Beyond The Course: The New Learning Architect

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http://www.brightwave.co.uk/beyond-the-course

This presentation was originally delivered by Clive Shepherd (Partner at Onlignment, on The New Learning Architect) at Beyond The Course in Edinburgh on 12 June 2012.

About this session
We are all learning machines, constantly adapting to the ever-changing threats and opportunities with which we are confronted. We learn through experience, whether consciously or unconsciously; we learn by seeking out the knowledge and skills we need to carry out our day-to-day tasks; we learn by sharing experiences and best practice with our colleagues, and by taking advantage of opportunities for development, both formal and informal.

The new learning architect designs environments that enable specific target populations to take maximum advantage of all these opportunities for learning. To do this they need to understand the unique characteristics of their clients and the business challenges they are facing; they need to find just the right balance between top-down and bottom-up learning initiatives, between the formal and informal.

In this session, Clive Shepherd will describe what it takes to become a new learning architect, a designer of environments for learning.

How people really learn at work
What is changing and how this will impact on the way we learn in future
How each organisation needs to establish its own balance between the top-down and the bottom-up, the formal and the informal
What it means to be an architect rather than a builder
Why it's not enough to say you're a professional, you need to act like one

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  • This project goes back four years or so. I became increasingly frustrated by what I saw as increasingly confrontational stances to learning and development at work …
  • It is taking on the form of a religious war. We have the church of social learning, the church of instructional systems design, the church of 70:20:10.
  • Can architects get religion? You bet. These brutalist structures emerged around the UK in the 1960s. An architectural trend. Not that architects would live in these places themselves of course. They’re snug in their Victorian townhouses.Which is like the instructional designer who inflicts the worst sort of tell-and-test e-learning on their audience but wouldn’t dream of using e-learning themselves.
  • The different sides could be caricatured (rather unfairly perhaps) as rationalists and romantics. Time they got together.
  • I have watched over the last few years at conferences as L&D audiences pay good money to hear their efforts rubbished.They’re bemused how some of the stuff they’re hearing could ever work in their organisations.How do I tell my boss we need to be more agile, immersive, mobile, social and cloud-based all at the same time?We don’t work for Google. We fix drains.
  • As far as they’re concerned, it would be like trying to fit a square peg into a round hole.Every situation really is different.
  • Less sneer leading… more cheer leading perhaps?
  • A drawing from Jim Potts who attended one of these presentations on an earlier occasion.
  • End of rant. So how do we learn?
  • We learn just by doing, without any conscious effort on our part. It’s our dopamine neurons don’t you know!
  • But we can do a lot more by using our reflective capabilities and by drawing on all sorts of resources.
  • See http://onlignment.com/2011/05/a-contextual-model-for-learning/
  • See http://onlignment.com/2011/05/a-contextual-model-for-learning/
  • The means: metacognitive skills, tools, skills to use the tools - http://onlignment.com/2011/09/first-they-need-the-means/The opportunity: culture, access to people and materials, discretionary time - http://onlignment.com/2011/09/then-they-need-the-opportunity/The motive: intrinsic, extrinsic - http://onlignment.com/2011/09/and-then-they-need-the-motive/
  • Let’s take four different cases and try and apply the model.
  • What absolutely must be learned in a formal context?
  • What absolutely must be learned in a formal context?
  • What absolutely must be learned in a formal context?
  • What absolutely must be learned in a formal context?
  • See http://onlignment.com/2011/01/architects-for-learning/Also http://onlignment.com/2011/02/the-learning-architect-is-a-professional/Also http://onlignment.com/2011/02/what-it-means-to-be-a-professional/
  • We need builders. They’re just not architects.
  • Information about the book and videos at http://onlignment.com/thenewlearningarchitect/
  • Beyond The Course: The New Learning Architect

    1. 1. THE NEW LEARNINGARCHITECT Clive Shepherd www.onlignment.com
    2. 2. Slides originally presented 12th June 2012 at20 June 2011| © Brightwave Ltd.
    3. 3. SESSION OVERVIEWSpeaker: Clive Shepherd (Partner at Onlignment, on The New Learning Architect)We are all learning machines, constantly adapting to the ever-changing threats and opportunitieswith which we are confronted. We learn through experience, whether consciously orunconsciously; we learn by seeking out the knowledge and skills we need to carry out our day-to-day tasks; we learn by sharing experiences and best practice with our colleagues, and by takingadvantage of opportunities for development, both formal and informal.The new learning architect designs environments that enable specific target populations to takemaximum advantage of all these opportunities for learning. To do this they need to understand theunique characteristics of their clients and the business challenges they are facing; they need tofind just the right balance between top-down and bottom-up learning initiatives, between the formaland informal. In this session, Clive Shepherd will describe what it takes to become a new learningarchitect, a designer of environments for learning.• How people really learn at work• What is changing and how this will impact on the way we learn in future• How each organisation needs to establish its own balance between the top-down and the bottom-up, the formal and the informal• What it means to be an architect rather than a builder• Why its not enough to say youre a professional, you need to act like one
    4. 4. Courses Resources
    5. 5. Instruction Discovery learning
    6. 6. Formal Informallearning learning
    7. 7. 10:20:70 70:20:10
    8. 8. RATIONALISM ROMANTICISMHard skills Soft skillsInstruction DiscoverySystems NetworksSelf-study CollaborationControl Trust/empowermentLearning objectives Learner goalsBrain research Humanistic psychologyAnalysis paralysis? New age voodoo? It’s time for some whole brain thinking
    9. 9. End of rant
    10. 10. We are learning machines
    11. 11. DOING
    12. 12. DOING LEARNING (reflecting, observing, exploring, experimenting, generalising)Teachers, Experts coaches Peers Info / content MODEL, INFORM, FACILITATE, SUPPORT
    13. 13. So how do you learn?
    14. 14. QWhich of the following made the biggestcontribution to your learning when you firstset out in your current career? 1. A formal course of study 2. Coaching from experts 3. Interacting with peers 4. Accessing information as and when you needed it 5. Learning from your own experience and observing others
    15. 15. QWhich of the following made the biggestcontribution to your learning when you lasttook up a completely new sport or hobby? 1. A formal course of study 2. Coaching from experts 3. Interacting with peers 4. Accessing information as and when you needed it 5. Learning from your own experience and observing others
    16. 16. QWhich of the following made the biggestcontribution to your learning now in yourday-to-day work? 1. Formal courses of study 2. Coaching from experts 3. Interacting with peers 4. Accessing information as and when you need it 5. Learning from your own experience and observing others
    17. 17. Four contexts Formal Learning to (just-in-case / all the trimmings)
    18. 18. Four contexts Non-formal Formal Learning to Learning to (just-in-case / (just-in-case / all easy does it) the trimmings)
    19. 19. Four contextsOn-demand Non-formal Formal Learning to Learning to Learning to(just-in-time and (just-in-case / (just-in-case / all just enough) easy does it) the trimmings)
    20. 20. Four contextsExperiential On-demand Non-formal FormalLearning from Learning to Learning to Learning to (doing and (just-in-time and (just-in-case / (just-in-case / all reflecting) just enough) easy does it) the trimmings)
    21. 21. Two perspectives Because organisations need employees to perform Top-downExperiential On-demand Non-formal FormalLearning from Learning to Learning to Learning to (doing and (just-in-time / (just-in-case / (just-in-case / all reflecting) just enough) easy does it) the trimmings)
    22. 22. Two perspectivesExperiential On-demand Non-formal FormalLearning from Learning to Learning to Learning to (doing and (just-in-time / (just-in-case / (just-in-case / all reflecting) just enough) easy does it) the trimmings) Bottom-up Because employees also want to perform
    23. 23. For bottom-up learning to thrive, employees need: the means the motive the opportunity
    24. 24. Experiential On-demand Non-formal Formal
    25. 25. Experiential On-demand Non-formal Formal Classroom courses Self-study e-learning Outdoor learning Collaborative distance learning Computer games & simulations Blended learning
    26. 26. Experiential On-demand Non-formal Formal Classroom courses Self-study e-learning Outdoor learning Collaborative distance learning Computer games & simulations Blended learning Professional and postgraduate qualifications Formal adult education
    27. 27. Experiential On-demand Non-formal Formal Coaching / OJT Classroom courses Mini-workshops Self-study e-learning Rapid e-learning Outdoor learning White papers Collaborative Podcasts distance learning Webinars Computer games & Internal conferences simulations Online video Blended learning Professional and postgraduate qualifications Formal adult education
    28. 28. Experiential On-demand Non-formal Formal Coaching / OJT Classroom courses Mini-workshops Self-study e-learning Rapid e-learning Outdoor learning White papers Collaborative Podcasts distance learning Webinars Computer games & Internal conferences simulations Online video Blended learning Open learning Professional and Communities of postgraduate practice qualifications Continuing Formal adult professional education development
    29. 29. Experiential On-demand Non-formal Formal Performance Coaching / OJT Classroom courses support materials Mini-workshops Self-study e-learning Online books Rapid e-learning Outdoor learning Help desks White papers Collaborative Mobile learning Podcasts distance learning Webinars Computer games & Internal conferences simulations Online video Blended learning Open learning Professional and Communities of postgraduate practice qualifications Continuing Formal adult professional education development
    30. 30. Experiential On-demand Non-formal Formal Performance Coaching / OJT Classroom courses support materials Mini-workshops Self-study e-learning Online books Rapid e-learning Outdoor learning Help desks White papers Collaborative Mobile learning Podcasts distance learning Webinars Computer games & Internal conferences simulations Online video Blended learning Online search Open learning Professional and Using forums Communities of postgraduate Using wikis practice qualifications Continuing Formal adult professional education development
    31. 31. Experiential On-demand Non-formal FormalBenchmarking Performance Coaching / OJT Classroom coursesJob rotation / support materials Mini-workshops Self-study e-learningenrichment Online books Rapid e-learning Outdoor learningProject reviews Help desks White papers CollaborativePerformance Mobile learning Podcasts distance learningappraisals Webinars Computer games &Action learning Internal conferences simulationsContinuous Online video Blended learningimprovement Online search Open learning Professional and Using forums Communities of postgraduate Using wikis practice qualifications Continuing Formal adult professional education development
    32. 32. Experiential On-demand Non-formal FormalBenchmarking Performance Coaching / OJT Classroom coursesJob rotation / support materials Mini-workshops Self-study e-learningenrichment Online books Rapid e-learning Outdoor learningProject reviews Help desks White papers CollaborativePerformance Mobile learning Podcasts distance learningappraisals Webinars Computer games &Action learning Internal conferences simulationsContinuous Online video Blended learningimprovementPersonal reflection Online search Open learning Professional andReflecting with Using forums Communities of postgraduateothers Using wikis practice qualificationsBlogging Continuing Formal adultGetting a life professional education development
    33. 33. Four casesTraffic wardens Senior managers Software Call centre engineers operators
    34. 34. Case: Traffic wardens The city has approximately 200 wardens. Staff turnover is rapid, at around 40%. The wardens are not typically used to learning independently in a work context. Motivation for career advancement is typically low. The wardens have little discretion over their time. As a recent innovation, all have been provided with smart phones. Policies and procedures tend to change infrequently.
    35. 35. Traffic wardensExperiential On-demand Non-formal Formal The means The motive The opportunity
    36. 36. Traffic wardensExperiential On-demand Non-formal Formal The means The motive The opportunity
    37. 37. Traffic wardensExperiential On-demand Non-formal Formal The means The motive The opportunity
    38. 38. Traffic wardensExperiential On-demand Non-formal Formal The means The motive The opportunity
    39. 39. Traffic wardensExperiential On-demand Non-formal Formal Basic training in the classroom The means The motive The opportunity
    40. 40. Traffic wardensExperiential On-demand Non-formal Formal On-job Basic training in the training/coaching classroom Mobile mini-courses and videos The means The motive The opportunity
    41. 41. Traffic wardensExperiential On-demand Non-formal Formal Mobile On-job Basic training in the performance training/coaching classroom support Mobile mini-courses and videos The means The motive The opportunity
    42. 42. Traffic wardensExperiential On-demand Non-formal FormalPerformance Mobile On-job Basic training in thereviews performance training/coaching classroom support Mobile mini-courses and videos The means The motive The opportunity
    43. 43. Four casesTraffic wardens Senior managers Software Call center engineers operators
    44. 44. Case: Software engineers The company has approximately 300 software engineers. Most work in the company’s head office, though around 50 operate in international teams. Engineers are allowed to work from home on occasions. Staff turnover is around 25%. Typically turnover is caused by engineers moving to competitors or initiating their own start-ups. The engineers are highly independent learners with a great deal of technical expertise. Motivation for improving expertise and keeping up-to-date with developments is very high. The engineers have a fair amount of discretion over their time.
    45. 45. Software engineersExperiential On-demand Non-formal Formal The means The motive The opportunity
    46. 46. Software engineersExperiential On-demand Non-formal Formal The means The motive The opportunity
    47. 47. Software engineersExperiential On-demand Non-formal Formal The means The motive The opportunity
    48. 48. Software engineersExperiential On-demand Non-formal Formal The means The motive The opportunity
    49. 49. Software engineersExperiential On-demand Non-formal Formal External technical courses – delivered online The means The motive The opportunity
    50. 50. Software engineersExperiential On-demand Non-formal Formal External technical courses – delivered online Postgraduate qualifications? The means The motive The opportunity
    51. 51. Software engineersExperiential On-demand Non-formal Formal Mini-workshops External technical Mentoring courses – delivered online Postgraduate qualifications? The means The motive The opportunity
    52. 52. Software engineersExperiential On-demand Non-formal Formal Mini-workshops External technical Mentoring courses – delivered online Social networks Postgraduate External conferences qualifications? The means The motive The opportunity
    53. 53. Software engineersExperiential On-demand Non-formal Formal Online books Mini-workshops External technical Mentoring courses – delivered online Social networks Postgraduate External conferences qualifications? The means The motive The opportunity
    54. 54. Software engineersExperiential On-demand Non-formal Formal Online books Mini-workshops External technical Mentoring courses – delivered online Search Social networks Postgraduate Wikis External conferences qualifications? Forums The means The motive The opportunity
    55. 55. Software engineersExperiential On-demand Non-formal FormalJob enrichment Online books Mini-workshops External technicalProject reviews Mentoring courses – delivered online Search Social networks Postgraduate Wikis External conferences qualifications? Forums The means The motive The opportunity
    56. 56. Software engineersExperiential On-demand Non-formal FormalJob enrichment Online books Mini-workshops External technicalProject reviews Mentoring courses – delivered onlineReflecting with Search Social networks Postgraduateothers Wikis External conferences qualifications?Perhaps blogging Forums The means The motive The opportunity
    57. 57. Four casesTraffic wardens Senior managers Software Call center engineers operators
    58. 58. Case: Senior managers The company has approximately 100 senior managers. These people have typically had at least ten years of work experience, of which at least five will have been in a senior or middle management position. The managers are accustomed to learning independently within the work context. Motivation for development and career advancement is high. The managers have a great deal of discretion over their time. continued …
    59. 59. Case: Senior managers … continued All are provided with laptops and smart phones, although their comfort with technology is variable. The company changes rapidly in response to economic, political, business and scientific opportunities and pressures.
    60. 60. Senior managersExperiential On-demand Non-formal Formal The means The motive The opportunity
    61. 61. Senior managersExperiential On-demand Non-formal Formal The means The motive The opportunity
    62. 62. Senior managersExperiential On-demand Non-formal Formal The means The motive The opportunity
    63. 63. Senior managersExperiential On-demand Non-formal Formal The means The motive The opportunity
    64. 64. Senior managersExperiential On-demand Non-formal Formal None, if you can get away with it The means The motive The opportunity
    65. 65. Senior managersExperiential On-demand Non-formal Formal None, if you can get away with it Blended business school programs The means The motive The opportunity
    66. 66. Senior managersExperiential On-demand Non-formal Formal Online None, if you can get coaching/mentoring away with it Online briefings Blended business school programs The means The motive The opportunity
    67. 67. Senior managersExperiential On-demand Non-formal Formal Online None, if you can get coaching/mentoring away with it Online briefings External conferences Blended business and webinars school programs Electronic books, magazines and newspapers The means The motive The opportunity
    68. 68. Senior managersExperiential On-demand Non-formal Formal Corporate intranet Online None, if you can get Personal coaching/mentoring away with it assistance Online briefings External conferences Blended business and webinars school programs Electronic books, magazines and newspapers The means The motive The opportunity
    69. 69. Senior managersExperiential On-demand Non-formal Formal Corporate intranet Online None, if you can get Personal coaching/mentoring away with it assistance Online briefings Internet search External conferences Blended business LinkedIn? and webinars school programs Electronic books, magazines and newspapers The means The motive The opportunity
    70. 70. Senior managersExperiential On-demand Non-formal FormalBenchmarking Corporate intranet Online None, if you can getJob rotation Personal coaching/mentoring away with itJob enrichment assistance Online briefingsAction learning Internet search External conferences Blended business LinkedIn? and webinars school programs Electronic books, magazines and newspapers The means The motive The opportunity
    71. 71. Senior managersExperiential On-demand Non-formal FormalBenchmarking Corporate intranet Online None, if you can getJob rotation Personal coaching/mentoring away with itJob enrichment assistance Online briefingsAction learningPersonal reflection Internet search External conferences Blended businessGetting a life! LinkedIn? and webinars school programs Electronic books, magazines and newspapers The means The motive The opportunity
    72. 72. Four casesTraffic wardens Senior managers Software Call center engineers operators
    73. 73. Case: Call centre operators The company has approximately 5,000 call center operators distributed among five centers, three in the UK and two in India. Staff turnover is rapid, at around 35%. The operators are not used to learning independently in a work context. Most are enthusiastic to do well and to get on. The operators have little discretionary time, although there are sometimes lulls in call volumes which provide opportunities for other activities. continued …
    74. 74. Case: Call center operators … continued All use PCs with headsets and are comfortable with technology. All operators are required to undertake some training to meet the needs of an external regulator. The company’s products and services change regularly. The company is looking to shift emphasis away from call efficiency towards providing a higher quality customer experience.
    75. 75. Call center operatorsExperiential On-demand Non-formal Formal The means The motive The opportunity
    76. 76. Call center operatorsExperiential On-demand Non-formal Formal The means The motive The opportunity
    77. 77. Call center operatorsExperiential On-demand Non-formal Formal The means The motive The opportunity
    78. 78. Call center operatorsExperiential On-demand Non-formal Formal The means The motive The opportunity
    79. 79. Call center operatorsExperiential On-demand Non-formal Formal Blended initial training The means The motive The opportunity
    80. 80. Call center operatorsExperiential On-demand Non-formal Formal Buddying/coaching Blended initial Rapid e-learning training Mini-workshops The means The motive The opportunity
    81. 81. Call center operatorsExperiential On-demand Non-formal Formal Buddying/coaching Blended initial Rapid e-learning training Mini-workshops Online open learning library The means The motive The opportunity
    82. 82. Call center operatorsExperiential On-demand Non-formal Formal Online Buddying/coaching Blended initial performance Rapid e-learning training support Mini-workshops Online open learning library The means The motive The opportunity
    83. 83. Call center operatorsExperiential On-demand Non-formal Formal Online Buddying/coaching Blended initial performance Rapid e-learning training support Mini-workshops Forums Online open learning library The means The motive The opportunity
    84. 84. Call center operatorsExperiential On-demand Non-formal FormalFrequent Online Buddying/coaching Blended initialperformance performance Rapid e-learning trainingreviews support Mini-workshopsJob rotation Forums Online open learning library The means The motive The opportunity
    85. 85. Call center operatorsExperiential On-demand Non-formal FormalFrequent Online Buddying/coaching Blended initialperformance performance Rapid e-learning trainingreviews support Mini-workshopsJob rotationReflecting with Forums Online open learningothers library The means The motive The opportunity
    86. 86. Using the modelConsider the organisational and individual goals for a given population.
    87. 87. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts.
    88. 88. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts. • What absolutely must be learned in a formal context?
    89. 89. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts. • What other opportunities need to be provided for employees to develop their knowledge and skills?
    90. 90. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts. • What can we do to support employees in resolving their day-to-day problems?
    91. 91. Using the model Experiential On-demand Non-formal FormalConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts. • What can we do to maximise the benefit these employees gain from their job experience?
    92. 92. Using the modelConsider the organisational and individual goals for a given population.Given these goals, assess the relative priorities that should be placedon each of the four learning contexts.Where it is feasible to provide the means, the motive and the opportunity,exploit the amazing power of bottom-up learning.
    93. 93. Q: So what is a learning architect?
    94. 94. A: Not a learning builder
    95. 95. THE NEW LEARNINGARCHITECT Clive Shepherd clive@onlignment.com @cliveshepherd
    96. 96. Find out more about Brightwave events: www.brightwave.co.uk/events Contact Brightwave:Subtitle can go here but you have to copy it +44 (0)1273 827676 enquiries@brightwave.co.uk 10212 June 2012 | © Brightwave Ltd.

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