In our VUCA world

  • where digital technologies disrupt the way we live, work, do business and communicate
  • where innovation cycles get shorter and shorter
  • where customer and stakeholder expectation go up, in terms of speed, quality, and product/service personalisation (‘mass customisation’)
  • where barriers to switch partners and suppliers become less
  • where we often don’t know what jobs we will do in a few years from now and what skills and capabilities will be required for successfully mastering these jobs
  • where therefore, the half-time of (new) skills, capabilities and knowledge goes down,

the traditional way of corporate training in classroom settings is not efficient anymore.

On top of that, traditional classroom trainings have other drawbacks like:

  • they often are not targeted enough to the individual learner’s needs and context
  • they are not very scalable
  • they are too expensive
  • learners often don’t have the time to take a few days off and leave the job for training
  • numerous studies reveal that the average learner only remembers 10 % of what she/he has learned only 1 month after she/he attended the training session !
  • in an AI driven and more and more robotised economy, soft skills and human capabilities become exponentially more important as compared to technical skills to guarantee employability in the short and in the long run (as they define an individual’s ‘learnability’) – and those soft skills and human capabilities are more easily learned within the process of work

In this rapidly changing context, organisations and individuals need to embrace new types of learning and ways of managing knowledge, often referred to as agile learning environments.

For a more detailed description of the world’s current context, please take a look at our broader mission statement.

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Learning needs to become more agile and scalable

 

Those scalable and agile learning environments

  • offer learners a whole set of (new) possibilities for learning, off-line and on-line
  • give the learner ownership of her/his learning process and makes her/him responsible (and fit) for more autonomous learning and working
  • favours social learning in groups of peers, from within and from outside the organisation
  • redefines the teacher role towards a coaching role for learning path accompaniment
  • makes learning happen in the flow of work rather than in separate trainings
  • are blended learning environments in the sense that they make optimal use of mixed physical and digital learning tools and environments
  • make use of the latest digital technologies for learning, knowledge management and HR like AI powered ‘Learning Experience Platforms’ and ‘Learning Management Systems’ and ‘employee engagement platforms’
  • Favour experiential learning, meaning learning on the job
  • Combine micro learning (short tutorials), macro learning (curricula for certification) and also mobile or nomad learning (location independent learning)
  • Combine many different knowledge transfer and learning formats like
    • Working out loud circles ‘WoL’
    • Learn OS circles
    • Communities of practice
    • Learning expeditions
    • MOOCs
    • Hackathons
    • Coworking
    • Expert debriefings
    • Lessons learned circles
    • Enterprise social networks
    • Podcasts
    • Wikis
    • Blogs
    • and still some classroom trainings but to a much lesser extent (typically only 10 % of all learning activities)
    • etc

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