1. why organisations need to review their approach to learning and think about
embedding informal and social approaches as a core element in the mix
Charles Jennings
Duntroon Associates
1
3. Social & Informal learning is:
the learning that occurs
(mostly) Outside the
Classes, Courses, and
Curriculum model
3
4. Social & Informal learning includes:
Learning through Work
âwhen working is learning, then
learning is workingâ
the learning that takes place through work - as part of work - rather than
away from the workplace
4
5. Social & Informal learning includes:
Learning through Others
âour world is othersâ
Jerome Bruner
social learning is all about learning with, and through, others
5
7. I learn best when âŠâŠ
COLUMN A COLUMN B
Someone who knows something I I dialogue, question and discuss with
donât, explains and describes it to me someone who knows something I donât
I observe a demonstration I get involved and try things out
What is presented to me is organised What is presented to me is organised
according to the logic of the content according to the logic of how I work and
learn
I am told how things work I experience how things work
are most of your selections from Column A or Column B ?
from Harold Stolovitch
7
8. formal vs informal learning?
FORMAL
ï§ curriculum set by someone else
ï§ typically an event, to a schedule
ï§ completion is recognised with a symbol - certificate or check
mark in an LMS
ï§ âpushedâ on learners
INFORMAL
ï§ informal learners usually set their own learning objectives
ï§ learn when they feel a need to know
ï§ proof of learning is in ability to do something that could not be
done before
ï§ is often is a pastiche of small chunks of observing how others
do things, asking questions, trial and error, sharing stories with
others and casual conversation
ï§ learners are âpulledâ to informal learning
* from Jay Cross
8
9. Key Drivers
A. Weâre Working
In An âAlways-
on, Betaâ World
B. B. Learning
Often Isnât What
We Think It is
9
11. Our World is Increasingly
Connected
information-rich
attention-poor
11
12. our lives are awash with information
âIn 2009 more data was generated by
individuals than in the entire history of
mankind through 2008â
Harvard Business Review
The Social Data Revolutions
12
13. Information
volumes are increasing
most is unstructured
half-life of the majority is decreasing
13
14. People
always connected
having to deal with more complexity
making more decisions further down the hierarchy
14
15. We simply canât rely on the next piece of formal, structured learning to
come around to help us do our jobs. Itâs unlikely to arrive on time.
15
16. some basic business truths
in an ever-changing world, continuous
learning is the only sustainable advantage
Jay Cross and Friends
âWorking Smarter Fieldbook: informal
learning in the cloudâ
2010
www.internettimealliance.com
16
17. Structured âEvent-Basedâ Learning
is inadequate
in a world of continual change
One of the greatest challenges for our profession is moving from being
designers, deliverers and managers of learning to being facilitators of
learning and performance consultantsâŠ.
17
20. How did you Learn to
Ride a Bike?
experience
practice, practice, practice
reflection
understand a few basic principles and then practice, practice, practice
20
23. As long ago as 1998, the US Bureau of Labor
Statistics reported that people learn 70% of what
they know about their jobs informally*.
* Loewenstein and Spletzer
"Formal and Informal Training: Evidence
from the NLSYâ
23
24. the 80:20 model
80% 20%
âINFORMALâ LEARNING FORMAL LEARNING
Jay Cross, Internet Time Alliance
âInformal Learning: Rediscovering the
Pathways that Inspire Innovation and
Performanceâ
24
25. the 80:20 model
80% 20%
âINFORMALâ LEARNING FORMAL LEARNING
âInformal learning is generally more
effective, less expensive and better
received than its formal counterpartâ
25
26. the 70:20:10 model
70% 20% 10%
LEARN & DEVELOP
LEARN & DEVELOP LEARN & DEVELOP
THROUGH
THROUGH THROUGH
STRUCTURED
EXPERIENCE OTHERS
COURSES & PROGRAMS
90% = EXPERIENTIAL
LEARNING & DEVELOPMENT
26
31. Ebbinghaus revisited
BEFORE DURING AFTER
CLASS
desired
performance
improvement
knowledge
acquisition
Source: 2005 Stolovitch
& Keeps
31
32. Ebbinghaus revisited
BEFORE DURING AFTER
CLASS
desired
performance
improvement
knowledge
acquisition
Actual
performance
improvement
POST-CLASS RE-ADJUSTMENT
Source: 2005 Stolovitch (âI try to apply what Iâve learned,
âTHE TYPING/GOLF PRO DIPâ canât remember exactly, have no support,
& Keeps return to old ways of doing thingsâ)
32
33. Ebbinghaus revisited
BEFORE DURING AFTER
PRACTICE
CLASS
desired
performance
improvement
knowledge
+ 1st LINE MANAGER
SUPPORT
acquisition
Actual
performance
improvement
Source: 2005 Stolovitch
& Keeps
33
35. It takes time to carry out a needs analysis, design the learning, develop
content, then get it out to the target audience.
Once weâve spent all that time, resource and budget weâre not keen to throw
them awayâŠ. we want to sweat our assetsâŠ.
35
39. Give a man a fish and heâll eat
for a day âŠ..
39
40. some basic business truths
Effective and efficient learning is both a
profitable strategy and the key to business
longevity
40
41. how do we âformaliseâ Informal learning?
Wrong Question!
Donât try to âformaliseâ informal learning.
Just focus on helping people
do their jobs well and
WORK SMARTER
41
42. how do we âformaliseâ Informal learning?
open up the possibilities of supporting the
other 80-90% of learning that has been
ignored for far too long
42
43. how do we âformaliseâ Informal learning?
â..embracing, encouraging and supporting
informal learning is part of a greater
workplace cultural changeâ
43
45. âembeddingâ Informal learning
1. Changing mindsets
about how learning
occurs
2. Engaging senior
leaders to support
change
3. Re-aligning L&D to
better support
informal learning
45
46. The Eight Reasons
1. there are imperatives for continual learning
2. learning is a process, not a series of events
3. most learning occurs outside classrooms
4. the vast majority of learning is social
5. A lot of formal learning is ineffective
6. people learn better when they are in charge
7. thereâs inherent inertia in formal approaches
8. informal & social learning are cost-effective
46
47. Charles Jennings
Duntroon Associates
Deakin Prime Seminar Series:
email: charles@duntroon.com
Melbourne 20-22nd September 2010 Web: www.duntroon.com
Twitter: charlesjennings
Canberra 23-24th September 2010
LinkedIn: charlesjennings
Brisbane 27-28th September 2010 Skype: charlesjennings
Sydney 30th Sept â 1st Oct 2010 Flickr: charlesjennings
Blog: charles-jennings.blogspot.com
http://www.deakinprime.com/events/ (or from www.duntroon.com)
Internet Time Alliance
www.internettimealliance.com
Blog: http://internettime.posterous.com
47
Hinweis der Redaktion
We can provide class after class after classâŠâŠ but if we can work as facilitators and put experts together with novices.If we can provide people with ACCESS TO KNOWLEDGE and teach them how to search effectively â rather than try to fill heads with knowledge â then weâll stand a better chance of building high-performing teams and workforcesâŠ.<CLICK>
We, as L&D professionals, should be looking at every opportunity to make learning a profitable strategy and an important key to business longevityâŠ<CLICK>