The new 2022 mandate for corporate learning

The many failures of corporate learning are based on the fact that most fail to manage learning as an engineering science.

It is grounded in the field in systems engineering principles where its components or “pieces” should be self-contained, modular and reusable. Unfortunately, few of those who learn about practices today are aware of this reality. This gap in practitioner awareness, coupled with advances in consumer expectations and connected technologies, has created a new mandate for digital learning.

Can corporate learning survive? If enterprise learning wants to achieve relevance in terms of delivering personalized experiences based on device, location, and user preferences, it better start managing its content as a ready-to-go strategic asset. ‘to come up. This means that learning must be structured, digitally rendered, and associated with metadata so that it can be developed and easily exchanged, published, and deployed across multiple channels and technologies. The mandate of digital learning requires granular control of content components which is achievable by leveraging content component management systems (CCMS). The idea of ​​component-level learning is like when a manufacturer builds a new car. The car is not created from scratch. Parts are selected from an assortment of existing parts and assembled into a vehicle. By assembling from components, the manufacturer increases its production speed and reuses the same components for different needs. Design thinking and reusability are the ideas behind the learning components. Each piece of learning content, whether knowledge, skill or behavioral object, is developed in such a way that it can be easily combined and reused in a variety of learning scenarios.

Learning engineering requires components. Drawing on the example of the automobile, a car represents a hierarchy of components that serve as the basis for the engineering of the car. Along the same lines, every organization has an inherent learning hierarchy derived from the capabilities it needs to be competitive. For example, typical organizations will have seven to nine core capabilities. Each ability is achieved by deploying eight to 12 manpower skills, and each skill is supported by seven to nine tasks. The tasks are then deconstructed into required knowledge, skills and behaviors. This final level is the point where learning objectives are formed and where people begin to learn.

Component-level management enables modern solutions. Each type of learning component, whether it is a type of knowledge, skill or behavioral element, has a set of defining characteristics. These characteristics determine how each component is designed, rendered, and laid out. Component hierarchies are built based on what people need to know or be able to do to do their job. This strategy supports the concept of deconstruction where people learn from the bottom up in a progressive order, starting with the smallest pieces of content or learning objects. Imagine having a digital warehouse of all of your organization’s knowledge, skills, and behaviors in the form of digital learning objects. These objects can be dynamic illustrations, animations or simulations. Learners can then see selected concepts demonstrated or practice and assess their skills anytime, anywhere, and from any device. Each object is individually tagged and indexed to multiple datasets such as individual, workplace, process, etc. This architecture allows learners to select, organize and combine learning objects in ways that meet their unique needs and preferences.

Moving forward. The digital transformation of learning is not just about delivering content virtually. It was a short-term solution in response to COVID-19. Enterprise learning functions that want to be relevant in today’s era of connected working need to digitize their learning content. Digitizing component-level learning content based on learning hierarchies is the only way to successfully deliver modern learning practices (mass customization, work-based learning flows, etc.) in connected environments. The bottom line is that hierarchy-based learning component strategies create learning ecosystems where components interact and produce outcomes where the whole is far greater than the sum of its parts.

Brent A. Kedzierski is the former Head of Learning Strategy and Innovation for Shell International.

For more information, contact Brent Kedzierski at [email protected]

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