Driving a simplicity agenda in L&D

dreamstime_xs_63083788Over 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”

Driving a simplicity agenda in L&D

From Novice to Expert

dreamstime_xs_43690321In 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”

From Novice to Expert

The Secret Life of UK Managers – My Commentary

dreamstime_xs_55894278GoodPractice, 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”

The Secret Life of UK Managers – My Commentary

Micro-learning Under the Microscope

dreamstime_xs_47119176This 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”

Micro-learning Under the Microscope

Designing “Mobile First” Learning Content

dreamstime_m_36899365 (2)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”

Designing “Mobile First” Learning Content

Designing learning for how we learn today

dreamstime_xs_53297742Over 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”

Designing learning for how we learn today