How insight-driven learning drives better business results 

By John Helmer

Light bulb and dollar coin characters holding hands.An organisation wanted to improve the presentation skills of its executives. Trouble was, the executives in question didn’t see that there was anything to improve.

Middle-aged, empowered males for the most part, they reacted incredibly negatively to any suggestion that they might need training in this area – or in any other area, for that matter. Offers of training fell on deaf ears, or worse, were interpreted as a primal challenge to their personal authority. Meanwhile, poor communication and miscommunication from these executives were holding the organisation back.

So how do you train people who have such a strong psychological investment in their own unimprovability?

The answer, in this case, was a learning campaign that avoided anything the executives might recognise as ‘learning’. Rather than producing another course, the team created a glossy magazine-style publication to get the content across, positioning it as exclusive, inside information just for this cadre – but definitely non-mandatory and to be accessed at will.

Reception has been enthusiastic and the company now has the tools to tackle this important skills gap effectively.

Insight-driven learning

The example we have just given shows insight-driven learning in action.

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Understanding the deep motivations of learners

By John Helmer

Man holding sign: 'Think Tank'Learning professionals need to understand the driving motivations and needs of their learners in order to structure learning effectively in the post-course world. In doing this they need to be less model-driven and more evidence-based.

This was just one of a number of fascinating insights that arose from our latest Think Tank dinner.

We assembled an invited group of L&D leaders to discuss these issues in a three-part discussion held under Chatham House rules. Contributing to the debate were delegates from the worlds of Finance, Mining, Telecomms, IT and commodity trading.

You can read highlights of the discussion here.

But for those who want a deep dive into the second part of this fascinating discussion, read on, as we address the following question:

Part 2: What alternative ways of structuring learning are emerging as we move towards less reliance on ‘the course’?

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Seven key steps to gamification of learning

By Carole Bower

Graphic to illustrate the concept of gamification of learningAccording to the Adults’ Media Use and Attitudes Report 2015, 62% of adults aged 16-44 play games; up from 48% in 2007. Modern day learners clearly have an appetite for games. And learning professionals seem keen to exploit that appetite.

Gamification of learning is everywhere at the moment. In the last month alone, we at Lumesse have worked on at least five different ‘gamified’ bespoke elearning content solutions. The Learning Technologies exhibition this year was abuzz with the term.

But while it is great to see the industry adoping these powerful techniques to boost learner engagement, looking around we often see solutions presented that make a few nods in the direction of gamification, but which fail to tap into its real power to boost learner engagement and motivation.

So in this blog, I’m going to lay out the key elements of gamified learning, using the STARFISH acronym (yes, you knew there’d be an acronym, didn’t you!) so you can be sure your gamified learning solution is really hitting the mark.

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