The human stuff is the basis of 'digital learning transformations'...
The human stuff is the basis of 'digital learning transformations'. The technology platforms are secondary. They work best when:
They help to simplify or speed up what people have always done while working; (research / answer questions / share / store)
They enable people to work in new ways that they have learned are more efficient and effective;
(cooperatively / 'out loud' / across different teams)
A 'digital mindset' for businesses could include these ideas:
Constant change is inescapable - so it's curiosity and adaptability that create value in work teams
New possibilities and solutions come from connecting many sources of information
People can take responsibility for solving work problems
Failing fast is helpful
Creating wide and diverse networks of expertise and experience is crucial
Customer ('end user') centricity keeps everyone better aligned
Silos don't help
Flatter, less hierarchical teams move ideas and solutions faster
L&D teams can help create and accelerate these features of adaptable learning organisations.
This is important because in many organisations the conditions for continuous learning aren't clearly defined, prioritised and nurtured. This, is not a 'Learning Technology' challenge.
Digital technologies can definitely help to enable the cultural features listed above. But in my experience technology alone rarely helps if organisations can't agree on the human stuff.
They help to simplify or speed up what people have always done while working; (research / answer questions / share / store)
They enable people to work in new ways that they have learned are more efficient and effective;
(cooperatively / 'out loud' / across different teams)
A 'digital mindset' for businesses could include these ideas:
Constant change is inescapable - so it's curiosity and adaptability that create value in work teams
New possibilities and solutions come from connecting many sources of information
People can take responsibility for solving work problems
Failing fast is helpful
Creating wide and diverse networks of expertise and experience is crucial
Customer ('end user') centricity keeps everyone better aligned
Silos don't help
Flatter, less hierarchical teams move ideas and solutions faster
L&D teams can help create and accelerate these features of adaptable learning organisations.
This is important because in many organisations the conditions for continuous learning aren't clearly defined, prioritised and nurtured. This, is not a 'Learning Technology' challenge.
Digital technologies can definitely help to enable the cultural features listed above. But in my experience technology alone rarely helps if organisations can't agree on the human stuff.
Interesting article - thanks for posting.
ReplyDeleteThe two things that jump out at me are the "fail fast" approach - I often see extreme caution in even getting started for fear of failing. The real crime isn't failing but not bothering to understand why and learning from it. The other thing that resonates is creation of the environment that allows "continuous learning" by establishing "clearly defined, prioritised and nurtured" space for people to do it. With a million things thaht need doing now I'm trying to help people around me find the time to look up and out at what else is going on then reflect on what they find.
Thank you for taking time to read my blog and to make a comment, I appreciate it Robert. I recognise your challenges too - I think it's important to be clear on the context for Learning in the organisation. If the work to be supported is known and more 'routine' then the role of learning is typically to improve compliance and efficiency then the learning strategy (and tactics) should reflect this reality. It is also possible to describe the opportunity to consciously create space and time for employees and leaders to spend time on questions and opportunities that are less well known and formed ("generative learning") and work out where value for the organisation could come from in the future...
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