Why Brexit uncertainty means trouble for L&D

By John Helmer

Man with umbrella in waist-deep water in the rain to illustrate Brexit uncertaintyHR’s recent drive to develop ‘VUCA’ leadership turns out to have been timely: the situation created by Brexit is volatile, uncertain, complex and ambiguous. And of the four letters making up that acronym it is the ‘U’ – uncertainty – that is currently causing most concern for the People function.

On a webinar given by Lumesse partners IEDP I learned that HR people are ‘hungry for certainty’ over Brexit. With the March 2019 deadline set by the UK government’s triggering of Article 50 beginning to loom unpleasantly, we find ourselves 25% of the way through the process but with no clarity at all about which of the various possible leaving scenarios will prevail.

IEDP’s Roddy Millar asked guest presenter Michael Skapinker (Executive Editor Financial Times / IE Business School Corporate Learning Alliance) whether he was seeing any specific solutions or approaches that HR departments were putting in place to prepare themselves for leaving: ‘How can one prepare oneself for something that one doesn’t know?’ replied Skapinker; ‘we don’t know what the situation will be.’

At time of writing, everything still seems to be in play; meaning anything from a Norway-style scenario where the UK retains some access to the single market, through a transitional period of as-yet-undetermined length which might smooth out the lumps and bumps, to a so-called ‘train-crash’ Brexit where Britain leaves without a trade deal and operates under WTO rules.

Whether you’re a beleaver or a remoaner – whether or not you think suffering the pain of divorce is worth the eventual rewards we might reap from leaving the EU – it is hard to deny that there will be pain.

So where are the problem areas for L&D?

Continue reading


7 ways to make self-directed learning stick

By Amelia Fuell

Cartoon image of learner training her brain, caption: step by step I trained my brain not to wander offLearning has never been more accessible. For virtually any skill – whether it’s learning a language, coding, business management or yoga – learners motivated by their own personal needs and goals will be able to find an online platform or application that has been created to help them. Self-directed learning is becoming more popular too: for example, 58 million people have registered for a massive open online course (MOOC)s since 2011, with nearly half of those signing up in 2016 alone.

But while technology has widened opportunities for skills development, information overload is a growing challenge. There are some 80,000 different education apps on the App Store alone. Furthermore, attrition rates are high: over 90% of people who start a MOOC will never finish it. In the age of distraction, many of us are guilty of downloading an app on our phones with good intentions, but then failing to use it long term.

If you are keen to start learning new skills online, then it can be hard to pick the right course and even harder to stick at it. So how can you create successful habits that will help you learn effectively and achieve your goals? Here are a few essential tips …
Continue reading


Lumesse launches new product for the age of the self-directed learner

By John Helmer

Me:time logo and running man imageWe’re really proud to announce the launch of a ground-breaking new product for the self-directed learner, designed to help organisations succeed in today’s fast-changing business environment.

me:time was created and conceived by the Lumesse Learning team following an extensive process of consultation and research into the needs of learners and learning professionals. Employees are increasingly taking control of their own learning, and at the same time organisations are discovering that nurturing and supporting a culture of self-directed learning increases their ability to survive and thrive.

Offering a consumer-style experience, me:time puts the needs of self-motivated learners first, giving instant, anywhere access to curated learning supported by AI-driven recommendations. A system of credits allocated by the organisation gives learners full control over their personal me:time budget.

Andrea Miles, General Manager for Lumesse Learning, said: ‘me:time represents a radical rethink in learning control and choice, freeing the learner to self-serve. We’re passionate about this new approach because we think it can contribute massively to the wellbeing of employees. Organisations, too will benefit as they know they need to encourage continuous learning in the face of increasing demands to be nimble and smart, and meeting the challenges of talent retention and mobility. We’re incredibly excited about what we’ve created and look forward to introducing it to all our valued clients and to progressive players across all sectors.’

me:time key features:

  • Focused on individual needs and goals
  • Instant, anywhere learning
  • Credits-based subscription system
  • AI-driven personal learning recommendations
  • Wide-ranging curated content from world-leading providers
  • Consumer-style experience and brand

Find out more on the me:time website:
www.metimelearning.com


Meet your new co-worker: a ‘cobot’

By Adriana Hamacher

Screeching, scary headlines along the lines of “Robots are taking our jobs!” mask a real trend that is emerging: collaborative robots, AKA cobots, which augment, rather than remove, human labour. Compact and highly-flexible, cobots are designed to work safely alongside humans, as opposed to behind a barrier or inside a cage. They are among the fastest growing segments in the robotics market and global sales are expected to reach $3.3 billion in just five years, according to one estimate. So we’ll be seeing a lot more of them very soon.

So what are the implications for the humans who have to learn how to work with these cobots? Continue reading


11 ways to empower the self-directed learner

By John Helmer

Graphic ident for research report Me Time: Empowering the Self-Directed Learner Recently our Head of Transformation, Rachel Cook, contributed a piece to this blog about how changes in the pattern of employment are shaking up the employer/employee relationship. One of the most interesting aspects of Rachel’s work for us was how these changes ­– momentous enough to get analysts talking in terms of a ‘fourth industrial revolution’ – are highlighting the phenomenon of the self-directed learner.

Aware that this is a source of much debate for the learning and development clients we work with, and in many cases a pain point, we wanted to know more.

We reached out to our research partners, Towards Maturity, for help in investigating this phenomenon, and commissioned a report written by Peter Williams, editor of e.learning age entitled Me Time: Empowering the Self-Directed Learner that you can download for free. The findings were fascinating. Continue reading


The uberisation of work

By Rachel Cook

uberisationChanges in the pattern of employment will have a significant impact on learning, recent research indicates. In many cases these effects are being felt already. L&D professionals need to make preparations now, so as not to be caught on the back foot.

Seismic changes are shaking the world of work. A shift is seen in the relationship between organisations and the people who work for them, typified by the disruption wrought in the transportation industry by Uber. Uber, a ride sharing app enabled by GPS and mobile technology, is now starting to dominate the US business travel market. According to the Economist and Certify, in the first quarter of 2016, Uber and Lyft accounted for 46% of business ‘ground transportation’ trips in America. Traditional competitors (notably, taxi firms) have been displaced with surprising speed. It is not just the technology that is causing this market disruption, but the business model used by the company. Uber has a permanent employee base which represents its core beliefs and practices but also a huge flexible component. Continue reading


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?

Continue reading


Adaptive learning is not a blue-sky technology

By John Helmer

Graphic to illustrate adaptive learning course authoringGiven some of the hype-driven media coverage, you might be forgiven for thinking that adaptive learning is one of those blue-sky, might-come-soon technologies you need a masters in machine learning to understand.

But you’d be wrong. Adaptive learning is a right-here, right-now technology. True, at the very high end, there are some heavyweight AI-driven systems (with correspondingly heavyweight price-tags) in the space. But the ability to create content that adapts to the learner’s needs is becoming increasingly mainstream. In fact, you can do it yourself.

That’s right: you don’t even need to get your development partner to build it for you. With an authoring tool like CourseBuilder 8, in-house development teams can create learner-adaptive content of considerable sophistication right now.

The benefits of adaptive learning are easy to understand. Sven Ove Sjølyst , our very own CourseBuilder guru, lists them in this slideshare, and shows how you can use CourseBuilder’s powerful ‘branching’ capability to personalise learning to the individual learner.

Based on a pre-test, several different types of adaptivity can be built into a course:

  1. Role-specific – learners get only the learning appropriate to their role or level
  2. Scaffolding based on level – learners are presented with a selection of learning from different levels, based on their role
  3. Scaffolding based on results – a bad fail on a quiz within the learning that might indicate significant knowledge gaps, will cause different screens to be presented of lower level knowledge
  4. Free play – the learner decide the order, accessing content in their own time and in the order they prefer to do it
  5. JIT – content can be presented ‘just-in-time’ according to need at that specific moment, and fully searchable

This last type of adaptability is especially appropriate for learning accessed on a mobile device. CourseBuilder 8 supports mobile learning, but also learning across all devices, including desktop and tablet as well, for a true omnichannel experience.

To find out more about how you can create adaptive learning with CourseBuilder – or to book a free demo – drop us a line on learning@lumesse.com.

 


What motivates self-directed learners?

By Richenda Sabine

Graphic of carrot on a stick to illustrate motivating self-directed learnersWhat motivates you? Is it money, purpose, or something else? According to Maslow (Hierarchy of Needs) our basic needs of security, identity and stimulation have to be met before we progress to self-actualisation (growing and developing to reach our individual potential).

Consider this in the context of learning. Without motivation, learning is rarely effective, so how do you motivate learners in the first place?

The answer, it turns out, is that they can largely do it for themselves.

Daniel Pink, in his book ‘Drive: The Surprising Truth About What Motivates Us‘, dismisses the carrot-and-stick approach and tells us to forget everything we think about motivating people. He believes that the secret to high performance and satisfaction in today’s world is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and the world.

This view is borne out In the organisational context of today by the phenomenon of the self-directed learner, which has been well documented in research from learning benchmarking experts Towards Maturity, telling us that:

  • 88% learn more by finding things out for themselves, rather than through F2F training
  • 87% know what they need to learn in order to do their job
  • 74% know how to access what they need for learning

The research also shows a worrying disconnect with what some learning managers think about their learners, indicating that it is more than ever important to understand what motivates the self-directed learner.

There are two types of motivation:

  • Intrinsic – internally generated and comes from personal enjoyment or from a sense of obligation
  • Extrinsic – generated externally from objects, other people and the environment

The burning question in the world of workplace learning is how to keep these two types of motivation aligned, and not in contradiction with each other, so that self-directed learners stay engaged and motivated.

Continue reading


5 reasons why learning needs to get the omnichannel

By John Helmer

Graphic to illustrate Retail in LearningOops, here comes a buzzword. And surely we need another one of those like we need a hole in the head. But there’s a serious idea behind this one – the omnichannel – an idea that was born in the world of retail, but which has important implications for learning and communications across all business sectors.

Omnichannel has become a thing in retail because major shopping brands have seen changes in customer behaviour – around the huge proliferation of smartphone use and the convergence of physical and virtual spaces – that are seriously disrupting their markets.

According to Google, 82% of smartphone users turn to their phones inside a store when making purchase decisions. And that process of decision making is highly likely to blend visits to a store with visits to a website. A process of research that starts on smartphone might end up with purchase in a shop around the corner – or vice versa. And it might also involve use of a tablet and a desktop PC along the way.

Infographic giving statistics for consumer use of the omnichannel in purchase decisions

This is where shoppers live now, in the omnichannel, moving seamlessly between physical spaces in the real world and spaces accessed virtually, through a screen. It’s where we all live.

Continue reading