Training trends 2010

Training TrendsFrom Skill-Building to Sound

Bytes

WEBINAR

GOALS

1 – Share 6 trends every learning professional and workplace should know.

2 – Identify the “so what” related to these trend for learners, companies, and learning professionals.

The six trends I believe are most dramatically changing the workplace and the learning industry

6

1

3

54

2

The need/demand to

compress time

Shift from “training” to

“learning”

Shift from F2F to online

classroom

“Rapid authoring”

The new blend – formal

and informal

Mobile and web

Other trends to attend to….

Learning 2.0

HTML5/Flash battle

Touch-screen tablet PCs

Sharepoint fever

CMS systems/open-

source software

development tools

Changing role of IDs

SMEs as developers

These trends are Interconnected

Time compression

Shift from training to learning

F2F to online

Rapid authoring

User-generation content

A new “blend” due to rise of informal

Mobile and web solutions

• Use Your Chat to share your response:

What’s the biggest change – related to training – that you can think of in our work world in the past 15 years?

• Most folks would be pretty quick to say:

Technology. Mobile Phones. Laptops. Telecommuting. Social networks….

However, which came first?Technologies or the demand for time compression – and budget compression?

Forrester Research, a market research firm that does deep-drill research on a variety of industry topics – including those in learning management/HRM says:

“Employees need to get smarter faster.”

How do we get smarter faster?

F2F to online

Rapid authoring

User-generation content

A new “blend” due to rise of informal

Mobile and web solutions

Shift from training – to helping people learn

So…what are the So What’s of these trends? How do they affect your jobs, learners, and companies, in general?

The “so what’s” associated with trends.1

3

54

2

Traditional models need to be

revamped; usability data matters.

Remembering is less important

than being able to find something.

ID – and the role of instructional

designer – have to change

The tech toolbox has to be big.

Many more distractions for

learners and IDers to manage

The new blend – formal and

informal – only works so well.

6

Traditional design and delivery methods have to be re-vamped.

Learner expectations are rapidly changing . They want to get to info quickly and be able to scan for what’s important to them. Look at how we consume information today. We looked at these kinds of sites….:

• http://www.yahoo.com/• http://espn.go.com/• http://www.cnn.com/

Based on what we saw, we came up with this prototype: Notice there is no “NEXT” button:

• http://www.bottomlineperformance.com/eMag/index.html

This is a “compromise” between tradition and exploration.

Mobile Apps Also Offer Ideas

Another Mobile App

Race for Marketshare

Increase your share of the marketplace by selling. The more you play, the more territory you can capture.

Play regularly to increase your knowledge and gain technology expertise that helps you sell more..

High ScoresRank Name Score Date

1 Toni Harpster 50,500 2010 -07-10

2 David Radick 45,000 2010-07-05

3 Sharon Boller 44,950 2010-07-04

New Game Help

Race for Marketshare

Lives:

Project XYZ is sold by which competitor?

a) ACMEb) BLPc) TLCd) PBJ

Next Quit

Score: 1,515 Round: 2 Question: 1 Time:

Traditional design and delivery methods have to be re-vamped.

Finally – we have to get comfortable with 1) rapid prototyping, 2) failing fast, and 3) letting learners figure things out on their own

Remember

CreateEvaluateAnalyzeApply

Understand

Consider re-thinking Bloom.

Instructional design – and the role of instructional designer – change.

• The ADDIE model may be too linear and slow; Gagne’s learning events have to get compressed.

Gagne’s 9 learning Events

1. Gain attention

2. Inform learners of objectives

3. Stimulate recall of prior learning

4. Present the content

5. Provide "learning guidance"

6. Elicit performance (practice)

7. Provide feedback

8. Assess performance

9. Enhance retention and transfer to the job

Analyze training needs

Design learning solution

Develop learning solution

Implement solution

Evaluate solution’s

effectiveness

Remembering is less important than being able to find.

• Google Search, YouTube, Slideshare, blogs, Bing, etc all give us models for quickly finding data/information.

• Special interest groups within FB, LinkedIn, and other social networking sites show us the power of being able to ask peers for help as we need it.

• Do we have to design training courses – or can we design/develop good resources for helping people find what they need when they need it? (Web MD is a great example)

Ops Mgr website

First 30 days

Critical responsi-

bilities and how

to do them

FAQs – view or post a

question

Ask an expert

Share a tool or

idea

Instructional design – and the role of instructional designer – change.

• We have to stop thinking about “training” and start designing for learning. How can we help people in 5 to 30 minute increments?

• People accustomed to Wikipedia, YouTube, Facebook, Twitter, Yahoo, Google, etc. have little to no patience for the NEXT button, static screens, lengthy explanations AND NO CONTROL.

• Consider the games I showed you; Mobile phones and the web change everything; design for mobile is completely different than design for a traditional e-course.

Once upon a time…

Business Results

Which was taught in hopes

of achieving

Core Knowledge

Experts created

Now…

Expertise is more widely distributed – and easier to share.

More complexity – not less.# of tools available for understanding, creating, distributing, and connecting grows DAILY.

Learning designers HAVE to get comfortable with these tools and knowing what’s good for what.

Lots of tools for

understanding.

Tools for creating.

Tools for connecting.

Tougher time engaging learners; more distractions.

Unrealistic expectations for “formalizing informal learning”

What does this really mean?

Review of the “what’s”

6

1

3

54

2

The need/demand to

compress time

Shift from “training” to

“learning”

Shift from F2F to online

classroom

“Rapid authoring”

The new blend – formal

and informal

Mobile and web

Review of the “so what’s”1

3

54

2

Traditional models need to be

revamped; usability data matters.

Remembering is less important

than being able to find something.

ID – and the role of instructional

designer – have to change.

The tech toolbox has to be big.

Many more distractions for

learners and IDers to manage

The new blend – formal and

informal – only works so well.

6

So…what do you do about the

“what’s” and the “so what’s?”

Some Suggestions

• Start paying attention to thought leader’s and publications that push emerging ideas/tools:– Tony Karrer, Jane Hart, BLP, Tom Kuhlman– WSJ, Wired, Fast Company

• Experiment with – and evaluate – the Learning 2.0 tools that are driving so much change:– LinkedIn, Facebook– Flip cameras/YouTube– Slideshare

• Play some simple games; evaluate how you can use them/modify them.

Some Suggestions

• Most importantly….realize the power of the web and figure out how to make it easier for people in your organizations to find information WITHIN your company – not just outside it.– Consider custom-built web applications/tools that mimic

functionality of a Yahoo site, a YouTube site, a FB.– Realize how powerful user-generated content can be for

people.

Thank You

• Sharon Boller• sharon@bottomlineperformance.com• www.bottomlineperformance.com/lolblog • www.twitter.com/sharon_boller