WillowDNA webinar march 2016 learning future
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Slides from our webinar on the next 10 years in learning, including a quick reading list
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WillowDNA webinar march 2016 learning future
- 1. THE NEXT 10 YEARS – The future of learning Lisa Minogue-White Director of Learning Solutions
- 2. CONTEXT
- 3. “Everyone has different associations stored in their brains. So music that lifts my mood might make you wince“
- 4. THE FUTURE OF LEARNING – WHY SO MUCH CHANGE? THE FUTURE OF THE LMS THE FUTURE FOR LEARNING CONTENT THE FUTURE FOR DATA THE FUTURE FOR LEARNING PROFESSIONALS
- 5. THE FUTURE OF LEARNING – WHY SO MUCH CHANGE? THE FUTURE OF THE LMS THE FUTURE FOR LEARNING CONTENT THE FUTURE FOR DATA THE FUTURE FOR LEARNING PROFESSIONALS
- 6. THE CONTEXT HAROLD JARCHE ON THE FUTURE OF THE WORKFORCE “A job is not the same thing as meaningful work. Labour is replaceable, talentis not.”
- 7. QUESTION FOR YOU NAME 4 KEY SKILLS FOR THE FUTURE WORKFORCE
- 8. WORKFORCE 2020 NEW MEDIA LITERACY SENSE MAKING COGNITIVE LOAD MANAGEMENT SOCIAL INTELLIGENCE
- 9. FUTURE TALENT KANO has echoes of the BBC for today’s kids– coding, building, creating expect this time, it’s mainstream
- 10. THE LEARNING SHIFT CONTROL CATALYST
- 11. MAKING SENSE OF LEARNING 70:20:10 INFORMAL LEARNING THE LEARNING ORGANISATION COLLABORATIVE ECONOMYGAMIFICATION
- 12. PREPARING FOR THE FUTURE the key traits for success will be curiosity, an open-mindedness, an intellectual flexibility, an interest in understanding others’ perspectives.
- 13. COMPLETE VIEW OF PERFORMANCE ACCENTURE, MICROSOFT AND ADOBE HAVE ALL DITCHED ANNUAL PERFORMANCE REVIEWS – WHY?
- 14. COMPLETE VIEW OF PERFORMANCE “Performance achievement provides a holistic view of performance and potential that will inform the talent decisions we make “ Ellen Shook, Chief HRO, Accenture 2015
- 15. We don’t actually manage people. We manage environments, systems and processes” Amy Brann, author of ‘Engaged’ 2015
- 16. THE FUTURE OF LEARNING – WHY SO MUCH CHANGE? THE FUTURE OF THE LMS THE FUTURE FOR LEARNING CONTENT THE FUTURE FOR DATA THE FUTURE FOR LEARNING PROFESSIONALS
- 19. A RICH LEARNING ENVIRONMENT WHAT DOES A RICH LEARNING ENVIRONMENT LOOK LIKE?
- 20. A RICH LEARNING ENVIRONMENT PROFESSIONAL GAMIFICATION ACCESS TO SUPPORT AND EXPERTS COMMUNITIES AND CONTENT COMBINED USER GENERATED AND CURATED PERSONALISATION INTELLIGENT REPORTING – SSRS and xAPI INTEGRATION MOBILE AND OFFLINE QUALIFICATION PORTFOLIOS BLENDED AS STANDARD
- 21. GAMIFICATION Make it count – use it to encourage behaviours that have real impact
- 22. NEXT GENERATION PATHWAY Interoperability Personalisation Analytics, advising and assessment Collaboration Accessibility and design
- 24. AN ERA OF CHOICE ”software purchasing is becoming more decentralized with decision-making power shifting away from IT and weakening the selling advantage as a "one-shop supplier."
- 25. THE FUTURE OF LEARNING – WHY SO MUCH CHANGE? THE FUTURE OF THE LMS THE FUTURE FOR LEARNING CONTENT THE FUTURE FOR DATA THE FUTURE FOR LEARNING PROFESSIONALS
- 26. ORCHESTRATION Learning design - understanding how elements flow to enable transformation
- 27. ‘UBERISATION’ OF LEARNING Use the strengths of each device Just in time Build communities Feedback and engagement Elegant design
- 28. WHAT MAKES AN EFFECTIVE CALL CENTRE? WHAT ARE THE MAIN LEARNING NEEDS? EXAMPLE – LEARNING IN CALL CENTRES
- 29. KEY TOOL 1 – BENEFITS TREE Knowledge Benefits Intermediate Benefits Organisational Benefits External Benefits know the role what customers need to know ideas shared improved innovation transfer rates of knowledge increased knowledge validated potential rapidly reached directed training reduced well learned organisation problem solving speeded up shared approaches between buildings Staff turnover down improved morale - able to serve customer improvement against targets single contact resolution rates up improved processes closer fit to customer need very aligned to customers needs higher quality products and services improved responsiveness customer satisfaction improved
- 30. KEY TOOL 2 – LEARNING PATH FORMAL CONTENT WORKING PRACTICES COMMUNITY MENTORING/ CHAMPIONS TECHNOLOGY Customer service academy Product training Systems performance support Daily after action reviews News portal and FAQs Leaderboards Product champions Cross-site communities Customer insights Representatives from marketing and product development Managing talent through mentorship programmes Quick masterclasses Video insights Learning portal Community site Mobile performance support
- 31. CONTENT THAT CONNECTS “The ‘Broadcast’ model of communication has been trumped by the co-creation of stories that are themselves co- owned.”
- 32. COMMUNITY DRIVING CONTENT “the company puts in effort to solicit customer feedback and ideas to continuously improve their products.”
- 33. ONLY AS GOOD AS THE CONTEXT “For VR experiences to be worth putting the headset on, its got to be something that makes the most of you being somewhere”
- 34. Project: Retail customer service Audience: Customer service staff on shop floor Key drivers: Provide opportunities for reflection, realistic case studies, voice of colleagues Project: Business Travel Audience: Graduate onboarders, first time business travellers Key drivers: Visually engaging, realistic scenarios, strong branding
- 35. Project: Lloyds Banking Group Audience: Staff in retail banking environment Key drivers: Reflection and challenge, discussion topics, scene setting for further learning activities Project: Rock and A Hard Place Learning Audience: New grads into Advertising and Media Agencies Key drivers: Engaging, creative, competition, outcome driven
- 36. THE FUTURE OF LEARNING – WHY SO MUCH CHANGE? THE FUTURE OF THE LMS THE FUTURE FOR LEARNING CONTENT THE FUTURE FOR DATA THE FUTURE FOR LEARNING PROFESSIONALS
- 37. VALUE CHAIN Increased Market Share Better customer insights Better product fit Better delivery quaity Quicker to market More referrals and case studies Product quality Customers and market Processes References Better market intelli- gence Learning need Learning need Learning need
- 38. THE PATH TO DATA INTELLIGENCE Business metrics SSRS xAPI
- 39. WHAT JOB IS THIS? The Sexiest Job of the twenty first Century
- 40. WHAT JOB IS THIS? DATA SCIENTIST
- 41. THE FUTURE OF LEARNING – WHY SO MUCH CHANGE? THE FUTURE OF THE LMS THE FUTURE FOR LEARNING CONTENT THE FUTURE FOR DATA THE FUTURE FOR LEARNING PROFESSIONALS
- 42. THE NEW LEARNING PROFESSIONAL CONNECTOR AND CATALYST
- 43. CHANGES IN LEARNING STRATEGY WHAT CONDITIONS DO WE NEED TO PERFORM? “Putting the right people together in the right environment, at the right time, with the right tools – that’s how we catalyse learning” Tom Spiglanin at DevLearn 2015
- 44. CATALYST - A DEFINITION catalyst noun cat·a·lyst ˈka-tə-ləst : a substance that causes a chemical reaction to happen more quickly : a person or event that quickly causes change or action
- 45. UNDERSTANDING THE PERFORMANCE CHALLENGE “A problem well stated is a problem half solved” Taken from an article by Jane Bozarth - ‘9 critical elements of performance support’ 2015
- 46. UNDERSTANDING PERFORMANCE A MANAGER ASKS TO BOOK A MEMBER OF THE TEAM ON A DECISION-MAKING COURSE FOLLOWING A PERFORMANCE REVIEW MEETING – WHAT DO YOU DO?
- 47. UNDERSTANDING THE PERFORMANCE CHALLENGE Start a conversation on what factors are required for effective decision making and you’ll get a much more relevant solution
- 48. GETTING TO THE REAL ISSUE No more order takers – that goes for suppliers too
- 50. Q A& Q & A SESSION
- 51. RESOURCES End of the enterprise era - http://readwrite.com/2013/03/26/oracles-big-miss- the-end-of-an-enterprise-era Practical applications in gamification - http://www.theguardian.com/sustainable-business/gaming-gamification-save- the-planet Wired Magazine April 2016 Julian Stodd – a guide to the social age https://julianstodd.wordpress.com/2016/01/06/a-guide-to-the-social-age- 2016/ Harold Jarche – Four basic skills for 2020 http://jarche.com/2014/07/four- basic-skills-for-2020/ Amy Brann – Engaged http://www.amazon.co.uk/Engaged-Neuroscience- Productive-Successful-Organizations/dp/1137500409 The reasons behind xiaomi’s success https://www.linkedin.com/pulse/reasons-behind-xiaomis-success-china- beyond-chris-j-reed This is the Future of Work...and What It Means for Your Career by Sally Krawcheck https://www.linkedin.com/pulse/future-workand-what-means-your-career- sallie-krawcheck?trk=eml-b2_content_ecosystem_digest-hero-14- null&midToken=AQEkIzKNcsazDw&fromEmail=fromEmail&ut=2HMFHbE84L P781
Editor's Notes
- Gamification, resources not course, cloud, multi device, responsive etc that’s the trope of most future of learning reports and all of this may be true but more fundamentally our relationship with work, each other, leaders, community has already shifted
- Wired April 2016 – challenges of creating associations and as such creating ‘the ideal learning environment’
- What do you think the 4 key skills will be?
- New media literacy - knowledge from various networks, try different media tools, use them to communicate and share with others. Sense making - develop routines of critical thinking combined with ways to not just process knowledge but create something new. For some its talking out loud, others blogging. Filtering Cognitive load mgt - No one has the right answer, but together we can explore new models of sense-making and knowledge-sharing Social intelligence - sharing our work and interacting with others, some of whom may be on similar knowledge journeys. Finding fellow knowledge seekers can be very helpful and online social networks can make these connections easier to find.
- If you need any more persuading… maybe the reason why I’ve gravitated towards this but this interest is no longer fringe. Go back to new media literacy and its becoming an imperative and just part of the landscape for others
- As we face this challenge, we start to look for a model, how to make this fit but the challenge here is if its context, we have to be more fluid
- Sally Krawcheck - Founder of Ellevest. In my 20s, I was an investment banker; in my 30s, a research analyst; in my 40s, I managed and led large, complex businesses; and now that I’ve entered my 50s, I’m an entrepreneur. transitions, pivots and reinventions are more likely to become the norm going forward
- So its interesting that given we don’t manage people that we start with LMS!
- The diversity of learning sites in a community enables it to adapt and survive
- Back to creating the environment
- Icons from the site
- Icons from the site
- a start-up software business has been working with utility companies to persuade householders to actively lower their utility bills by pitching them in direct competition with their neighbours.
- Gimmicks fade – its about an open approach with flexibility to maximise future tech possibilities. Bill and Melissa Gates foundation funded Educause highlighted the key elements they felt are essential in supporting learning in future focussed organisations
- Gimmicks fade – its about an open approach with flexibility to maximise future tech possibilities
- http://readwrite.com/2013/03/26/oracles-big-miss-the-end-of-an-enterprise-era
- For the learning designer, its deciding what creates the optimal blend
- Taxi image for uberisation of learning – think mobile, think just in time, build communities where connections can be made, curate, feedback, elegant design
- This helps explain the business case and tells us what we need to do
- This helps explain the business case and tells us what we need to do
- From Julian Stodd and the social age
- Still skeptical about the power of community – take a look at xiaomi. If they can build one of the most successful tech start ups in history, why would you not open up your learning solutions to the community.
- Wired magazine debating VR
- Data is only as good as the intelligence, what are we looking at and why
- HBR 2014 – its important to reflect here that this does require enterprise systems, it requires systems that can talk as data scientists will make sense of it If the business logic is there, you can piece together the data as you need it.
- Tom works with rocket scientists – his role is to ensure things don’t get in the way!
- What evidence do we look for to confirm our understanding of the performance problem? How often do we treat symptoms versus performance problems?
- What evidence do we look for to confirm our understanding of the performance problem? How often do we treat symptoms versus performance problems?