Why should learning be a chore?
That very good question is posed by the author of this month’s cover article (“Designs on learning” p8), who points out that learning can – and should – be designed so that it creates “experiences, focused on the learner, that are engaging, exciting and memorable”.
We’re not at school any more so learning could actually be (whisper it) fun as well as worthy or required.
Preethi Anand points out that people’s engagement with, and retention of, learning is considerably boosted if their entire experience is taken into account. And when that focus is combined with one on meeting the business needs, the results can be amazing.
How often, when you’re designing learning, do you step back and think about what kind of experience people will actually have while participating in it? Or are you focusing on how much it is costing, or on your own performance in the classroom, or on getting the content just right? All laudable aims, undoubtedly, but putting the learning experience at the centre of learning design adds an extra dimension that can make your programmes or initiatives – and in turn your organisations – even more successful.
If web and app designers can do it, why can’t L&D?
Elsewhere in this month’s magazine, we are addressing issues to do with management, leadership, mobile learning, sustainability, authenticity, 360° feedback and facilitation – a veritable bran tub of treats into which we hope you will dip and pick out some goodies.
For those of you with an interest in coaching, Erik de Haan and Nadine Page discuss the preliminary findings of a survey that they describe as their “greatest coaching research ever”, into the role that a strong relationship between coach and coachee plays in producing an effective coaching outcome for all parties – coach, coachee and stakeholder.
In “Making it count” (p66), de Haan and Page reveal the ingredients of a successful coaching relationship, as revealed by the data they have collected from more than 4,000 coaches, clients and organisational sponsors around the world.
They also provide some practical tips on how you can apply their findings to your own coaching practice, so you can benefit from the best practice they have accumulated through their research.
More practical insight is provided by Sam Ponzo, who describes how multinational manufacturer DuPont develops the skills of its massively diverse and dispersed workforce (“Accelerating skills development” p31), and Rob Caul, who sets out the five steps you need to take to establish an effective strategy for mobile learning within your organisation (“Create a mobile learning strategy” p36).
Elizabeth Eyre, Editor
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