Harnessing informal and social learning

Editor's Notes

1. Logos, images of these items.
2. Fewer ‘routine’ jobs
3. The ‘knowledge economy’ is growing.
4. In fact research carried out over the past 4 decades has led to a model that suggests only 10% of what we learn is formal. The rest is on the job and from others.
5. In fact, many of us find formal training time-consuming and not relevant enough.
6. Yet we spend huge amounts of time seeking information to help us do our jobs.
7. The fact is that we learn all the time, facilitated by changes in technology.
8. We already learn very differently now outside work compared to a decade ago.
9. So what does this mean for learning at work?
10. Capture learning in a meeting.
11. At a conference
12. Capture details from a book – for later reflection
13. Capture websites
14. New technologies in the learning space have emerged to help bridge this gap between how we learn at home and how we learn at work. If you’re interested in learning more about these in particular, have a look on our website as we have some great blogs on the subject.
15. Notes: Tin Can as it fits the ecology of tessello This slide bridges the
16. a little over a year ago we introduced tessello, our total learning system, to help solve some of the challenges that we felt learning and development is facing today. And I wanted to show how we’ve put these questions and challenges into features that may help change or better harness how we learn at work, and how we promote learning as organisations.
17. Learning must keep knowledge workers engaged. Giving them access to what the organisation thinks they need to know, but a wealth of additional curated resources to keep them interested, resources that are continually changing and updating. Administrators can define the main tiles, providing a framework for learning and helping staff focus on key objectives and competencies. Learners can quickly see what’s new , and changed. Key areas are defined for easy usage and reduced clicks, but still providing opportunity for learners to decide what they want to do.
18. How often does your learning system ask you: what have you done today? A next generation system should flip these questions back onto the learner, and accept that they may know and have learned things that didn’t stem from the system itself. The system should help capture these, at the point of need.
19. And should also let the learner capture additional details for reflection and consideration. Doing something is not the only step, but what was learned from the activity?
20. People love to share online, and we’ve recognised that there is value and efficiency in learners talking directly to eachother, both to strengthen/coach on learning experiences, but also to start recognising experts that exist within the organisation. Learners can instantly shape the learning for their peers, and point out external and informal learning that is not to be missed – creating a more vibrant and self-sustained system.
21. As we mentioned, it’s vital that a learning system doesn’t just attempt to replace google, or facebook/linkedIn. This is our opportunity to create focus and learning objectives – but what we’re also doing is enabling people to draw both formal and informal learning against these objectives, at their own pace, using a myriad of sources and opportunities – opportunities they’re probably already taking, but you may not be capturing.
22. And we should enable coaching 1:1 within the system, so tasks and learning can be continuously refined and then best practice shared. Points can provide additional motivation, and line managers can engage properly with the full learning spectrum of their direct reports.
23. At Brightwave, we’ve been thinking about this a lot What are some of the features which can be harnessed and utilised to solve these questions and make the most of the opportunities presented in learning today?
24. Final slide of CG’s section