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”
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.
Continue reading “User Experience in Learning”
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”
It’s that time of year when we reflect on the last twelve months and plan for next year. Many of us will look to set some new year’s resolutions and most likely in the knowledge that they will be hard to keep.
In 2016 some commentators pointed out the home truth that many L&D teams seemed unable to generate the outcomes they sought, despite having the best of intentions and having – quite often – been prepared to announce these publically. Something, the commentators lamented, seems to constantly hold the profession back from making the desired inroads.
So my challenge to the profession is to make 2017 the year that you try one new thing; and that might be as simple as one project that tries out that one new thing. Keep it simple, start small…but start!
Here are some of my suggestions. Continue reading “The New Year’s Resolution Challenge”
Executive book summaries have been around for some time now and – thinking about it – were probably one of the first learning resources in the genre that we now call micro-learning. As a personal user of these, I’m hooked on them and would like to see them used more often to support learning and development.
With the now conscious move by many organisations to adopt learning approaches that blend formal learning with social and informal learning activities, now is the time to look again at where these fit in. Like the use of most generic learning resources, you do need to invest time and energy to see a return on your investment.
Here are my suggestions. Continue reading “Using Executive Book Summaries”
What happens after a piece of training should never be left to chance, but so often it is. I make no apology for periodically bringing out my soap box to talk about this. I also call this our industry’s “Achilles heel”. When survey after survey reveals how our profession still wants that seemingly illusive seat at the top table, we need to acknowledge that if we could demonstrate how our learning made an impact, we’d be in a much stronger bargaining position. Continue reading “Using Digital Learning to Drive Learning Impact”
GoodPractice, in association with ComRes, have examined how 500 managers prefer to learn and their thoughts on the learning they receive. The report’s authors have asked for the opinions of its readers, so here are mine.
In the introduction to the report it states that:
“70% of L&D professionals don’t research how their learners currently learn or what they need to do their job.”
Continue reading “The Secret Life of UK Managers – My Commentary”
Over the last few years, I’ve become a strong proponent of moving towards “mobile” first learning strategies. This is – to a large degree – as a result of the observations I’ve made about how the world of workplace learning is changing and how the use of mobile devices continues to grow, giving us the platforms we need to start to make mobile learning and performance support a reality.
There are two elements to a “mobile first” strategy. The first – which I will definitely come back to another day – is the development of complete programmes of learning with a significant use of mobile content and a move away from desktop based e-learning and content-packed live sessions. The second element – and the aspect I will address in this post – is actually designing content that supports a “mobile first” philosophy. Continue reading “Designing “Mobile First” Learning Content”
Over my last 21 years in the digital learning and development field, a lot of my thinking has been based on a good dose of sound reasoning – the only way when there is often little prior experience to leverage – and what businesses and employees have been telling me. I’ve also learned a lot from observing the realities of learning in the workplace and I’ve seen that change considerably over the last two decades. Today we call that “learner insights” and the more we know about our learners, the smarter will be our learning programme designs. Continue reading “Designing learning for how we learn today”