Learning ‘providers’ (and I use the term cautiously – ‘L&Ders’ – is that better?) within any organisation need to adapt: to be agile, flexible and demonstrate different knowledge, skills and competence. We need to be ‘performance consultants’, learning designers for the ‘social age’, we need to understand 70:20:10 and know how to make it a reality in the workplace. We also need to understand the ‘business’ and understand ROI/ROE/RO something…
We’re moving away from the ‘sage on the stage’ of learning delivery to new ways of work and learning. The workspace is becoming the ‘learnspace’ designed with a ‘Modern Learner’ in mind.
Who are the ‘Modern Learners’, are they: learners who are motivated but disparate,
who understand their own needs and take responsibility for personal development, learners who are social and collaborative, learners who can identify and access resources quickly and easily?
How do we find them?
How do we educate teams and individuals to become them?
I understand the Modern Learner, I know we live in a Smart phone world with instant knowledge (and gratification) at our fingertips, and I get that 70% of learning is forgotten as soon as people walk out the training door (recent CIPD stats).
However, people/staff/job holders/line managers still love training courses; they still ask for a list of programmes, still want the timetable of events, still want learning objectives and still sit waiting to be filled with knowledge from the ‘all knowing’ facilitator/trainer/sage at the front of the room.
That is our dilemma…
How do we ensure that learning is focussed on driving performance improvement and employee engagement: delivering real value and change? Whilst meeting the needs of the ‘less educated’ (in the L&D sense) customers who are very happy with traditional delivery models and who also see ‘a good L&D offer’ i.e. a few days away in a different location as part of their remuneration package.
Next Generation Learning Design – a few ideas that aren’t too radical but get us on the right path (or am I being lazy and should I push for more?)
1.Better aligned and targeted to need
How will we ensure that learning is aligned, focussed and targeted to provide specific performance support for the individual or team?
• What organisational priority will the learning impact?
• What are the performance improvement objectives and how will they be measured?
2. Autonomy, responsibility and control is with the learner
How will we ensure that the learner is fully in control of the learning process?
• What will be incorporated before the start of the programme to build collaboration and co-create content?
• How will collaboration be encouraged and maintained, before, during and after the programme?
• What innovative learning methods are likely to get the best learner involvement and participation?
3. Learning is collaborative and social
How will we ensure that the learning is collaborative and builds on shared experience?
• Who can help the learners to achieve learning goals?
• How will the collaborative learning process be structured to enhance performance?
• What will be the community that drives collaboration?
• How and where will the community come together?
• How will resources be curated and disseminated – who will own the community?
A great writer on social learning is Julian Stodd
4. Learning design is agile, using modern tools and learning environments
How will a range of learning environments be used e.g. workplace, classroom, online, mobile, etc?
• What will learning journeys look like?
• What learning resources will be used?
• How will resources de adapted easily and quickly to meet audience needs?
• How will we build in a feedback mechanism and curate stories?
5. Line managers are engaged, and the work environment supports learning
• How will line managers be involved to support the learning and community contract?
• What is the mechanism for ongoing support and business opportunity?
6. Learning is evaluated
• How can performance evaluation be built into the learning journey?
• How will the individual evaluate the change in performance?
• How will the organisation evaluate the impact on priorities?
• What MI is needed for official reporting?
Incorporating these concepts into learning design and delivery will help us to be more agile and flexible to meet the needs of the organisation, teams and individuals.
Or do we need to do more and not be shy of challenging the status quo?