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”
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 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”
In my previous post I looked at how the typical learner learning journey would provide a good steer for facilitating informal and social learning activities as a way to meet many training needs, alongside formal learning, all part of the now popular 70:20:10 model for learning.
There is another way that social and informal learning can support formal learning and that’s to ensure that we deliver the best possible learning experience throughout someone’s career. Continue reading “From Novice to Expert”
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”
This is the time of year when we’re often asked to make predictions about learning trends in the forthcoming year. I’m sure that one of the concepts we’re going to hear a lot more about is micro-learning. I’m also sure that the more sceptical in the profession are already raising their eyebrows and muttering “not another buzzword”. And to a degree, I can understand that. Firstly, I think we’ve long strived to make learning as short and as punchy as possible. I certainly began this crusade some seven years ago. So why are we now trying to give it its own label? And secondly, over the last few months, one or two training providers have clearing used their marketing communications to create “noise” about micro-learning that is all about describing their own solution. But is it right that a vendor’s solution defines the approach? Continue reading “Micro-learning Under the Microscope”
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”