How to use this document

Open document

Highlights from our 2018 awards gala evening in London

incorporatinge.learning age

Issue 13March 2019

Learning TechnologiesAwards 2019e-Magazine

How to use this document

Open document

Highlights from our 2018 awards gala evening in London

incorporatinge.learning age

Issue 13March 2019

Learning TechnologiesAwards 2019e-Magazine

4

Latest news

Gearing up for a phenomenal 2019competition!

The power of reporting

Enhancing the digital learningexperience

Learning with MABLE

Fully Digital, with focus on key usersand a strong team

Winning buy-in: How to get e-learning into your work life

Continuous improvement

Driving lessons

An award like mine

Sponsors

Blog & resources

Contact us

In this issue:

3

Moving systemsLearning Technologies, Europe's workplacelearning exhibition and conference, closing itsdoors always feels like the end of the year forlearning and development.

The conference and exhibition – enjoying abusy first year at a new home in Excel –happened three months after the LearningTechnologies Awards, which with its sense ofanticipation and celebration always seemslike L&D’s high summer.

Reflecting on these two key events the e-learning sector appears as busy as ever withnew products and new ideas seeming tocome on stream in a never ending flow in abid to engage learners and help corporatesimprove performance.

One of the biggest trends that has spilt outonto the exhibition floor is the use of video. Acombination of increasingly accessible editingsoftware and video cameras in our pocketshas meant that this form of learningcommunication has been widelydemocratised. Of course like any learning toolvideo is limited by the creativity of theproducer and shortcomings in content won’tbe covered up by the fact we’re watching andlistening.

While video gains wider employment,perhaps the more uncertain and interestingquestion lies over the future of learningplatforms. Learning management systems(LMS) and learning content managementsystems (LCMS) have long been derided asunwieldy yet they remain an importantcomponent for the way that corporatesmanage the business of organising andrecording the learning activity. Can they bereconstructed to fit the world of artificialintelligence and big data?

Learning managers are under pressure fromcompany leadership to report learning’simpact on the organisation. This may beuncomfortable but in the end the L&Dprofession should welcome such force.

Find us on social media

Peter WilliamsEditor

Read more

4

Latest news

Gearing up for a phenomenal 2019competition!

The power of reporting

Enhancing the digital learningexperience

Learning with MABLE

Fully Digital, with focus on key usersand a strong team

Winning buy-in: How to get e-learning into your work life

Continuous improvement

Driving lessons

An award like mine

Sponsors

Blog & resources

Contact us

In this issue:

3

Moving systemsLearning Technologies, Europe's workplacelearning exhibition and conference, closing itsdoors always feels like the end of the year forlearning and development.

The conference and exhibition – enjoying abusy first year at a new home in Excel –happened three months after the LearningTechnologies Awards, which with its sense ofanticipation and celebration always seemslike L&D’s high summer.

Reflecting on these two key events the e-learning sector appears as busy as ever withnew products and new ideas seeming tocome on stream in a never ending flow in abid to engage learners and help corporatesimprove performance.

One of the biggest trends that has spilt outonto the exhibition floor is the use of video. Acombination of increasingly accessible editingsoftware and video cameras in our pocketshas meant that this form of learningcommunication has been widelydemocratised. Of course like any learning toolvideo is limited by the creativity of theproducer and shortcomings in content won’tbe covered up by the fact we’re watching andlistening.

While video gains wider employment,perhaps the more uncertain and interestingquestion lies over the future of learningplatforms. Learning management systems(LMS) and learning content managementsystems (LCMS) have long been derided asunwieldy yet they remain an importantcomponent for the way that corporatesmanage the business of organising andrecording the learning activity. Can they bereconstructed to fit the world of artificialintelligence and big data?

Learning managers are under pressure fromcompany leadership to report learning’simpact on the organisation. This may beuncomfortable but in the end the L&Dprofession should welcome such force.

Find us on social media

Peter WilliamsEditor

Read more

65

Read more

Latest newsEmployees feelunprepared

When it comes to job training, employeesare feeling underqualified andunsupported. That’s according to the‘Fake It ‘Til You Make It’ survey report byDocebo, the artificial intelligence learningplatform. The company surveyed a totalof 2,400 employed adults in the US andUK to understand how confident andqualified they feel in their current rolesand how on-the-job training impacts thedecisions they make at work.

Overall, employees across both countriesdon’t feel qualified for their jobs. One inthree (32 percent) in the US and UKadmit they’ve felt unqualified for their job,and another 33 percent fear that a bossor colleague thinks the same. Workersalso have little faith in their colleagues’performance with over half (52 percent)in both countries saying they have acolleague who isn’t qualified for their job.These fears impact workers’ wellbeing,with one in four (23 percent) fearing theymay be let go from their job at least oncea month because of a lack of skills.

CIPD accreditsunconscious bias e-learningTwo e-learning courses from Engage inLearning covering unconscious bias havebeen accredited by the CIPD. Theaccreditation confirms the structureconforms to CPD guidelines.

Chris Horseman, Engage in Learning’sCEO, said: “It’s important to recognise –and compensate for – the influence ofunconscious bias. That’s particularly truein the world of work for executives, as wellas customer-facing staff.

“Unconscious bias happens by ourbrains making quick judgments of peopleand situations based purely on ourbackground, experiences, societalstereotypes and cultural context. We’reoften not even aware of these views, norare we aware of their full impact andimplications.

“Research has found that unconsciousbias can heavily influence recruitmentand selection decisions,” he continued.“Several experiments using CVshortlisting exercises have highlightedbias in terms of gender and ethnicity.

Pressure tomeasure impactgrowsNearly 70% of learning and development(L&D) teams report feeling pressure fromleadership to measure learning’s impact,according to an annual survey by LEOLearning and Watershed. This year’sresults show a 38% increase fromrespondents who strongly agree there ispressure to measure compared to 2018.

“With a total sample size of almost 1,000,we now have a compelling body ofevidence on the attitudes, challenges andactivity around measurement in L&D overthe last three years,” said Piers Lea, ChiefStrategy Officer at LEO Learning. “Thisyear’s survey results overwhelminglyshow organizations want to measure thebusiness impact of learning and believe itis possible to do so.”

The survey found that 96 percent ofrespondents want to measure learning’simpact, but only 50 percent areevaluating learning based on ROI, jobperformance and organizational impact.An increasing amount of respondents (28percent) report not knowing how to getstarted when it comes to learningmeasurement.

“To create a more nuanced, multi-facetedpicture of the business impact oflearning, we recommend L&D teams firstfocus on their data gathering strategy,”said Tim Dickinson, Director of LearningAnalytics Strategy at Watershed. “As L&Dteams create a comprehensive data-driven picture of the effectiveness oflearning across their organizations, theycan combine this with data from otherareas in the business to start buildingevidence of business impact.”

LEO Learning and Watershed have foundthat a big data approach is key to solvingthe challenges around measuring thebusiness impact of learning. This is doneby collecting as much data as possibleand looking for patterns, rather thanhoping to make concrete connectionswith limited data sets.

“To measure true business impactrequires learning departments to be wellaligned with existing business goals ormetrics,” Dickinson said. “To get aligned,start small. Choose a business metricthat is underperforming, then develop alearning programme to improve thatmetric, and identify the data pointsneeded to measure that programmealongside business KPIs.”

Read more

Read more

65

Read more

Latest newsEmployees feelunprepared

When it comes to job training, employeesare feeling underqualified andunsupported. That’s according to the‘Fake It ‘Til You Make It’ survey report byDocebo, the artificial intelligence learningplatform. The company surveyed a totalof 2,400 employed adults in the US andUK to understand how confident andqualified they feel in their current rolesand how on-the-job training impacts thedecisions they make at work.

Overall, employees across both countriesdon’t feel qualified for their jobs. One inthree (32 percent) in the US and UKadmit they’ve felt unqualified for their job,and another 33 percent fear that a bossor colleague thinks the same. Workersalso have little faith in their colleagues’performance with over half (52 percent)in both countries saying they have acolleague who isn’t qualified for their job.These fears impact workers’ wellbeing,with one in four (23 percent) fearing theymay be let go from their job at least oncea month because of a lack of skills.

CIPD accreditsunconscious bias e-learningTwo e-learning courses from Engage inLearning covering unconscious bias havebeen accredited by the CIPD. Theaccreditation confirms the structureconforms to CPD guidelines.

Chris Horseman, Engage in Learning’sCEO, said: “It’s important to recognise –and compensate for – the influence ofunconscious bias. That’s particularly truein the world of work for executives, as wellas customer-facing staff.

“Unconscious bias happens by ourbrains making quick judgments of peopleand situations based purely on ourbackground, experiences, societalstereotypes and cultural context. We’reoften not even aware of these views, norare we aware of their full impact andimplications.

“Research has found that unconsciousbias can heavily influence recruitmentand selection decisions,” he continued.“Several experiments using CVshortlisting exercises have highlightedbias in terms of gender and ethnicity.

Pressure tomeasure impactgrowsNearly 70% of learning and development(L&D) teams report feeling pressure fromleadership to measure learning’s impact,according to an annual survey by LEOLearning and Watershed. This year’sresults show a 38% increase fromrespondents who strongly agree there ispressure to measure compared to 2018.

“With a total sample size of almost 1,000,we now have a compelling body ofevidence on the attitudes, challenges andactivity around measurement in L&D overthe last three years,” said Piers Lea, ChiefStrategy Officer at LEO Learning. “Thisyear’s survey results overwhelminglyshow organizations want to measure thebusiness impact of learning and believe itis possible to do so.”

The survey found that 96 percent ofrespondents want to measure learning’simpact, but only 50 percent areevaluating learning based on ROI, jobperformance and organizational impact.An increasing amount of respondents (28percent) report not knowing how to getstarted when it comes to learningmeasurement.

“To create a more nuanced, multi-facetedpicture of the business impact oflearning, we recommend L&D teams firstfocus on their data gathering strategy,”said Tim Dickinson, Director of LearningAnalytics Strategy at Watershed. “As L&Dteams create a comprehensive data-driven picture of the effectiveness oflearning across their organizations, theycan combine this with data from otherareas in the business to start buildingevidence of business impact.”

LEO Learning and Watershed have foundthat a big data approach is key to solvingthe challenges around measuring thebusiness impact of learning. This is doneby collecting as much data as possibleand looking for patterns, rather thanhoping to make concrete connectionswith limited data sets.

“To measure true business impactrequires learning departments to be wellaligned with existing business goals ormetrics,” Dickinson said. “To get aligned,start small. Choose a business metricthat is underperforming, then develop alearning programme to improve thatmetric, and identify the data pointsneeded to measure that programmealongside business KPIs.”

Read more

Read more

87

Learning leadersoverwhelmedLearning leaders are feelingoverwhelmed about the challenges of thefuture, according to Towards Maturity.

Unveiling the annual findings at LearningTechnologies 2019, the report focuses onwhat is holding organisations back fromdeveloping a high performing culture.

The report – which is now in its 15th year– draws on and has been shaped by thelearning community includingmembership bodies, industry experts,corporates and not for profitorganisations.

Jane Daly, chief insights officer atTowards Maturity, said: ‘It’s reallyinteresting to see what’s holdingorganisations back from developing ahigh performing learning culture. Thenew report will explore the biggestbarriers to learning transformation: digitaldisruption, cultural resistance and L&Dreadiness. With 29% of learning leadersfeeling overwhelmed and under-skilled toaddress the future, this new report willequip them for the next stage of theirtransformation journey.’

Read more

Skills needed totackle digitaltransformationJoint research reveals L&D needs toupskill in order to tackle digitaltransformation and impact learnerengagement.

Fosway Group, a European HR industryanalyst, and 360Learning, a learningengagement platform, have released aresearch report, The Role of L&D in theDigital Age.

The research was conducted inpartnership with learning professionalsworldwide with a view to understandingthe changing nature of the industryagainst a backdrop of digitaltransformation.

“What we have found with this researchis that L&D lacks confidence in its digitalcapabilities”, said Camille Charaudeau,VP, Strategy at 360Learning, “at the verytime when learning has the opportunity tobe a key differentiator to anorganisation’s people and performance.”

Read more Read moreShare:

Gearing up for a phenomenal 2019competition!

The 2018 Learning TechnologiesAwards was a huge success. Guestsfrom all over the world joined us at thespectacular gala evening to see 64gold, silver and bronze winnerscrowned.

You can find all our winners atwww.learningtechnologies.co.uk

We’re now very busy putting everythingin place for an even better competitionfor 2019. We will be launching thisyear’s competition very soon and ourhardworking panel of judges arereviewing and refreshing all thecategories right now. Look out forfurther details soon.

Any organisation anywhere in the world,whether public, private or non-profitsector can enter, regardless of size orindustry.

There are lots of reasons why enteringmakes good business sense:

• It’s a fantastic way to showcase thequality of work you produce to asmany potential customers aspossible.

• It’s an opportunity to look at yourbusiness from a unique perspectiveand compare yourself to yourcompetitors.

• Winning or even just beingshortlisted for an award is anindependent endorsement that setsyou apart from your competitors.

Once open, entry registration will rununtil the end of June, with submissionsdue at the end of July.

The glittering gala evening takes placeon 27 November at the Park PlazaWestminster Bridge Hotel in London,UK.

87

Learning leadersoverwhelmedLearning leaders are feelingoverwhelmed about the challenges of thefuture, according to Towards Maturity.

Unveiling the annual findings at LearningTechnologies 2019, the report focuses onwhat is holding organisations back fromdeveloping a high performing culture.

The report – which is now in its 15th year– draws on and has been shaped by thelearning community includingmembership bodies, industry experts,corporates and not for profitorganisations.

Jane Daly, chief insights officer atTowards Maturity, said: ‘It’s reallyinteresting to see what’s holdingorganisations back from developing ahigh performing learning culture. Thenew report will explore the biggestbarriers to learning transformation: digitaldisruption, cultural resistance and L&Dreadiness. With 29% of learning leadersfeeling overwhelmed and under-skilled toaddress the future, this new report willequip them for the next stage of theirtransformation journey.’

Read more

Skills needed totackle digitaltransformationJoint research reveals L&D needs toupskill in order to tackle digitaltransformation and impact learnerengagement.

Fosway Group, a European HR industryanalyst, and 360Learning, a learningengagement platform, have released aresearch report, The Role of L&D in theDigital Age.

The research was conducted inpartnership with learning professionalsworldwide with a view to understandingthe changing nature of the industryagainst a backdrop of digitaltransformation.

“What we have found with this researchis that L&D lacks confidence in its digitalcapabilities”, said Camille Charaudeau,VP, Strategy at 360Learning, “at the verytime when learning has the opportunity tobe a key differentiator to anorganisation’s people and performance.”

Read more Read moreShare:

Gearing up for a phenomenal 2019competition!

The 2018 Learning TechnologiesAwards was a huge success. Guestsfrom all over the world joined us at thespectacular gala evening to see 64gold, silver and bronze winnerscrowned.

You can find all our winners atwww.learningtechnologies.co.uk

We’re now very busy putting everythingin place for an even better competitionfor 2019. We will be launching thisyear’s competition very soon and ourhardworking panel of judges arereviewing and refreshing all thecategories right now. Look out forfurther details soon.

Any organisation anywhere in the world,whether public, private or non-profitsector can enter, regardless of size orindustry.

There are lots of reasons why enteringmakes good business sense:

• It’s a fantastic way to showcase thequality of work you produce to asmany potential customers aspossible.

• It’s an opportunity to look at yourbusiness from a unique perspectiveand compare yourself to yourcompetitors.

• Winning or even just beingshortlisted for an award is anindependent endorsement that setsyou apart from your competitors.

Once open, entry registration will rununtil the end of June, with submissionsdue at the end of July.

The glittering gala evening takes placeon 27 November at the Park PlazaWestminster Bridge Hotel in London,UK.

109

Share:

Clive ShepherdFounding Partner

Skills Journey

Enhancing the digitallearning experience

When we think of a great learningexperience with digital content, we tendto think of the way that the content itselfis designed – how usable, relevant andengaging it is for learners. But thelearning experience is much more thanthe content as we shall see.

In this article, I’m going to demonstratehow the learner’s experience can beconsiderably enhanced by the systemsand processes we use to deliver ourcontent.

Enhancing throughpersonalisationLet’s imagine that you’ve broughttogether a collection of learning objectsaround a particular subject. Theseobjects could be videos, web articles,animations, slide shows, quizzes,interactive scenarios – any form ofdigital content.

You’ve arranged the objects into alogical sequence that you feel wouldwork for an average user. The simplestway to organise this collection is forlearners to start at the beginning andwork their way through …

OK, but being treated as an averageuser isn’t what you call a great learningexperience. Let’s add some intelligence...

Read moreShare: Read more

The power of reportingHow we’re all recognising the importanceof data

By Jove I think they’ve got it! Sorry thatisn’t meant to be patronising. But I thinkwe all now get that data and analyticsare hugely important to measuringimpact of learning on the business. Andthe Fosway Digital Learning RealitiesResearch confirms it. I’ve had a sneakpeek at the results so far, shhh don’t tellanyone because the survey is still openas I write this.

So far, 82% of respondents said that‘Reporting and Analytics’ is an importantplatform feature to improve their digitallearning approach. This was the secondhighest, following ‘Learner Engagement’at 90%. Interestingly, ‘Machine learningand AI’ was way down the list at 24%however 50% considered it a ‘nice tohave’. Therefore, the immediate priorityis data reporting and its analysis; thenonce data is sorted, we can investigatethe fun stuff like AI (artificialintelligence). This is absolutely the rightway around, without good data AI hasnothing to work with; or worse, if thedata is wrong then badrecommendations and poorpersonalisation will follow.

One of the reasons for recognising theimportance of data is probably the factthat 65% said that there is demand fromstakeholders to prove the businessvalue of digital learning in theirorganisation. However, currently only14% recognise they are measuring theimpact of digital learning effectively,53% consider it to be ineffective and33% admit to not measuring impact atall. On top of this, 67% are still onlymeasuring ‘employee participationrates’ which is of no relevance to thebusiness except for ticking thecompliance boxes.

So how on earth are we going to followthe few trail blazers out of the startingblocks?

The good news is that the desire isthere; when asked “How do you expectyour demand for digital learningplatforms to change in the future?” 75%said they would ‘use more’ analyticsand dashboards.

Fiona LeteneySenior AnalystFosway Group

109

Share:

Clive ShepherdFounding Partner

Skills Journey

Enhancing the digitallearning experience

When we think of a great learningexperience with digital content, we tendto think of the way that the content itselfis designed – how usable, relevant andengaging it is for learners. But thelearning experience is much more thanthe content as we shall see.

In this article, I’m going to demonstratehow the learner’s experience can beconsiderably enhanced by the systemsand processes we use to deliver ourcontent.

Enhancing throughpersonalisationLet’s imagine that you’ve broughttogether a collection of learning objectsaround a particular subject. Theseobjects could be videos, web articles,animations, slide shows, quizzes,interactive scenarios – any form ofdigital content.

You’ve arranged the objects into alogical sequence that you feel wouldwork for an average user. The simplestway to organise this collection is forlearners to start at the beginning andwork their way through …

OK, but being treated as an averageuser isn’t what you call a great learningexperience. Let’s add some intelligence...

Read moreShare: Read more

The power of reportingHow we’re all recognising the importanceof data

By Jove I think they’ve got it! Sorry thatisn’t meant to be patronising. But I thinkwe all now get that data and analyticsare hugely important to measuringimpact of learning on the business. Andthe Fosway Digital Learning RealitiesResearch confirms it. I’ve had a sneakpeek at the results so far, shhh don’t tellanyone because the survey is still openas I write this.

So far, 82% of respondents said that‘Reporting and Analytics’ is an importantplatform feature to improve their digitallearning approach. This was the secondhighest, following ‘Learner Engagement’at 90%. Interestingly, ‘Machine learningand AI’ was way down the list at 24%however 50% considered it a ‘nice tohave’. Therefore, the immediate priorityis data reporting and its analysis; thenonce data is sorted, we can investigatethe fun stuff like AI (artificialintelligence). This is absolutely the rightway around, without good data AI hasnothing to work with; or worse, if thedata is wrong then badrecommendations and poorpersonalisation will follow.

One of the reasons for recognising theimportance of data is probably the factthat 65% said that there is demand fromstakeholders to prove the businessvalue of digital learning in theirorganisation. However, currently only14% recognise they are measuring theimpact of digital learning effectively,53% consider it to be ineffective and33% admit to not measuring impact atall. On top of this, 67% are still onlymeasuring ‘employee participationrates’ which is of no relevance to thebusiness except for ticking thecompliance boxes.

So how on earth are we going to followthe few trail blazers out of the startingblocks?

The good news is that the desire isthere; when asked “How do you expectyour demand for digital learningplatforms to change in the future?” 75%said they would ‘use more’ analyticsand dashboards.

Fiona LeteneySenior AnalystFosway Group

1211

Learning with MABLEBest Learning Technologies Project 2018 (UK commercialSector)

In 2018, 93% of learning practitioners wantedto increase employee engagement withlearning, but only 27% were successful. Withless than a third meeting this goal, it isimportant to explore how an exemplarorganisation turned their learning strategy onits head to achieve just that. Mitchells &Butlers’ partnership with Kineo created alearning environment where everyone feltsupported, included and welcome.Establishing an engaging social learningplatform helped Mitchells & Butlers becomethe Learning Technologies award winner forBest Learning Technologies Project for the UKcommercial sector. So how did they do it?

Like many organisations with an ambitiousL&D team, Mitchells & Butlers wanted tohave a digital platform that allowed for thequicker implementation of changes, wasmobile responsive, and adapted to theirneeds. But its former LMS was far fromachieving that.

Making a bold move, Mitchells & Butlers, withsupport from Kineo, scrapped the previoustechnology to start afresh. Drawing on insightthe organisation already had into itsflourishing social network (on tools likeWhatsApp and Facebook), Kineo centralisedsocial learning as the leading force behindthe new learning solution. With 48% oforganisations believing their culture does notsupport social learning, and only 23% of L&Dpractitioners believing they have the skills tofacilitate social learning, this was a big stepfor the development of learning technologies.

With this new technology, Mitchells & Butlerswanted its learning to:

• Pull learners in and facilitate collaboration;

• Be available whenever and whereverlearners needed it;

• Be interactive, spontaneous and intuitive;

• Promote learning at the point of need, bebite-size and provide performancesupport.

These goals were not unreasonable andcertainly not uncommon within the industry.Over 90% of learning professionals want toimprove access to support at the point ofneed, but only 23% are achieving this.

Partnering withKineo and TotaraLearning to pushboundaries of workplace learning,made Mitchells &Butlers’ learningsolution one of thefirst of its kind. Theyestablished aseamless andinteractive learnerexperience whichlaid the foundations for a truly impactful andengaging learning strategy.

The design of the new technology tapped into the social nature of their learningdemographic by putting social learning at thecentre of Mitchells & Butlers LearningEnvironment (MABLE). [1] Mable ispersonified on the platform as a sassy littleold lady that loves to work out and pushherself. The comedic persona of thecaricature as a motivator/ gym instructor hasengaged individuals at all levels of theorganisation and made even compulsorycourses more interesting to learners.

Through the creative use of Mable’s personaand elements of gamification (the collectionof badges and points), Mitchells & Butlershas developed a learning environment that isfun.

Often ‘fun’ learning is not a priority for L&Dpractitioners, yet secondary research hashighlighted how learners recall informationmore easily when tutors add jokes andhumour related to the topic at hand.[2]

Employees enter through Totara Social, theyare met with the latest feed of activities and aclear invitation to get involved. Individualsreceive personalised learning, relevant tothem, and due to the mobile nature, are ableto access the platform whenever they want.With 94% of learners wanting to learn at theirown pace, this is certainly a step in the rightdirection for establishing engaged learners.

Interestingly, when learners undertake newcourses, they are also added to relevantforums so they can get the support theyneed from people going through the samelearning. In previous Towards Maturityresearch, we have highlighted the impactsupport has on the successful application oflearning in the workplace.[3] This could thenbe one attribute that contributed to thesuccess of Mitchells and Butlers new learningsolution.

The learning impact:

• Learners are re-taking compliance trainingand receiving higher scores

• Within the first month, there were over20,000 logins and 15,000 points issues

Share:

Molly BlackwellResearch analystTowards Maturity

Read more

1211

Learning with MABLEBest Learning Technologies Project 2018 (UK commercialSector)

In 2018, 93% of learning practitioners wantedto increase employee engagement withlearning, but only 27% were successful. Withless than a third meeting this goal, it isimportant to explore how an exemplarorganisation turned their learning strategy onits head to achieve just that. Mitchells &Butlers’ partnership with Kineo created alearning environment where everyone feltsupported, included and welcome.Establishing an engaging social learningplatform helped Mitchells & Butlers becomethe Learning Technologies award winner forBest Learning Technologies Project for the UKcommercial sector. So how did they do it?

Like many organisations with an ambitiousL&D team, Mitchells & Butlers wanted tohave a digital platform that allowed for thequicker implementation of changes, wasmobile responsive, and adapted to theirneeds. But its former LMS was far fromachieving that.

Making a bold move, Mitchells & Butlers, withsupport from Kineo, scrapped the previoustechnology to start afresh. Drawing on insightthe organisation already had into itsflourishing social network (on tools likeWhatsApp and Facebook), Kineo centralisedsocial learning as the leading force behindthe new learning solution. With 48% oforganisations believing their culture does notsupport social learning, and only 23% of L&Dpractitioners believing they have the skills tofacilitate social learning, this was a big stepfor the development of learning technologies.

With this new technology, Mitchells & Butlerswanted its learning to:

• Pull learners in and facilitate collaboration;

• Be available whenever and whereverlearners needed it;

• Be interactive, spontaneous and intuitive;

• Promote learning at the point of need, bebite-size and provide performancesupport.

These goals were not unreasonable andcertainly not uncommon within the industry.Over 90% of learning professionals want toimprove access to support at the point ofneed, but only 23% are achieving this.

Partnering withKineo and TotaraLearning to pushboundaries of workplace learning,made Mitchells &Butlers’ learningsolution one of thefirst of its kind. Theyestablished aseamless andinteractive learnerexperience whichlaid the foundations for a truly impactful andengaging learning strategy.

The design of the new technology tapped into the social nature of their learningdemographic by putting social learning at thecentre of Mitchells & Butlers LearningEnvironment (MABLE). [1] Mable ispersonified on the platform as a sassy littleold lady that loves to work out and pushherself. The comedic persona of thecaricature as a motivator/ gym instructor hasengaged individuals at all levels of theorganisation and made even compulsorycourses more interesting to learners.

Through the creative use of Mable’s personaand elements of gamification (the collectionof badges and points), Mitchells & Butlershas developed a learning environment that isfun.

Often ‘fun’ learning is not a priority for L&Dpractitioners, yet secondary research hashighlighted how learners recall informationmore easily when tutors add jokes andhumour related to the topic at hand.[2]

Employees enter through Totara Social, theyare met with the latest feed of activities and aclear invitation to get involved. Individualsreceive personalised learning, relevant tothem, and due to the mobile nature, are ableto access the platform whenever they want.With 94% of learners wanting to learn at theirown pace, this is certainly a step in the rightdirection for establishing engaged learners.

Interestingly, when learners undertake newcourses, they are also added to relevantforums so they can get the support theyneed from people going through the samelearning. In previous Towards Maturityresearch, we have highlighted the impactsupport has on the successful application oflearning in the workplace.[3] This could thenbe one attribute that contributed to thesuccess of Mitchells and Butlers new learningsolution.

The learning impact:

• Learners are re-taking compliance trainingand receiving higher scores

• Within the first month, there were over20,000 logins and 15,000 points issues

Share:

Molly BlackwellResearch analystTowards Maturity

Read more

1413

Share:

Wai-BinCountry Director

tts Knowledge Solutions Ltd

Fully Digital, with focus onkey users and a strongteamRaiffeisen Switzerland receives WiTaward for benchmark ChangeManagement!

Contrary to what most people wouldexpect banking institutions often operaterelatively seasoned IT applications. Bettertechnology would be available but thetransformation risks are not to beunderestimated: regulatory frameworks,complex business processes as well assafety features protecting multimilliontransactions moving multibillions of valueper day.

Raiffeisen Group in Switzerland consists of246 legally independent banks using threelanguages. When Raiffeisen decided toswitch their core banking system, thetraining part of this initiative was handedover to Kathrin Berger-Suter. In themeantime, the cutover process has beenstarted successfully with highly qualifiedand motivated employees, strong keyusers and a sustainable, digital learningsolution.

Mrs. Berger-Suter was supported by a ttsteam which had already gained solidexperience in the banking sector.

The tts qualification experts from Zurichcreated extensive digital learning media incollaboration with the Raiffeisen bankingexperts. Yolanda Amiet was in charge ofthe project.

With tt performance suite (ttps) Raiffeisenselected the perfect technology toefficiently produce digital content – fromuser documentation over e-learning tostep-by-step guides as well as distributingthese assets to end-users. Followingintense penetration testing and deepanalysis of the ttps security featuresRaiffeisen opted for the cloud version ofttps.

Following the technology decision, theproject team developed their approachbased on the 70/20/10 concept. Itcombined a number of carefullyorchestrated methodologies

• Intense qualification and ongoinginvolvement of about 1,800 key users

• E-learning content for upfront learningas well as ongoing user and onboardersupport

• Performance support assets such asstep-by-step guides relevant for specificworking contexts are delivered throughthe tt guide component of ttperformance suite. This featurerecognizes the precise working contextof any employee and delivers onlycontent that is relevant for this specificcontext.

The approach paid off extremely well: Whilethe objective of a defined competence levelfor the employees was 80%, the actualachievement was 98%. Thedocumentations provided to the FinancialMarket Authority – and produced using ttperformance suite - successfully passed alltests,

… and the core banking transformation atRaiffeisen was awarded the WiT award2018

Facts & Figures about RaiffeisenSwitzerland

• Third largest Swiss banking group withwell above 11,000 employees

• 7 million customers and 1.9 Mio.membershareholders

• about 10.000 end-users• 1,800 key users and 143 trainers in

action• 2,500 documents created• Over 15,000 e-learnings completed with

over 16,000 passed tests

1413

Share:

Wai-BinCountry Director

tts Knowledge Solutions Ltd

Fully Digital, with focus onkey users and a strongteamRaiffeisen Switzerland receives WiTaward for benchmark ChangeManagement!

Contrary to what most people wouldexpect banking institutions often operaterelatively seasoned IT applications. Bettertechnology would be available but thetransformation risks are not to beunderestimated: regulatory frameworks,complex business processes as well assafety features protecting multimilliontransactions moving multibillions of valueper day.

Raiffeisen Group in Switzerland consists of246 legally independent banks using threelanguages. When Raiffeisen decided toswitch their core banking system, thetraining part of this initiative was handedover to Kathrin Berger-Suter. In themeantime, the cutover process has beenstarted successfully with highly qualifiedand motivated employees, strong keyusers and a sustainable, digital learningsolution.

Mrs. Berger-Suter was supported by a ttsteam which had already gained solidexperience in the banking sector.

The tts qualification experts from Zurichcreated extensive digital learning media incollaboration with the Raiffeisen bankingexperts. Yolanda Amiet was in charge ofthe project.

With tt performance suite (ttps) Raiffeisenselected the perfect technology toefficiently produce digital content – fromuser documentation over e-learning tostep-by-step guides as well as distributingthese assets to end-users. Followingintense penetration testing and deepanalysis of the ttps security featuresRaiffeisen opted for the cloud version ofttps.

Following the technology decision, theproject team developed their approachbased on the 70/20/10 concept. Itcombined a number of carefullyorchestrated methodologies

• Intense qualification and ongoinginvolvement of about 1,800 key users

• E-learning content for upfront learningas well as ongoing user and onboardersupport

• Performance support assets such asstep-by-step guides relevant for specificworking contexts are delivered throughthe tt guide component of ttperformance suite. This featurerecognizes the precise working contextof any employee and delivers onlycontent that is relevant for this specificcontext.

The approach paid off extremely well: Whilethe objective of a defined competence levelfor the employees was 80%, the actualachievement was 98%. Thedocumentations provided to the FinancialMarket Authority – and produced using ttperformance suite - successfully passed alltests,

… and the core banking transformation atRaiffeisen was awarded the WiT award2018

Facts & Figures about RaiffeisenSwitzerland

• Third largest Swiss banking group withwell above 11,000 employees

• 7 million customers and 1.9 Mio.membershareholders

• about 10.000 end-users• 1,800 key users and 143 trainers in

action• 2,500 documents created• Over 15,000 e-learnings completed with

over 16,000 passed tests

1615

Winning buy-in: How to get e-learning into your work lifeSo you are planning an e-learning project butyou’re not sure how to confirm that peoplecomplete their training. Is this problemunique to e-learning? Well, yes and no. Withface-to-face training, your learners mustattend the course, they have to sit with a tutorand presumably other students. Once alearner attends a course, the option of notparticipating is largely removed, so how dowe achieve the same result with a self-directed course delivered via e-learning?

For the learners there are key tips on timemanagement and prioritisation, but that is awhole different article, so for this one, I havefocused on what you can do to make sureyour learners are inclined to properlyprioritise your training course. For this article Iam concentrating on compliance courses,which includes subjects such as food safety,health and safety, fire safety, the GDPR, DSE,etc. These are the type of courses mostpeople are required to complete, rather thanwant to complete.

1.Culture

The most important aspect of e-learning buy-in is your company’s culture. Learning is acritical part of any role.

The way we work changes, the tools we usechange, our customers change as does thebusiness landscape, and this change needs

to be embraced at an organisational leveland be accepted as normal. So ask yourself,‘Is learning part of my organisation?’, ‘Is it‘the way we do things?’’. If it is, then welldone. You are already a good way towardssuccessfully landing your new e-learningproject, and you must be working in aprogressive organisation or team. If not, thendon’t despair, things may be a little moredifficult, but recognising this is a key part ofsuccess.

Successful culture change starts at the topand is carefully planned to deliver across theorganisation. For culture change to work youneed to be aware of how things work at themoment and how that does, or does not,deliver the benefits you need. You need toproperly assess the impact of the changeand the risks associated with it. The ADKARmodel is of particular use, and with this youwould:

•build Awareness of the need for change•build Desire to support the change•deliver Knowledge of how to change•give people the Ability to implement the

new skills and behaviours•Reinforce to ensure the skills or

behaviours are sustained

1.Conduct a TNA

A good first step is to conduct a trainingneeds analysis or TNA. This will help you toidentify which roles, people or departmentsneed training, what they need training in andhow this is best delivered. Missing this stepcan lead to frustration and cost overruns ascolleagues are burdened with unnecessarytraining, it can also cause compliance issuesif you are not delivering the appropriatetraining to the right people within the requiredtimescales.

2. Engage your managers

Your managers are the first line of defence inan effective training project. If they areresponsible for managing the training of theirstaff, make sure that they have the tools todo this and that they know how to use them.Supervisors and managers need to beempowered to deliver the required onlinetraining in a consistent manner across yourbusiness, and to achieve this, ensure thatyour LMS is appropriate to your businessand that reporting is easy to perform.

To deal with staff turnover, access to trainingmaterials and your training systems will needto be part of your manager inductions,because if managers are not fully briefedwhen they start work they may develop theirown way of delivering training.

3. Champion

All training projects need a champion. Thechampion is a person at the centre whomakes sure that training is appropriate, andmonitors this for the life of the project. Thechampion makes sure that people arecompleting the e-learning, but when thisdoes not happen, they find out why and lookat ways of increasing take-up. The championwill have links to the company’smanagement so they can effectivelycommunicate new company-wide trainingrequirements along with the results ofprevious training projects.

The champion will deal with learners,managers or directly with the board, andthey will be able to track and manage thetraining rollout. Without this role, manytraining projects would simply be forgotten,or swallowed up by people’s daily priorities.

Share:

Ashley ReddyIT Director

Highfield

Read more

1615

Winning buy-in: How to get e-learning into your work lifeSo you are planning an e-learning project butyou’re not sure how to confirm that peoplecomplete their training. Is this problemunique to e-learning? Well, yes and no. Withface-to-face training, your learners mustattend the course, they have to sit with a tutorand presumably other students. Once alearner attends a course, the option of notparticipating is largely removed, so how dowe achieve the same result with a self-directed course delivered via e-learning?

For the learners there are key tips on timemanagement and prioritisation, but that is awhole different article, so for this one, I havefocused on what you can do to make sureyour learners are inclined to properlyprioritise your training course. For this article Iam concentrating on compliance courses,which includes subjects such as food safety,health and safety, fire safety, the GDPR, DSE,etc. These are the type of courses mostpeople are required to complete, rather thanwant to complete.

1.Culture

The most important aspect of e-learning buy-in is your company’s culture. Learning is acritical part of any role.

The way we work changes, the tools we usechange, our customers change as does thebusiness landscape, and this change needs

to be embraced at an organisational leveland be accepted as normal. So ask yourself,‘Is learning part of my organisation?’, ‘Is it‘the way we do things?’’. If it is, then welldone. You are already a good way towardssuccessfully landing your new e-learningproject, and you must be working in aprogressive organisation or team. If not, thendon’t despair, things may be a little moredifficult, but recognising this is a key part ofsuccess.

Successful culture change starts at the topand is carefully planned to deliver across theorganisation. For culture change to work youneed to be aware of how things work at themoment and how that does, or does not,deliver the benefits you need. You need toproperly assess the impact of the changeand the risks associated with it. The ADKARmodel is of particular use, and with this youwould:

•build Awareness of the need for change•build Desire to support the change•deliver Knowledge of how to change•give people the Ability to implement the

new skills and behaviours•Reinforce to ensure the skills or

behaviours are sustained

1.Conduct a TNA

A good first step is to conduct a trainingneeds analysis or TNA. This will help you toidentify which roles, people or departmentsneed training, what they need training in andhow this is best delivered. Missing this stepcan lead to frustration and cost overruns ascolleagues are burdened with unnecessarytraining, it can also cause compliance issuesif you are not delivering the appropriatetraining to the right people within the requiredtimescales.

2. Engage your managers

Your managers are the first line of defence inan effective training project. If they areresponsible for managing the training of theirstaff, make sure that they have the tools todo this and that they know how to use them.Supervisors and managers need to beempowered to deliver the required onlinetraining in a consistent manner across yourbusiness, and to achieve this, ensure thatyour LMS is appropriate to your businessand that reporting is easy to perform.

To deal with staff turnover, access to trainingmaterials and your training systems will needto be part of your manager inductions,because if managers are not fully briefedwhen they start work they may develop theirown way of delivering training.

3. Champion

All training projects need a champion. Thechampion is a person at the centre whomakes sure that training is appropriate, andmonitors this for the life of the project. Thechampion makes sure that people arecompleting the e-learning, but when thisdoes not happen, they find out why and lookat ways of increasing take-up. The championwill have links to the company’smanagement so they can effectivelycommunicate new company-wide trainingrequirements along with the results ofprevious training projects.

The champion will deal with learners,managers or directly with the board, andthey will be able to track and manage thetraining rollout. Without this role, manytraining projects would simply be forgotten,or swallowed up by people’s daily priorities.

Share:

Ashley ReddyIT Director

Highfield

Read more

1817

Share: Read moreShare: Read more

Continuous improvementThomas Buus Madsen explains whyregularly expanding your learningcontent is essential

In order to get the most from yourlearning and development strategy, it’sessential that your learning content isupdated and expanded regularly. Thiscannot be understated. By continuouslyimproving your content, you will avoidoutdated information, dwindlingmotivation levels and stagnating skillsets.

Your learning content is key to theimplementation of an effective learningand development programme. So thetools and information that learning anddevelopment professionals provide staffwith should constantly evolve to meetchanging demands.

Avoid outdated contentIn time-poor workplaces, updatingtraining materials can easily slip downthe priority list, and the inevitable resultof this is outdated information. Trainingprogrammes should be updatedregularly, in order to ensure that themost current learning tools andinformation are always in use.

Training in digital skills, for example,requires constant updates through theaddition of new information. Just thinkabout how out-of-date the digital skills aperson learnt two or three years wouldbe in today’s workplaces.

Writing for The Entrepreneur, RajeebDey said, “Europe is in the midst of the"Fourth Industrial Revolution" -- a time ofrapid technological, economic andsocietal change that has seen theaverage "skills shelf life" drop to just fiveyears.” (1)

So, it’s crucial that learning anddevelopment professionals establishcontinuous learning processes, to makesure team members can keep up.

Ensure motivation levels remainhighIf team members are offered a single setof training content from which toimprove their skills, and that contentnever changes, their motivation levelswill start to dwindle as they grow tired ofseeing the same information.

Thomas Buus MadsenCOO and co-founder

Bookboon

Driving lessonsGetting the measure of learning

I have a confession: it took me threetries to pass my driving test. I just foundit really hard, and in the months leadingup to my final test, if anything I wasgetting worse at driving, and when Ipassed I wasn't automatically, suddenlya good driver. However, when I did passand was able to drive about on my own,I came on leaps and bounds. All Ineeded was more freedom to practiceon my own under less pressure. Theconclusion I draw from this anecdote isthat there’s no exact way of sayingwhen someone has learned to drive.When you pass your test you areconsidered to have learned to drive, butI carried on learning for a long time afterpassing the test, and there’s nothingwrong with that.

What we currently do in e-learning isalmost a miniature of learning to drive.People take the training and if they canpass the end of course assessment, weconsider them trained - but of coursetheir training has probably only justbegun. And as learning designers wespend sleepless nights wondering, ‘Didit work? Did I make a difference? Howcan we measure whether peoplelearned from the experience?’

Can we measure learning? Why do weeven want to? As a learning designer, Iwant to measure learning because Iwant to know if it’s working; I want to bebetter at what I’m doing. But eventhough we would all love to follow theKirkpatrick Model to the letter,measuring improvement in our learners’performance or change in theirbehaviour may in many cases just betoo difficult. There may just be too manyvariables, too many different kinds oflearners, and no way of measuringwhen something has actually been‘learned’.

Rosie ScottSenior Learning Designer

Learning Pool

1817

Share: Read moreShare: Read more

Continuous improvementThomas Buus Madsen explains whyregularly expanding your learningcontent is essential

In order to get the most from yourlearning and development strategy, it’sessential that your learning content isupdated and expanded regularly. Thiscannot be understated. By continuouslyimproving your content, you will avoidoutdated information, dwindlingmotivation levels and stagnating skillsets.

Your learning content is key to theimplementation of an effective learningand development programme. So thetools and information that learning anddevelopment professionals provide staffwith should constantly evolve to meetchanging demands.

Avoid outdated contentIn time-poor workplaces, updatingtraining materials can easily slip downthe priority list, and the inevitable resultof this is outdated information. Trainingprogrammes should be updatedregularly, in order to ensure that themost current learning tools andinformation are always in use.

Training in digital skills, for example,requires constant updates through theaddition of new information. Just thinkabout how out-of-date the digital skills aperson learnt two or three years wouldbe in today’s workplaces.

Writing for The Entrepreneur, RajeebDey said, “Europe is in the midst of the"Fourth Industrial Revolution" -- a time ofrapid technological, economic andsocietal change that has seen theaverage "skills shelf life" drop to just fiveyears.” (1)

So, it’s crucial that learning anddevelopment professionals establishcontinuous learning processes, to makesure team members can keep up.

Ensure motivation levels remainhighIf team members are offered a single setof training content from which toimprove their skills, and that contentnever changes, their motivation levelswill start to dwindle as they grow tired ofseeing the same information.

Thomas Buus MadsenCOO and co-founder

Bookboon

Driving lessonsGetting the measure of learning

I have a confession: it took me threetries to pass my driving test. I just foundit really hard, and in the months leadingup to my final test, if anything I wasgetting worse at driving, and when Ipassed I wasn't automatically, suddenlya good driver. However, when I did passand was able to drive about on my own,I came on leaps and bounds. All Ineeded was more freedom to practiceon my own under less pressure. Theconclusion I draw from this anecdote isthat there’s no exact way of sayingwhen someone has learned to drive.When you pass your test you areconsidered to have learned to drive, butI carried on learning for a long time afterpassing the test, and there’s nothingwrong with that.

What we currently do in e-learning isalmost a miniature of learning to drive.People take the training and if they canpass the end of course assessment, weconsider them trained - but of coursetheir training has probably only justbegun. And as learning designers wespend sleepless nights wondering, ‘Didit work? Did I make a difference? Howcan we measure whether peoplelearned from the experience?’

Can we measure learning? Why do weeven want to? As a learning designer, Iwant to measure learning because Iwant to know if it’s working; I want to bebetter at what I’m doing. But eventhough we would all love to follow theKirkpatrick Model to the letter,measuring improvement in our learners’performance or change in theirbehaviour may in many cases just betoo difficult. There may just be too manyvariables, too many different kinds oflearners, and no way of measuringwhen something has actually been‘learned’.

Rosie ScottSenior Learning Designer

Learning Pool

2020

We are delighted to have a dynamic range of innovative and supportive headlinesponsors for the 2018 Learning Technologies Awards.

Our sponsors

Kallidus

Learn more

Lumesse

Learn more

Highfield

Learn more

Bookboon

Learn more

SiyonaTech

Learn more

Sponge UK

Learn more

tts

Learn more

An award like mine

•What is your name, role and job title?

Dan Jones, Head of Production, BrightwaveGroup

•What category win?

Best use of learning technologies to ensurecompliance

•What was the award?

Gold

•When did you win it?

2018

•Why did you enter?

We wanted to 'do the double' (or should thatbe 'retain the crown'?) We'd had gold successat the Learning Technologies Awards with theprevious version of this solution in 2015. Weknew that the new version of the project wasboth an update and a comprehensiveimprovement that reflected the interveningchanges in compliance around informationmanagement.

We also knew that this project puts PwC andBrightwave at the forefront of widespreadefforts to improve security standards and trustthrough compliance, and that an award winwould effectively demonstrate that.

•What is the story behind this award? [whatwas the learning really like?]

Our client PwC identified a requirement toimprove reported human error incidentsrelating to information security. We created animmersive, video-based e-learningprogramme, using style and production askey motivators of change, with engagingscenarios and a ground-breaking ‘point-of-behaviour’ assessment mechanism.

The solution caused a significant increase inemail data incident reports, hundreds if notthousands of voluntary revisits of theprogramme, and widespread risk mitigation.

•Why do you think you won an award?

There are two things about compliance. First,it is the backbone of the digital L&D industry.Second, everyone dreads it, because it's oftenvery boring.

Dan JonesHead of Production

Brightwave Group

Read more

Share:

microLEARN

Learn more

Omniplex

Learn more

19

2020

We are delighted to have a dynamic range of innovative and supportive headlinesponsors for the 2018 Learning Technologies Awards.

Our sponsors

Kallidus

Learn more

Lumesse

Learn more

Highfield

Learn more

Bookboon

Learn more

SiyonaTech

Learn more

Sponge UK

Learn more

tts

Learn more

An award like mine

•What is your name, role and job title?

Dan Jones, Head of Production, BrightwaveGroup

•What category win?

Best use of learning technologies to ensurecompliance

•What was the award?

Gold

•When did you win it?

2018

•Why did you enter?

We wanted to 'do the double' (or should thatbe 'retain the crown'?) We'd had gold successat the Learning Technologies Awards with theprevious version of this solution in 2015. Weknew that the new version of the project wasboth an update and a comprehensiveimprovement that reflected the interveningchanges in compliance around informationmanagement.

We also knew that this project puts PwC andBrightwave at the forefront of widespreadefforts to improve security standards and trustthrough compliance, and that an award winwould effectively demonstrate that.

•What is the story behind this award? [whatwas the learning really like?]

Our client PwC identified a requirement toimprove reported human error incidentsrelating to information security. We created animmersive, video-based e-learningprogramme, using style and production askey motivators of change, with engagingscenarios and a ground-breaking ‘point-of-behaviour’ assessment mechanism.

The solution caused a significant increase inemail data incident reports, hundreds if notthousands of voluntary revisits of theprogramme, and widespread risk mitigation.

•Why do you think you won an award?

There are two things about compliance. First,it is the backbone of the digital L&D industry.Second, everyone dreads it, because it's oftenvery boring.

Dan JonesHead of Production

Brightwave Group

Read more

Share:

microLEARN

Learn more

Omniplex

Learn more

19

1821

Keep in touch withL&D professionals

Twitter#LT18Awards #LT19ukIf you use Twitter to chat about the awards,include the hashtag #LT18Awards. For theLT19uk conference or exhibition include thehashtag #LT19uk in your tweets and#LSGwebinar for the twice a month free Learningand Skills Group webinars. The LearningTechnologies twitter feed is at @LT19uk. Followall our accounts to be first to hear our news andspecial announcements.

FacebookConnect with our Facebook page here and hearabout all our news in your regular Facebook feed!

LinkedInOur Learning Technologies Networking Groupis here don’t forget to join if you’ve not already!

VideoCheck out our YouTube video channel for thelatest and historic recordings of conference andselected free seminars. There is now a hugeselection to choose from and don’t forget tosubscribe to be alerted to all new additions!

Blog & Resources

8 criteria for choosing an LMS forcorporate compliance training

Firstly, you need to assess why yourcurrent learning strategy isn’t working.Is a paper-based system toocumbersome?

Learn more

How to create a digital learningculture

Pushing a company towards a digitallearning culture can be anoverwhelming task. As a leader, yourrole is to encourage enthusiasticlearning in a digital space.

Learn more

Share:

5 onboarding challenges thatdidn’t exist 10 years ago

The changing face of the modernworkplace has introduced a whole newset of challenges for L&D, not least inthe area of onboarding.

Learn more

Have learning experiences soldtheir soul in the name ofgamification?

From fintech to dating, gamemechanics are being used to engage,motivate and hold on to your attention.Gamification is everywhere.

Learn more

The power of bitesized elearning

Learning News caught up with ourCreative Director and Co-Founder AliSoper on the MicroLearn stand atLearning Technologies 2019 inLondon last month.

Learn more

eLearning development: Six rulesyou should always followWhether you’re a development pro, ornew to the field; eLearning developmentcan be daunting.

Learn more

1821

Keep in touch withL&D professionals

Twitter#LT18Awards #LT19ukIf you use Twitter to chat about the awards,include the hashtag #LT18Awards. For theLT19uk conference or exhibition include thehashtag #LT19uk in your tweets and#LSGwebinar for the twice a month free Learningand Skills Group webinars. The LearningTechnologies twitter feed is at @LT19uk. Followall our accounts to be first to hear our news andspecial announcements.

FacebookConnect with our Facebook page here and hearabout all our news in your regular Facebook feed!

LinkedInOur Learning Technologies Networking Groupis here don’t forget to join if you’ve not already!

VideoCheck out our YouTube video channel for thelatest and historic recordings of conference andselected free seminars. There is now a hugeselection to choose from and don’t forget tosubscribe to be alerted to all new additions!

Blog & Resources

8 criteria for choosing an LMS forcorporate compliance training

Firstly, you need to assess why yourcurrent learning strategy isn’t working.Is a paper-based system toocumbersome?

Learn more

How to create a digital learningculture

Pushing a company towards a digitallearning culture can be anoverwhelming task. As a leader, yourrole is to encourage enthusiasticlearning in a digital space.

Learn more

Share:

5 onboarding challenges thatdidn’t exist 10 years ago

The changing face of the modernworkplace has introduced a whole newset of challenges for L&D, not least inthe area of onboarding.

Learn more

Have learning experiences soldtheir soul in the name ofgamification?

From fintech to dating, gamemechanics are being used to engage,motivate and hold on to your attention.Gamification is everywhere.

Learn more

The power of bitesized elearning

Learning News caught up with ourCreative Director and Co-Founder AliSoper on the MicroLearn stand atLearning Technologies 2019 inLondon last month.

Learn more

eLearning development: Six rulesyou should always followWhether you’re a development pro, ornew to the field; eLearning developmentcan be daunting.

Learn more