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IMPLEMENTING A LEARNING ECOSYSTEM: WHAT YOU NEED TO KNOW
HR leaders are hot on the innovation trail, searching for novel methods and tools to make learning and development (L&D) faster and reach farther while cutting costs. And what they are finding is that traditional methodologies and one-size-fits-most tools are no longer comprehensive enough to build the capabilities that organizations and, more important, workers need to succeed.If you’re serious about empowering today's workers and creating a culture of continuous learning, you need a comprehensive learning ecosystem and executives who think, lead, and work differently.
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Editor's Notes
- #6 Hi everyone! Thank you for making time for today’s webinar from Degreed. Everyone in L&D (and in HR and talent management more broadly) has been obsessed with measuring and improving workplace culture and employee engagement for the last couple of years. - But one critical driver of both of those things – learning and development – still gets a lot less attention from the C-suite. So today we want to focus on four things: 1 Why it’s important to also pay attention to how the workforce really learns and grows 2 Then I want to summarize some new research we’ve done on just that topic 3 Third, we’ll cover what we think the results mean for you all – L&D leaders; how you can start to adapt 4 And last, we’ll cover how some leading-edge companies are already evolving their approach to L&D. I’ll go into a bit of detail on MasterCard, in particular. We’ll try to cover all that in about 45 minutes. - Then we’ll have some time for Q&A. And YES, we will share this slide deck afterwards, along with the replay. We’d be grateful if, as we go through, you could share anything you find useful. - You can tag us @toddtauber or @degreed
- #7 Learning at - and for - work has changed. Radically.
- #8 Everyone knows most learning happens outside classrooms and learning management systems. - Now we’re starting to get a pretty good idea of just how much. - And our data - which is shown here - is pretty startling. According to research we’ve done over the last year, people spend at least 4-5x more time on self-directed learning than on what their L&D departments build and buy. - Workers told us they're spending more than 14 hours a month, on average, learning on their own. - But they’re only putting 2-3 hours a month into training provided by their employers. That should matter to learning and development professionals because it’s the starting point for understanding not just why L&D needs to evolve - urgently - but also how. - And if you watch and listen carefully, the wisdom of the crowd is giving us three big clues.
- #9 I think it’s notable, then, that what is obviously a critical lever is not being pulled broadly or effectively enough. ATD – the Association for Talent Development – released some interesting new research just before the holidays. Which means a lot of people probably missed it. The headline, if you’re one of them, is that only 38% of L&D professionals think they’re ready to meet the needs of tomorrow’s learners. - Almost two-thirds of people in their survey believe that the ways workers learn and develop are evolving. But most are not doing much to evolve or adapt. Only a minority of learning functions are even trying to understand and prepare for changes in the ways we learn. - I think that’s only partially right, though.
- #10 For starters, the crowd is telling us they expect faster, easier access to answers. 243 0401 Almost 70% of the people we asked told us the first thing they do when they need to learn something new for their jobs is Google it and read or watch what they find. - Less than half say they look specifically for a course, but they’re inclined to do so on their own. - Fewer than 12% said they ask their L&D or HR department for courses or other resources. - Just this month, the head of leadership development at one of the biggest food and agribusiness groups in the US told us his employees look first online. They only come to L&D if they can't find what they need. My own informal polls of corporate learning professionals say pretty much the same thing over and over again. - We are all “just Googling it”. And not just because it’s expedient. We’re doing it because, in many cases, it’s all we really need. - In fact, by a 3.5 to 1 margin, people tell us they believe their own self-directed learning is more effective in helping them be successful at work than the training provided by their employers. - These are adults; they have a good idea what they need. - And in many cases, they say they don't need a day-long course or even a 2-hour workshop or a 1-hour video. They just need some targeted articles and a few short video clips -- just enough to get started. But often, we also do it because it’s not clear where to go for resources. - Almost two-thirds of L&D professionals in a CrossKnowledge survey said that less than 30% of their employees use the LMS for non-mandatory learning - And when CrossKnowledge asked why, one person summed it up nicely: “The LMS is poorly organized, there is a lack of promotion to the business and the content is dated.”
- #11 Everyone knows most learning happens outside classrooms and learning management systems. - Now we’re starting to get a pretty good idea of just how much. - And our data - which is shown here - is pretty startling. According to research we’ve done over the last year, people spend at least 4-5x more time on self-directed learning than on what their L&D departments build and buy. - Workers told us they're spending more than 14 hours a month, on average, learning on their own. - But they’re only putting 2-3 hours a month into training provided by their employers. That should matter to learning and development professionals because it’s the starting point for understanding not just why L&D needs to evolve - urgently - but also how. - And if you watch and listen carefully, the wisdom of the crowd is giving us three big clues.
- #12 The takeaway here is that the operative word in L&D is “and”. Or at least it should be. Evolving to meet the needs of tomorrow’s learners still starts with the conventional L&D toolkit – psychology, neuroscience, classes, courses and LMSs. But there is more to the job now.
- #13 Learning at - and for - work has changed. Radically.
- #14 The big takeaway here is simple: Workplace learning needs to adapt. And sooner would be better. Because even though learners have already moved on, 70% of L&D is still instructor-led.
- #15 For starters, the crowd is telling us they expect faster, easier access to answers. Almost 70% of the people we asked told us the first thing they do when they need to learn something new for their jobs is Google it and read or watch what they find. - Less than half say they look specifically for a course, but they’re inclined to do so on their own. - Fewer than 12% said they ask their L&D or HR department for courses or other resources. - Just this month, the head of leadership development at one of the biggest food and agribusiness groups in the US told us his employees look first online. They only come to L&D if they can't find what they need. My own informal polls of corporate learning professionals say pretty much the same thing over and over again. - We are all “just Googling it”. And not just because it’s expedient. We’re doing it because, in many cases, it’s all we really need. - In fact, by a 3.5 to 1 margin, people tell us they believe their own self-directed learning is more effective in helping them be successful at work than the training provided by their employers. - These are adults; they have a good idea what they need. - And in many cases, they say they don't need a day-long course or even a 2-hour workshop or a 1-hour video. They just need some targeted articles and a few short video clips -- just enough to get started. But often, we also do it because it’s not clear where to go for resources. - Almost two-thirds of L&D professionals in a CrossKnowledge survey said that less than 30% of their employees use the LMS for non-mandatory learning - And when CrossKnowledge asked why, one person summed it up nicely: “The LMS is poorly organized, there is a lack of promotion to the business and the content is dated.”
- #16 Another thing they tell us they need is more diverse options for learning. 70% of employer-provided training and development is still formal, instructor-led classes and traditional e-learning courses, according to ATD’s latest numbers. - Bersin by Deloitte, Chief Learning Officer... All the other data says the same thing: L&D is stuck on classes and courses. - More flexible virtual classes, on-demand courses and MOOCs are all good steps toward making courses more accessible. - And lots of organizations are certainly pushing in that direction. But it is not enough. Less than a quarter of the people we've surveyed tell us they've completed a course of any kind in the last two years - not at college, not online, not professionally. - So innovative new formats like micro-learning, videos and gamification are great, too; they're much more in-tune with people's habits now. But just swapping long-form courses for snacks, fun and games still misses the bigger picture. - There’s an obvious limit to how much you can learn in 60 seconds - And just slapping points and a leaderboard on the same old content doesn’t fundamentally make it any more relevant or any better. - All of these new methods require a very different approach to design and development; they’re not quick, cosmetic fixes. But more importantly, learning is not an "either / or" proposition; we all learn through a constantly changing, increasingly diverse and incredibly fragmented mix of content and feedback and experience - both planned and ad-hoc. - Our attention and preferences do follow the path of least resistance, though - to informal learning. - More than 70% of the people we've surveyed say they've learned something for their job from an article, a video or a book in the last 24 hours. Unfortunately, most of that informal learning activity is outside the view of the L&D or HR function. - Because it's happening outside of the old, traditional L&D or HR systems. - And because informal learning is rarely tracked, it's also rarely valued by conventional L&D or HR processes. But it should be.
- #17 Informal learning should be valued because if you take the 70/20/10 model at face value then what it says is most organizations only have visibility into a tiny fraction of their learning, development and capabilities. - In fact, half of workers told us that at least 60% of what they learn for work comes from informal learning. - And almost 90% said they would prefer to be given credit for their own learning than learn at L&D or HR’s direction. That means valuing informal learning could be a big, under-leveraged tool for building learning culture - If I can’t see what my peers are learning about, then I can’t read or watch those things myself, I can’t discuss them with colleagues, or ask other people for help. - Imagine what would happen if IT departments only supported PCs inside company offices now. Or if you tried to run accounting without tracking employees’ T&E. That’s what’s happening in L&D. The reason that should matter to L&D teams is that without it, you have no line-of-sight into most of what your people are actually learning. - If you had that, you could be a lot more proactive about solving your internal customers’ problems. - According to some upcoming Bersin by Deloitte’s research, L&D teams that do a better job measuring all of their learning tend to have more support for learning among managers, better relationships with executives and easier access to funding for L&D initiatives. So the third thing the wisdom of the crowd is telling us is that corporate learning teams should be leveraging the entire ecosystem of learning solutions that the workforce is using to learn.
- #18 Learning at - and for - work has changed. Radically.
- #19 For starters, we'd have to rethink some priorities. Because usually, what the organization needs and what people want seem like they're at odds: Create vs solve (assemble) - For example, L&D organizations need to create effective learning experiences - efficiently - to meet a wide range of needs. - Given the choice, most prefer to build the content themselves. Almost ⅔ of the content that L&D organizations use is custom-built in-house (Bersin). - But learners just want to solve their problems. We usually don’t care how or where the content comes from. What if L&D professionals crowdsourced, assembled and curated more of that content from employees and subject experts instead of just building or buying it? Or used both created and curated content in one place for a well rounded learning plan? - It would be way more scalable. And potentially higher quality. Manage vs find (empower) - L&D teams spend a lot of time and money trying to manage the ever-growing mess of LMSs and SharePoint sites and custom portals and external content… - But learners just want to find the right learning and development opportunities fast What if CLOs invested more in deploying better tools for finding the good stuff? - I bet a lot of people would be a lot happier. And learn more. Control vs access (enable) - Employers say they want to provide personalized learning, but when push comes to shove, control and security almost always seem to come first. - Meanwhile, employees just want to access what they need whenever and wherever they want. - Most of them can’t. Email at all hours is OK, but learning needs to be super-secure? What if L&D teams spent more time with IT people to find better solutions for accessing and sharing learning, not just locking it down? …We would probably see better learner engagement. Track vs value (recognize) - And just about every CLO says they want to track and measure the impact of learning - But most of the time, they only really track formal training - So workers can’t get recognition or visibility into their career paths. - And managers don’t have a handle on what their employees know and can do. What if more CLOs embraced more comprehensive, holistic solutions that make it easier to get value out of all kinds of learning? - Managers and employees could have better, more productive conversations about development - And a lot more people would see the value learning brings to your organization
- #20 A big part of the difficulty is that while the way we're all learning has evolved, the way many L&D organizations invest haven't really. Right now, most corporate learning infrastructure - the tools, the technology, the content, the processes, the organizations - is set up for the old command-and-control, one-to-many broadcast approach to L&D. - We build and deliver programs and courses, they consume them. - As a result, L&D teams rely primarily on authoring tools, LMSs, SharePoint sites, course libraries and virtual training platforms; all tools for broadcasting. But remember, the data says the L&D department is not in control anymore; learners are. - So the people and processes, the programs and content, and the tools and technology systems all need to reflect this new reality. That doesn't mean you don't need the traditional tools-of-the-trade anymore. Of course you do. - But you should also balance them out and start to experiment with the entire ecosystem of solutions that the workforce is already using to learn. - Solutions that enable and empower continuous, informal learning at least as much as they manage formal training.
- #21 Changes like that really only happen when you start to shift everyone’s mindsets – from L&D as an “either / or” proposition to one that’s more holistic. But when you do, you’ll start to see organizations get ready to really put their money where their mouths are. According to the latest Bersin Corporate Learning Factbook, for example, the best L&D organizations are already delivering... - up to 20% fewer hours via formal training (ILT, vILT, elearning) - up to 30% more via experiential learning - up to 13% more via coaching and collaboration - and significantly more through on-demand resources like articles, videos and books And by “best”, I mean the ones who are delivering the most value to their stakeholders; they’re having an impact on employees and they’re moving the needle on business results. But in order to do all these things – to make L&D work differently – these organizations need new and different skills and processes and tools. You can’t really get mentoring inside an e-learning course, for example. And in order to invest in those new tools, you need CLOs and L&D teams – and all the other stakeholders – to think differently about how they define learning.
- #22 The takeaway here is that the operative word in L&D is “and”. Or at least it should be. Evolving to meet the needs of tomorrow’s learners still starts with the conventional L&D toolkit – psychology, neuroscience, classes, courses and LMSs. But there is more to the job now.
- #23 What if we chose to change how L&D works?
- #24 Those things are out there already. - And it’s much, much more than just LMSs and SharePoint sites and course catalogs and videos. From our perspective, the learning ecosystem should include a rich mix of three kinds of things: - Content - but not just your proprietary content or the stuff you’ve traditionally bought - Tools for creating and making use of that content, and not just the conventional ones and Systems for tracking and leveraging all of that learning, regardless of the source And if you look back at what the learners are doing one more time, you start to get a pretty clear picture of what that could look like.
- #25 First, the content…Look past proprietary or vendor content. Embrace alternative formats and sources. There are at least five possible sources of content... In today’s fast-moving business world, the course is no longer the sole way of creating and distributing content. And neither, importantly, is the L&D department any longer the only source of learning content. There are at least five ways of sourcing content, and most organizations use a combination of them. It can be commissioned from an external provider, created internally, generated by users, developed as “off the shelf” material by a third party, or be freely available over the internet. - See more at: http://blogs.infor.com/infor-certpoint-learning/2014/05/learning-content-aint-what-it-used-to-be-.html#sthash.KBLwkdkY.dpuf Your employees are already using open and user-generated content alongside your proprietary and vendor content. - The five biggest MOOC providers now have two-thirds as many registered users as the five biggest established corporate learning vendors. And they’re only 3 years old! - TED Talks videos have been watched more than 1bn times. - And each Harvard Business Review stories gets shared ~1,200 times on Twitter and Facebook alone. - Those are just a few examples, though. Our community has catalogued over 225,000 courses and 3m informal learning activities - videos, articles, books, events… - from more than 1,200 different sources. So look past your proprietary content and traditional vendors. - Help your people to embrace diverse mix of alternative formats and sources, too. The field sales team at Dyson, the household appliance maker, uses smartphone apps to create and share 2 to 3 minute videos on how to demonstrate and pitch their vacuums, heaters and other products in stores like Costco. - By collecting and sharing best practices, their training team is helping its people sell better. - It’s working; they’ve grown sales 150% in the last four years - and they attribute a big part of that to this new approach to product and sales training.
- #26 Second is the tools... Your employees are already using new tools to crowdsource and curate their own learning. Things like blogs and Twitter and Quora and yes, Degreed. - In fact, only 4 of the Top 25 Tools for Learning, according to a survey of over 1,000 learning professionals by the C4LPT, are enterprise class products. Only one is an LMS. - 4 of the top 10 are consumer social networks: Twitter, YouTube, Facebook and LinkedIn. That means lots of L&D professionals are already using these tools for themselves! - But few are fully leveraging them in their work. So do more than just build, buy and push content. - Crowdsource, curate and assemble it for your learners ...and enable them to do it, too. Unum, an insurance company, wanted to help people move from “trainer-dependent learning” to independent learning. - So one of their learning consultants read up on curation - studying the work of folks like Harold Jarche, Beth Canter, Robin Good and Harold Rheingold. - Then he and his team started sharing RSS feeds around six core business competencies. - They tried at least four free or low cost tools until they found what he thought was the right platform. They were specifically looking for something with strong tools for discovering and filtering content to make the “Seek, Sense, Share” model work. - They started to channel relevant content to employees. And many created their own feeds. - The company credits the shift with improving employees’ digital skills, helping them build stronger internal and external networks, and driving a culture of self-directed development. - Just as importantly, The L&D team is now finding ways to use that constantly growing library of content to support other learning needs.
- #27 And the third thing is the systems for measuring and valuing learning… - Workers are already using new technologies and systems for tracking and valuing all kinds of learning, not just training. So are vendors. - There have been around 150 adopters of xAPI to date, according to the standard’s creators - But corporate adoption has been slow. When I ask people why, everyone says they’re still kicking the tires, learning or trying to figure out how. But the choice isn’t just between SCORM and xAPI anymore. And employees are already embracing new solutionsthat show not just what they did, but what they can do. - Here at Degreed, we’re closing in on ~1m user profiles - Behance, an online community for graphic designers, showcases over 5m projects by 2m designers. - There are actually well over 4m+ people with Mozilla open badges in all - and 14,000 organizations issuing them - GitHub has 9.8m registered IT professionals with 23m+ repositories of code - And there have been more than 3bn LinkedIn endorsements and hundreds of thousands of people have added certifications to their profiles. So there’s no excuse anymore. You should measure more than formal training. - And you should be recognize and valuing all kinds of learning. The UK’s National Health Service recognizes that a lot of learning doesn’t happen in classrooms. - It’s also expensive and not always feasible to take doctors, nurses and other healthcare professionals off the floor for continuing education. - So the NHS iis testing xAPI and a Learning Record Store system called WatershedLRS to track and analyze the resources their employees already use -- and to compare their formal and non-traditional learning to application on the job. The experiment aims to show how the NHS can use those insights to focus its investments on the most cost-effective learning activities - regardless of the format. Guitar Center – Badges + continuous feedback and recognition http://www.saba.com/media/18562/cs_guitar_center.pdf IBM - http://www.elearningguild.com/DevLearn/sessions/session-details.cfm?event=380&fromselection=doc.4055&session=7021
- #28 The takeaway here is that the operative word in L&D is “and”. Or at least it should be. Evolving to meet the needs of tomorrow’s learners still starts with the conventional L&D toolkit – psychology, neuroscience, classes, courses and LMSs. But there is more to the job now.