training trends 2010
DESCRIPTION
Overview of 6 training trends and the "so what" associated with each trend.TRANSCRIPT
Training TrendsFrom Skill-Building to Sound
Bytes
WEBINAR
GOALS
1 – Share 6 trends every learning professional and workplace should know.
2 – Identify the “so what” related to these trend for learners, companies, and learning professionals.
The six trends I believe are most dramatically changing the workplace and the learning industry
6
1
3
54
2
The need/demand to
compress time
Shift from “training” to
“learning”
Shift from F2F to online
classroom
“Rapid authoring”
The new blend – formal
and informal
Mobile and web
Other trends to attend to….
Learning 2.0
HTML5/Flash battle
Touch-screen tablet PCs
Sharepoint fever
CMS systems/open-
source software
development tools
Changing role of IDs
SMEs as developers
These trends are Interconnected
Time compression
Shift from training to learning
F2F to online
Rapid authoring
User-generation content
A new “blend” due to rise of informal
Mobile and web solutions
• Use Your Chat to share your response:
What’s the biggest change – related to training – that you can think of in our work world in the past 15 years?
• Most folks would be pretty quick to say:
Technology. Mobile Phones. Laptops. Telecommuting. Social networks….
However, which came first?Technologies or the demand for time compression – and budget compression?
Forrester Research, a market research firm that does deep-drill research on a variety of industry topics – including those in learning management/HRM says:
“Employees need to get smarter faster.”
How do we get smarter faster?
F2F to online
Rapid authoring
User-generation content
A new “blend” due to rise of informal
Mobile and web solutions
Shift from training – to helping people learn
So…what are the So What’s of these trends? How do they affect your jobs, learners, and companies, in general?
The “so what’s” associated with trends.1
3
54
2
Traditional models need to be
revamped; usability data matters.
Remembering is less important
than being able to find something.
ID – and the role of instructional
designer – have to change
The tech toolbox has to be big.
Many more distractions for
learners and IDers to manage
The new blend – formal and
informal – only works so well.
6
Traditional design and delivery methods have to be re-vamped.
Learner expectations are rapidly changing . They want to get to info quickly and be able to scan for what’s important to them. Look at how we consume information today. We looked at these kinds of sites….:
• http://www.yahoo.com/• http://espn.go.com/• http://www.cnn.com/
Based on what we saw, we came up with this prototype: Notice there is no “NEXT” button:
• http://www.bottomlineperformance.com/eMag/index.html
This is a “compromise” between tradition and exploration.
Mobile Apps Also Offer Ideas
Another Mobile App
Race for Marketshare
Increase your share of the marketplace by selling. The more you play, the more territory you can capture.
Play regularly to increase your knowledge and gain technology expertise that helps you sell more..
High ScoresRank Name Score Date
1 Toni Harpster 50,500 2010 -07-10
2 David Radick 45,000 2010-07-05
3 Sharon Boller 44,950 2010-07-04
New Game Help
Race for Marketshare
Lives:
Project XYZ is sold by which competitor?
a) ACMEb) BLPc) TLCd) PBJ
Next Quit
Score: 1,515 Round: 2 Question: 1 Time:
Traditional design and delivery methods have to be re-vamped.
Finally – we have to get comfortable with 1) rapid prototyping, 2) failing fast, and 3) letting learners figure things out on their own
Remember
CreateEvaluateAnalyzeApply
Understand
Consider re-thinking Bloom.
Instructional design – and the role of instructional designer – change.
• The ADDIE model may be too linear and slow; Gagne’s learning events have to get compressed.
Gagne’s 9 learning Events
1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide "learning guidance"
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer to the job
Analyze training needs
Design learning solution
Develop learning solution
Implement solution
Evaluate solution’s
effectiveness
Remembering is less important than being able to find.
• Google Search, YouTube, Slideshare, blogs, Bing, etc all give us models for quickly finding data/information.
• Special interest groups within FB, LinkedIn, and other social networking sites show us the power of being able to ask peers for help as we need it.
• Do we have to design training courses – or can we design/develop good resources for helping people find what they need when they need it? (Web MD is a great example)
Ops Mgr website
First 30 days
Critical responsi-
bilities and how
to do them
FAQs – view or post a
question
Ask an expert
Share a tool or
idea
Instructional design – and the role of instructional designer – change.
• We have to stop thinking about “training” and start designing for learning. How can we help people in 5 to 30 minute increments?
• People accustomed to Wikipedia, YouTube, Facebook, Twitter, Yahoo, Google, etc. have little to no patience for the NEXT button, static screens, lengthy explanations AND NO CONTROL.
• Consider the games I showed you; Mobile phones and the web change everything; design for mobile is completely different than design for a traditional e-course.
Once upon a time…
Business Results
Which was taught in hopes
of achieving
Core Knowledge
Experts created
Now…
Expertise is more widely distributed – and easier to share.
More complexity – not less.# of tools available for understanding, creating, distributing, and connecting grows DAILY.
Learning designers HAVE to get comfortable with these tools and knowing what’s good for what.
Lots of tools for
understanding.
Tools for connecting.
Tougher time engaging learners; more distractions.
Unrealistic expectations for “formalizing informal learning”
What does this really mean?
Review of the “what’s”
6
1
3
54
2
The need/demand to
compress time
Shift from “training” to
“learning”
Shift from F2F to online
classroom
“Rapid authoring”
The new blend – formal
and informal
Mobile and web
Review of the “so what’s”1
3
54
2
Traditional models need to be
revamped; usability data matters.
Remembering is less important
than being able to find something.
ID – and the role of instructional
designer – have to change.
The tech toolbox has to be big.
Many more distractions for
learners and IDers to manage
The new blend – formal and
informal – only works so well.
6
So…what do you do about the
“what’s” and the “so what’s?”
Some Suggestions
• Start paying attention to thought leader’s and publications that push emerging ideas/tools:– Tony Karrer, Jane Hart, BLP, Tom Kuhlman– WSJ, Wired, Fast Company
• Experiment with – and evaluate – the Learning 2.0 tools that are driving so much change:– LinkedIn, Facebook– Flip cameras/YouTube– Slideshare
• Play some simple games; evaluate how you can use them/modify them.
Some Suggestions
• Most importantly….realize the power of the web and figure out how to make it easier for people in your organizations to find information WITHIN your company – not just outside it.– Consider custom-built web applications/tools that mimic
functionality of a Yahoo site, a YouTube site, a FB.– Realize how powerful user-generated content can be for
people.
Thank You
• Sharon Boller• [email protected]• www.bottomlineperformance.com/lolblog • www.twitter.com/sharon_boller