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MARKETING


learner to engage. Te thought process includes: “I need to engage in this learning because if I don’t, then ‘x’ will happen and if I do engage then ‘y’ will happen.” For example, “If I buy a deckchair I can enjoy the sun, and if I buy sunscreen, I won’t get burnt.”


Post course (the behaviour change): 1. Embedding the learning Memory-jogging and embedding of the learning while at work. For example, “Once I have bought my deckchair and sunscreen, what will make me use it – and continue to use it?”


2. Track and measure change Tracking behaviour change through impact and engagement to show change of behaviour that is measurable (qualitative/quantitative). For example, “How will my partner know that I am using the sunscreen they bought me, and that I am using it effectively? How will my partner know if it is the right kind of sun- screen, if it is the right factor? Will they buy it again or a different one?”


A learning campaign sits around the learning pathway; it is structured from before the learning ‘begins’ until well after a learning programme


❝ Campaign Learning


What is being offered at the moment?


Learning providers For the most part, the offer of an internal communications campaign is rarely present. When it is present, it is more often than not a basic communications campaign. Tere are a small group of providers who are leading the field and starting to combine the concepts of learning and marketing. However, there is still a long way to go.


Campaign Learning adds value to learning products and services through increased awareness and


participation, and the embedding of behaviours


or pathway has ‘finished’. It is implemented through messaging that is designed with the clarity and structure of a well-told story. Troughout the process, there are


four key elements to support effective implementation. Our research has provided the opportunity to develop the FLAG model (Fig.2) to support the effective implementation of a learn- ing campaign. Tis model has been tried and tested in multiple sectors.


18 | December 2016 | @TrainingJournal


Examples of those forging the way International provider


This company provides a campaign launch service as part of its offering; a thor- ough service that includes planning and implementing communications and the marketing of the LMS and so on, to ensure people are aware of it and know why it’s there.


L&D departments Te take-up of marketing techniques within L&D is in its early stages. Tose L&D specialists with a background in marketing are forging the way. Over the past two years, there has been an increase in the number of companies requesting campaign-style support from providers alongside their purchases of learning resources. Some departments are starting to partner up with their internal communications teams, especially in larger corporations.


National provider with international clients


This company starts from skills assessments and understanding the habits of consumption relevant to its individual clients.


It utilises on- and offline promotions providing ‘sample’ sized learning to generate engagement.


National provider


This company has been de- veloping the concept of mak- ing an impact with learning communications. It focuses on the messaging style and the platforms available to generate a reaction from the staff. It has also been developing impact reports from questionnaires and providing qualitative data collection.


Fig.2: The FLAG model - increasing business performance through campaign learning techniques


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