Category Archives: social

Is L&D ready for learning analytics?

By John Helmer

Graphic to illustrate Learning Analytics theme with graphs, etc. in a thought bubbleLearning professionals are reaching out beyond their traditional data sources and methodologies to embrace a new world of learning analytics. However, innovation is sporadic and held back in many organisations by a historical culture of not evaluating effectively (if at all).

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, logistics, FMCG, mining, pharmaceuticals, professional services and commodities trading.

Download a highlights report of the discussion.

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

Part 1: What examples can we see of organisations using learning analytics and insights in new ways?

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Can L&D really think like marketers?

By John Helmer

Man holding sign saying 'Think Tank'Learning professionals are being encouraged to think like marketers in order to meet the needs of today’s increasingly self-directed, peer-directed learners. But doing so can lead L&D into difficult waters.

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 third part of this fascinating discussion, read on, as we address the following question:

Part 3: How will technology shape the future of learning in a post-course world?

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Millennials disrupt: report from the Think Tank

By John Helmer

Man holding sign: 'Think Tank'The demands of bringing on a new generation of Millennials as leaders could spell big changes for organisations — and even disruption. Learning models and leadership models alike could come under pressure, and L&D face a loss of control over the learning experience. These were some of the possibilities raised by the first of a three-part Think Tank discussion we held recently in London.

Millennials are now the largest single generational cohort in the workforce and assuming leadership positions. To discuss how we can best support their leadership learning, and respond to the points raised in our recently released insight paper, Leadership, learning and the connected generation, we assembled an invited group of L&D leaders and now report their discussion under Chatham House rules.

Delegates were from organisations including Belron, The Home Office, IEDP, Lloyds Banking Group, MOD, Pragma Consulting, Rolls Royce and Vodafone. Most of our delegates have day-to-day contact with workforces that include large numbers of millennials, and some were from organisations whose workforce is drawn almost entirely from this age group.

Here’s what they had to say.

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Everything you know about millennials is wrong

By John Helmer

Photo of Jennifer DealHalf way through my interview with Jennifer Deal of CCL I start to feel oddly light-headed.

I have been researching millennials for the best part of a month. I’ve read a stack of research reports and articles, held interviews with an array of experts from both practitioner and academic communities, and even talked to the odd millenial. From this mass of information and opinions a degree of clarity had begun to emerge. And then I talked to Jennifer.

We are discussing her upcoming book (‘What Millennials Want from Work’, January 2016, McGraw-Hill) and I have just asked her what is really distinctive about this generation.

‘Tattoos,’ she says.

‘I beg your pardon?’

‘They have more tattoos.’

I listen on, as she enumerates two more distinctive characteristics: a different attitude to technology from Gen X, and a worrying increase in near-sightedness. But that’s it: the list stops there.

‘Interesting,’ I say, slightly foxed by the fact that she has not mentioned any of the usual things people say about this age group – that they’re entitled, cosseted, narcissistic; prefer to work in groups rather than stick their necks out and take responsibility, have no loyalty to employers, etc., etc. ‘Er … anything else?’

‘Nope,’ says Jennifer.

‘So what you’re telling me,’ I say (looking around for something solid to hold onto), ‘is that almost everything people say about the difference between the millennial generation and previous ones is fallacious?’

‘If it’s framed as a difference,’ she replies, ‘yes’.

Listening back to the recording of our interview there is thump, which might well be the sound of my jaw hitting the desk.

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The six key skills of learning curation

By Carole Bower

Vintage collection of preserved butterflies and other insectsCuration is the new skillset learning and development professionals have to master. It is made up of six key skills that we will cover in this post. Learning curators:

  • Find
  • Filter
  • Grade
  • Synthesize
  • Contribute
  • Signpost

Before we look at each of these skills in more depth, let’s look at what learning curation is, and why it is becoming so central to the practice of L&D.
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Tech broke the workforce – can tech fix it? Report from the Think Tank

By John Helmer

If it is really true that we live in a VUCA world then technology change is one of the key forces that has produced it. Digital technology is a major driver of change in the workforce – not just through the new tools and affordances it provides, which people need to be trained to get the best from, but also though the way it disrupts markets, collapses time and geography, reshaping organisations in the process and challenging established ways of doing things.

Luckily, digital technology doesn’t just cause problems for L&D. It also provides powerful tools to help solve those problems. But doing digital learning effectively is hard – as we discovered in the first of our reports from this Think Tank. Part of the reason why it is hard is that when you start using digital to do a job, it seems to have an inbuilt tendency to change the nature of that job. Which itself throws up problems.

So is technology more of an enabler for L&D or a problem? We asked the question two ways. Firstly, we put it to a wide sample of L&D professionals at the Learning Technologies Exhibition.

Chart showing survey result: 80% say tech enables learning

The vast majority, it is clear, see technology in a positive light. Which raises the question of why, according to Towards Maturity’s research, such a relatively small number of L&D people seem to be really expert in deploying it effectively?

To drill into this question further, we posed it to an invited group of L&D leaders in a ‘Think Tank’ facilitated discussion conducted under Chatham House rules.

Delegates were from organisations including Lloyds Banking Group, Mærsk, MOD, Pragma, Towards Maturity, Trafigura, TUI, and Vodafone.

The result was up a frank, no-holds-barred discussion from which one point emerged very clearly. When you bring digital technology to bear on learning challenges, it changes the way you have to think about learning – and this is not a change that happened in 1998 and has remained fixed in stone ever since, though certain themes have persistent. Change is constant in this space, and liable to remain so for the foreseeable future. Here’s what they had to say.

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What can you learn in 6.5 seconds? Vines for learning

By John Helmer


I’ll admit I was sceptical. Can you really learn anything useful in just six and a half seconds? But after only a few minutes talking to Steve George, learning solutions consultant at Lumesse, I was sold.

So here’s a quick practical guide to how you can use short-form video like vines for learning.

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Silver at Brandon Hall Excellence Awards

By Carole Bower

Brandon Hall Sliver AwardLumesse and Vodafone, with their partner Oxford SM, have been awarded Silver at the Brandon Hall Excellence in Learning Awards 2014 in the category of Best Use of Blended Learning.

The blended programme helped to revolutionise the marketing function at Vodafone, across 21 countries. The project used E-magazine introductions to generate excitement. Workshops and Deep Dive sessions reinforced practical application of the learnings as well as bringing groups of marketers and leaders together. In addition to this, the transfer to work was then supported by a Bespoke Learning portal and webinars. 

Mohsin Ghafoor, group commercial learning lead, Group HR L&CD at Vodafone commented, “This award represents Vodafone’s commitment to empower our marketing community and to ensure that we develop world class marketers who are able to make fantastic connections with our customers.”

Andrea Miles, director of Bespoke Learning content at Lumesse, said “Working with Vodafone globally has been a real privilege. This programme was the result of great collaboration and teamwork, and this award is a great recognition of its impact and magnitude.”

About Brandon Hall Excellence in Learning Awards

Now entering its 20th year, the Brandon Hall Group Excellence Awards Programme is the most prestigious awards programme in the industry. Often times called the “Academy Awards” by Learning, Talent and Business Executives, the programme was one of the first of its kind in the learning industry, which was pioneered in 1994.


Less than 5% of companies use 70:20:10 as their learning mix

By Carole Bower

702010It’s the perfect blend that most experts say L&D professionals should be trying to deliver into the workplace, but for the vast majority of companies that have participated in our Learning Transformation study  so far, realise that 70:20:10 isn’t going to happen anytime soon.

50:26:24 is the average learning mix in most companies right now

It’s early days and we’ve got a long way to go, but when we crunched the first numbers on our new study, we could see that the current average mix of training in the L&D industry is actually:

  • 50% via ‘on the job learning’
  • 26% through ‘informal training’
  • 24% from ‘formal training’

What’s coming next?

It’s not just the absence of 70:20:10 in the workplace that is intriguing.  It’s the fact that most L&D professionals don’t seem to believe that providing learning support in these proportions is the priority for their particular business.

So far, the evidence that is coming out of our study suggests that:

  • Everyone agrees with the basic hierarchy established by 70:20:10
  • L&D professionals struggle to differentiate  between resources that will support formal learning outcomes and resources that will support informal learning outcomes
  • The actual training mix that exists  in organisations today differs dramatically between business sectors (some sectors are much closer to 70:20:10 than others)

Want to know more?

We’re gathering evidence from L&D professionals across the industry right now. If you’d like to find out how your organisation compares just click here  to take part in our simple survey. It genuinely takes under five minutes to complete.

To contribute to the Lumesse Summer 2014 Study, please click here.


Swiftly compare your learning mix with the best in the business

By Carole Bower

Meeting RoomIf you didn’t already know, 70:20:10 is supposed to be the ideal learning mix we should all be striving to achieve, but the audience tends to be silent when asked how they actually plan to realise the perfect balance between informal and formal learning.

This summer we’re focused on just one bright idea: Let’s help Learning & Development (L&D) professionals define the learning mix they’re working with today, then chart out the route map that all of us can use to achieve a better balance in workplace learning.

None of us will achieve the perfect learning mix on our own

Our super-simple collaborative survey takes just a couple of minutes to complete, but the findings it uncovers will inform learning transformation programmes for good. Why? Because we’re going to identify the real learning outputs that are most effective in the most optimised learning blends present in business today. The fresh insights we uncover will help e-learning professionals prioritise programmes and better define the learning transformation roadmaps we all develop.

Want to be amongst the first to benefit from the perfect balance route map we create this summer?

From today, right through to September, we’re asking thousands of learning professionals just like you to take part in the achieving perfect balance programme: just click here and take three minutes to answer just a few questions. The new “10 point roadmap to balancing formal with informal learning” download that your insights help us create will be offered exclusively to everyone who takes part.

Get started achieving the perfect balance now.