The Language of Learning: engagement from push to pull - Matt Johnson
•
0 gefällt mir•1,116 views
Keynote presentation from LearnX 2016 - see notes for full script. Who’s in control of learning and development? Who *should* be in control? If we’re telling learners that they should take responsibility for their own development, why does the L&D team continue to manage how, when and what is delivered? From enhancing engagement by capitalising on the ‘social wave’, to understanding the neuroscience of building memories, Matt takes a look at the push-and-pull of learner engagement. Will we have to do a Doctor Dolittle and learn a different language of learning?
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (16)
Mehr von Kineo
Mehr von Kineo (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
The Language of Learning: engagement from push to pull - Matt Johnson
- 1. Matt Johnson Global Managing Director, Kineo The Language of learning Engagement from Push to pull @KineoMD
- 5. What’s it all about Who’s in control of learning and development? Who should be in control? What’s changing? What’s the perfect balance of push and pull?
- 6. Who are our learners?
- 18. Change is all around
- 19. How do you do it?
- 20. You are here
- 21. Matt Johnson Global Managing Director, Kineo Thank you! @KineoMD
Hinweis der Redaktion
- 1. The language of learning: engagement from push to pull I’m Matt Johnson, the Global Managing Director of Kineo – a global corporate learning business
- 2. About me But actually I’m talking to you today as a line manager, a team leader and about my own relationship with learning and development. And of course as a lifelong learner – because we’re all learners too.
- 3. When I’m swimming … Outside of work I’m an open-water swimmer. Now, here’s a picture of what I think I look like when I get out of the water…
- 4. All about perception And, sadly, here’s what I actually look like! So it’s all about perception. And that’s partly the theme of this presentation. Our employees’ perceptions of their own career development and how they want to learn may be completely different to ours.
- 5. What’s it all about? Today I’m going to talk about who’s in control of learning and development. Where’s the balance of push and pull? And how are things changing – how is our approach to L&D being shaken up by what else is happening in the world? The way we can teach - and learn - has always been limited by the ways in which we can communicate. Advances in technology have democratised learning. And that brings about a change in the balance of the relationship of learning, and in the role that we have in L&D.
- 6. Who are the learners? So, let’s start by thinking about who these learners are. The average year of birth for Kineo employees is 1986 – thirty years ago. So if we want to understand workplace learners, that’s the challenge we’re facing. By and large our learners are of a different generation to many of us working in L&D. So what makes us and our ideas about L&D relevant to the modern learner? This image was doing the rounds on social media recently - does this sound familiar? When you think about it, what good does thirty years in the industry do any of us if we’re not keeping pace with who’s leaning now, and how they are learning?
- 7. What were you doing… Here’s what I was doing. I’m the one on the left
- 8 … in 1986? And here I am again – this time I think I’m the one on the right!
- 9. How to tie a bow tie You may have noticed, in both of those photos I was wearing a bow tie! But both of them were just clip-ons. I’ve always wanted to know how to tie a bow tie but never learned. Recently I was invited to a black tie event and thought I’d buy a real bow tie for the occasion. I opened the box and inside it had these instructions on how to tie it. Well, nobody can work it out from that! The instructions make no sense – they’re not user-friendly. After a while of trying I’d still failed to tie the thing. My 16 year old daughter walked into the room, picked up a tablet and typed something into Google. She’d found a video tutorial online and two minutes later I could tie a bow tie! That’s nothing unusual for her – that’s how her generations learns. If she wants to know something she Googles it.
- 10. Always connected I was recently sitting in a coffee shop and, to pass the time, I counted passers-by to see how many were using a mobile phone. Out of ten people, two weren’t visibly carrying a phone at all. Two were using their phone as an actual phone! Four were using it as a map, or staring at it for some other reason as they walked along. And two were just holding it – not using it at all, just clutching it as if their lives depended on it. We’ve become used to having our devices with us at all times. And this is all generations, not just those born after 1986. We’re used to having a huge amount of information at our fingertips on a device of our choice – all day, every day. We expect to be connected.
- 11. The Martini model And perhaps that means we’d like – or it’s getting to the stage where we expect - our learning delivered in the same way. Why not? If we can find something out instantly by Googling, why can’t all learning content be delivered like that? It’s what we at Kineo call ‘the Martini model’ – anytime, anyplace, anywhere.
- 12. Engaged learners So something like this photo should be a thing of the past. We’re ready to move on from the old ‘spray and pray’ method. We’ve discovered true learner engagement – I want to know something, I’ll search for it and find out now. When I need it, and when I’m ready. It’s at the point of need and – importantly - at the height of learner interest. You don’t need to employ any fancy methods to engage this learner – they’re already there. And it’s an active process – seeking out content rather than waiting for it to be delivered. We’re starting to think of a true partnership now between the learner and the provider of learning content. We’re very fond of telling employees ‘you are each responsible for your own career development’. That’s great. But if that’s the case, why do we as L&D professionals – and as line managers – still try to control it? We still try to be in charge of when, how and where learning is delivered rather than capitalising on the things we know about how learners want to engage. Our role is changing. We’re not deliverers of training – we’re facilitators of career development. We can be a gateway to learning content – but need to make sure that we don’t become a gatekeeper or a bottleneck. So, what we’re looking for is how to encourage the ‘pull’ style of learning so that we can stop using the ‘push’ style. With that in mind, here’s three ways to do it.
- 13. Involve me So, back to my bow tie story. The best video we found was this. What do you notice about it? It’s filmed from my perspective – it immerses me into the action rather than making me feel like just a spectator. And that’s a great way to learn – it’s like getting hands-on. This is why the likes of interactive video or games work so well – they get me involved. They let me make choices, take me on a journey, tell me a story in which I’m the lead character. The narrative in this instance is my own career development.
- 14. The social wave My daughter Googling the bow tie video shows how social media has become such a part of our lives. We’re happy to ask an online ‘expert’ when we need information. And if we’re not sure about their credentials, we’ll ‘triangulate’ by comparing a few different versions. Or we’ll go online and ask our friends – get a few opinion. No-one lies to Google after all… There’s plenty of content available through social networks - and it’s content that’s rich, available, bitesize, relevant and free. Social networks are essentially a way of tapping into the wisdom of crowds for the internet age. We can provide a framework for this – not just allow it, but actively encourage it, and let sharing and collaboration flourish. Let informal mentoring happen using social networks. Provide a place for people to share and recommend content to their colleagues. Because you know what? They’ll do it anyway.
- 15. How do I prefer to learn? Have a look at these three numbers. If I asked you to memorise this 11-digit number, which of these formats would you find easier to help you remember it? This is a phone number – shown as it would be read out in France and in the UK. If you’re from the UK this is probably your preferred format for remembering and reciting a telephone number. It’s how I remember them. There would be no point you telling me to learn it a different way – I simply wouldn’t be able to do it. I need to use my own method to make it stick. So let’s apply that back to learning. Why would we ask learners to do something our way if it isn’t the best way for them to get results? Why would we dictate it? If we let learners find the method that works best for them, we’ve got more chance of achieving good outcomes.
- 16. A little bit me, a little bit you This is the Pushmi-pullyu – a fictional animal from Doctor Dolittle. It has two heads facing opposite ways, pulling in different directions. Without a little bit of push and a little bit of pull there’s actually no movement in either direction. Our relationship with learners needs to be like this – a little bit push, a little bit pull. Another interesting thing about Doctor Dolittle is that he learned to talk to the animals so he could understand their world. What if we talked to learners for the same reason?! We need to take time to ask and understand what they want and what they need.
- 17. Lost in translation We conducted a staff survey at Kineo this year. And we found a mismatch between the satisfaction scores for career development, and what we as managers and leaders thought we had provided. A bit of investigation helped us to find out that our employees weren’t identifying all of the opportunities they’ve had. They were thinking only of external, traditional training courses. Once we discussed it and thought about mentoring, coaching, on the job learning, workshops, even just chances to work on something new - our ideas flipped. We were on the same page. It was a good experience for us as a learning provider to have the same challenges with our team. It gave us the chance to really listen to and understand our employees, and to make sure we were all using the same language about L&D.
- 18. Change is all around There’s a saying – ‘the last thing a fish is aware of is the water in which it swims’. And if you’re a fish, this is the last thing you want to see – especially if you just ate a tasty worm and have a scratching feeling on the inside of your cheek….! So, are you in danger of becoming the fish? I’m not saying your environment is changing – I’m saying it has already changed. Have you noticed? It really is time to look upwards, outwards and take stock of what has changed in L&D.
- 19. How do you do it? Our role has changed from provider of training – to facilitator of learning. And that means we should: research learner needs – find out what they want and how they want to receive it curate content – filter and gather, don’t feel you have to create it all connect learning together – create career development pathways and work in partnership with the learner The learner in this equation is the fisherman. The fish are the bite- size nuggets of learning – so what are you? You’re the skipper of the boat, steering, supporting and providing the experience of knowing where the best fishing grounds are.
- 20. You are here… So as you walk around this conference please keep the following in mind: Am I limited by my own perspectives, here on the 3rd rock from the sun in the bottom right corner? How can I look upwards and outwards to the whole world of possibilities of learning? How I can involve the learner to design learning programmes together? Because when we get that balance right, it’s good for individuals, it’s good for line managers and it’s good for businesses.