Learning personalisation is one of the latest trends to emerge in the L&D industry and increasingly it’s promoted alongside the use of AI and machine learning which is “set to transform learning” according to the marketing blurb. But the majority of L&D departments are still some way off embracing these technologies. We are still wrestling with the technology we already have, have no budget or appetite to add even more systems to the mix and are still working on getting the basics right. While AI and machine learning may well disrupt the industry in time, what pragmatic steps can we take now to offer each learner a personalised learning experience? Continue reading “Personalising learning – the good old way”
The reporting of learning can easily take over a lot of our time. Over the last 25 years, I must have encountered every issue and gremlin that can cause reporting difficulties. I’ve learned to plan reporting up-front and to not leave it as the after-thought and in the first of two posts I outlined some things to consider when developing your own reporting strategy and plan.
In this second post I will focus on the delivery of your reporting approach. I’ll be sharing the lessons I’ve learned – usually after-the-event – so that you can include them within your own plans. Forearmed is forewarned, as they say. Continue reading “Delivering a successful learning report”
If there is one facet that has come to define the learning management system (LMS), it’s reporting. Such is the high demand for data that it’s probably fair to say that a lot of the time that’s been saved delivering learning in a more cost-efficient manner has now been reapportioned to the work needed to collect and report on learning activity and the remedial actions needed to ensure the quality of this data. Reporting issues top the list of things LMS administrators want to talk about and it’s often a high-level driver when choosing or replacing an LMS.
In my opinion, until we appreciate the scale of learning reporting and start thinking about reporting up-front – rather than as the after-thought once the content is created or the LMS procured – then we will always be chasing our tails. In this first of two posts, I will look at the need to look at reporting as part of our strategy and planning. In the second part, I will look at how we deliver our reporting activities. Continue reading “Developing your learning reporting strategy”
Love it or loathe it, most of us in L&D will get involved at some time with the design and deployment of compliance training for our organisations. It’s often the first learning that a new starter experiences and the one piece of learning that distracts all employees every year or so when it comes to refresher time. Gradually, over time, more and more stakeholders in the organisation believe that their part of the business must have some of its own compliance training that seemingly everyone in the business needs to do. Eventually, compliance training turns into a mammoth of a beast that consumes extraordinarily large amounts of time and with what results?
“Only 26% think online compliance training is effective” (“The state of compliance training today”, Filtered, 2017)
But it can – and should be – very different. Continue reading “Rethinking compliance training”
Over the last 18 months, working – for the first time – with experts in user experience (UX), I’ve come to truly appreciate the need to put the learner (our own end-user) at the heart of what we do in L&D. In our everyday lives, the products and services – at least those that are successful and enduring – have UX at their heart, from the design of the product, through to its packaging and how it’s delivered, be that online or through more traditional approaches. And these brands never stop refining whatever it is they do. They truly listen to the voice of their users; and when they’ve stopped listening, they’ve faltered. There is so much we can learn from them.
Over the last 14 months, as part of a team creating a new generation learning management system, I’ve come to truly appreciate the need for L&D to strive relentlessly to offer learners simplicity when it comes to their learning. With hindsight, I will now confess to having developed some amazing learning solutions, but which now look overly complex when it comes to meeting the needs of the modern learner. Talking to learners – and seeing things afresh through their eyes – has taught me that we, as L&D professionals, need to look again at what we deliver.
Here are some of my thoughts on how we could achieve this. Continue reading “Driving a simplicity agenda in L&D”
Over the last seven months, as I’ve researched the use of virtual reality (VR) to support learning and explored its potential with numerous L&D professionals, it’s been really encouraging to see the focus expand from subject areas such as health and safety and employee on-boarding (always a sound starting point) to how VR could be used to support behavioural change programmes.
In part this stems from the power of VR to deliver the concept of “presence”, which – in fact – I maintain should be one of the primary drivers for choosing a VR option.
“Presence” is the sense of becoming someone else, being somewhere else, or interacting with something that’s not actually there.
It’s also down to the fact that the use of 360° video – one of the most straightforward means of getting started with VR – offers a lot of scope to deliver an appropriate immersive experience to support this type of training. Continue reading “Using 360° Video Virtual Reality to Support Behavioural Skills Training”