Blog Archives

ASTDTK14: Experimenting and Engaging to Create Effective Learning

As the days distance me from Las Vegas and the ASTD Techknowledge Conference, the eternal presenter in me is looking for the message, the one big takeaway, the answer to the 3 most important questions: “What is the point? What do you want from me? What’s in it for me?”

My answer today is that learning effectiveness is all about experimenting with learning initiatives and engaging the learner…

 

Both innovation and even real knowledge come from experimentation

In the opening keynote at TK14, Jeff Dyer told us that one of the keys to innovation is experimentation: We have to try new things if we want to get new results. If, as Donald H Taylor told us in Brussels last October, “the goal of learning is to be … agile enough to keep up with an ever changing environment”, then we need to stop throwing traditional training solutions at our business problems and approach things differently: Using open “what if?” questions and associative thinking, we must create hypotheses for the causes of business problems (and their solutions) and then set about designing new learning experiments that can test the validity of those hypotheses and lead to effective results. This approach to dealing with problems is key to any science or research process. But the learning function is not often seen as science and research…

Rueben Tozman said we must start by thinking about business in the same terms as our customers … and then define data models that tie behaviour, processes and learning activities to bottom line results. Based on those models, we can create data-driven-learning initiatives that can truly assess the situation and improve it. Too much of what we do in L+D (particularly training) is either unmeasurable or unmeasured. At the best, we can only say how people reacted to a training, but we cannot say that performance issue “X” is due to reasons “A”, “B” or “C” or that “A”, “B” or “C” can be resolved by specific (and effectively measured) learning initiatives “1”, “2” or “3”. While the rest of the business reports on almost everything, learning stumbles along on hope and faith.

To help us out, things are changing in the world of learning measurements. The traditional LMS and its “who followed what training” statistics will be replaced with advanced learning record systems, using experiential APIs like Tin Can, that could link pretty much any learning or performance activity to a data model that provides real insight to the learning profession.

And so my first conclusion is as follows: Know what makes the business run, be open to something new and be able to design data-driven learning experiments to assess effectiveness and really improve performance.

 

When it comes to creating something new, think “engagement”

Technology conferences tend to focus on new approaches to learning; TK14 was no exception. Starting with quite basic “enhancement strategies and tools” like QR codes for training, video learning initiatives and social media for formal learning and moving past transmedia storytelling to more granular MOOC-based learning strategies or attempts to gamify the learning experience, the thin red line of it all was “engagement”.

Amy Jo Martin kicked-off TK14 day 2 with a message about engagement and sentiment: “What connects people to you is not what you do, but why you do it”. * Extrapolating, I thought about why learners engage with other learners, materials or specific formal initiatives: They do it because they want to improve, to find solutions, to get good at something and because they “dig” it. In all our efforts to support this, we need to keep that basic engagement alive.

* This week, the London Learning Technologies Conference was opened by Brian Solis, known for his message about “the secret ingredient to engagement: empathy” and the importance of the user-experience.

Jane Bozarth and Mark Oehlert said that learning communities exist everywhere and our job is not to convince people of their value, but rather to convince them to see the value of “formalising” community activities at work using specific platforms (like Yammer or LinkedIn) and more open sharing or learning narration. If we start small, think big and move fast (Oehlert – video) with community activities, we can create a river of information flow that has real value for the organisation.

What really stood out for me (and kept me awake at night!) was the unique and numerous possibilities of mobile, as outlined by Chad Udell. Coming to Vegas as a mobile learning cynic, I was thinking only of more boring e-learning delivered on small screens. Leaving, I am convinced that since more-and-more people love to play with their phones and phones can do more-and-more things, there are real opportunities to engage and create learning effectiveness. Bring on the mobile revolution!

What did I miss at TK14 on “engagement”? Augmented Reality. I am running my own experiments with Aurasma for training, orientation exercises and onboarding experiences and I know that David Kelly shared his experience with Google Glass at LT14uk. I am sure that in the future such tools will allow us to shorten the distance between the learner’s own reality and more layers of knowledge, skills and future enhanced performance. Fingers crossed for ASTD ICE 2014 in May…

Either way, my second conclusion is simple? Let’s find better ways to make the learning experience awesome, natural and effective.

 

Experimenting and engaging – that is the message for me from ASTD TK14.

 

See you next time!

D

 

 

TKChat: Building Communities, with Jane Bozarth and Mark Oehlert

Mark Britz is introducing the first TKChat at #astdTK14 on the topic of “Building Communities”. Armed with our 2 experts Jane Bozarth and Mark Oehlert it’s time to find out how to make those communities work…

To get the ball rolling @britz asks Jane and Mark to first clarify the meaning of “community”. What does this word mean?

Managers think of communities as another channel to force content top-down onto employees. Others are trying to create teams and better teamwork. But according to our speakers, community is really about purpose and common needs and objectives. With free will, people get together to share and make things happen. When you get started with building a community, you need therefore to first find that shared sense of purpose.

How do you get started with building an organisational community?

Oehlert says that the very first thing to do is to see what is already going on in the organisation. Does the community already exist? Learning people don’t need to reinvent the wheel. Take a look at the organisation and see what communities already exist. Then ask yourself: “How can we better support that?”

See also “Analysing and Evaluating Informal Social Networks

Once you are ready to go, it is important to be clear about the added-value of creating (or formalising) the community. If you can’t iterate the added-value of the community to people, they won’t use it.

See also “Answer the 3 most important questions to convince your audience

What are the keys to making things work with a community?

First of all, Jane says that we must not just use the tool that comes with the LMS because it comes with the LMS. Look to see where people are currently getting in contact with each other and go there.

Secondly, realise that it’s not because you build it that they will come. Community building takes time. People are not going to be hyper-active with their sharing and asking just because you made a new tool.

This leads to the third point: Community management takes time as well. Someone needs to be there to stoke the fire, to encourage people and to show (online) community best-practice.

How can we encourage people to start using community tools, share and narrate their work?

Start by finding out what is going wrong in people’s jobs, where they have troubles and how community activity could help. This will give you a way in and direction for content-sharing.

It would be easy to say that the community doesn’t work just because the culture isn’t ready. Any ideas?

Despite the fact that young people obviously dig sharing in communities, that doesn’t mean that other people don’t. Oehlert says that everyone is in some kind of community. Maybe not online, but somewhere they are talking with like-minded people, whether it be on a mum-sharing site, a local town community organisation or elsewhere. They do know the value of a community and they probably know how to use one. We just need to get it working at work…

On the other hand, Jane adds that if your organisation doesn’t share already, having a online community is not going to make it happen. First work on breaking down silos and getting people willing to share.

Should we be controlling how communities function?

Mark Oehlert’s first response is that you have to let the community grow in an organic way. If it moves in one direction and that brings value, let it be. And even if people start sharing less business-valuable content, they are still sharing.

Secondly, it is important to realise that the new community tools we have today are not the issue when it comes to control. Control issues have always existed. If you have email or telephone, you have the risk of people sharing things in ways they should not. These new tools might make content sharing faster or larger (hence the risk is bigger) but if you had this “under Conti,” already and if people were professional, honest and useful already, they will be on the new tool.

To finish this answer, Mark Oehlert adds that the best way to help things go in the right direction is to “walk the talk”. Share the things you want to see shared. Act the any you want other people to act.

Should we have a big funky roll-out for the new tool?

Jane Bozarth says this approach to kicking off a new community tool is dangerous. If you are going to start, start small and build it up. Look for people who have the community spirit and ask the to get involved. Start with content and sharing around something useful, so that when other people come to the tool they will find good content. This will encourage them.

How can you create the best user-experience?

Don’t just implement the tool you bought. Think about how people want to interact with the tool. Take the time to customise menu possibilities … after you get lots of feedback from the users about what they want!

What should we be measuring in order to see if the community adds value?

If you did the first step well (defining purpose) and if you have a good sense of business acumen then you should already know what you should be measuring. In addition to the usual things to measure (traffic, content and continuity) try to think about what the managers are thinking about:

  • What new innovation did we get since we started all this?
  • What problems have we solved?
  • How has our business grown? Are we seeing better results on the bottom-line?
  • Good chat!

    Other pieces of mine that might be interesting…

  • Online Community Management Tips and Best Practices
  • Use Yammer to Get Personal Value From Your Business Network
  • Making your Yammer Community Work – An Interview with Allison Michels
  • Thanks for reading
    D