order up - technology-enabled informal learning survey 2012

7/31/2019 Order Up - Technology-Enabled Informal Learning Survey 2012

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J u m b o

Tec l g -E a le I f rmalLear i g 2012 S rve Res lts

SponSoREd by


2/13

On c e u p o n a t ime , h u m a n s le a rn

e d la rg e l y b y t ra d in g

s t o rie s a n d s h arin g e xp e rie n c e

. I im a g ine t he p roce ss a s a b ig ,

no is y fa m il y d inne r: p e op le p a s s

ing s t o rie s a s t he y p a s s e d t he p

o t a t oe s , le a rn ing

org a nica ll y a s con ve rs a t ion p rog re s s e d , c

hoos ing kno wled g e t ha t s ui t e d

t he ir

t a s t e s a s t he ir hung e r d e m a nd e

d .

Bu t wi t h ris e o f m od e rn c i viliza t

ion ca m e t he d e ve lop m e n t o f fo

rm a l cla s s room

le a rn ing t he pri x fi xe o f le a rn in

g . Ins t ruc to rs (or, fo r our p urp os

e s , t he m a t re ds )

t e ll us , Youll cons um e wha t we

p ro vid e , whe n we p ro vid e i t .

The p roce s s was p e r fe c t for t he

a s s e m b l y line ap p roa ch o f t he

Ind us t ria l Re volu t ion :

i t s u i t e d worke rs who ne e d e d s

im ila r s kills a nd m a s t e r y o f a s in

g le t a s k t o s ucce e d

in t he ir job . Bu t w

e li ve in t he in form a t ion a g e , wh

ich is cha ra c t e rize d b y ins t a n t

a cce s s t o in forma t ion a nd t he a b ili t y t o s h

a re i t fre e l y a nd e a s il y. Le a rne rs

re l y on a

va rie t y o f skills to work in co lla b

ora t i ve t e a m s , th ink c ri t ica ll y, a nd so l ve p rob le m s .

And t ha t s whe re in form a l le a rn

ing t he shor t o rd e r ki t che n o f

le a rning come s in.

The conce p t o f in form a l le a rnin

g m a y no t b e re vo lu t iona r y, b u t

t he wa y i t s d e li ve re d

ne e d s t o b e i f org a niza t ions a re

g o ing t o a d d res s t he ir ke y b us

ine s s cha lle ng es . We

s ur ve ye d o ve r 300 com p a nie s t

o find ou t ho w the y we re us ing

in form a l le a rn ing t o

m e e t t he ir b us ine ss cha lle ng e s .

Re a d on t o d is co ve r ho w t he y a

ns we re d , a nd ho w

wi t h a li t t le b i t o f p la nning , you t

oo ca n s e r ve up d e licious a nd n

u t ri t ious m ors e ls t o

fe e d your hung r y le a rne rs .

O r d e r U p ! A n I n t r o d u c t i o n t

o S h o r t O r d e r L e a r n i n g

BY K A T P A Y N E

n n n n

n

Ka Payn is theDirector of Client Services atIntrepid Learning. She joinedIntrepid in December 2004and has since led a varietyof cross-functional teamsto create instructor-led,virtual classroom and web-based training, and informallearning solutions for a broadrange of high-profile clientsincluding Microsoft, Boeing,Autodesk, and a majorglobal professional servicesfirm. Her work includesnew employee orientation

programs, sales courses,presentation skills practice, aswell as technical and softwaretools training.

Prior to Intrepid, Kat wasthe Outreach EducationCoordinator at the Museumof History and Industry inSeattle. She has also beenthe owner of an educationalcurriculum writing business,as well as a high schoolteacher in both WashingtonState and Colorado.

2012 Intrepid Learning Solutions


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Sales & Marketi g 6%

C m lia ce/Reg lat r 4%

Em l ee E gageme t 3% Gl alizati 2% ot er


4/13

6 %

17 %

27 %

31 %

19 %

L i k e l y L i k e l yL i k e l y L i k e l y L i k e l yN o t V e r yS l i g h l y M o d e r a e l y E x r e m e l y

Are u ik y o ei f r l r i g

o r s r p b i s c s?About 50% of respondentswere either moderately likelyor very likely to use informallearning to address theirtop business challenges. Ofthose who were moderately

or very likely, one respondentplanned to use storytelling bybusiness managers [to] teachabout their practice. Anotherwas building out a largereference/collaboration sitefor the manager/leadershipcurriculum. Many more,however, felt hampered byheavy regulations and a lackof organizational support.

Understanding how informallearning can support your topbusiness challenges is key tobuilding an effective informallearning strategy. If you candemonstrate the connectionbetween your learningprogram and businessimpact, youll gain supportfrom key stakeholders in

your organization and will bebetter prepared to measurethe success of your informallearning program.

n Q2 n


5/13

9 3 5 0 1

Y e s 5 3 %

N o 4 7 %

Are r p s r k y rs ki g f r

n i f r l r i gi n ( r a b r w y

o c b r e)?More than half of ourrespondents said that theiremployees or key leadersare asking for better ways tolearn, collaborate, and share

information. In other words,more people are ordering it even if its not on the menu.

So why are they asking for it?

The ready availability oflearning in smaller chunksallows employees to moreeasily select what is mostuseful and relevant tothem. In short, they can

create personalized learningexperiences and withthem, an ownership of theirprofessional development.Informal learning systemsalso allow employees toconnect with experts or theirnetwork of peers to sharebest practices and solve real-world problems.

n Q3 n


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yes, a little 36%

yes 11%

n 53%

Do u ve rt-f rm, j t-in- i e r i gc t pr p r d f r

r r rs?As with meals, knowledgeis most agreeable whenconsumed frequently andin small portions. Bothacademic and marketresearch shows that the

most digestible type ofcontent for informal learningis short-form content (Vries,Lukosch, 2009).

Short in this case is definedas under an hour in fact,most said that it shouldbe less than 15 minuteslong. However, over half ofrespondents to this surveyindicated that they had noshort-form content at all.

Most organizations have alot of prep work to do beforethey can present a tasty arrayof bite-sized knowledge. Ifyour learners are currentlygoing hungry, youll needto prepare your content foroptimal use in an informallearning environment.

n Q4 n


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Bizz Buzz

N o N o P a r t i a l Y e Y e

13 % 37 % 50 %

Do u ve n i f r l,ci l, r bi e r i gr y?

While most respondentsexpressed an interest or aneed to move toward aninformal learning model, fewactually had a strategy to doso. And many of those whodo have informal learningplans admit that they areincomplete.

Thoughtful strategy is criticalto the success of your informallearning program. You couldbuild your strategy in a waythats all too familiar to peoplesearching for a quick solution drink lots of coffee and scribbleyour plans on a napkin but Idont recommend it.

A less-caffeinated, morereliable recipe for successis to follow these fivesteps *: align with businessgoals, measure, and learn;assess readiness; selectthe appropriate technology;deliver relevant content; andleverage best practices.

*Please see the conclusionpage for a more detailedexploration of these fivesteps.

n Q5 n


8/13

M i x M a s t e r

I tra et

78%S arep i t

62%LMS63%

n e6%

S cialC lla rati

A licati

31%

W t s re uc rr y i g o iv r i f r l r i g?Despite the widespreadinterest in informal learning,most organizations are notusing applications designedspecifically for the purpose.Using re-purposed systemsto implement an informallearning strategy is a bit likemaking a milkshake with a

jackhammer. Youll end upwith something drippy andsweet, but chances are goodthat you wont want to drinkit and it will probably be amessy process.

Taking the time to assessyour organizations readiness,both with technology andinfrastructure, is an essentialpart of developing yourinformal learning strategy.Work to understand whatyour organization has andwhat they need so that youcan use the right tools togrow your informal learningcapabilities in a way and ata pace that is most effectivefor everyone.

n Q6 n


9/13

C te t S ari g

I tegrates wita lear i gmgmt. s stem

SuRVEyS

ASK ThE ExpERTModuLE

oRGAnIZE ConTEnTby TopICSAnd GRoupS

ASSESSMEnTS

InTEGRATES WITh

An InTRAnET

noTIFICATIonS

RobuST SEARCh

QuIZZES

93 501 93501 93501 93 501 93501 93 501 93 501

48 %

45 %

43 %

42 %

42 %

40 %

39 %

39 %

38 %

37 %

W t f r s rei p r t o uin n i f r l

r i g m?Who wants to stick to justone dish when its so muchmore fun to share? Sharingallows you to sample agreater variety than you canwhen you eat alone. A simple

meal becomes a feast andisolated pieces of informationbecome powerful knowledge when shared among peers.

Regardless of the topicor how its organized,information shared viainformal learning systemsworks best when it issomething learners canconsume quickly and insmall, actionable chunks, likeshort-form content, quizzes,or surveys. Making contentavailable in logical, searchableways also prevents learnersfrom having to spend theirprecious time digging forwhat they need. Quick andconvenient access promotessharing, connecting, and

collaboration among peersand experts, even if they aregeographically dispersed.

n Q7 n


10/13

... T o G o ?

y o u r l e a r n i n g ..

.

W o u l d y o u l i k e

yes!23%

m a y b e ?6 2 %

n o t h a n K s .

1 5 %

W d u e bi evic s o i rib e

i f r l r i g ors n e o?

A leisurely meal requires theluxury of time that few of uscan afford on a regular basis.Similarly, learning often fallsto the wayside because wesimply cant find the time to

make it happen. But what ifyou could order your learningto go?

Sales organizations areleveraging mobile contentto provide complex productinformation to their learnerswhen theyre in the fieldwith clients. Learners whotravel often or commutelong distances can accesstraining and interact withtheir learning communitythrough their smart phonesor other mobile devices.Integrating mobile into yourinformal learning programexpands its reach, allowingyou to provide learning atthe point of need.

n Q8 n


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93501 9 3 5 019 3 5 0 1

9 3 5 01

M i x M a s t e r

Trai i g/hR

ITb si ess u it

C am i

49.3 % 16.6 % 25.0 %

Do u ve a r gp r r ip wi h k y

k rs o pp rti f r l d ci l

r i g?Even the most tantalizingmeal wont get eaten if youcant reach the plate. Likewise,the best informal learningstrategy in the world wont get

you anywhere unless you havecross-functional support toget it off the ground.

Key stakeholders from theTraining/HR team can helpyou identify and deploythe right content for yourlearners. Your IT team willensure that proposedinformal learning systemsare compatible with existingsystems and securityrequirements. And theadvocacy of a business unitchampion can help drive youraudience to your informallearning program once its built.

Support from key stakeholderscan make all the differencein your efforts to serve upshort order content to those

who are hungry for it.

n Q9 n


12/13

R e p o n d n t M n u n n

n n

n

T o p 1 0 I n d u S T R I E S

A R E 7 8 % o F T h E T o T A L

Man u fa c t u ring ......

............1 5 %

Te c hn o lo g y ........................1 5 %

He a l t h c a re .........................1 1

%

Fin a n c e ..................................

8 %

Ed u c a t io n ..............................

7 %

Ba nk in g ..................................

7 %

Co n s ul t ing .............................

4 %

Me d ia ......................................

4 %

Te le c o m m un ica t io ns ..........

4 %

Go ve rnm e n t ..........................3 %

p A R T I C I p A n T S R E p R E S E n T E d

Un i t e d S t a t e s /Ca n a d a ...........

9 5 %

In t e rn a t io na l ................................

....5 %

bREAKdoWn oF REVEnuEFoR REpRESEnTEd CoMpAnIES

$0 100m = 32.5%

$101m 25b = 55.6%$26b 50b = 5.1%$51b 75b = 3.4%

$76b 100b = 0.9%$101b 125b = 1.7%$126b 150b = 0.0%$151b 175b = 0.9%

D r p icsIn the fall of 2011, Intrepid

Learning surveyedemployees of over 300mid- and enterprise-sizedorganizations to betterunderstand their viewson informal learning. Welearned that the majorityof respondents work incompanies that earn upto $25B annually; thatthey come from a broadrange of industries,but are slightly skewedtoward manufacturing andtechnology; and althoughalmost everyone whoparticipated works in eitherthe United States or Canada,many of our respondentsrepresent global companies.


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9 3 5 0 1

C o n c l u s i o n

Its getting close to closing time here at the diner.So before we turn off our big OPEN sign for the day, what can we take awayfrom all of this?

Our survey data indicates that most respondents have an interest or need to movetoward informal learning solutions. But despite their needs and desires, mostorganizations also have little to no content, strategy, and infrastructure in place todeliver on that need. While improvisation can provide a quick fix for an organizationsneeds, a robust Informal learning program requires planning for success.

Earlier, question 5 referred to five steps a company can take to prepare for asuccessful implementation of an informal learning strategy. Here is a a moredetailed look at those five steps:

Align, measure, and learn: Align your learning goals to the challenges of

the business. Create a plan to measure the effectiveness of your informallearning program in addressing those challenges. And take heed of whatyour measurements are telling you learn from them.

Assess readiness: Evaluate your organization and teams readiness tosupport and adopt informal learning solutions. This requires taking acloser look at your business model, job descriptions, and competencyframework.

Select the appropriate technology: Ensure that your technology choicesmeet the needs of your organizations culture, fit with your learners workflow,and integrate well with existing systems and technology requirements.

Deliver relevant content: The learning delivered via your informal learningsystems must be of value to your learners. It must be pertinent to their

jobs in order to increase their effectiveness.

Leverage best practices: Be mindful, open and willing to embrace andleverage best practices as new insights emerge.

By following a few key steps you can ensure that your organization is set up tosucceed with your informal learning program, and that your learners enjoy awide selection of content to devour. Bon apptit!

Thinking about cooking up an informal learning strategy, but not sure where

to begin? Let us help you get started. Contact us at 877.866.4457 or visitintrepidlearning.com.

SponSoREd by

References:Lukosch, H. K., & De Vries, P.(2009). Supporting Informal

Learning at the Workplace.International Journal of Advanced Corporate Learning, 2(3), 7.

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