phillips learning academy digest

aving the students or participants Hprepare for class on their own, means that the time they spend reading materials or watching videos can be flexible and doesn’t necessarily mean it must be done all at once, making it easier for the employees to carve out the time needed to complete the task. Additionally, the time spent in the classroom can either be shortened, since less time is needed to spend on lecture, or the entire time can be used in full for practicing the skills that are being learned.

From a learning perspective, if participants review the pre-class materials ahead of time, this gives them the opportunity to come into class ready with questions regarding what they are learning and making their interactions in class more valuable. Hence classroom time is spent “doing” what is needed in order to master the task they are training on, rather than listening to a lecture. This allows skills learned to be transferred back into their jobs effectively.

When the flipped classroom concept birthed, video lectures were the focus. Over time though, it became clear that it does not have to be limited to such. Pre-class materials can include articles to read, simulation exercises,

quizzes, videos and web pages to visit and review. In a February 2014 article on Talent Development magazine from ATD (Formerly ASTD), Bergmann, Jon and Aaron Sams suggested the term “learning object” when they wrote about the flipped classroom. A learning object can include videos, but it also can be resources such as online simulations, books, and periodicals.

Back in Nigeria, we tried this approach in 2013 when we designed a training for one of our clients. At the time, we used e-Learning courses as pre-study materials but didn’t call it ‘flipped learning’. We used the term ‘blended learning’; an expression that has been used over the years to describe a combination of online, virtual and classroom learning efforts. It was a mixed experience. As with most new efforts, we had challenges, specifically because some of the participants showed up without having gone through the pre-study materials. This no doubt put those participants at a disadvantage when trying to perform the same tasks as their counterparts in class, and it also delayed the rest of the class because the facilitator had to spend time trying to convey information already known to others, to them. (Continued on page 2)

TalentDevelopment

digest

Flipped Learning: MakingEffective Use of Classroom Time

2015: Vol. 1 Issue 1.PLA DIGEST

2014’S Very Best Learning OrganisationsIn October 2014, the Association for Talent Development (ATD), awarded forty-four rms as the “Best Learning Organisations”. These Companies were known to deliver results. What key lessons can we learn from their reasons for success?

What Did They Do Differently?

ŸCommitted to Talent Development

Ÿ Provided learning incentives

ŸClearly spelt out standardised practices in core functional areas

ŸDepth of knowledge was the objective instead of breadth of knowledge

ŸConstant evaluation of employees

Ÿ Integrated learning into core talent processes at every opportunity

ŸDeveloped competency modules which reect needed competencies and provided the foundation for learning maps for employees

What Benets Accrued?

Ÿ Increased understanding of corporate mission

ŸAbility to solve critical business issues

Ÿ Enjoyed higher level of performance

Ÿ Increased revenue and market share

ŸClient satisfaction; employee satisfaction and retention

Basis of the Awards? Award winners must demonstrate that they are excellent in many aspects of the learning function:

Ÿ L e a r n i n g h a s a n e n t e r p r i s e - w i d e role—involved in the executive team, creating solutions to business issues, and setting organisational strategy.

Ÿ Learning has value in the organisation’s cu l tu re—learn ing oppor tun i t i e s fo r employees, C-level involvement, learning for growth of the organisation, and innovation.

Ÿ L e a r n i n g l i n k s t o i n d i v i d u a l a n d organisational performance—alignment with the business, efciency, measurement of the effectiveness of learning, and success with non-training solutions for business needs.

Ÿ Investment is made in learning and performance initiatives

Want to learn how you can build a learning organisation like these 44 companies? Talk to us at Phillips Learning Academy.

The View From57 Marina

Phillips Learning Academy Digest www.phillipsconsulting.net

The ipped learning model enables instructors or facilitators to enhance the classroom experience with less lecture and more activity.As illustrated, the student or participant is given some pre-study materials which can be accessed before and after the actual class experience.

-Paul Ayim

A recently released report on e-Learning Market Trends and Forecast 2014 - 2016 by Docebo, which provides a detailed segmentation on business opportunities in Africa, Asia, Australia, Europe, North America and South America. The research is backed up with facts and figures top trends, topics and predictions for each area, and gives a comprehensive overview on the international e-Learning Market.

The adoption of the SaaS model is playing a pivotal role in reshaping the entire industry and has a huge influence on increasing the e-Learning market size. Analyst reports show evidence of SaaS Industry growth and this trend will continue for at least the next three years.

Even if the e-Learning market is still considered a “niche” segment within different HR macro segments it is subjected, in both a positive and negative manner, to the influences of sales trends related to smart devices and the increasing spread of the Internet access globally.Other opportunities come from Smartphone devices, considered valuable assets that help improve work productivity, and the concept of Mobile Learning, and ultimately 'BYOD' (Bring your own device) a slower trend, but one that will be ongoing for some time. A Breakthrough… without borders! The SaaS Business Model is increasingly present in educational reform, and technology plays a significant role in presenting a key opportunity for education suppliers globally. The report offers valuable insight in a dynamic and important sector. If we look at the numbers, we can see:

Ÿ The worldwide market for self-paced e-Learning reached $35.6 billion in 2011. Ÿ The five-year compound annual growth rate is estimated at around 7.6% and revenues

will reach $51.5 billion by 2016. Ÿ While the aggregate growth rate is 7.6%, several regions have significantly higher growth

rates. Ÿ According to recent regional studies, the highest growth rate is in Asia at 17.3%, followed

by Eastern Europe, Africa, and Latin America at 16.9%, 15.2%, and 14.6%, respectively.

The state of business in Education This report highlights the market opportunities in Education, and provides readers with an in-depth analysis into the market, figures and statistics, and commentary on growth segmented per continent. VCs are heavily investing in Education so the e-Learning segment is healthy. Many universities entered the e-Learning marketplace using non-profit models, leveraging their knowledge in the traditional classroom and applying it to the e-Learning environment. The MOOC market (Massive Open Online Courses) has exploded. Not only is there a proliferation of courses, there is now an expansion of MOOC platform providers and tools. I highly encourage you to read the new report on e-Learning Market Trends and Forecast 2014 - 2016 and discover:

Ÿ Why a company should invest in Learning Management SystemsŸ How e-Learning is triggering company growthŸ How Cloud Technologies fuel growth in global software

How effective are youre-Learning courses?

A word’s meaning is more often than not implicit in the word itself. Hence when you hear the word “war” you naturally think of despair, disaster, a generally unwanted circumstance etc. In the same vein, when you hear “party” you

wouldn’t be wrong to think of pleasure, happiness etc. With this analogy in mind, I am always left in limbo when the words “Soft Skills training” get mentioned. Even amongst business professionals, an impression is generally created that they are a ‘nice to have’ not a ‘need to have’. Many a times, they are seen as the trainings or skills people should attend/develop after or in the absence of technical (hard) skills training.

It’s amazing that the mere connotation of such key set of skills and competencies under the word “Soft” has reduced the importance attached to these skills. A quick survey amongst C-Executives and HR practitioners on what constitutes the key

competencies required for career success and progression quickly reveals that soft skills such as Communication, Time Management, Team Work and Collaboration, Leadership, Creativity, Problem Solving and Adaptability rank high on the list. They are the much needed skills required to propel both individuals and organisations above and beyond their desired performance levels. By their very nature, these skills are easily transferable between job roles and industries.

With this knowledge, I urge you to think of your career and organisation as you answer this question; how soft are “soft skills”?

As you do, think of the implications on you, your career and your organisation.

How soft are “Soft Skills”?

New Report on e-LearningMarket Trends and Forecast2014 - 2016 just released

Latest research reveals facts you probably don't know about the Global e-Learning Market. This research analyses the global value of e-Learning, market trends and predictions by continent and sector, and tells you why it is important to embrace innovative training strategies to serve corporate objectives. I am positive your attention will quickly be drawn to the African continent.

In her August 12, 2014 article featured on www.thehrdword.com Katya Theis said: “Training professionals have to be prepared as things may not go as planned. Video or materials for the class may not work or become inaccessible to the participants as planned”. Placing Katya’s concern in the context of our situation in Nigeria, we might find that the internet bandwidth available to most intending participants may not support easy and seamless viewing of video and related materials. Training professionals will therefore need to adapt and overcome such obstacles with some ingenuity.

Bergmann, Jon and Aaron Sams suggested that an effective method to ensure that adult learners are prepared is to design a system that prevents the learner from scheduling the face-to-face session until after he has completed the pre-training session. In addition to preventing individuals from arriving for training unprepared, a system of filtering out unmotivated learners is established, they said.

The flipped learning instructional model is growing in popularity throughout the world. It has especially taken root in kindergarten through to college classrooms, but corporate trainers are also beginning to consider and embrace the model.

Many people who hear about flipped learning, say that "it just makes sense." So, does it make sense in your setting? Do you see how implementing flipped learning could maximise training time in your organisation? Do you see how you can be more efficient and your employees could learn more effectively? Let’s continue the discussion online. Please visit www.phillipsconsulting.net for future articles on this subject.

-Lanre Ariyo

Phillips Learning Bundle (PLB) is an online national talent development initiative by Phillips Consulting designed to empower individuals through a ‘hassle free’ learning experience to improve their knowledge and competencies.

The platform was created to help learners improve their knowledge and competencies through a wide range of e-Learning courses customised to meet their learning needs, in a manner that ensures effective self-paced learning on varied devices.

Our primary target include professionals, experienced hires, entrepreneurs, small business owners, and fresh graduates.

We have par tne red w i th Sk i l l so f t and NetDimensions to provide a library of learning courses.

Currently we offer the online option of learning with future plans to provide varied ofine and mobile app options with localised industry specic content.

Visit www.phillipsconsulting.net to register.

Phillips LearningBundle (PLB)-Feranmi Akande

-Ugochi Iyke-Ezeji

-Chukwuedo Okolo

Researchers found out that after a 10-minute presentation, listeners only remembered 50% of what was said. By the next day that had dropped to 25%, and a week later it was 10%.

ONE DAY

ONE WEEK

www.nextpoint.com

Survey

We aspire to develop effective e-Learning courses for learners to meet their learning requirement: courses with relevant, meaningful and helpful content that improve learners’ performance.

The question becomes “how can you determine the best way to develop these courses?” Here are 3 tips to start you on the right track and give you a better outcome:

Get to know & understand your learnersA successful e-Learning course requires an understanding of the learners and their needs. You can use these questions to identify your learners.

Ÿ What are your learners’ education level and their skills?Ÿ How much knowledge do they have on the subject?Ÿ How can the course be beneficial to them?Ÿ How comfortable are they in using e-Learning? etc

Finding out answers to these questions, prior to developing the course enables you develop course(s) that meets their needs.

Make clear the “What is in it for me” to the LearnerPeople get motivated to take things which they find relevant and useful. “What’s in it for me?”- this is all what your learners want to know before taking the course. Hence, present your e-Learning course in such a way that your learners are motivated to take the course. State the benefits your learners would get from the e-Learning course, very clearly. Ask them questions, present videos and activities that explain how the course could be beneficial to them.

You also need to tell your learners what they would be able to learn after completing the course. This will assure them that the training is learner-centered and would help them deal with the problems that they confront in their lives.

Make the course learner friendly?Ask the question “How can the learners get the most out of the course? This will enable you get ideas about the strategies or methods to be used to present the content effectively so that your learners acquire the needed knowledge and skills.

You need to also decide on the inter-activities and scenarios to be used in your course. Give your learners the opportunity to apply their knowledge and practice the skills during training.For further information, please attend our “Instructional Design & e-Content Development Process” class.

Associate Partner - Paul Ayim (seated in the middle) and some of the team members.

Picture of the Month

Our Client’s Voice

“I am leaving here a better project manager. The course was fantastic

and it is difficult to identify any areas of improvement for Phillips.

Tremendous value achieved, I would highly recommend this to others.”

-Modupe UbekaPMP Fast track Training

“You guys are just fantastic. I can now see why Phillips Consulting is first on the lips of those that value

excellence and expertise.”-Nduka NwaokenyeBasic Microsoft Excel

Culled from Developing effective e-Learning courses.. by Neha Goel

Culled from New Report on e-Learning Market Trends and Forecast 2014 - 2016 just released by Christopher Pappas : www.elearningindustry.com