochronic individuals who already
thrive in traditional learning environments with linear
conversation and debate are also served in our Culturally
Dynamic Learning environments. We
understand that the focus for monochronic individuals is on the
interaction between two people who talk back and forth until a
satisfactory conclusion is reached, and then the next conversation
can begin. We develop learning experiences where Journals, e-mail,
objective tests, and other appropriate features maximize
the experience for monochronic individuals.
