We need to stop focusing on what to teach and how to deliver it, and instead focus on building on-the job learning strategies. Organizations are vibrant jungle gyms of learning. Such a strategy would challenge some of our most fundamental assumptions, but it would also capture the ultimate prize of learning - to achieve differentiated performance and engagement, to visibly shift local behaviors and to position learning as a strategic capability. We believe what’s called for is a strategy for on-the-job learning. We don’t believe that better e-learning or better learning programs are the answer here. We continually retread the familiar landscape of program design and capability reviews instead of looking at how learning can become integral to ways of working. Yet, decades after the original studies that coined the 70-20-10 moniker, there is little evidence that learning departments are transforming themselves to enable real on-the-job learning. Most learning leaders speak with great authority about the 70-20-10 model we all know that the most powerful learning occurs on the job, not in programs. What happens when learning is approached as a serious, strategic undertaking? This is our attempt to begin a global conversation about reinventing what learning does for the organization. We decided to let Todd respond to the edutainment reality of corporate learning: “It pisses us off.” To comment on this reality, we had to consider which of our perspectives to weigh more heavily - James is British (read: understated), and Todd is American-Australian (read: provocative). Learning people have too often become events people, and our stakeholders have grown accustomed to calling us to ask for programs and “edutainment”: We throw great parties, invite sparkling guests and speakers, ensure that participants have a blast … and we’re rewarded for it. Their purpose, like all theatrical productions, is to extract the highest possible ratings at the end of a program to entertain. We believe - having worked across many industries, geographies and years - that too many organizations around the world have “learning teams” dedicated to creating theater. We suspect that most Chief Learning Officer readers will agree with this statement, too.īut if this is the case, why do the outputs and results of the learning function so often fall short? Too often, a strategic conversation about learning becomes a tactical discussion about programs and capabilities.Īnd, if we’re honest with ourselves, learning programs, even virtual ones, are often a form of performance art. In this way, corporate learning should be a serious undertaking. Organizations that learn well also perform well … do you agree? We both do if you are learning more skillfully than your competitors, performance and engagement will be differentiated. This is the first in a series of articles in which the authors explore their reflections on the future of learning, given the tumult and chaos of the past year, and how learning needs to evolve to serve organizations differently. Who, when and where become the critical questions. => There are three shifts that learning leaders must master to develop a real strategy for on-the-job learning. Developing a real strategy for on-the-job learning Array
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