Learnlets

I ranted a couple of weeks ago about how we need to move out of our complacency and make a positive change.  As I sometimes do, I stumbled upon a diagram that characterizes the type of change I think we need to be considering.

The perspective riffs off of the concept of the relative value of formal versus informal learning methods shift as performers move from novice to expert. (And, as I’ve previously noted, what’s considered in/formal changes depending on if you’re the performer or designer.)  And, too often, we tend to restrict our interventions to the formal side, yet there are lots of things we can be doing on the informal side.

Largely, however, I see learning and development (L&D) groups as focusing exclusively on novices, or to beginning practitioners, and leaving practitioners and experts on their own.  Even if they’re addressing these more advanced audiences, they tend to use the ‘course’ as the vehicle, when it’s not really  necessary.  These audiences know what they need to know, and just want that useful information, they don’t need the full preparation that novices do.  Novices don’t know what they need to know nor why it’s important, so we provide all that in a course model.  We can be much more telegraphic to advanced performers, and the value of social networks starts kicking in here too.

The point I’m trying to make is that we can, and should, take responsibility for the rest of the performers. We  can assist their performance, hence the term we’ve been preferring in the Internet Time Alliance:  performance consultant.  This implies facilitating performance across the organizational roles, top to bottom and from beginner to expert.

I’d like to suggest that L&D groups need to become focused on facilitating organizational performance, which includes but is not limited to training.  It’s going to benefit the organization, it’s going to lead to greater strategic contributions and associated value, and it’s an approach that will likely preclude a long slow march to irrelevance and extinction.  Better the folks that understand how we learn and perform (and if you don’t, what are you waiting for?) take responsibility than having it devolve by default to business units and/or IT, eh?

#itashare

Of late, I’ve seen a disturbing trend.  Not only are the purveyors of existing solutions preaching caution and steadiness, but it even seems like some of the  ‘names’ of the field are talking in ways that make it easy to think that the industry is largely doing ok.  And I do  not understand this, because it’s demonstrably wrong.  The elearning industry, and the broader learning industry, is severely underperforming the potential (and I’m being diplomatic).

We  know what leads to effective learning outcomes.  And we’ve known it for decades (just because MOOCs are new doesn’t mean their pedagogies are): clear models, annotated examples, and most importantly deep and meaningful practice focused on significant skill shifts (let alone addressing the emotional side of the equation).  Learners need to perform, repeatedly, with guidance, over more and more complex contexts until they achieve the level of performance they need.  However, that’s no where near what we’re seeing.

What we see are knowledge dump/test tarted up with trivial interactions.  People will pass a test, but they will  not have achieved the ability to affect any meaningful business outcomes.  If it’s knowledge that performers need, create a job aid, not a ‘spray and pray’.  And facilitate people in self-helping.  As things get more complex and moving faster, there’s no way everything  can be kept up with by new course development, even if it were a useful approach, and mostly it’s not.

We’re even  measuring  the wrong things.  Cost per seat hour is secondary (at best).  That’s ‘fine-tuning’, not the core issue.  What’s primary is business impact.  Are you measurably improving key performance indicators as outcomes?

And that’s assuming courses are all the learning unit should be doing, but increasingly we recognize that that’s only a small proportion of what makes important business outcomes, and increasingly we’re recognizing that the role needs to move from instructional designer to performance consultant.  More emphasis can and should be on providing performance resources and facilitating useful interactions rather than creating courses.  Think performance support first, and communities of practice, only resorting to courses as a last result.

Tools that make turning Powerpoint presentations into page-turning content aren’t going to fix this, nor are tools that provide prettified drill-and-kill, nor ones that let you host and track courses.  There are places for those, but they’re not the bulk of the opportunity, and shouldn’t be the dominant solutions we see.  There’s  so much more: deeply engaging scenarios and simulation-driven interactions on the formal side, powerful job aid tools for performance support (particularly mobile), coaching and mentoring as a better solution than courses in many (most) cases, performer-focused portals of tools, underlying powerful content management suites, and rich social environments to support performers making each other smarter and more effective.

I’m not quite sure why the easy tools dominate the expo halls, except perhaps because anyone can build them.  More worrisome is that it can let designers off the hook in terms of thinking deeper.  We need to focus first on rich outcomes, and put the tools secondary.

While the industry congratulates itself on how they make use of the latest technology, the lack of impact is leading a drive to irrelevancy.  Learners tolerate the courses, at best.  Operations groups and others are beginning to focus on the performance solutions available.  Executives are beginning to hear a message that the old approach is a waste of resources.

Hiding your head in the sand isn’t going to cut it. The industry is going to have to change.  And that means you will have to change.  But you’re a professional in learning, right?  So lead the way.  The best way to change is to take that first step.