In a yet-to-be-published piece of research, learners have reported that one of their top motivators for learning is to be able to do their job better and faster. But we don’t always then see the supporting levels of learning activity, nor do we always feel that the learning that is being undertaken is truly aligned to the needs of the business. Other surveys then suggest that employees aren’t actually that aware of their organisation’s goals, which only compounds the matter.
As L&D professionals we need to do more to “join up the dots” and I believe that personal development planning is the glue that binds performance management to learning. If we can give learners clear signposts as to what they should be doing, what learning can support them in that and clear feedback on how they are doing, then this would transform learning at work. Continue reading “Digital personal development planning”
One of the major issues with a digital on-boarding experience is the fact that it can quickly become a victim of its own success, with the result that it becomes unwieldy. It seems that every stakeholder in the organisation wants to see something from their part of the business included in the programme and it’s always deemed “mandatory” that every new starter completes it.
The outcome: new starters and their line managers complain that their first days or weeks on the job are taken up with e-learning – blame is more easily placed on the method and not the content – and stopping the employee getting on with their new job. You then have to start unpicking it and negotiating with certain stakeholders to remove their content from the programme. In this second of two posts, I will look at what should be included and how. Continue reading “Defining a Successful Digital On-boarding Experience”
E-learning: the cornerstone of nearly every corporate employee’s on-boarding, induction or new employee orientation – whatever name you give it. Associated with a seemingly never-ending number of compliance training courses, it’s the bit your new recruits are eager to put behind them and that causes L&D and HR administrators much stress and heartache. And it’s undoubtedly a major cause of the dissatisfaction with e-learning, when that need not be the case.
But it’s not just the general malaise that it can induce on your new starters that should be of concern. It’s critical that your overall on-boarding process hits the mark for each person. The evidence shows that getting things wrong here can have a major impact on your business. So it really is time to take a new look at your digital on-boarding programme. In this first of two posts, I will look at why it’s important to get this right. Continue reading “The Importance of Getting Your Digital On-boarding Just Right”
Over the last few weeks, I’ve had a number of forward-looking conversations with L&D professionals about learning in the digital workplace; and in particular about learning within a digital workspace set-up. A digital workspace is a concerted effort by organisations to provide their employees with a personalised environment to enable each individual to organise their digital tools and sources of information in an efficient manner to allow them to maximise their personal productivity.
As the desire for deeper integration of our systems grows, moving to a digital workspace concept gives us the chance to explore how we can make accessing a variety of tools as seamless as possible. For L&D and HR, this should also mean making learning and performance management more visible on a day-to-day basis. Continue reading “Learning and Performance Management and the Digital Workspace”
I’ve written before about the rise in popularity of video-based learning. Over the last few years, I’ve seen a rapid increase in the use of both professionally developed and informally produced video content. At first I was helped along by the wide availability of camcorders and flip-cams. But over the last two years in particular, the smartphone has become the video-recording tool of choice for many inside and outside of the L&D profession.
At the same time, as the concepts of social and informal learning have been adopted by organisations, the potential to grow the use of user-generated content (UGC) has arisen and excited those in L&D, keen to capture more of the knowledge retained in the heads of employees that would deliver greater value if more widely shared.
But motivating employees to create content is seen as a challenge that might hinder the use of UGC. If employees see this as a daunting prospect, then all the potential advantages will be lost. What can we do to realise our ambitions here and what are the implications for learning design and quality? Continue reading “Creating Bite-size User-generated Video that Delivers Results: Your 60 Seconds Start Now”
Judging by what L&D professionals are telling me, over the next two to three years, we’ll start to see examples of the use of virtual reality (VR) in our field, over and above the current few early experiments in this emerging area of digital learning.
I think it’s fair to say that we have an inkling of how VR could enrich our learning solutions, but with little experience of the application of VR outside of gaming – and with too few vendors yet in a position to translate our ideas into reality – we still have more questions than answers.
One area that is undoubtedly bound to interest us is how VR might suit the learning preferences of individual learners and whether VR will ultimately deliver better learning over the many alternatives. Given how “new” VR is in our industry, it’s not surprising that there is very little data out there in both points. In this post I will share what I’ve uncovered so far. Continue reading “The impact of virtual reality on learners and learning”
Although we are still waiting for virtual reality (VR) to “take off” in learning and development, we already refer to its potential to create a so-called “immersive learning experience”. And while VR remains in its infancy, we will still carefully weigh up the alternatives, given the challenges of cost, time, a lack of VR design and development skills; and a degree of uncertainty about where it can deliver the greatest returns.
The early adopters have largely focused on high-end 3D solutions that have definitely created an immersive experience and which have suited the learning needs of the defence, medical, mining and engineering industries. But in order to reach a “tipping point”‘, we will need broadened its appeal and look at more simpler forms of VR delivery.
I’m particularly interested in using 360-degree VR to put the learner “in someone else’s shoes” and believe this has the potential to open up the use of VR for more mainstream learning applications. Continue reading “Using Virtual Reality to Create an Immersive Learning Experience”