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@LauraOverton@TowardsMaturity

Transforming

Formal LearningHow to deliver results and improve engagement

@Community_Mike@DPGplc

Characteristics of formal learning

Structured

Learning Activities

Defined

Outcomes

Input from

Facilitators

Is formal

learning

dead?

Technology

Social Learning

PerformanceSupport

ExperientialLearning

70:20:10

Social

Community

Just-In-Time

Mobile

55% find classroom courses or

face-to-face learning

essential or very useful

43% find formal education

courses such as College-

based courses essential

or very useful

29% find Massive Open Online

Courses (MOOCs)

essential or very useful

Is formal learning

dead?

Not for Staff

95% of L&D leaders

consider skills for

classroom training and

face-to-face delivery

91% consider skills for

delivering live online a

priority in their team

Is formal learning

dead?

Not for L&D

Our expectations of technology are not delivering

Not surprising that only 26% of

formal learning is ‘e-enabled’

91%

96%

94%

90%

34%

18%

24%

38%

Develop a better qualified workforce

Speed up and improve the application of learning in

workplace

Reduce time to competence

Improve effectiveness of face-to-face learning

Achieving benefit sought Driver

The traditional

‘blend’ is not

working

Less than 1/3

agree that face-to-

face training

actively builds on

knowledge gained

through e-learning

courses

Not surprising that only 26% of

formal learning is ‘e-enabled’

The traditional

‘blend’ is not

working for staff

88%want to be able

to learn at their

own pace

Introducing our latest In-Focus

report…

www.towardsmaturity.org/transformingformal2016

How do we deliver results and improve engagement?

www.towardsmaturity.org/transformingformal2016

How do we deliver results and improve engagement?

This In-Focus report considers how L&D leaders

can transform formal learning in their organisation.

Looking at the learner journey, the role of

technology and the role of the classroom trainer,

this report aims to build confidence in innovation

by learning from the most successful organisations.

Defining

Need

Understanding

Learners

Work

Context

Building

Capability

Ensuring

Engagement

Demonstrating

Value

The Towards Maturity Framework

T O W A R D S M A T U R I T Y I N D E X

TOP

DECK

TOP LEARNING ORGANISATIONS

© Towards Maturity 2015

The Top Deck are those in the top 10% on the TMI

Top Deck organisations are pushing boundaries

25%22%

12%10%

6%

37%

30%

24%

17% 18%

42%39%

29%

24% 19%

61% 63%

47%

42%

37%

72% 73%

63%

56%

48%

Efficiency Processes Productivity Responsiveness Culture

Q4 Q3 Q2 Q1 Top deck

Top Deck

x3 x5 X8x5x3

What can we

learn from top

performing

L&D teams?

Supporting the Learner

Journey

Rethinking the process

Transferring learning

back at work

Rethinking the process

Transferring learning

back at work

What can we learn from top performing L&D teams?

Supporting the Learner

Journey

Staff know what they want.

How can we help them get there

quicker?

The journey is important!

76% of people are motivated to

learn because they want to do

their job better or faster (rising to

84% for those new to their role)

92%agree that staff

understand how their work is linked to the

organisation’s performance

(55% average)

73%discuss the objectives and aims of learning

with individuals before they start

learning(46% average)

of the Top Deck…

CLEAR OUTCOMES

2x as likely to agree that staff

can access learning at places convenient

to them

3x as likely to agree staff have access to a tutor or subject expert when

learning online

(compared to avg.)

The Top Deck are…

CLEAR SUPPORT

78% support career aspirations

(21% average)

3x as likely to agree they support career aspirations (or personal job goals) with technology-enabled learning

(compared to avg.)

CLEAR PERSONAL BENEFITS The Top Deck are…

4x as likely

to use electronic diagnostic tools to tailor learning to individual need

ANDhave content

curation strategies in place to help staff find the resources

they need

(14% average)

CLEAR PATHWAYS

The Top Deck are…

2x as likelyto understand that learners learn more

from each other than from course content

4x as likely to encourage learners to collaborate in building knowledge resources

CLEAR CONNECTIONS

WITH CO-WORKERS

The Top Deck are…

What can we learn from top performing L&D teams?

Rethinking the process

Transferring learning

back at work

Supporting the Learner

Journey

Top Deck organisations are

4x as likely to blend

Those that blend are getting

better results 91%

96%

94%

90%

44%

35%

34%

58%

29%

9%

20%

33%

Develop a better qualified workforce

Speed up and improve the

application of learning in workplace

Reduce time to competence

Improve effectiveness of face-to-face

learning

Do not Blend: Achieving benefit sought Blend: Achieving benefit sought Driver

What can we learn from

those who ‘blend’?

Over 3x as likely to use…

Video Micro-content Games Simulations Storytelling

techniques

(compared to those who do not blend)

Those that blend are smart in the way

they use technology in design

2x more likely to involve…

Staff Managers Subject Matter

Experts Classroom

trainers

…in design

(compared to those who do not blend)

Those that blend are smart in the way

they use people in design

Twice as likely to use…

Communities Social media

(compared to those who do not blend)

Those that blend are smart in the way

they create opportunities to connect

4x as likely to…

Involve classroom trainers in engaging learners with tech

Ensure staff have access to a tutor or expert throughout

(compared to those who do not blend)

Those that blend are smart in the way

they work with classroom trainers

Supporting the Learner

Journey

Rethinking the process

Transferring learning

back at work

What can we learn from top performing L&D teams?

96% of L&D leaders want to use technology to speed up application

of formal learning into the workplace

only 17% achieve this goal

Delivering results back at work:

What are those 17% doing differently?

Those achieving faster application

of learning back at work focus on

keeping content

relevant

27%

44%

20%

32%

60%

68%

43%

51%

We apply storytelling techniques in

our instructional design

We use video, audio, images and

animation appropriately as well as

text in our e-learning courses

We use highly interactive methods,

such as games and simulations, in our

learning solutions

We involve users in the design of the

most appropriate learning approach

Achievers Non-achievers

This matters to learners!

of learners find it helpful

when the media for online

programmes is drawn

from actual situations

(for example, relevant

photos, videos or case

studies, rather than

contrived examples

using graphics or

stock images)

88%

www.towardsmaturity.org/learnervoice2vs…

Those that achieve faster application of

learning back in work are twice

as likely to…

make time

for reflection

Those that achieve faster application of

learning back in work are twice

as likely to…

seek active feedback

during assessment

Those that achieve faster application of

learning back in work are twice

as likely to…

Recognise

and reward

achievement

9 Tips for Transforming Formal LearningT

he L

earn

er

Jou

rney

Personalise

the journey

Provide

clear access

Build support

networks

Reth

ink

ing

the B

len

d Create online

experiences

that engage

and connect

Use face-to-face to

build upon online,

not ignore it

Don’t leave

classroom staff

behind

Tra

nsf

err

ing

Learn

ing

Involve learners

in real scenarios

to practice skills

Provide

opportunities

to reflect

Consider

how to use

assessment wisely

@LauraOverton@TowardsMaturity

@Community_Mike@DPGplc

www.towardsmaturity.org/transformingformal2016Download the report today:

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consistency of L&D performance within organisations. It leverages the data gathered from the largest learning and development benchmark in Europe.

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