Workplace learning has changed dramatically in the past ten years and technology has been the primary driver of that change. However, it has not necessarily been learning solutions supplied by organisations that have been the game-changer. The way that technology has enabled workers to self-direct their learning has been the significant factor. Whether it’s been fully acknowledged or not, this has dramatically changed the learner’s relationship with L&D.
E-learning seems universally rated as the least preferred way to learn in the workplace and yet the majority of people will self-direct their own learning at work via web-searching and their own sources they discover themselves.
The stats are plain to see:
So what? If people are directing their own learning via Google, YouTube or other web sources then surely that’s a good thing, right?
I’m certainly not going to argue with people developing themselves online based on their immediate needs, their interests or future ambitions. However, as a strategic L&D leader, I am interested in developing my organisation’s capability towards:
These are unlikely to be achieved by employees seeking support from web-searches or from low-engagement in an organisation’s learning technology.
So what can L&D learn from such high-engagement in self-directed learning online?
The opportunity to develop and support employees with online learning is huge but the opportunity lies in capitalising on their habits, preferences and motivations – and not ours. I’ve said it before and I’ll say it again, L&D professionals are a lot more smitten by their creations and commissions of e-learning than employees are. Low-engagement rates speak for themselves.
This white paper examines today’s empowered learners – their motivations, habits and preferences – and what L&D can do to increase learner engagement towards organisational capability and improved business performance.
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