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that you didn’t have the time to consider? If you have partaken in just one of these activities you will know that training can be time-consuming and draining. In fact, you may even find most of the information you’ve learnt is lost after 24 hours. Albert Einstein famously said, “If

I had one hour to save the world, I would spend 55 minutes defining the problem and 5 minutes thinking about solutions.” So if we take Einstein at his word – we can’t solve problems by using the same kind of thinking we used when we created them. And we need to clearly define our challenges before we jump into solution mode. We need to ask new questions to define the new challenges. Rather than asking: how can I blend? How can I embed? How can I publish? We now need to be asking: how can I enable? How can I socialise? How can I tag? And most importantly, how can learning and development continue to create value?

Old Questions How can I blend? How can I embed? How can I publish? How can I track? Role? (Broker)

New Questions How can I enable? How useful?

How can I socialise? How can I tag? Role? (Sherpa)

While there is no one-size-fits-all

when it comes to the design and delivery of learning content, focusing on exploration, experimentation and experience (the three ‘Es’) is a good start. How can this tackle the lack of engagement with learning platforms? By positioning the learner as an active participant, rather than object, in the learning dynamic. By changing the way that your learners search, consume and relate to learning, the three Es can guide you towards training that is an active, self-directed adventure as op- posed to a fixed, dictated group activity.

E1: Explore

Welcome to the age where people want instant access to information as and when they need it. What do you do when you quickly need to know the answer to a question? You Google it. So, it’s no surprise that employees are looking beyond formal training resources to acquire the skills they

24 | August 2017 | @TrainingJournal need. In what Training Journal 1 has

called ‘the era of micro-learning’, 70% of staff simply turn to search engines for information, while 80% get what they need from on-the-job interactions with peers and managers. What this tells us is that learners

need to have the ability to self-diagnose and take an active role in determining their own career and learning pathways. Call it ‘self-service’ learning if you will, but it’s something that has always needed to happen. Rather than struggling to maintain the role of ‘broker’ – mediating between the learner and blocks of skills/knowledge – L&D professionals need to recognise the ease with which individuals are now able to self-diagnose learning

gaps and self-medicate on solutions. L&D can become ‘Sherpas’ guiding colleagues on the best learning journey to take. As people increasingly access learning in small chunks as and when it’s required, there is an opportunity for learning and development pro- fessionals to make this a core part of their ongoing training strategy. Accessibility therefore becomes

imperative; the right tools need to be in place to provide learners with materials that can be integrated into their daily lives and accessed at the moment of need. L&D can shift emphasis from publishing, tracking and embedding materials to instead focus on enabling easy access. Use mobile to help ongoing performance support and draw on

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