Giuseppe Auricchio. Tecnología, habilidades y empleabilidad. 50º Congreso Internacional AEDIPE
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50º Congreso Internacional AEDIPE. El futuro del trabajo. Pamplona, 6 y 7 de octubre de 2016. Conversaciones y debate: factores de cambio. Tecnología, habilidades y empleabilidad. Giuseppe Auricchio, director ejecutivo de la Unidad de Innovación del Aprendizaje en IESE Business School
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Giuseppe Auricchio. Tecnología, habilidades y empleabilidad. 50º Congreso Internacional AEDIPE
- 1. Embedding learning into everyday life. Technology, Skills & Employability 50th International Congress of AEDIPE Giuseppe Auricchio, Executive Director – Learning Innovation, IESE Business School
- 7. Cross-context (& continuous) Learner-led (& social) Data-Driven (& personalized) OMNI-LEARNING
- 8. Get ready for tomorrow’s learners… today! How the workforce learns… in 20XX Source: Degreed, 1/2016
- 9. Assess Personal Needs Explicate Learning Moments Enable Learning Assess & Revise
- 10. 10 The Learning Experience Designer Learning Science User Experience Design Thinking Technology Content Design & Curation Methodologies Facilitation
- 11. JOHN SEELY BROWN “THE GLOBAL ONE ROOM SCHOOLHOUSE”
- 12. Constantly look around you for new ways, new resources to learn new things…
- 13. Completely rethink the work-scape… as the learning-scape...
- 14. You have to be in it…. not just above it, learning about it.
- 15. Technology is the easy part… what are the new social structures and practices?
- 17. APPENDIX
- 18. Home Workplace Work trip Customer premise Classroom MOOC on “Customer Management” Feedback from your boss on proposal for a client IESE Insight article on customer centricity Meeting with client to negotiate new agreement IESE Custom Program How IESE participants learn… in 2020
Hinweis der Redaktion
- Good evening. Thank you, Todd and the colleagues @ Degreed for the invitation to speak at this event. My name is Giuseppe Auricchio, and I work at IESE Business School. You must be asking yourself… “What can someone from a business school possibly add to a conversation on innovation in learning”? Well, to begin with, and if nothing else… an inspiring viewpoint. The image you are looking at is the city of Barcelona as seen from IESE´s terrace. A wonderful place to work, and not a bad one to study, either. Jokes aside… It is humbling to share the stage with the experts and practitioners that proceeded me. Josh´s research provides us with such precious data points to ground our theories. Steve´s and Kerry´s lived experiences are rich case studies from which to learn. Academics – my world, if they are good at something, have a knack at building lenses to interpret the messiness of everyday business life. And it is with that skill in mind that I show you this first image… because what I would like to do in the few minutes I have, is share with you a lens. The framework is one we have been playing with at IESE. It is a design map, a way to think about how to create the types of learning experiences we have come to talk about here today. So… just to make sure we are all on the same page, in terms of “reinventing the learning experience”, let´s recap the characteristics of what it is we are trying to enable.
- Let´s leave behind the world of learning and development for a moment… Id like to invite you to consider another realm that is undergoing digital transformation: health and fitness. Interestingly, while health and fitness seems vastly different to executive development, the parallels are in fact, quite apparent… First, keeping fit – like learning, is a lifelong endeavor. You are never done “being healthy”. In that sense, you must be healthy to the grave! Second, “being healthy” requires us to commit to disparate activities that take place in multiple contexts. From eating to sleeping to exercising.... Like in learning, several activities work in combination to impact a common goal. Third, like in learning - success depends very strongly on the motivation and desire of the individual. The resolution we make, on New Years Day, is our pledge to improve – which is the necessary condition for all actions that follow. Unfortunately, and this is the fourth similarity, though the spirit is willing, the flesh is sometimes weak… Our commitment to stay the course frequently wanes, especially when we are too busy or no one is looking. So the challenges, in health and fitness, are strikingly similar to learning… How do we create an overall development plan for the disparate activities that are spread out across time and space? How do we carve time out of our busy schedules? How do we sustain our motivation when progress is slow, often painful and not visible, as daily progress is hard to measure?
- In the world of health and fitness, a new paradigm is emerging. Smart wearable devices are drastically lowering the barriers for individuals to take control of their personal well-being. Theses devices are proving incredibly effective at driving behavioral change. Why? In part, their success is due to their ease-of-use. But the motivational boost they provide also stems from certain opportunities, or affordances, that these devices offer. Many of these affordances address the challenges that make pursuing a healthy life so difficult… First, individuals can seamlessly integrate the activity that they carry out in multiple contexts. Second, they can access intuitive dashboards – that provide data on their overall progress. Third, context-specific alerts and reminders suggest ways the person can improve their performance. Finally, and perhaps most importantly… individuals can connect and interact easily with peers – socializing their activity. These opportunities simply were not available before, in an analogue world… They emerge when we stop thinking about technology as a tool that solves a particular problem. And rather we conceive it as a fabric that permeates diverse facets of our lives A fabric that seamlessly brings together different contexts, online and offline. And as a result fosters an entirely new way of doing that “same old thing”, an entirely new social practice. Ultimately, health and fitness is being transformed…. The experience of staying fit is moving from a fragmented set of difficult-to sustain personal commitments to a holistic, social journey integrated into everyday life.
- Moving back to “our world¨, the world of learning and development…. Could a new paradign be emerging for executive development; a new way for executives to learn? For decades we have been inspired by theorists advocating personalized, collaborative, work-based, continuous learning. And yet far too often we have been forced to compromise on these ingredients. Perhaps our intuition has been right all along… but our tools were limited. And so maybe, just like in health-and-fitness industry, we are on the verge of a new paradigm in executive learning. I think all those who spoke today agree that, thanks to digitalization, we are finally able to reimagine the executive leaning experience. In what way? First, to be cross-context. This comes down to a belief that learning, like fitness, must be integrated into one’s everyday activities. I must be continuous. The range of relevant activities, and thus physical and situational contexts, is vast – from the usual suspects of workplace and classroom, to a customer site or even a sports event. In each of these contexts, the learner might encounter valuable “learning moments” that will need to be captured and integrated into the continuos learning journey. Second, to be learner-led. The learner, like in fitness, must take on a much more active role. He or she will have to remain mindful across these contexts to identify the relevant learning moments, reflect upon them, and extract generalizable patterns. These reflections and patterns can then be shared with others, for a number of purposes. Third, to be data-driven. Learning moments generate a data footprint that must be captured, stored and analyzed - to better understand a person’s learning history and performance. But data are not just outputs of past human activity. Data are also inputs that can be fed back to the learner, and possibly to his or her peers, in order to boost engagement and motivation. These data inputs can also be integrated into future learning experiences to make them richer and more personalized. At IESE… we refer to this new learning experience as omni-learning - learning journeys that are continuous, cross-context, learner-led and data-driven.
- Today’s learners have more options—and opportunities—than ever when it comes to the learning and development Bottom line… how can we create an atmosphere where continuous, cross-context learning and development can take place?
- Omni-learning is based on the idea that the learner can identify him/herself with a development need, and go though, in a guided manner, a wide range of relevant learning experiences . So how do we help our learners engage in omni-learning journeys? The starting point is to establish learning goals, expressed in terms of knowledge, capabilities, skills and attitudes. These must be tied to the demands of the learner’s current and future role. Following that, we must identify learning moments - specific points in time when the learner goes through an experience that triggers reflection in relation to one or more learning goals. These could involve everything from a conversation with a subordinate, to a sales presentation, to a visit to an overseas subsidiary. Don’t strive for an exhaustive set of learning moments, as these will be revised in subsequent iterations. Focus on the ones that are common and easily accessible to the learner. We, as an L&D, must then provide the learner with a toolkit - to access, organize and store learning, embed reflection, socialize progress, etc. We must choose the best-of-breed tools and ensure their integration. These tools should ensure key steps in a typical learning cycle: allow data (text, image, audio, video) to be captured, organized and stored. help learners detect and visualize patterns, so they can make sense of data, and share and discuss their insights with peers. connect the learner to a rich multimedia knowledge base, and providing intelligent search and rich linking capabilities. providing smart, context-aware notifications and on-demand social collaboration. Ease of use, frictionless data capture, visual progress reports and “gamification” are paramount to sustain engagement. The final step is a consequence of this systemic approach – i.e. analyzing data from the current learning cycle, to draw insights to update and fine-tune the next cycle. This is done with the learner, but potentially his or her boss as well. Things to be done in this phase include review learning goals, identify new learning moments, consider how to integrate outcomes into subsequent experiences, etc.
- Technology is good, but it’s half the story. Understanding the everyday reality of the learner and ensuring that learning is moderated correctly is the other. Technology in itself will never guarantee great learning, but deployed well... it can facilitate and enhance the experiences that do.
- A study by Bersin & Associates found that learning organizations were (Top 10): 46% more likely to be the leader in their industry 34% in increased ability to respond to the needs of the customer 17% more likely to become the market share leader
- But such transformation is not only about buying and implementing “shiny new tools”… Just as important is a rethink of all the assumptions, structures, and capabilities that have worked thus far. In that sense, I believe we have – as L&D leaders, been given a gift. The gift is addressed to all CLO´s, it comes from digitalization and it consists of an opportunity. An opportunity to combine extraordinary pedagogy with cutting edge technology, and reimagine the learning experience in their organizations. But also an opportunity to take the lead on developing a digital mindset – by setting the example for colleagues in other functions. Because developing a digital mindset is, after all, a learning challenge.
- What does an omni-learnig journey look like, in our world? At IESE, we design and deliver formal learning experiences – so, only a piece of the puzzle you, as CLOs, have responsibility over. And yet, even with respect to those experiences, we are working hard to conceptualize them as omni-learning journeys. In traditional programs, activities are preselected; reflection is guided; conceptualizations are often canned. In an omni-learning program… Firstly, the learner shares responsibility for the experience because it includes multiple, relevant physical and situational contexts – those of everyday life. Secondly, in each of these contexts, the learner performs different activities - some of which are what we call ”learning moments”, which must be captured. Our job is to act as facilitators – not only providing guidance, but also a way to capture learning, share reflections with peers and superiors, and assess progress. We also complement the journey with classroom, facilitated learning - which we feel is a powerful opportunity for discussion, feedback and conceptualization.