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The future of Jobs report, produced by the World Economic Forum, outlines how new categories of jobs are emerging, partly or wholly displacing others. The report outlines cognitive flexibility, emotional intelligence and creativity as being key skills required now and in the future of work. This is challenging organisations to reconsider their selection and development practices to ensure that these are tailored towards identifying and nurturing a set of individual attributes that enable employees to navigate the unknown, cope with complexity and maintain performance under first-time conditions. In response, researchers and practitioners alike have been increasingly focusing their attention on a concept referred to as 'learning agility'.
A learning culture enables an organisation to learn fast, rapidly adjust to changes in the outside environment and constantly evolve as its staff continues to grow and accept new challenges. It may sound unattainable; however, I'd like to share some of the approaches and examples that emerged from research for my recent book to demonstrate that, while challenging, it is entirely feasible to build a learning culture.
The current Brexit crisis in the UK is a great example of how executing a survey is more than simply asking a couple of questions. The referendum question asked was very simple: 'Should the United Kingdom remain a member of the European Union or leave the Union?'
As technology becomes more integrated into our work and personal lives, so does the need to learn new processes, skills and techniques. But how do you provide training content that is engaging, useful and effective? Video presents a simple and extremely effective way of sharing information and knowledge with your employees - and it's much easier than you might think.
The news is full of headlines about the increasing number of school teachers leaving the profession. Almost half of all new teachers will leave their chosen profession within the first five years in Australia (Schapp 2017) and New Zealand (NZEI 2019). The trend is significant and worrying. There are broad social and policy issues behind this trend that each nation needs to wrestle with and address. Where are all of these teachers going? The answers are as different as each teacher, but one natural career transition is to training and development in corporations, higher education, and non-profits. Many teachers find that their skills are readily transferable and training and development offers better pay, better work/life balance, and greater growth and development opportunities.
We are in a time of unprecedented change, often asking our employees and customers to follow us into uncharted waters. Alongside the uncertainty of change, we are also faced with the rise of technology and new corporate jargon and acronyms entering the business vocabulary on an ongoing basis. The end result is that employees and customers feel more and more disengaged when they do not readily understand the technology, let alone the words and phrases that come along with it.
Klaus Schwab, founder and executive chairperson of the World Economic Forum, argues that the Fourth Industrial Revolution will see a paradigm shift in how we work, live and connect. Smart technologies, cognitive computing and connected systems will bring efficiencies in production that have the potential to improve our quality of life. However, we must remain cognisant of the risk of increasing inequalities between low and high skilled individuals.
In a recent State of Innovation report by CB Insights, nearly 700 corporate strategy executives were interviewed on how they fuel and stoke innovation within their organisations. Despite 41% of the respondents admitting that their firms are 'at extreme risk of disruption', 78% of innovation portfolios are allocated to continuous innovation instead of disruptive risks. The conclusion: C-suite execs are talking the talk, but still not walking the walk. What's more concerning is that they are well-informed, highly-experienced leaders who are in no way ignorant to today's risky world of digital disruption. They are well-versed in effective techniques like design thinking and open innovation, and even aware of the imperative to self-disrupt as a proactive survival strategy.
The business environment is changing at a rapid rate. Ambiguity, innovation and disruption are the new norm and businesses need to be agile; to adapt or change direction quickly. As a result, people are typically busier than ever, juggling more than ever, and feeling more stressed than ever. In such a dynamic business environment, how can learning professionals keep pace and make sure learning is always relevant for their organisations? And how can we capture the minds of participants who are increasingly distracted, perturbed and under pressure?
When you're the one up the front of the room, clicker in hand, it can be hard to see your own mistakes. Many of these common presentation mistakes go undetected because audiences are too polite to critique. Luckily for you, we are going to reveal all the ways your presentations are going awry and how to avoid them
The transfer of knowledge in a training environment often focuses on the 'push' of that knowledge. For example, how can we design training in a way which is easy for participants to absorb, or is delivered in a method which they find suitable? As instructional designers, we can spend considerable time on training interactions, activities or content to hopefully boost participant engagement. Microlearning and mobile learning are just two of the latest examples in this push-based approach to training design.
In the world of presentations, content is everything! Your presentation content includes the way you plan, prepare and create what you are saying and how you say it. It is the foundation to successful communication.
Often referred to as problem-based learning, this narrative technique is a student-centred approach that either groups or individuals can perform. The focus of the instruction requires learners to solve an open-ended problem sing what they already know, as well as their newly-acquired knowledge, about a new topic. The learners develop content knowledge and key critical thinking skills, such as problem solving, organisation of information, self assessment, reasoning, and communication skills (Athreya and Mouza, 2017). At the higher education level, the development of these skills helps maintain learner interest as they realise they are learning the skills necessary to be successful in their field. Other advantages for learner motivation are the opportunities for creativity and flexibility in solving real-world, open-ended problems.
Remote teams are becoming the future for many workplaces. As businesses have become global, remote teams provide a cost effective way of sourcing talent. They offer increased diversity, flexibility to keep work running across time zones and access to talent regardless of geography.
One of the many great aspects of working in learning is the ability to constantly get creative. Each session is an opportunity to dust off our favourite tools and play around with new ones. One such tool is Simon Sinek's TED Talk, How Great Leaders Inspire Action. In his talk, Sinek states on repeat that, 'people don't buy what you do, they buy how you do it.' When it comes to getting buyin from our learners, Sinek's statement also applies.
L&D should be about a holistic approach to learning. Percentages are not relevant. You start with the outcome or the goal in mind and work back to develop learning experiences that will deliver the goals.
As automation, digitalisation and robotics continue to change the face of workforces across every industry, it is evident the world as we know it is now operating in a state of rapid and perpetual change.
