3 Steps to Effective Continuous Learning | Training Programs

Workshop Name

3 Steps to Effective Continuous Learning: Creating the Enabling Architecture

One- or two-day, onsite workshop

CLOs, vice presidents and directors of corporate training, learning or development

Thanks in large part to technology, how individuals acquire new—or modify existing—knowledge, behaviors or skills has changed dramatically. For corporate learning and development professionals chartered with developing human capital in today’s organizations, the impact of these changes can be both exciting and overwhelming. The focus has shifted away from developing a catalog of classroom training programs to understanding and deploying a broad array of learning approaches. These may include: asynchronous on-demand training, live virtual training, social learning, just-in-time training, exploratory informal learning, micro-training and mobility, to name just a few.

With so many convenient and relatively inexpensive technology-enabled training approaches at our fingertips, it may be tempting to envision the future of training as a world in which all learners are self-motivated, know what they need to know, know where they can go to find it, can filter out what isn't applicable or accurate, have the time to learn and can do it all from their iPad at any time and from any place. But in the real world, if training is to be truly effective, the organizational training strategy must recognize that not every learning objective or audience is ideally served by an informal or on-demand approach.

In this respect, the new role of the corporate learning and development organization includes the critical mandate to create a blueprint—or Learning Architecture—that outlines a comprehensive strategy for applying the right training format to the right content for the right people at the right time.

In our 3 Steps to Effective Continuous Learning workshop, we'll work directly with your learning and development team to create a customized Learning Architecture that defines the optimal training approach to specific areas of learning across the organization. This Learning Architecture will take into account the profile of your learners, your corporate learning objectives and the nature of the learning content. At the end of the workshop, your team will leave not only with a new appreciation of how different training approaches can be leveraged to reinforce one another, but also with a concrete, actionable roadmap that will enable your organization to create an optimal continuous learning environment.

Step 1: Current State

The existing knowledge of the team is used to identify and document the current skills and behaviors of the target audience. A series of profiling instruments are then used to develop a deeper understanding of the specific learners, including:

• How they currently learn
• Their motivation
• Their knowledge of what they need to learn
• The time they have available to learn

Step 2: Desired State

Once the current situation is understood, a model of the desired state is then developed to reveal the “gaps” in knowledge, behaviors and skills. Each of these gaps are then ranked in terms of their contribution to overall business objectives. Gaps are further ranked in terms of the investment required to successfully move performance from the “as-is” state to the desired state.  In this manner, a prioritized list of training requirements is developed with each linked to its impact on certain business metrics.

(Note: If such a ranked and prioritized list already exists for the organization, this step of the workshop can be skipped.)

Step 3: Learning Architecture

It is the Learning Architecture that creates the blueprint for organizational learning. Based on an understanding of the current state and the prioritized “gaps” to the desired state, the Learning Architecture is developed to deliver the right training to the right individuals in a manner that will deliver the required results. Each training modality is explored along with its advantages and disadvantages.

A multi-dimensional model is used to determine the nature of each training or learning opportunity. The first dimension builds on the profile of the learner that was developed in the first step of this workshop. For example, a highly motivated learner, who knows what they need to know, and knows where to get that information can clearly learn in a different manner to those individuals who may not know what they don’t know, and/or do not have the time or motivation to learn.

Second, the organizational needs are mapped into the model. The workshop team considers how fast the learning needs to occur and the tolerance for trial and error in the application of new skills or behaviors. For example, learning how to handle a major crisis may not be well matched to exploratory informal learning when such an emergency occurs.

Third, the learning content is considered. When reviewing this dimension the team considers if the required knowledge or content exists and, if so, its level of accuracy, relevance and accessibility. An example of this third dimension would be the contrast between specific areas of regulatory policy where a reliable source of that information exists and may be easily accessible against areas where the required knowledge may not exist and can only be gained through team collaboration.

With these three dimensions considered and captured in the overall model that is used to create the Learning Architecture, the team then moves on to consider which of the training approaches and modalities can best be leveraged for each application.

Two further elements that contribute greatly to the design of the Learning Architecture are also considered at this stage of the workshop. The difference between the provision of information to a skilled practitioner is viewed very differently from transformational training when new behaviors are expected as a result of the training experience. The second element is the role that social collaboration should play in the learning experience. Once again, there is a significant difference between providing new information to a skilled practitioner versus introducing new and complex processes into an organization that will require changes in individual and team performance.

A blend of learning components is then created to complete the picture. For example, a self-paced, modular, asynchronous eLearning program could be used to provide a certain audience with a common understanding of a particular topic. Those learners could then be brought together in a more collaborative environment to participate in a live virtual training program, perhaps opening up the learners to new ideas and concepts about which they were previously unaware.  This could then be followed by a series of individual coaching discussions to reinforce and encourage the application of new knowledge. Finally, a collaborative social learning environment could be used to enable ongoing discussion and learning.

The final step in the workshop is then to consider and plan the change management aspects that will be required for the successful adoption of the envisioned training and to reach the desired state detailed in the second step of the workshop.