Key Learning Challenges and Choices
Before the workshop in Berlin we asked some of the participants the following question:
Please list the key learning challenges/choices that you specifically or corporate learning organisations more generally are facing which have a longer term impact.
These are some of their answers:
The major challenge is to persuade line management to reconsider the value of learning as a strategic business thrust in a climate where it is seen as largely irrelevant, non value-adding and disconnected from the task of solving business problems. Unless (see above) learning functions can regain their place at the table based on added value, then technology now enables line to pursue the learning agenda without recourse to the function – and perhaps should (ie it bypasses the function). Beyond that, the challenge is to select appropriately the platforms and tools that genuinely will support the corporate learning needs – and then to change form a management of learning to a leadership of learning characterised by enabling and not direction or control. This is a huge ask in transforming the culture of organisations
- Space to set up real innovations without having to show immediate a return on investment
- Finding new modalities of financing learning
- Finding new ways of multiplying learning that go beyond the trainer of trainer formula
- How to handle diversity of learning objects formats.
- Are smart phones feasible for learning at all?
- Do people learn mobile?
- Beside of an eLearning team: Which organisational changes are necessary to ensure eLearning success?
Short and concise learning content, time management, and multitasking We need to become more flexible and develop a wider repertoire of skills and strategies in workplace.
- Slow uptake of new learning technologies by older employees Emphasis on social networks as learning tools
- Corporates unwilling to allow graphics and video files through servers inhibits the development of interesting content
- Time demands on learners – they prefer to get work done rather than spend time in formal learning
- Ability to respond to changes in learning and work due to new technologies and incoming workforce
- Working globally in different time zones
- Transfer of learning data (results, process, interests, skills, portfolio) from one employer to the other.
- Clear statements and expectations on the shared responsibilities for competence development amongst individual, corporation, society
- Is it OK to leave someone behind? (i.e. what to do with ‘waste’ in learning)
- How to create a high impact learning culture in educational institutes.
- How to seduce young people to stretch themselves to more challenging areas in world wide competition.
- Anticipate and adapt more readily to environmental impacts, making quick shifts in the strategic orientation.
- Become more proficient at learning from competitors, transfer knowledge and collaborate on all levels in the organization.
- Developing a culture of continuous improvement.
- Approach to tools and media for all employees of an organization no matter of their general qualification data security especially according to personal data.
- Do we make trainings to satisfy inspection authorities or do we really want to transfer knowledge and skills to the learners?
- Do we still want to ‘manage’ the learners or is it their own responsilibility?
How to handle the on demand request from the organization while maintaining/improving your quality, how to use all social media effectively.
Technology jumps makes the world different.
- Responding to the increasing speed of change – the need to “learn at the speed of business”.
- Sense-making in a world of increasingly fragmented information.
- Full blended learning training offers that the learners feel comfortable about.
- The biggest challenge is the fast changes in our global organisation that grows everyday with an extremely high pace.
A main challenge that learning organisations face is the shift from an episodic to a learning culture. Education systems worldwide are designed as learning interventions rather than ways of life. At the world’s current pace of change, those who can make learning a way of life will be the most adaptable. And we know what Darwin says about the importance of adaptation!
- the ubiquity of technology and it’s effect on learning.
- A labour force entering companies that’s grown up with technology
- A labour force entering companies that’s grown up in a world with almost continuous economic growth.
- A demographic situation in which a disproportionate number of employees leave, which means a drain of a disproportionate amount of knowledge.
- Organizing facilities (coaching, trainers, online platform etc. How can we create a structure in which every professional can be truly held responsible for his own development process).
- Positioning of learning activities (especially learning networks/platforms, do they need a central location inside a company or can they exist anywhere).
- Assessment & Performance (how do we measure the learning outcome and how do we really improve performance).
- Use of new technology (how can we benefit from new technologies in the future).
- Globalization: dealing with different cultures at the same time, making learning available independent of time and place but without losing on return on investment.
- Cost-cutting: the financial crisis has a major impact on the amount of money invested in learning. We are forced to find very creative ways to organise and offer learning without investing money.
Livelong learning.
- Recognition of skills – how do we build skills/qualifications/recognise consistently improving competencies within staff the structure of L&D departments and interconnection with others skills of L&D /HR staff to cope with and harness change?
- Shift to being (and being recognised) as business adviser rather than service provider.
- How can we react faster to change in business and own industry?
Need for learning that fit the need of an individual vs. need for required skills and expertise in the organisation. Knowing the skills and abilities of your workforce and tailor your learning solutions to that.
How to utilize both what other people know and also how they get this knowledge, in a way that is better than other organisations.
Identifying and filling skills gaps; balancing personal and organisational development goals.
One shoe no longer fits for all: How to offer learning more personalized and suitable for individuals?
- The acceptance of virtual learning environments
- The assessment of the learning
- Encouraging employees and employers of VLE effectiveness
- The “time” challenge
