Debunking the ‘learner centric’ myths of L&D
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Hear Marnie Threapleton give this seminar in theatre 5, 3:30 on 29 Jan at LT15!
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Debunking the ‘learner centric’ myths of L&D
- 2. L E A R N E R C E N T R I C – B I G N E W S ? “LEARNER CENTRIC IS IMPORTANT” DELIVER TRAINING SUPPORT LEARNING SOCIAL SELF-DIRECTED
- 3. TECHNOLOGY CONTRIBUTING 90% LOOKING TO BOOST LEARNER ENGAGEMENT THROUGH TECHNOLOGY Improved Flexibility Improved Access
- 4. “ Jane Hart, C4LPT The Web is changing the way we learn…. enabling us to become autonomous in what, how and when we learn. This means that many individuals, as well as teams, now have the ability to solve their own learning and performance problems more easily and more quickly than before…….big opportunity for L&D to act as Consultants to the business and adopt a role that involves advising and supporting teams and individuals how to manage their own learning – rather than doing it FOR THEM.
- 5. 4 MYTHS ABOUT LEARNER CENTRIC L&D STRATEGIES myth /mɪθ/ noun a widely held but false belief or idea.
- 6. Myth 1 “We provide more choices”
- 7. Myth 2 “We personalise learning”
- 8. Myth 3 “We welcome contributions”
- 9. Myth 4 “We are adapting for our millennials”
- 10. REPORTING THAT LEARNERS AND MANAGERS ARE FAILING TO THE TRUTH IS… THREE FIVE OUT OF ENGAGE
- 11. WHO IS IN CONTROL?
- 12. THE WORLD OF WORK IS CHANGING
- 13. LOOK AT LEARNER CENTRICITY WITH FRESH EYES here are some mind blowing facts about learners… 5000+ learners Towards Maturity Learner Voice private and public sector 40% in senior or line management 50% been in role >5 years 80% knowledge workers
- 14. KILLER FACT 1 70% WEB SEARCHES 65% ONLINE PERFORMANCE SUPPORT 48% INTERNAL NETWORKS AND COMMUNITIES 42% ACCESSING LEARNING VIA MOBILE DEVICE 31% E-LEARNING (VS. 17% CLASSROOM COURSES) TECHNOLOGY PLAYS A KEY ROLE, REGARDLESS OF AGE “ESSENTIAL OR VERY IMPORTANT”
- 15. KILLER FACT 2 89%SAY COLLABORATION IS VITAL 80% HAPPY TO SHARE WHAT THEY KNOW 55% ARE MOTIVATED BY TECH THAT ALLOWS THEM TO COLLABORATE AND SHARE LEARNERS ARE WILLING TO SHARE
- 16. KILLER FACT 3 82% WANT TO LEARN AT THEIR OWN PACE 55% LEARN ON THE GO 43% LEARNING AT WEEKENDS LEARNERS WANT CONTROL
- 17. KILLER FACT 4 BARRIERS TO LEARNING ONLINE ARE NOT AS HIGH AS WE THINK L&D teams are TWICE as likely to report barriers than their staff… 37% LACK OF TIME 30% CAN’T FIND WHAT THEY NEED 30% IRRELEVANT CONTENT TOP BARRIERS:
- 18. KILLER FACT 5 79% SAY SUPPORT FROM MANAGER ESSENTIAL ONLY 33% DISCUSS OBJECTIVES MANAGERS ARE VITAL
- 19. LEARNERS NEED HELP WITH HOW TO FIND WHAT THEY NEED – THEY KNOW WHAT THEY’RE LOOKING FOR KILLER FACT 6
- 20. KILLER FACT 7 OVER 50S MORE LIKELY TO RATE CLASSROOM AS A USEFUL OPTION THERE IS NO SIGNIFICANT DIFFERENCE WITH AGE
- 21. BUILDING A CUSTOMER ACTIVATED LEARNING STRATEGY Customer Activated Learning GROUNDUPWARDS UNDERSTANDING RESPONDINGAND NEW WAYS WORKING COMMUNICATING DRIVEN FROM THE AND TO OF
- 22. TOP DECK COMPANIES ARE DOING THIS 97%
- 23. 5 TOP DECK IDEAS TO HELP YOU DEVELOP A CUSTOMER ACTIVATED LEARNING STRATEGY Listen more Facilitate clearly Design appropriately Respond faster Communicate powerfully
- 24. THIS STUFF WORKS 3X LIKELY TO SEE IMPROVED PRODUCTIVITY & APPLICATION 2X LIKELY TO RESPOND FASTER & SUPPORT CHANGE Improved application of learning in the workplace Faster response to changing business conditions Increased productivity on the job TOP DECK Average
- 25. TAKE ACTION TODAY Stand 88 – Come talk to us FREE resource pack – summary from LT15 Benchmark with TM: - Identify areas to focus on - Accelerate business performance Listen to Learners – Get your Learner Voice BusinessTransformationThroughLearning Innovation Contact us for a FREE consultation or information: T: +44 (0) 208 542 2331 E: benchmark@towardsmaturity.org www.towardsmaturity.org/mybenchmark
Editor's Notes
- Debunking the ‘Learner Centric’ Myths of L&D L&D professionals spend a lot of time building ‘learner centric’ strategies that help them connect with staff in vibrant new ways and yet 3 out of 5 claim that their learners and managers fail to engage– a number that increases year on year. So where are we going wrong and how can our learners themselves help us get back on track? This practical session will draw on the insights from over 15000 learners who have taken part in the Towards Maturity Learning Landscape to help you rethink the way that you engage with your learners in 2015. This session will debunk the common myths that L&D leaders have about being ‘learner centric’ and will show you how the authentic learner voice can turn around your L&D strategy for good. We will be exploring 4 ‘Learner centric’ myths that could be crippling your L&D strategy 7 learner insights that will blow your mind 5 ideas for building a truly customer activated learning strategy
- It is rare to attend a conference or review a case study online that doesn’t refer to the importance of having a ‘learner centric’ approach to delivering training and supporting learning. We hear talk of the speed of change driving the need for more social and self-directed learning and the importance of placing the learner at the heart of everything we do.
- Technology has both emphasised the need and provided the opportunity to put learners firmly in the driving seat. Improving flexibility and access to learning has been the number one driver for a technology enabled L&D strategy for the last 11 years and in 2014 90% of L&D leaders are now looking to technology to help them engage their learners better. But are we going about things the right way?
- This is supported by other respected industry voices such as Jane Hart: “One of the key features for me in the way that the Web is changing the way we learn is that it is enabling us to become autonomous in what, how and when we learn. This means that many individuals as well as teams now have the ability to solve their own learning and performance problems more easily and more quickly than before – and indeed they are doing so and are bypassing both IT and L&D in the process. big opportunity for L&D to act as Consultants to the business, and adopt a role that involves advising and supporting teams and individuals how to manage their own learning – rather than doing it FOR THEM. “ http://www.c4lpt.co.uk/blog/2014/12/04/the-two-roles-for-ld-in-the-modern-workplace-learning-managers-learning-consultants/
- 0ver 9 out of 10 L&D leaders now provide online elearning courses to staff with the majority of those being provided via a Learning Management system. The idea is that rather than limit staff to a timetable of learning interventions, most staff in most organisations now have the opportunity to pick and choose what courses they want to take and when they want to take them. The trouble is that we think more choice is more learner centric when sometimes it is actually it is just overwhelming our staff. When fewer than half of L&D leaders agree that staff can access learning relevant to their job, more choice may not be more helpful.
- There has been talk of personalising learning for individuals for many years. For example, we’ve seen an increase in organisations using skills diagnostic tools over the years but fewer of a quarter of those currently employing these tools are using them to tailor learning to individual needs. Despite the increased opportunity to use technology to adapt learning to need, only 29% of companies say that learners can actually determine their own path through the learning that is provided.
- L&D want to know what people think. For example 50% of L&D leaders involve staff in pilot projects before embarking on new learning initiatives.We gather feedback via focus groups and happy sheets to listen to the feedback on our programmes. Yet only 29% of us involve staff right up front in the actual design phase of a new programme of work. For the majority, our learner centric approach only really kicks in after we have created the solution when we look for approval rather than contribution.
- Gaming, social learning, mobile are all hot topics right now for many L&D leaders who are waking up to their potential because of a new generation of adults joining the workplace. 85% of us are looking at new technologies to engage new types of learners. But how well do we know our existing staff?
- When 3 out of 5 L&D leaders say that their learners and their managers continue to fail to engage with the solutions provided, it is clear that these ‘learner centric strategies’ just aren’t working!
- The danger is that these typical beliefs about what is ‘Learner Centric’ are all about L&D and not about our learners. We say that these approaches put our learners in the driving seat but actually we are still fully in control, planning the route, where they will go and how they will get there. There may be elements of ‘learner centric’ design in creating courses but we have a long way to go to deliver a truly learner centric strategy.
- Much has changed in the world of work since the concept of learner centric or student led learning was introduced in the late 90’s by the academics. The workplace is changing, staff now have more flexible working patterns, more project based work and it is no longer about 9 to 5. The pace of change is continually accelerating putting immense pressure on individuals to keep up to date. Plus the computing power in our hands and the ability to access resources is increasing exponentially.
- When we find out what learners are actually doing to do their job better it can revolutionise our thinking and provide us with an evidence based approach (rather than myth based) for supporting our staff more effectively. We’ve recently analysed a sample of 5000+ learners who have taken part in the Towards Maturity Learning Landscape study over the past 12 months to help provide fresh eyes on how staff are actually learning. These staff were from private and public sector organisations with 40% in senior or line management roles, half had been with the same organisation for over 5 years and 4 out of 5 were knowledge workers. The Learning Landscape is designed to provide insights for individual companies. Clearly not every organisation is the same but the consolidated insights from a wide range of companies provide some important facts about the way that these staff actually learn what they need to do their job
- When it comes to learning what they need to do their jobs, staff find the following essential or very important: 70% web searches 65% online performance support 48% internal networks and communities 42% through accessing learning via their mobile device 31% elearning ( vs 17% classroom courses)
- 89% say that collaboration is essential/very important in helping them learn what they need to do their job. 80% are happy to share what they know with others , in fact 55% are motivated by technologies that allow them to collaborate and network with each other (but 19% still need some help in getting started)
- 82% want to learn at their own pace 55% learn what they need to do their job while travelling to work (with an additional 43% learning at weekends)
- Staff are half as likely to report barriers to learning online than L&D teams! In fact the top barriers for learners for learning online are Lack of time (37%) can’t find what they need (30 %) current online learning is not relevant (30 %)
- 79% say that support from their line manager is essential for them to learn what they need for their jobs Yet few managers are active in supporting learning activities with only 33% of learners agreeing that their managers discuss objectives prior to formal programmes and only 49% of their managers expect them to apply the points after.
- 73% know what learning they need but only 60% know where to find it
- When it comes to learning tools like online courses, video, games, mobile learning, networks and communities, there are very few differences usefulness regardless of age. If there are differences, they are small with those over 50 are more likely to rate classroom as a useful option (38% vs 17% in the sample as a whole) and are slightly less likely to rate online performance support.
- Listening to learners has the potential to turn our thinking on its head and can really influence the way that we support real time learning. What can we do differently as a result of knowing these insights? Responding differently means that we are no longer just ‘learner centric’ in our approach but ‘Customer Activated’! Customer activated learning means understanding and responding to the new ways of working and communicating that is driven from the ground upwards. It means challenging our own assumptions and prejudices about what is wanted and needed.
- What is clear from our studies is that leading L&D teams are already doing this and are reaping the results. The Towards Maturity Model, measured by the Towards Maturity Index, has long provided an independent and freely available benchmark for effective learning practices. When we consider organisations in the top 10% of the index – the Top Deck- we see 4 behaviours that consistently set them apart from the rest. One of those is that they provide their staff with an active voice in the learning process.
- Listen more – find out how your staff actually learn what they need to do their jobs (with or without you!) 97% of the Top Deck are doing this compared with 36% of L&D leaders overall. They also encourage staff to listen to each other with 9 out of 10 encouraging peer to peer feedback. Respond faster – All Top Deck agree that they provide learning in time to meet the needs of their organisation compared with fewer than half of the sample overall. They also ensure that the learning interventions they do provide can be accessed at any time (compared with half on average). Facilitate clearly – Top Deck know how to help staff help themselves. They are more likely to encourage staff to share user generated content and to actively encourage collaboration in building resources that will help them to learn. Design appropriately – Top Deck are designing beyond the course and their L&D staff are confident in incorporating new media into learning design (compared with just 28% on average). In formal learning, they are more likely to build opportunity for practice and reflection, encouraging learners to draw from their own prior knowledge and apply it in new contexts to help them to find more meaningful and memorable practices and solutions. Communicate powerfully – only 38% of L&D leaders have a communications plan but 9 out of 10 of the Top Deck ensure that staff have clear information about the learning opportunities available to them.
- Evidence shows that Top Deck teams who embrace a customer activated learning strategy are delivering the results. Compared to the average in the latest Towards Maturity Benchmark, they are three times as likely to agree that they have seen improved productivity and have been able to speed up and improve the application of learning back in the workplace. They are twice as likely to agree that they have been able to respond faster and support organisational change more effectively.
- It is time to stop thinking about courses and start thinking about customers – our staff know what they want, what they need and are in the best position to help us to help them. In 2015 let’s start listening and responding better. The evidence shows that when we do, the results that we crave from a modernised L&D strategy will surely follow.