The future of workplace learning
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This document discusses trends in workplace learning and development (L&D). It notes that insights from neuroscience show the brain's plasticity and ability to learn throughout life. Emerging concepts like neuroplasticity, AGES, RAD, and SCARF provide frameworks for effective learning design grounded in how the brain functions. Traditional training is giving way to personalized, mobile, and collaborative learning that better engages distracted learners. Organizations now seek to demonstrate learning ROI and develop strategic L&D plans to address skills needs. The document recommends experimenting with new technologies, applying neuroscience principles, and facilitating learning outside the classroom.
The future of workplace learning
- 1. The Future of Workplace Learning 1
- 2. The Future of Workplace Learning Agenda: • What’s Driving Change? • Trends in L&D • Research Observations • Next Steps 2
- 4. The average shelf life of a business competency has dropped from 30 years in 1984 to 5 years in 2014 4
- 5. What’s Driving Change in L&D? • Neuroscience • Learner Habits • Emerging Technologies • Organisational Challenges 5
- 7. Neuroplasticity Neuroplasticity is a concept emerging from neuroscience that suggests the brain has plasticity and is able to keep developing and changing. 7
- 8. Neuroplasticity in learning defies the thinking that… 8
- 9. London taxi drivers, whose intense learning of “The Knowledge” caused measurable development in their brains which changed their brain structure. 9
- 10. Neuroplasticity provides an empowering message Learning and progression can take place for those who are willing to engage and work at it, regardless of age, background or culture. 10
- 11. AGES AGES is promoted as a model to support effective learning 11
- 12. AGES draws on established psychological principles and proposes that learning is more effective when these four factors are considered in learning design and delivery: A – Attention G – Generation E – Emotion S – Spacing The Science of Making Learning Stick: The AGES Model, JOSH DAVIS Ph.D., MAITE BALDA, DAVID ROCK, PAUL MCGINNISS, & LILA DAVACHI https://neuroleadership.com/portfolio- items/the-science-of-making-learning-stick-an-update-to-the-ages-model/ 12
- 13. AGES Attention – we need to ensure minimal distractions and avoid cognitive overload. Undivided attention is essential for effective learning. Novelty and varied techniques and approaches enhance attention. 13
- 14. AGES Generation – we maximise the likelihood of positive engagement and formation of long-term memories when learning has personal meaning and significance. L&D practitioners should relate learning to existing knowledge and support personal meaningful associations and applications. 14
- 15. AGES Emotion– a key factor in fostering attention and enhancing memory function. Generating positive emotional experiences and social activities are key to effective learning transfer. Conversely, if learners have a negative emotion associated with learning such as fear of failure, they are less likely to engage. 15
- 16. AGES Spacing– distributing learning in discrete blocks delivered over short time periods is better than cramming lots of content into a prolonged session. ‘Chunked’ learning results in more effective transfer and aids long-term memory. 16
- 17. RAD The importance of learning being a stress-free and enjoyable experience for effective outcomes 17
- 18. RAD relates to specific brain areas and functions to encourage L&D professionals to integrate neuroscience into their practice. RAD R – Reticular activating systems (RAS) A – Amygdala D – Dopamine Source: Judy Willis, Neurologist, M.D., M.Ed. www.radteach.com 18
- 19. RAD R – Reticular Activating Systems All information enters the brain through sensory inputs but only a fraction makes it through the unconscious RAS filter. Effective learning content should therefore be non-threatening, novel and engaging. 19
- 20. RAD A – Amygdala Part of the brain’s limbic system which acts as a filter to send information to the reactive or reflective parts of the brain. Learning requires reflection which is supported by stress-free environments in which positive past experiences and strengths are highlighted. Stressful environments should be avoided which lead to a fight, flight or freeze response. 20
- 21. RAD D – Dopamine This chemical neurotransmitter, linked to our sense of pleasure, is released during pleasurable experiences. Effective learning is linked to positive associations though engaging and creative activities. 21
- 22. Human Behaviour and How the Brain Responds to Threat and Reward 22
- 23. SCARF The SCARF model proposes that learning is increased as threats are minimised and rewards maximised. Learners have increased engagement when reward is perceived and less if they sense threat. Source: David Rock (CEO of Results Coaching International) 23
- 24. SCARF SCARF stands for: Status, Certainty, Autonomy, Relatedness and Fairness These five factors have a strong bearing on how we engage in social, interactive and collaborative settings. 24
- 25. SCARF Status – learning that is perceived as enhancing status. Our relative importance to others For example, learning that leads to a promotion will be motivational. 25
- 26. SCARF Certainty – if we lack certainty about a situation, our impulse may be to disengage. Our being able to predict the future A sense of order and clear steps can increase learning transfer. 26
- 27. SCARF Autonomy – a degree of autonomy in learning is a key factor in reducing stress as we have some influence about what is taking place. There is a contrary impact if we are denied autonomy. Our sense of control over events Effective learning involves some choice and control. 27
- 28. SCARF Relatedness – if we feel trust, empathy and social connection during learning, oxytocin is released in the brain which increases engagement. Our sense of safety with others Learners need to feel a sense of connection with like-minded peers. 28
- 29. SCARF Fairness – a sense of unfairness stirs hostility and threat. Our perception of fair exchanges between people Learning in which the approach is perceived as fair and justified is motivational. 29
- 30. Adult Learning 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they say or discuss with others 80% of what they experience personally 90% of what they say and do Source: Glaser, R. Education and Thinking: The Role of Knowledge. Technical Report No. PDS-6. Pittsburgh, PA: University of Pittsburgh, Learning and Development Centre. Adults statistically learn: 30
- 31. Traditional vs Modern Workplace Learning 31
- 32. What does a Personal Learning Space look like in 2017? 32
- 33. Framework for Learning Is it still relevant? What might change? 33
- 34. Today’s Learners Are... • Distracted – emails, texts, notifications • Impatient – want it now, learning at their fingertips • Overwhelmed – information overload • Pressured – do more with less time 34
- 35. Millennials Millennials switch their attention between tasks and technology an average of 27 times per hour compared to only 17 times for previous generations. 35
- 36. You only have 5 to 10 seconds to grab someone’s attention before they click away…. 5-10 Second Rule 36
- 37. What do today’s learners want? • Personalised learning • Access from mobile devices • Learn at own pace • Collaboration • Connecting with peers 37
- 38. Brandon Hall Group’s 2016 Learning Technology Study 55% of companies said redesigning the classroom experience was either important or critical. This signifies a wholesale change to the way companies approach learning. 55% 38
- 39. Brandon Hall Group’s 2016 Learning Technology Study When it comes to learning, organisations are finally embracing the need for: • new technologies • new experiences • new modalities 39
- 40. • VR/Wearables • Ultrafast broadband • Mobile • Adaptive/Predictive • Gamification • Reporting xAPI • Video Emerging Learning Technologies 40
- 41. Learner Engagement Develop training that recognises different modalities such as: • Instructor Led • Virtual Instructor Led • Video • Web • Gamification • Collaborative Learning • Learning Management Systems 41
- 42. Organisational Challenges • Struggle to demonstrate ROI • Clear vision • Development of clear strategy 42
- 43. Summary • Neuroscience • Learner Habits • Emerging Technologies • Organisational Challenges 43
- 44. Next Steps • Create a robust strategy • Identify critical skills/competencies • Create environment with more learning opportunities • Facilitate more learning experiences outside the classroom • Experiment with new technologies • Reflect on what Neuroscience is telling us about developing effective learning 44
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