Introduction to Modern Workplace Learning in 2018 - Jane Hart - Centre for ...
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Introduction to
Modern Workplace Learning
in 2018
Modern Workplace Learning Series
Jane Hart
Centre for Modern Workplace Learning
Centre for Learning & Performance Technologies
v2, January 2018
About Jane Hart
Jane Hart is the Founder of the Centre for Learning & Performance
Technologies (C4LPT), one of the world’s largest independent
websites about learning on the Web, where she compiles the very
popular, annual Top 100 Tools for Learning List - now in its
11th year.
Jane Hart has been working with businesses for over 30 years, and
currently focuses on helping them modernise their approaches to
workplace learning.
Jane blogs regularly, and speaks internationally at conferences and private events on
modern workplace learning.
Jane is the author of a number of books, the Social Learning Handbook 2014, Modern
Workplace Learning, and Learning in the Modern Workplace. This new MWL series for
2018 includes some updated content from those books as well as new material.
In 2013, Jane was the recipient of the Colin Corder Award for Outstanding Contribution
to Learning, presented by the UK-based Learning & Performance Institute.
Find out more about Jane and her work, or to contact her:
C4LPT http://C4LPT.co.uk
Jane’s Blog http://C4LPT.co.uk/blog
Modern Workplace Learning http://ModernWorkplaceLearning.com
Email: jane.hart@C4LPT.co.uk
Follow Jane:
On Twitter http://twitter.com/C4LPT
On LinkedIn http://linkedin.com/in/C4LPT/
On Facebook http://facebook.com/C4LPT
The content in this e-book is
© Centre for Learning & Performance Technologies
2 © C4LPT, 2018
Contents About Jane Hart .............................................................................................................................2 1.1 - A short history of workplace learning ............................................................................. 4 Stage 1 - Classroom training ...........................................................................................................4 Stage 2 – E-Learning .......................................................................................................................4 Stage 3 - Blended Learning .............................................................................................................6 Stage 4 - Social Learning .................................................................................................................6 Stage 5 - Modern Workplace Learning ............................................................................................6 1.2 - The emergence of Modern Professional Learners ........................................................... 7 Changing learning habits ................................................................................................................7 Why do modern professionals learn?............................................................................................ 11 How do modern professionals learn?............................................................................................ 12 How do modern professionals prefer to learn? ............................................................................. 13 Why is autonomy important? ....................................................................................................... 14 Why is modern professional learning important for organizations? ............................................... 15 1.3 - An overview of Modern Workplace Learning ................................................................ 17 Designing and delivering modern training experiences .................................................................. 17 From training delivery to continuous learning ............................................................................... 18 Enabling and supporting continuous independent learning ........................................................... 19 2 - Designing, Delivering & Managing Modern Training Experiences for the Workplace ......... 20 Table of Contents ......................................................................................................................... 20 How to get a copy ........................................................................................................................ 20 3 - Enabling and Supporting Continuous Independent Learning at Work ............................... 21 Table of Contents ......................................................................................................................... 21 How to get a copy ........................................................................................................................ 21 How to become a Modern Professional Learner ................................................................... 22 Table of Contents ......................................................................................................................... 22 How to get a copy ........................................................................................................................ 22 © C4LPT, 2018 3
1.1 - A short history of workplace learning
The work of the Learning & Development Department (aka Training Department) has
evolved over many years, and has moved through a number of identifiable stages.
Stage 5
Stage 1 Stage 3 Stage 4
Stage 2 Modern
Classroom Blended Social
E-Learning Workplace
Training Learning Learning
Learning
trainers/
instructional modern learning
trainers instructional facilitators
designers advisors
designers
authoring tools social platforms/
authoring tools personal
webinar systems learning experience
LMS learning toolkit
LMS platforms
individual organizes
and manages own
training initiatives organized and managed by L&D
self-improvement and
self-development
Stage 1 - Classroom training
The original approach to workplace learning was to take people away from their day job
and train them in a separate classroom – just like at school.
In fact, this is the model of training that is often held up as the benchmark for all other
types of training. One of the distinct advantages of classroom training is that it is a social
experience, where participants can learn together with colleagues and in the presence of
a trainer or instructor. However, there are a number of inherent disadvantages with this
type of training. This includes the fact that everyone has to be in the classroom at the
same time and has to proceed at the same pace. For some people, all too often, a training
event of this kind is often considered to be a “holiday” from the day job. Working and
learning in many cases are considered to be quite separate activities.
Although classroom training still continues in many organizations, others have moved into
the next stage of workplace learning, where technology-based training, aka e-learning,
has automated this process.
Stage 2 – E-Learning
The roots of e-learning go back to the early uses of technology to support learning, in
particular the use of training films, TV and videotapes. In the 1980s, with the advent of
personal computers, we saw the introduction of interactive, multimedia computer-based
training (CBT) delivered on CDs or laser disks. But it was in the early 1990s, with the birth
of the World Wide Web, that online learning began and the Web was first used to provide
a global learning experience.
4 © C4LPT, 2018
Most of the early online learning activity occurred in universities where access to the
Internet was more prevalent. However, by the late 1990s companies had begun to see
the value of online learning as a means of delivering training at low cost.
At the peak of the dot com boom around 2000, there was enormous interest in everything
"e-". We saw the lift-off of "e-commerce" and "e-business", and the term "e-learning" was
also coined around this time. In 2001, John Chambers, the CEO of Cisco Systems
predicted:
"E-Learning is the next killer app: it will make email look like a rounding error."
The great benefits of e-learning, promoted at that time, were that you no longer needed
to spend long periods travelling to a location to attend classroom training, you could now
have access to learning when you wanted it, at the time you wanted it – day or night, at
home or work. It also meant that you could learn at your own pace; there was nobody to
tell you when you had to do it and how much you had to do.
During the 2000’s, corporate e-learning became big business and we saw:
1. the large-scale production of off-the-shelf libraries of generic courseware
2. companies offering bespoke development of multimedia online courses, and
3. the emergence of Learning Management Systems (LMS) to manage learners and their
learning.
Although Cisco’s definition of e-learning back in 2001 was very wide, encompassing
“education, training, communication, collaboration and knowledge sharing”
most organizations focused on the packaging of instructional content so that the term
e-learning soon became (and still is the case for many people) synonymous with online
courses. Despite the early fanfare around e-learning, people began to become
disillusioned with it.
For managers:
• it didn’t seem to be delivering on its promises, people where dropping out of online
courses and not “completing” them
• large scale investments in LMS weren’t paying off
• content development was taking too long and was too costly
For employees:
• e-learning was often considered inferior to traditional classroom-based learning.
Many wanted a teacher, as well as other students, to be present to add value to the
whole process; just working through an online course wasn’t enough – however well
designed or developed.
• employees felt they were getting a raw deal: they weren’t enthusiastic about sitting
at their computers ploughing their way through hours of online courses – they soon
got bored or frustrated
Consequently, a number of new training approaches emerged to address these issues.
© C4LPT, 2018 5
Stage 3 - Blended Learning
Blended learning was originally defined as a learning solution that mixed face-to-face
learning (classroom training, etc.,) with online elements to create a blend of the two. Much
has been written about how to create blended solutions, yet there is no magic formula.
The “right” blend depends on a number of factors that include the learning problem being
addressed, the learners' profile, the budget and so on.
Another term for "blended learning" is "hybrid learning" and this term is commonly found
in formal education. But in each case, the term is now defined more broadly as to mean
delivering training using a variety of different media, formats and approaches.
In situations where face-to-face training was not possible, that is where students were
distributed in various parts of the country or world, systems and tools began to be used
to allow remote learners to come together online, at the same time, with a tutor who led
a learning session. This is now referred to as “live e-learning” or “synchronous learning”
or even "real time learning", to differentiate it from asynchronous or self-paced learning.
For many organizations, blended learning involves:
• creating content-rich e-learning or blended solutions with a mix of face-to-face and
other online elements
• managing the learners and their learning in learning management systems and
reporting on their activity, test results and course completions
• using webinar platforms to deliver live e-learning sessions.
Stage 4 - Social Learning
With the rise of social media, we saw the Web evolve into the Social Web (previously
referred to as Web 2.0), and the emergence of terms like “social business” and “social
learning”. In the case of “social learning”, for many this meant the use of social media in
training, and in particular requiring people to interact with one another in online courses.
However, others have recognised that the real social learning in the workplace takes
place as employees share their knowledge and experiences with one another as part of
their daily work, and this marks a significant tipping point in the understanding of
workplace learning, that takes us into Stage 5.
Stage 5 - Modern Workplace Learning
The difference between Stages 1-4 and Stage 5 is not just using a new set of tools to
design, deliver and manage training, but a new mindset about how people learn at work
and the new role L&D plays in it.
This change is being influenced by a number of factors, particularly the emergence of
self-sufficient modern professional learners, and the changing world of work. Both of
these aspects are described below.
6 © C4LPT, 2018
1.2 - The emergence of Modern Professional Learners Changing learning habits On 2 October 2017, I released the results of the 11th Annual Learning Tools survey in the form of the Top 200 Tools for Learning 20171 list. I compiled the list from the votes of over 2,000 learning professionals from 52 countries worldwide who shared their Top 10 Tools for Learning. The 11-year study has become an important longitudinal survey of learning habits and practices. The image below shows the logos of the 200 tools on the list. The tools within the blue square are the Top 10 Tools on the list, surrounded by other high-ranking tools. The tools lower on the list appear on the outside of the image. 1 Top 200 Tools for Learning 2017 http://c4lpt.co.uk/top100tools/ © C4LPT, 2018 7
As part of the survey I asked respondents to the survey to identify in which context they
used these tools, and from that information I also generated 3 sub-lists: Top 100 Tools
for Personal & Professional Learning, Top 100 Tools for Workplace Learning and Top
100 Tools for Education2.
The Top 100 Tools for Workplace Learning 2017 list contains a variety of dedicated
instructional tools (illustrated on the graphic below) - for the design, delivery and
management of workplace training, i.e.
• e-learning authoring tools – to create online courses and other online instructional
content, like animated explainers
• content development tools – to create and edit interactive PDFs, graphics, audio,
animation, video, for screen capture and screencasting, as well as augmented and
virtual reality content tools
• LMS and learning platforms – to host and manage online learning
• classroom response tools - to provide interaction, polling, quizzing and feedback
in the classroom.
2 Top Tools for Learning: Rankings http://c4lpt.co.uk/top100tools/rankings/
8 © C4LPT, 2018
The Top 100 Tools for Workplace Learning 2017 list also contains a range of social
collaboration tools (illustrated on the graphic below) - for individuals to connect with,
interact with and ultimately learn from their colleagues - both inside and outside their
organizations
• email tools – for creating and receiving emails and email campaigns
• messaging apps – to communicate with individuals and groups
• web and video meeting tools - for online meetings, webinars and web conferences
• team and enterprise social collaboration platforms – for social collaboration and
social learning
• file collaboration and sharing tools – including those that interact with office
tools.
© C4LPT, 2018 9
When it comes to individual learning, the Top 100 Tools for Personal & Professional
Learning 2017 shows that many people are continuing to use a wide variety of resources,
networks and services (as shown in the graphic below). I call this the Modern Professional
Learner’s Toolkit.
A Modern Professional Learner’s Toolkit contains:
• A favourite web browser and search engine – to make the most of the Web
• A set of trusted web resources - for problem-solving, discovery and inspiration
• A number of news and curation tools – to keep abreast with new resources, as
well as store and sharing what they find
• Favourite web course platforms – to acquire knowledge and skills in a formal way
• A range of social networks – to build a diverse professional network of external
colleagues (aka personal learning network - PLN)
• A Personal Information System – to record, store and make sense of experiences,
web clippings, experiences and ideas, as well as track their own professional
development
• A blogging or website tool - to share ideas and thinking, and promote themselves
more publically
• A variety of productivity tools and apps – to help them work effectively
• A preferred office suite – to create documents, presentations and spreadsheets
• A range of communication and collaboration tools - to interact, share and learn
with others in different ways
• One or more smart devices - for ubiquitous access to content and people
10 © C4LPT, 2018Why do modern professionals learn? The Top 100 Tools for Personal & Professional Learning 2017 also shows that modern professionals learn for many reasons. Ten are shown in the diagram below. But there are also a number of significant features that differentiate modern professional learners – and these are also highlighted below. In other words, traditional workplace learners are very reliant on learning initiatives that have been designed for them, whereas Modern Professional Learners recognise that a lot of what they learn is not designed (i.e. it happens accidentally, incidentally or serendipitously) as a by-product of another activity, which is particularly the case in the workplace as they do their daily work. They understand that learning at work is more than just training; it happens in many different ways inside and outside and outside the organization. The activities of traditional workplace learners are tracked and managed centrally in the organization using enterprise learning platforms, whereas Modern Professional Learners track and manage their own learning using their own personal tools. Traditional workplace learners believe their organization is responsible for what they learn, whereas Modern Professional Learners understand that learning is ultimately their own responsibility. Although an organization will provide them with training, e-learning and other learning opportunities, they recognise their organization can’t provide them with everything them need throughout your career so they need to take charge of their own self-improvement (for the now) and self-development (for the future). © C4LPT, 2018 11
How do modern professionals learn?
The Top Tools for Learning 2017 survey results also provide a good indication of how
modern professional learn – at, through, and for work
Modern professionals learn Modern professionals learn
in 4 main ways through in 3 key places:
1. Content 1. In Training
2. People 2. At Work
3. Events 3. Outside Work (& on the Web)
4. Experiences
Here are some examples of how Modern Professionals learn in each of these different
ways and places:
12 © C4LPT, 2018How do modern professionals prefer to learn?
But which of the different ways of learning described above bring most value to a modern
professional?
My Learning in the Workplace3 survey, now in its 6th year, provides some answers. In it I
ask individuals to rate the importance (i.e. value and usefulness) of 12 different ways of
learning for and at work:
• Classroom training
• E-Learning (and web courses)
• Internal resources (documents, guides etc)
• Knowledge sharing within your team
• Daily work experiences (i.e. doing the day job)
• Manager feedback and guidance
• Coach or mentor feedback and guidance
• Professional networks and communities
• Conferences and other events
• Blogs and news feeds
• Web resources (e.g. videos, podcasts, articles)
• Web search (e.g. Google).
The survey is now in its 6th year and has had over 5,000 responses from 65 countries
worldwide. The full results are shown below ranked by the total Very important and
Essential scores (in blue). The red figures are where the most votes were received.
Not Quite Very Very Imp +
Essential
Rank important important important
%
Essential
% % % %
1 Daily work experiences (doing the day job) 1 6 26 67 93
2 Knowledge sharing within your team 1 9 30 60 90
3 Web search (eg Google) 5 16 27 52 79
4 Web resources (videos, podcasts, articles) 4 20 37 39 76
5 Manage feedback & guidance 7 19 39 35 74
6 Professional networks & communities 4 24 41 31 72
7 Coach or mentor (feedback & guidance) 7 28 43 22 65
8 Internal resources (documents, guides) 8 32 35 25 60
9 Blogs and news feeds 10 34 33 23 56
10 E-Learning (online courses for self-study) 20 39 25 16 41
11 Conferences & other professional events 17 48 32 3 35
12 Classroom training 28 41 19 12 31
3 Learning in the Workplace survey http://c4lpt.co.uk/litw/
© C4LPT, 2018 13The results show that for modern professional learners:
• the least valued ways to learn at and for work are in traditional (workplace learning)
activities – like classroom training and e-learning – which appear right at the bottom
of the list. These are activities that happen intermittently, are organized, directed and
managed by L&D, and primarily take place through instructional events and content.
• the most valued ways to learn at and for work are continuous, self-organized/and
self-directed experiences and activities that happen as part of daily work, interaction
with people as well as the use of informal web content.
In summary, Modern Professional Learners
• not only have a modern toolset for learning – where they make use of a wide variety
of everyday tools, but
• they have a modern learning mindset about how and when learning happens for, at
and through work, and
• they have also developed a modern learning skillset that is no longer just about how
to study or take a course online, but how to make the most of all the learning
experiences and opportunities they might encounter – whether it be as part of their
daily work or learning on the Web
• they are highly independent/autonomous, continuous (lifelong) learners, making
their own decisions about what they need to learn and how to do it.
Why is autonomy important?
This last point is key to understanding modern professional learning. Autonomy (together
with Mastery and Purpose) is a powerful motivator in the workplace, as Dan Pink has
explained in his book, Drive: the surprising truth about what motivates us4, and this quote
from it summarises his position (my emboldening).
“Human beings have an innate drive to be autonomous, self-determined and
connected to one another. And when that drive is liberated, people achieve
more and live richer lives. The opposite of autonomy is control. And since they
sit at different poles of the behavioral compass, they point us to different
destinations.
Control leads to compliance; autonomy leads to engagement.”
However, autonomy scares many organizations and often provokes reactions from L&D
professionals such as those shown (in the diagram overleaf) and in the comments printed
below:
“We can’t let people learn stuff on their own; they might learn the wrong things!”
“We can’t let people share stuff; they might provide incorrect information!”
"We need to track every piece of activity and everything that everyone learns.".
4 Drive: The surprising truth about what motivates us, Dan Pink, 2011 http://www.danpink.com/books/drive/
14 © C4LPT, 2018It is clearly difficult for some, who see themselves as “gatekeepers” to learning, to understand that they can no longer control everything that people learn in their organization. But most people are already learning things on their own and sharing them with one another – face-to-face, on the phone, in emails as well as in other social channels - so it is not a matter of letting people do things on their own, but recognising this is a key aspect of how people learn to do their jobs, and is therefore something that needs to be encouraged. But there may be some who still question why it is important to do this; why it is important to support modern, independent, professional learning. Why is modern professional learning important for organizations? There are a number of reasons why the traditional workplace training model is no longer relevant. Put simply the workplace is no longer the place it was 100 years ago when training was the norm. The fast pace of change in the world of work means that jobs are changing fast. For example, the effect of AI and robotics in the workplace means that many jobs, if they are not completely replaced by robots, will be very different. Information is exploding at a phenomenal rate. Knowledge and skills now have a short shelf-life. It is frequently said that an individual’s knowledge and skills will be out of date within 5 years, and a college degree will be out of date before the loan is paid off. Individuals are living longer, so the traditional “job for life“ model has disappeared. In fact, a MITSloan Management report, entitled The corporate implications of longer life 5, suggests that the flexible nature of the modern workforce will likely see a 15-year-old today navigating a portfolio of 17 jobs in 5 different industries. 5The corporate implications of longer life, Lynda Gratton and Andrew Scott, MIT Sloan Management Review, Spring 2017 http://sloanreview.mit.edu/article/the-corporate-implications-of-longer-lives/ © C4LPT, 2018 15
It also shows how the traditional 3-stage model of education-work-retirement will no
longer apply.
“As working lives become multi-staged and the sequence of those stages
becomes more customized, individuals will take an interest in skills with value
that extends beyond the current employer and sector.”
The report then goes on to say
“This will weaken the one-size-fits-all approach to learning and development.
Instead, there will be a growing need for more decentralized and flexible
approaches to learning, curated more by individuals than by employers.“
The report recognises this will cause the following tensions:
• people want personalization; corporations want conformity
• people want flexibility; corporations want standardization
The authors conclude
“We expect the pressure building from these tensions to grow in the years
ahead. Without changes in corporate policies, employees will struggle to build
working lives that have resilience over an extended period of time and that
support healthy and prosperous longevity. In response, companies need to
initiate a top-to-bottom redesign of their human resource practices and
processes.”
Some organizations do recognise that to deal with a fast-changing world they now need
to value “learning agility” or “learnability” - that is the capacity to keep learning and
developing new skills and expertise, even if they are not obviously linked to one’s current
job.
In a Harvard Business review article, It’s the company’s job to help people learn6, Tomas
Chamorro-Premuzic and Mara Swan make the following three recommendations for
managers to foster learnability in the workplace:
1. Select for it: To maximize the benefit of limited training investments, focus on
employees with higher learnability: curious and inquisitive individuals who are
genuinely interested in acquiring new knowledge.
2. Nurture it: Managers who want their employees to learn new things will encourage
that behaviour by doing it themselves. We are all time-deprived, but high learnability
people make the time to learn new things.
3. Reward it. If you want to change people’s behaviour, you should show them that you
mean it. It is not enough to hire curious people and hope they display as much
learnability as you do. You should also reward them for doing so.
So, what role does L&D play in this? How can they support modern workplace learning?
6It’s the company’s job to help people learn, Tomas Chamorro-Premuzic and Mara Swan, Harvard Business Review,
18 July 2016 https://hbr.org/2016/07/its-the-companys-job-to-help-employees-learn
16 © C4LPT, 20181.3 - An overview of Modern Workplace Learning Modern Workplace Learning provides a new understanding of how learning happens at work – one that is much more aligned with how modern professionals see the world. It is no longer just about training or studying; it recognises that individuals learn all the time. Learning doesn’t just take place in a specific training event or e-learning course, it is an integral part of daily work. People learn something new every day – whether they realise it or not. But having said, unlike school or college, people don’t go to work to learn, they go to work to work, so, we need to be careful using the “learning” word as it is no longer synonymous with education and training; in Modern Workplace Learning “learning” has a far wider meaning. Consequently L&D’s role needs to broaden too, in order to reflect this new understanding. Essentially there are two key elements to Modern Workplace Learning: (1) Designing, delivering and managing modern training experiences (2) Enabling and supporting continuous independent learning Designing and delivering modern training experiences Whilst organizations have a responsibility to provide training and opportunities for organizational learning, there is a lot that can be done to modernise current training initiatives to make them relevant and appealing for today’s modern professional learners - as highlighted on the graphic below. © C4LPT, 2018 17
From training delivery to continuous learning
Whilst some L&D departments are making good made efforts to modernize their training
initiatives. others have gone further and are now providing a wider range of learning
opportunities and resources for on demand use. But in an agile organization – where
things are changing very fast and the L&D department can no longer provide everyone
with everything they need - continuous learning now becomes an imperative. However,
supporting continuous learning requires a new approach, and the following table
highlights some of the key differences.
MODERN ON DEMAND CONTINUOUS
TRAINING LEARNING LEARNING
“We need to make “We want to offer
“We want to help our
sure our people our people a range
rationale people to self-improve
are competent of flexible resources
and self-develop”
and compliant.” to use as they wish.”
model delivery self-service self-reliance
providing resources
helping individuals get
and other learning
providing the most out of their
opportunities to help
(intermittent) daily work and take
with ad hoc learning
training control of their own
and performance
careers
L&D role problems
courses resources building and supporting
modern professional
creation curation learning skills
instructor facilitator advisor
tools/ LMS/ self-selected tools
portal
platforms learning platform and digital portfolio
Enabling & Supporting
e-book/ Designing, Delivering & Managing
Continuous
workshop Modern Learning Experiences
Independent Learning
Although there will continue to be a need for L&D to provide modern training and on
demand learning – there will be an increasing necessity to help individuals become much
more self-reliant in terms of their own continuous self-improvement and self-development.
Although some might question why companies should help individuals to prepare for their
own futures, doing so actually not only means they are more likely to stay in the
organization, but is also a win-win since both organization and individual benefit from the
new knowledge, skills and experience gained. Ultimately, this is what will make the
difference in how future-ready organizations learn, grow and thrive.
18 © C4LPT, 2018Enabling and supporting continuous independent learning Although for many people, as we have seen, continuously learning from a multitude of sources both for, through and at work is a natural way of life, there are others who think that workplace learning is all about being trained. So, when it comes to continuous independent learning, the first step will involve preparing the ground and helping both managers and employees acquire a new mindset about what it means to learn continuously at work, and how the learning function can help them. It will then involve working with managers and individuals in a number of ways – as highlighted on the graphic below. Futhermore, whilst it will be important to have central training records for compliance and regulatory purposes, it doesn’t mean trying to achieve the impossible task of tracking everyone’s learning. Rather, it means helping individuals to organize and manage their own learning and development – using their own personally-selected tools – and maintaining a record of their own achievements that they can take with them throughout their career. This new approach requires a new learning professional role that I call a Modern Learning Advisor, whose work is to build and support self-reliant and self-sufficient modern professionals who can make the most of, and learn from all kinds of experiences and opportunities to self-improve and self-develop. If you want to find out more about the two key elements of Modern Workplace Learning, you can do so in Parts 2 and 3 of this MWL 2018 Series. © C4LPT, 2018 19
2 - Designing, Delivering & Managing Modern Training
Experiences for the Workplace
Table of Contents
1. Why we need to modernize training - what’s wrong with
current training practices, overview of how can we address
these issues, what modernizing workplace learning means.
MODERN TRAINING EXPERIENCES
2. A modern classroom experience - flipping the classroom,
offering a technology-friendly classroom and running different
types of classroom events.
3. Designing modern content - principles of modern content
design, content formats and tools, content curation,
employee-generated content.
4. Modern experiential learning - understanding experiential
learning, simulated training experiences, immersive experiences (VR, AR and MR).
5. Modern social learning - understanding social learning, lessons learned from
formal social learning, guided social learning experiences, live o nline chats.
6. Modern blended learning - learning campaigns, gamification.
MODERN DESIGN & LEARNING MANAGEMENT
7. Modern learning and performance design - issues with the traditional design
process, 3 new approaches: performance consulting, action mapping, design
thinking.
8. Modern assessment and evaluation - issues with traditional assessment and
evaluation, a modern assessment approach, designing performance assessments.
9. Modern learning management - looking beyond the LMS, thinking differently about
learning management.
10. Modern learning support - supporting groups, supporting individuals, the future of
learning support: chatbots and AI.
SUMMARY: 12 guiding principles for the design and delivery of modern training.
How to get a copy
You can purchase a copy of the PDF of Part 2 separately or with Part 3 by following this
link. http://modernworkplacelearning.com/mwl-series-2018/
You can get a FREE copy of the PDF by participating in the online workshop with the
same name, by following this link: http://modernworkplacelearning.com/activities/c-
modernizing-training-e-learning/
20 © C4LPT, 20183 - Enabling and Supporting Continuous Independent
Learning at Work
Table of Contents
1. The role of the Modern Learning Advisor - The work of a
Modern Learning Advisor, the skills and attributes of a Modern
Learning Advisor
STAGE 1: PREPARE
2. Changing mindsets - What is continuous independent
learning? Why is it important? What does it mean in practice>
STAGE 2: ENABLE
3. Help managers enable continuous independent learning –
Select for, nurture and reward learnability
4. Help individuals learn from their daily work - Help individuals get the most out of
their daily work, and keep track of their daily work experiences
5. Help individuals learn outside the workplace - Help individuals learn something
new every day on the Web, keep up to date with their industry or profession, and
acquire modern learning skills
6. Help individuals build a professional network - Help individuals understand the
importance of a professional network, grow and manage their own network
7. Help individuals manage their professional self-development - The professional
self-development process, help individuals set professional goals, achieve and
evidence their goals, and set up a Learning Log and Digital Portfolio,
STAGE 3: SUPPORT
8. Help managers encourage sharing in teams - Build a knowledge sharing culture,
make use of a social space for team sharing, and measure the success of
knowledge sharing
9. Promote sharing across the organization - Run corporate networking events and
large company events
10. Set up a Learning Concierge service - Rationale and the activities of Modern
Learning Advisors
How to get a copy
You can purchase a copy of the PDF of Part 3 separately or with Part 2 by following this
link: http://modernworkplacelearning.com/mwl-series-2018/
You can get a FREE copy of the PDF by participating in the online workshop with the
same name, by following this link: http://modernworkplacelearning.com/independent-
learning/
© C4LPT, 2018 21How to become a Modern Professional Learner
Table of Contents
This resource contains 100 short tasks (based around the 10
Principles of Modern Professional Learning (listed below) to
help you make the most of your work life and take control of
your career.
1. Take responsibility for your own self-improvement,
learning and development – it’s your career so you need
to be in control of it. Intermittent training is no longer enough, you need to be
continuously curious and finding things out. [TASKS 1-4]
2. Spend some time reflecting on your daily work experiences – so that you can
learn from your difficulties and challenges as well as your successes. [TASKS 5-7]
3. Address your own performance problems – become self-reliant and learn to
solve your own problems particularly by power-searching on the Web and validating
your sources. [TASKS 8-15]
4. Make the most of your manager – continuously ask for feedback on your current
activities and help in moving forward in your work. [TASKS 16-18]
5. Learn from your team members – ask them for help and to share their
experiences – and share what you learn with them too. [TASKS 19-26]
6. Build and maintain a diverse professional network – so that you have a
collection of people around you who bring you value, and with whom you interact
and learn on an ongoing basis. [TASKS 27-50]
7. Make a point of learning something new every day – it doesn’t have to be work
related and it certainly doesn’t have to involve study. Make the most that the Web
has to offer. [TASKS 51-69]
8. Keep up to date with what’s happening in your industry or profession – not just
by attending an annual conference but continuously from daily knowledge flows that
come from relevant curated resources. Connect the dots between random pieces of
information, and avoid information overload. [TASKS 70-85]
9. Manage your own professional development – set your own professional goals,
work on them in the best way for you, document your progress, and evidence your
performance in a digital portfolio. [TASKS 86-99]
10. Establish your own personal learning toolkit – build a set of resources, tools,
networks and services that help you continuously learn, grow and develop. [TASK
100]
How to get a copy
You can purchase access to the online resource as well as download a PDF by following
this link: http://modernprofessionallearning.com/
22 © C4LPT, 2018You can also read
