Would love to hear from LSG members who have some practical examples of embedding learning technologies to support learning application and learning from others.
In Mars we are becoming increasingly effective in providing learning events though the use of technology, but still very inconsistent in being able to encourage and facilitate the lasting behaviour changes needed to support the ongoing learning journey.
Any examples / insights would be fantastic to hear. Very happy to also share our own experiences in Mars.
Thanks Marnie, I will email you directly.
At Lloyds we had one instance of an elearning course with a spaced repetition followup - it was a very good video-based course produced by The Edge (the video company, not the Irish guitarist!) on a particular behavioural change agenda; at the end users could subscribe to a series of followup emails which repeated and expanded on some of the points in the course, with suggestions for followup. Unfortunately I don't have any evaluation data on how many people subscribed or what difference it made, only anecdotal, that those who subscribed did read and enjoy the followup emails.
Thanks Norman, sounds an interesting approach to keep the campaign living and to reinforce the learning post event.
A couple of things spring to mind; the first is the use of social media 'groups' organised around courses or business areas. The group is used to promote conversations and activities before and after any learning events have taken place. Sometimes the groups will be limited to one cohort, on other occasions we allow cohorts to mix, depending on the sort of sharing activities you want to promote.
The second is better for the more complex physical processes rather than soft-skills, but not exclusively so, and that is to embed a really good Performance Support system that works across all, or most, of the systems and business areas that your people use. Once they get used to getting consistent, context sensitive help, and additional support material, brokered in a fashion that takes them off-task for as little time as is necessary, people can get on with more strategic thinking rather than learning low-level processes that really shouldn't be performed from memory.
Thanks for your reply Mark.
I am particularly interested in the social media groups that you describe. We have tried this approach for communities of practice and collaboration forums (not so much for learning to date). Our big challenge is in the participation and behaviour change. We typically see great effort from the chosen cohort result in an initial bust of activity, followed by the die-hards talking in a small group of 3 and then gradual silence. Would love to hear tips / tricks / incentives etc to ensure these groups gain traction.
Nick, it sounds like the issue you are talking about related to learning transfer. I can certainly advise you how to best implement transfer to that behavioural changes take place. Most of it will involve the overall perception of transfer climate and some small personal activities that encourage people to use what they have learned, are going to learn.
You might find that tech solutions or embedded learning into the work flow have a big initial hit, but lose traction quickly.. this is especially true with social learning.
Shoot me a message if you would like to discuss more. Thanks.
I am facilitating an in-house blended program right now with staff from regions around the globe. I'm happy for you to make contact if this is of interest to you.
warm regards, Julie
The Flipped Learning approach uses Reflection and Evaluation as the mechanism for embedding behavioural change and this is particularly effective when a cohort has colloborated in a shared learning experience. The attached case study shows how a native app can be utilised as an ongoing coaching companion and we have just completed a different series of 'MOOC-style' workshops that have task-driven reflection as a way of keeping the topic alive.