This document discusses trends in workplace learning and development (L&D). It notes that insights from neuroscience show the brain's plasticity and ability to learn throughout life. Emerging concepts like neuroplasticity, AGES, RAD, and SCARF provide frameworks for effective learning design grounded in how the brain functions. Traditional training is giving way to personalized, mobile, and collaborative learning that better engages distracted learners. Organizations now seek to demonstrate learning ROI and develop strategic L&D plans to address skills needs. The document recommends experimenting with new technologies, applying neuroscience principles, and facilitating learning outside the classroom.

1. The Future of
Workplace Learning
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2. The Future of
Workplace Learning
Agenda:
• What’s Driving Change?
• Trends in L&D
• Research Observations
• Next Steps
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3. Predicting the Future
3

4. The average shelf life of a
business competency has
dropped from 30 years in 1984
to 5 years in 2014
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5. What’s Driving Change in L&D?
• Neuroscience
• Learner Habits
• Emerging Technologies
• Organisational Challenges
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6. Neuroscience
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7. Neuroplasticity
Neuroplasticity is a concept emerging from
neuroscience that suggests the brain has plasticity
and is able to keep developing and changing.
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8. Neuroplasticity in learning
defies the thinking that…
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9. London taxi drivers, whose intense learning
of “The Knowledge” caused measurable
development in their brains which changed
their brain structure.
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10. Neuroplasticity provides an
empowering message
Learning and progression can take place for
those who are willing to engage and work at it,
regardless of age, background or culture.
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11. AGES
AGES is promoted as a model to
support effective learning
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12. AGES draws on established
psychological principles and proposes
that learning is more effective when
these four factors are considered in
learning design and delivery:
A – Attention
G – Generation
E – Emotion
S – Spacing
The Science of Making Learning Stick: The AGES Model, JOSH DAVIS Ph.D., MAITE BALDA,
DAVID ROCK, PAUL MCGINNISS, & LILA DAVACHI https://neuroleadership.com/portfolio-
items/the-science-of-making-learning-stick-an-update-to-the-ages-model/
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13. AGES
Attention – we need to ensure minimal distractions
and avoid cognitive overload.
Undivided attention is essential for
effective learning. Novelty and varied
techniques and approaches
enhance attention.
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14. AGES
Generation – we maximise the likelihood of positive
engagement and formation of long-term memories
when learning has personal meaning and significance.
L&D practitioners should relate learning
to existing knowledge and support
personal meaningful
associations and applications.
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15. AGES
Emotion– a key factor in fostering attention and
enhancing memory function.
Generating positive emotional experiences
and social activities are key to effective
learning transfer. Conversely, if learners
have a negative emotion
associated with learning such
as fear of failure, they are less
likely to engage.
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16. AGES
Spacing– distributing learning in discrete blocks
delivered over short time periods is better than
cramming lots of content into a prolonged session.
‘Chunked’ learning results in more
effective transfer and aids
long-term memory.
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17. RAD
The importance of learning being a
stress-free and enjoyable experience for
effective outcomes
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18. RAD relates to specific brain
areas and functions to encourage
L&D professionals to integrate
neuroscience into their practice.
RAD
R – Reticular activating systems (RAS)
A – Amygdala
D – Dopamine
Source: Judy Willis, Neurologist, M.D., M.Ed. www.radteach.com
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19. RAD
R – Reticular Activating Systems
All information enters the brain through sensory inputs
but only a fraction makes it through the unconscious
RAS filter.
Effective learning content should
therefore be non-threatening,
novel and engaging.
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20. RAD
A – Amygdala
Part of the brain’s limbic system which acts as a filter to
send information to the reactive or reflective parts of the
brain. Learning requires reflection which is supported by
stress-free environments in which positive past
experiences and strengths are highlighted.
Stressful environments should
be avoided which lead to a fight,
flight or freeze response.
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21. RAD
D – Dopamine
This chemical neurotransmitter, linked to our sense of
pleasure, is released during pleasurable experiences.
Effective learning is linked to
positive associations though
engaging and creative activities.
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22. Human Behaviour and How the
Brain Responds to Threat
and Reward
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23. SCARF
The SCARF model proposes that learning
is increased as threats are minimised and
rewards maximised.
Learners have increased engagement
when reward is perceived and less
if they sense threat.
Source: David Rock (CEO of Results Coaching International)
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24. SCARF
SCARF stands for:
Status, Certainty, Autonomy, Relatedness
and Fairness
These five factors have a strong bearing
on how we engage in social, interactive
and collaborative settings.
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25. SCARF
Status – learning that is perceived as
enhancing status.
Our relative importance to others
For example, learning that leads to a
promotion will be motivational.
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26. SCARF
Certainty – if we lack certainty about a situation, our
impulse may be to disengage.
Our being able to predict the future
A sense of order and clear steps can
increase learning transfer.
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27. SCARF
Autonomy – a degree of autonomy in learning is a
key factor in reducing stress as we have some influence
about what is taking place. There is a contrary impact if
we are denied autonomy.
Our sense of control over events
Effective learning involves
some choice and control.
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28. SCARF
Relatedness – if we feel trust, empathy and social
connection during learning, oxytocin is released in the
brain which increases engagement.
Our sense of safety with others
Learners need to feel a sense of
connection with like-minded
peers.
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29. SCARF
Fairness – a sense of unfairness stirs hostility
and threat.
Our perception of fair exchanges
between people
Learning in which the approach
is perceived as fair and
justified is motivational.
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30. Adult Learning
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say or discuss with others
80% of what they experience personally
90% of what they say and do
Source: Glaser, R. Education and Thinking: The Role of Knowledge.
Technical Report No. PDS-6. Pittsburgh, PA: University of Pittsburgh, Learning and Development Centre.
Adults statistically learn:
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31. Traditional vs Modern
Workplace Learning
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32. What does a Personal Learning
Space look like in 2017?
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33. Framework for Learning
Is it still relevant?
What might change?
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34. Today’s Learners Are...
• Distracted – emails, texts, notifications
• Impatient – want it now, learning at
their fingertips
• Overwhelmed – information overload
• Pressured – do more with less time
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35. Millennials
Millennials switch their attention between
tasks and technology an average of
27 times per hour compared to
only 17 times for previous
generations.
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36. You only have 5 to 10 seconds to grab
someone’s attention before they click
away….
5-10 Second Rule
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37. What do today’s learners want?
• Personalised learning
• Access from mobile devices
• Learn at own pace
• Collaboration
• Connecting with peers
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38. Brandon Hall Group’s 2016
Learning Technology Study
55% of companies said redesigning the classroom
experience was either important or critical.
This signifies a wholesale change to the way
companies approach learning.
55%
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39. Brandon Hall Group’s 2016
Learning Technology Study
When it comes to learning, organisations
are finally embracing the need for:
• new technologies
• new experiences
• new modalities
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40. • VR/Wearables
• Ultrafast broadband
• Mobile
• Adaptive/Predictive
• Gamification
• Reporting xAPI
• Video
Emerging
Learning Technologies
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41. Learner Engagement
Develop training that recognises different
modalities such as:
• Instructor Led
• Virtual Instructor Led
• Video
• Web
• Gamification
• Collaborative Learning
• Learning Management
Systems
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42. Organisational Challenges
• Struggle to demonstrate ROI
• Clear vision
• Development of clear strategy
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43. Summary
• Neuroscience
• Learner Habits
• Emerging Technologies
• Organisational Challenges
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44. Next Steps
• Create a robust strategy
• Identify critical skills/competencies
• Create environment with more learning
opportunities
• Facilitate more learning experiences
outside the classroom
• Experiment with new technologies
• Reflect on what Neuroscience is telling
us about developing effective learning
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45. For a video copy of this
presentation, please provide your
details and we’ll send you a copy.
45

46. Any Questions?
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47. Want to know more?
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