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Many organizations are moving toward blended learning to be more cost effective. That's understandable, but a focus on cost savings alone misses thew bigger opportunity to make learning more effective. Contemporary learning research can give some clues on how to get there. It's up to us to seize the opportunity.
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Sean P. KennedySenior Strategic Relationship Manager
Harvard Business Publishing
A DIFFERENT CASE FOR BLENDED LEARNING
BLENDED LEARNING ADOPTION IS INCREASING
In a survey by the Masie Center, 50% of organizations reported reductions in face-to-face training. 51% reported increases in e-learning and virtual classroom/webinars.
Cost reduction is a primary driver Instructor fees Travel costs Opportunity costs
EXCLUSIVE FOCUS ON COST SAVINGS IS A MISSED OPPORTUNITY
Re-design of learning initiatives represents an opportunity to increase their effectiveness Support development of complex skills over time Connect learning to work Drive behavior change
Positioning learning as strategic investment Exclusive focus on cost reinforces perception of
learning as “overhead” Increasing the top line on cost/benefit creates
greater organizational impact
LEARNING DOESN’T HAPPEN IN ONE SHOT
Dynamic Skill Theory
“When analyzed in terms of levels of constructed skill, students’ performances show dynamic changes, with lots of increases and drops. …The patterns also demonstrate that building of general knowledge (as opposed to learning specific ‘‘facts’’) is slow and hard.”
Fischer, K. W. (2008). Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education. In A. M. Battro, K. W. Fischer & P. Léna (Eds.), The educated brain (pp. 127-150). Cambridge U.K.: Cambridge University Press.
PERFORMANCE LAGS POTENTIAL
Dynamic Skill Theory
“There is no single level of competence in any domain. Instead, in the absence of task intervention or scaffolding by others, individuals show great variation in skill levels in their everyday functioning. Optimal levels are attained primarily in those infrequent circumstances when environmental conditions provide strong support for complex performance.”
Fischer, K. W., Yan, Z., & Stewart, J. (2003). Adult cognitive development: Dynamics in the developmental web. In J. Valsiner & K. Connolly (Eds.), Handbook of developmental psychology. Pp. 491-516. Thousand Oaks, CA: Sage.
HOPE IS NOT A TRANSFER STRATEGY
The “Learning Event” is fundamentally flawed Assumes conceptual mastery is possible without
repeated application Does not account for multiple skill levels Does not address conditions of support
Lack of structures to drive behavior change Learners face obstacles on return to the office Path to apply learning is often unclear No normative environment for desired behaviors
Learning Event
Hope
Behavior Change
TRANSITION FROM EVENT TO PROCESS
Support learning processes over time Create multiple cycles of action and reflection Integrate complementary perspectives and
elaborate on concepts Reinforce learning and consolidate complex skills
Combine delivery methods to maximize effectiveness Make delivery decisions at the component level Focus facilitation on discussion and interaction Utilize technology to reach learners in multiple
ways at multiple points in time Integrate performance support strategies
Content
Application
Reflection
Content
Application
CONNECT WORK AND LEARNING
Structure learning around work Strategic initiatives Key business processes Role transitions
Bridge the transfer gap Goal setting Application tools Action learning teams
SEIZE THE OPPORTUNITY
The traditional approach is a “burning platform” Use the demand for cost and time savings as an opening
to transform leader development
Pilot new approaches Target pivotal audiences and strategic needs Integrate multiple delivery modes Test new interventions and technologies
Re-position leader development as strategic investment Move beyond cost to impact Align programs to key initiatives Connect to talent strategy Build metrics scorecards
