Posted tagged ‘learning’

Gift horses

16 July 2018

If I had asked people what they wanted, they would have said faster horses.

I’m fascinated by this quote that Henry Ford may or may not have uttered.

In The best of both worlds I promoted Design Thinking as a means of using customer insights to inform strategic decision making. However, as the above quote suggests, customers don’t know what they don’t know. Sometimes it takes an expert to show them.

In an era in which the very existence of the L&D department is attracting evermore scrutiny, the role of the “expert” in our context is becoming increasingly pertinent. I have long been of the opinion that L&D professionals should dispense with being the SME of what is being trained; and instead be the SME of how it’s being trained.

Under this paradigm, we are the experts in the science and practice of learning and development, and we consult the business accordingly.

This resonates with me because beyond the education and research I invest in myself, I’ve been around the block a few times. I have a strong idea of what will work, not only because I’ve read up on it and thought deeply about it, but also because I’ve seen it play out with my own eyes.

I also get paid to focus on my portfolio every day. I consider it not only my mandate, but an ethical obligation, to originate and innovate.

A horse in a pasture

So I’m more than comfortable with L&D professionals pushing the envelope on the basis of knowledge, curiosity, creativity and experience – so long as these activities are put through the Design Thinking cycle too.

By this I mean be confident that your idea is a sound one, but not so arrogant as to instil it with blind faith. Put your one-man (in my case) fruit of ideation to your customers to check it will work for them. While you’re at it, confirm the problem statement is indeed one that needs to be solved.

So much for Design Thinking being linear!

Then proceed with prototyping and testing, prior to launching an MVP, and iterating and evolving it.

In this way, the promise of expertise is tempered by an agile approach. It hedges the bet not only by building confidence pre-launch, but also by minimising potential losses post-launch.

Ford Mustang emblem depicting a galloping horse

If Mr Ford had resigned himself to breeding faster horses, he never would have launched the Model T.

In our admirable quest to utilise our customers as a source of innovation, let’s balance that approach by empowering the experts whom we have hired to practise their expertise.

Lest the L&D department be put out to pasture.

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The best of both worlds

11 June 2018

There’s no point landing the perfect plane at the wrong airport.

That’s an analogy someone shared with me several years ago to explain Design Thinking, and it has resonated with me ever since for two reasons. Firstly, it exposes the solution-first approach that pervades the corporate sector; and secondly, it challenges our obsession with perfection.

When I look across the business landscape, I’m continually surprised by the decisions that some companies make on behalf of their customers, without those decisions being informed by said customers. It’s more prevalent then you might think. We humans are beset by bias, prejudice, arrogance and self-importance. We make assumptions and just know what is best for others. So we launch blind. No wonder so many initiatives fail.

Likewise I am continually surprised by the great lengths to which some companies go to ensure their product is flawless. All that time spent prior to launch represents time out of the market. And all those eggs put into the one basket means if it fails, it fails hard.

Empathize, Define, Ideate, Prototype, Test

Design Thinking promises to overcome these problems by recasting the customer as the source of innovation rather than merely the recipient. Moreover, it’s agile – in the sense that it combines speed to market with continuous improvement.

Perhaps the most widely recognised variant of Design Thinking is the 5-stage framework espoused by Stanford University’s d.school. I won’t bother delving into its details when countless others have already done so. Suffice to say it involves empathising with your customers to find out what they really need; using those insights to define the problem you’ll solve for them; generating ideas for a potential solution; prototyping and testing (and modifying) the solution; prior to launching a minimum viable product (MVP).

Design Thinking is an iterative process, with an emphasis on cycles of learning: informing your decisions with intelligence; trying them out; failing fast; failing cheap; adapting; approaching ever closer to designing the right thing, and designing it right, to maximise its probability of success.

And it doesn’t end at launch. The MVP is a starting point, not an end point. In the heat of the market, the cycle of learning continues, and so the product evolves.

Design Thinking is at the intersection of evidence and delivery

Of course Design Thinking has no shortage of detractors. One commentator likens it to syphilis (!) while others are even more offensive, calling it linear.

Much of the disdain appears to stem from the evangelism practised by fanbois who worship the idol of Design Thinking, the healer of all ills (including, no doubt, syphilis).

I also find the language of the protagonists sometimes misleading; for example, IDEO – the proponent of Human Centered Design, Design Thinking’s alter ego – claims “you’ll know that your solution will be a success because you’ve kept the very people you’re looking to serve at the heart of the process”. I know what they’re getting at, and I agree with the sentiment, but anyone with a freshman’s appreciation of statistics understands you can’t possibly know an outcome based on a sample. The best you can do is infer; or in layman’s terms, increase your confidence.

Nonetheless, I’m prepared to see past the breathless zeal and call myself an advocate of Design Thinking. Why? Because I consider it the best of both worlds: it’s evidence based, and it delivers.

Do your homework to check you’ll add real value, but get on with it and start adding that value now.

Over time, the value will grow.

The foundations of innovation in L&D

14 May 2018

There are two sides of the innovation coin in corporate learning & development: technology and pedagogy.

The former is rather obvious and is often conflated with the term innovation. Futuristic hardware and magical software that educates everyone at the press of a button are tempting “solutions”. Some folks call this mindset Shiny New Toy Syndrome, and by golly, it’s a pandemic.

The latter is less obvious because it involves thinking, and I’m not being facetious when I say that thinking is hard. Traditional ways of learning in the workplace are, by definition, ingrained in the psyche of the vast majority of the workforce. Changing the concept of how we learn and redefining how we can help people do it better involve shifting the organisation’s culture, and that is a challenge greater than any IT implementation.

I see technology as an enabler of the pedagogical outcome, rather than it being the outcome per se. And just as we must learn to walk before we can run, so too must an organisation lay the foundations of innovation before it can reach for the stars. Though not as sexy as their more tweeted-about alternatives, these foundations are the building blocks of long-term efficiency, flexibility and creativity.

So what are the foundations of innovation in L&D?

I will hereby attempt to answer this question by looking through the lens of the 70:20:10 model. Whereas previously I have advocated this approach when designing a solution for a specific learning objective, this time I’m elevating the approach to the strategic level, with a view to designing a future-proofed solution for all the organisation’s learning objectives.

The Foundations of Innovation in L&D: content library, knowledge base, enterprise social network, and performance-oriented training

The 70

From the get-go, a false idol that must fall is the belief that the role of the L&D department is to create all the training to meet the organisation’s learning needs. These needs are so diverse within and across all the different job roles that the task is an almost comical impossibility.

Moreover, a large proportion of these needs is generic; despite what many organisations think, they’re not that special. Analytics is analytics. Decision making is decision making. Difficult conversations are difficult conversations. The nature of such content is universal.

So my first building block is a third-party content library. There are many players in this space, and sure it makes sense to pick one that matches your organisation’s profile, but their pedagogical purpose is the same: to provide your people with immediate access to an extensive suite of learning assets, covering a broad range of topics, on demand. Such a resource empowers self-directed learning which, in the language of 70:20:10, can be done on the job, just in time.

Another false idol to fall is the myth that all the information we need is at our fingertips. Clearly, not all our needs are generic. The organisation is special in the sense that has its own products, processes, systems, policies, etc, which a third party will never cover.

So my second building block is an in-house knowledge base. Whether the underlying technology is an intranet, CMS or wiki, again the pedagogical purpose is the same: to provide your people with on-demand access to bespoke content that improves performance.

The 20

Despite the best intentions of a content library and a knowledge base, they will never meet every conceivable learning need. An enterprise social network covers the “in-betweens”, principally by empowering everyone to ask their own questions to the crowd, and to keep abreast of emergent knowledge in the moment.

The 10

The building blocks in the 70 and the 20 spearhead an informal first approach to learning and development which lifts a mountain of weight off the shoulders of the L&D team. Freed from the burden of training everything, we can now focus our attention on what should be trained.

Furthermore, these building blocks enable change in the nature of the training. With the bulk of the content hosted elsewhere, it doesn’t need to be shovelled into the course. The class can be flipped, the narrative pared back to its key messages, and a scenario-based design adopted to train not the content, but its application.

In this way, the training becomes performance oriented.

A man working on a house frame

By no means do these building blocks exhaust the 70:20:10 model, nor do they represent the extent of innovation in L&D. Rather, they form the bedrock of further innovation.

For example:

  • User-generated content has a home, not only where it can be housed, but also where it can be governed.

  • Blended learning goes beyond pre-work online modules by integrating social activity and ongoing performance support.

  • Corporate MOOCs have a delivery vehicle.

  • Micro-learning and micro-assessments have a rich source of reference content to which remedial feedback can link.

  • If the content library, knowledge base and ESN are mobile accessible, they support mobile learning.

  • Any reduction in training volume creates more space to explore emerging technologies such as AI, VR and AR.

  • An orderly, structured L&D service offering provides the basis for a proper consideration of the value that a next-generation learning management system may add (or not).

So while I remain an advocate of ad hoc innovation, I see it as a necessity in the absence of a plan. My preference is a much more strategic approach, bedding down what matters most to meet the immediate needs of the business, prior to building additional innovative initiatives that stand firmly on that foundation.

In this way, not only do we innovate now, but we have a platform for innovating into the future.

E-Learning conferences in Australia in 2018

2 January 2018

Well 2018 is shaping up to be a strong year of professional development opportunities for e-learning professionals down under.

A good spread of conferences is already scheduled along the Eastern Seaboard, while more will inevitably pop up (perhaps further west?) as the year progresses.

The following list is organic, so keep an eye on it!

Baywalk Bollards representing lifesavers in Geelong, Australia.

International Conference on E-Learning and Distance Learning
Sydney, 29-30 January 2018

International Conference on Distance Education and Virtual Learning
Melbourne, 1-2 February 2018

The Art of Knowledge Management, Learning & Communication
Melbourne, 22 February 2018

International Conference on Virtual and Augmented Reality Simulations
Brisbane, 24-26 February 2018

Chief Digital Officer Summit
Sydney, 26 February – 3 March 2018

iDESIGNX
Sydney, 27 February 2018

Learning Analytics and Knowledge Conference
Sydney, 5-9 March 2018

National FutureSchools Expo and Conferences
Melbourne, 21-22 March 2018

Digital Disruption
Sydney, 26-27 March 2018

L&D Leadership Innovation Summit
Sydney, 26-29 March 2018

Strategy & Innovation World Forum
Sydney, 9-10 May 2018

Online & e-Learning Summit
Melbourne, 15-16 May 2018

CeBIT Australia
Sydney, 15-17 May 2018

Totara User Conference – Asia Pacific
Sydney, 5-6 June 2018

AITD National Conference
Sydney, 7-8 June 2018

The Future of Learning Conference
Brisbane, 21-22 June 2018

Learning While Working
Virtual, 17-18 July 2018

Leading a Digital School Conference
Sunshine Coast, 16-18 August 2018

Blackboard Teaching & Learning Conference ANZ
Brisbane, 28-31 August 2018

K-12 Digital Classroom Practice Conference
Melbourne, 31 August 2018

FlipCon Australia
Melbourne, 14-15 September 2018

MoodleMoot Australia
Brisbane, 24–26 September 2018

Enterprise Learning Confluence
Sydney, 26 September 2018

Eportfolio Forum
Brisbane, 3-4 October 2018

Australian Council for Computers in Education Conference
Sydney, 2-5 October 2018

L&D Innovation & Tech Fest
Sydney, 29-30 October 2018

LearnX
Melbourne, 30 October 2018

ASCILITE
Geelong, 25-28 November 2018

Lanyard

If you are aware of another e-learning related conference down under this year, please let me know and I’ll add it to the list.

7 tips for custodians of capability frameworks

18 September 2017

Wow, my previous blog post elicited some rich comments from my peers in the L&D profession.

Reframing the capability framework was my first foray into publishing my thoughts on the subject, in which I argued in favour of using the oft-ignored resource as a tool to be proactive and add value to the business.

To everyone who contributed a comment, not only via my blog but also on Twitter and LinkedIn… thank you. Your insights have helped me shape my subsequent thoughts about capability frameworks and their implementation in an organisation.

I will now articulate these thoughts in the tried and tested form of a listicle.

Metallic blue building blocks, two golden.

If you are building, launching or managing your organisation’s capabilities, I invite you to consider my 7 tips for custodians of capability frameworks…

1. Leverage like a banker.

At the organisational level, the capabilities that drive success are strikingly similar across companies, sectors and industries. Unless you have incredibly unique needs, you probably don’t need to build a bespoke capability framework from the ground up.

Instead, consider buying a box set of capabilities from the experts in this sort of thing, or draw inspiration *ahem* from someone else who has shared theirs. (Hint: Search for a “leadership” capability framework.)

2. Refine like a sculptor.

No framework will perfectly model your organisation’s needs from the get-go.

Tweak the capabilities to better match the nature of the business, its values and its goals.

3. Release the dove.

I’ve witnessed a capability framework go through literally years of wordsmithing prior to launch, in spite of rapidly diminishing returns.

Lexiconic squabbles are a poor substitute for action. So be agile: Launch the not-yet-finished-but-still-quite-useful framework (MVP) now.

Then continuously improve it.

4. Evolve or die.

Consider your capability framework an organic document. It is never finished.

As the needs of the business change, so too must your people’s capabilities to remain relevant.

5. Sing from the same song sheet.

Apply the same capabilities to everyone across the organisation.

While technical capabilities will necessarily be different for the myriad job roles throughout your business, the organisational capabilities should be representative of the whole organisation’s commitment to performance.

For example, while Customer Focus is obviously relevant to the contact centre operator, is it any less so for the CEO? Conversely, while Innovation is obviously relevant to the CEO, is it any less so for the contact centre operator?

Having said that, the nature of a capability will necessarily be different across levels or leadership stages. For example, while the Customer Focus I and Innovation I capabilities that apply to the contact centre operator will be thematically similar to Customer Focus V and Innovation V that apply to the CEO, their pitches will differ in relation to their respective contexts.

6. Focus like an eagle.

Frameworks that comprise dozens of capabilities are unwieldy, overwhelming, and ultimately useless.

Not only do I suggest your framework comprise fewer rather than extra capabilities, but also that one or two are earmarked for special attention. These should align to the strategic imperatives of the business.

7. Use it or lose it.

A capability framework that remains unused is merely a bunch of words.

In my next blog post I will examine ways in which it can be used to add value at each stage of the employee lifecycle.

Reframing the capability framework

28 August 2017

There once was a time when I didn’t respect the capability framework. I saw it as yet another example of HR fluff.

You want me to be innovative? No kidding. And collaborative? What a great idea! And you want me to focus on our customers? Crikey, why didn’t I think of that?!

But that was then, and this is now.

Now I realise that I severely underestimated the level of support that my colleagues seek in relation to their learning and development. As a digitally savvy L&D professional, I’ve had the temperament to recognise the capabilities I need – nay, want – to develop, the knowledge of how and where to develop them, and crucially the motivation to go ahead and do it.

But our target audience is not like us. While we live and breathe learning, they don’t. Far too many imho wait to be trained, and our boring, time-guzzling and ultimately useless offerings haven’t helped change their minds.

Yet even those who are motivated to learn struggle to do so effectively.

A businessman thinking

Sure, we’ve read about those intrepid millennials who circumnavigate the languid L&D department to develop their own skills via YouTube, MOOCs, user forums, meet-ups and the like; but for every one wunderkind is several hundred others scratching their heads once a year while they ponder what to put in their Individual Development Plan, before finally settling on “presentation skills”.

This is unacceptable!

While it’s admirable for L&D to be responsive to the business’s relentless requests for training, it’s time for us to break out of the cycle of reactivity. I put it to you that a capability framework can help us do that. It’s a tool we can use to be proactive.

If we inform the organisation of the capabilities that will improve our performance, enable individuals to assess these capabilities to identify those that are most relevant for their own development, and map meaningful learning opportunities against each one, we add value to the business.

In an era in which the ROI of the L&D department is being put under ever-increasing scrutiny, I suggest a value-added approach is long overdue.

E-Learning conferences in Australia in 2017

10 January 2017

Sydney is evidently the place to be for e-learning pro’s who are keen to develop their knowledge and skills this year. Even EduTECH, the darling of Brisbane’s educational technology scene, is travelling south for the winter.

Having said that, there are opportunities elsewhere, and more will emerge as time marches on. The following list of conferences is an organic one, so keep an eye on it as the year progresses.

If you are after workshops, webinars, or other PD offerings that don’t quite fit the definition of “conference”, may I refer you to the Australian Institute of Training and Development. You might also be interested in The eLearning eXperts’ eLearning Events Calendar.

A ferry on Sydney Harbour with the Sydney Harbour Bridge and the city in the background.

International Conference on E-Learning and Distance Learning
Sydney, 26-27 January 2017

International Conference on Education and E-Learning
Brisbane, 4-5 February 2017

International Conference on Virtual and Augmented Reality Simulations
Sydney, 18-21 February 2017

Learning Cafe UnConference
Sydney, 23 February 2017

iDESIGNX
Brisbane, 23 February 2017

Gamechangers Summit
Sydney, 28 February – 2 March 2017

Higher Education: Gen Next
Canberra, 1-3 March 2017

The Wheels of Knowledge Management
Melbourne & Canberra, 7 & 9 March 2017

National Blended Learning Conference
Sydney, 14-15 March 2017

Creative Tools for Engagement in the Public Sector
(Gamification)

Canberra, 21-23 March 2017

National FutureSchools Conferences
Melbourne, 23-24 March 2017

Connect Expo
Melbourne, 29-30 March 2017

Disruptive Innovation Week
Sydney, 30-31 March 2017

International Conference on Serious Games
and Applications for Health

Perth, 2-4 April 2017

AITD National Conference
Sydney, 11-12 May 2017

LX Conference
Online, 15-19 May 2017

CeBIT Australia
Sydney, 23-25 May 2017

Chief Learning Officer 2017
Sydney, 23-25 May 2017

EduTECH
Sydney, 8-9 June 2017

Online & E-Learning Summit
Sydney, 20-21 June 2017

Learning Analytics 2017
Sydney, 20-22 June 2017

Learning Innovation Summit 2017
Melbourne, 21 July 2017

Forward Government Learning 2017
Melbourne, 26-27 July 2017

Knowledge Management Australia 2017
Sydney, 1-3 August 2017

eLearnz eLab 2017
Sydney, 8-9 August 2017

Learning Cafe UnConference
Melbourne, 17 August 2017

Australasian Simulation Congress
Sydney, 28-31 August 2017

K-12 Digital Classroom Practice Conference
Melbourne, 2-3 September 2017

LearnX
Sydney, 6 September 2017

Blackboard Teaching & Learning Conference ANZ
Darwin, 6-8 September 2017

Educhange
Melbourne, 25-29 September 2017

MoodleMoot Australia 2017
Sydney, 26-28 September 2017

The Future of Learning Conference
Sanctuary Cove, 28-29 September 2017

EdTechPosium
Canberra, 30-31 October 2017

Social Learning Conference
Sydney, 27-28 November 2017

ASCILITE 2017
Toowoomba, 4-6 December 2017

Lanyard

If you are aware of another e-learning related conference down under in 2017, please let me know and I’ll add it to the list.