This morning Jane Hart posted this 5-stage model of the evolution of workplace learning in an organization.
I’ve re-worked the model to show:
- my domain is the workscape (the merger of work and learning, the learning ecosystem)
- overarching issue is who controls the curriculum
- learning is a mix of formal and informal, not one or the other
The further you go to the right in these models, the less the support provided by L&D. I advocate filling the gap with support of social and informal learning.
LMS have their place: opening up and tracking performance of formal and compliance training. However, the more mature the worker, the less dependence on the LMS and the greater the need for social network solutions. Old pros don’t take classes. If all you offer is via an LMS, you are failing to support the biggest money-makers in your organization. Duh!
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Love it!
This make good sense. Assuming maturity of the worker means more capacities to recognize, understand, and participate in informal learning and social network solutions, how does this development occur in the worker? New models, technology, and even training do not necessarily produce the complexity of mind needed to effectively participate. Where is the attention to this dimension of learning and change in the model?
I like this viewpoint.
Chamilo LMS (chamilo.org/) and Moodle (moodle.org) are just moving to a more social network support. What about the content development and the necessary integration to those LMS? Are instructional designers and teachers ready?
Harold Jarche was looking for some feedback on this on Facebook and I commented on a thread there but wanted to repost a bit here.
I love it but wanted to offer the following…
I think the control issue is key.
I don’t think the model takes into account the LMSs of 2010 that are collaborative platforms. (And why again do we need those? Oh yes, because over 50% of corps. block public social tools/technologies/platforms).
LMSs DON”T just track and provide a platform for compliance training. You’ll turn quite a few people off with that type of generalization.
I think you need to take a look at the current market. Try Mzinga, Saba Social, Q2, and Learn.com to name a few. (Demo the systems and take another look at where/if the acronym “LMS” should be used at all.)
What does the lifelong learning of a pilot look like in this model? I am having difficulty envisioning that. Where does the updated training for the mature worker who, say, lands a plane on the Hudson River fit? Where’s the newest checklist he and his co-pilot used? Simulation? Games? In other words, I’m not seeing advanced-level courses and performance support tools for workers at any of the levels of maturity. You may want to find a home for those. Old pros may need courses.
As a side note…I don’t agree that there is a (stage) progression with the holy grail being collaboration. Teaching a classroom of special needs children may very well require a behaviorist approach. I know we’re not talking about children here. However, you may find a different approach is needed in some work environments too.
Perhaps I’m not seeing it, but I also think you need to make it clear that this is for KNOWLEDGE workers and people who deal with digital information ONLINE. Not for everyone.
What a great example of collaborative learning Jay and Jane have provided here! I like the adjustments and agree with Jay’s position re the relationship between the maturity of the learner and the importance of social networking to learning.
The model shown in this post clearly depicts how learning occurs in the workplace today. I have been employed by a manufacturing company for the past 20 years. Most of my career has been in training and development. Needless to say, I have witneesed many changes to the way we provide employees with the skills and knowledge they need to perform their jobs both effectively and efficiently.
As companies look for ways to reduce the amount of time employees spend away from their jobs and in the classroom, we must approach learning and development in creative ways. Currently, my company uses a combination of classroom learning, computer based training and training among peers. After years of performing the same job day in and day out, employees build quite a bit of tacit knowledge that often leaves the company once the individual retires. By increasing the amoint of informal training, some of that knowledge can be passed on to those employees who remain. The revised model clearly depicts this thought. As an educator, I will encourage employees to share what they know and become catalyst in developing themselves and all those around them.
Kim Brown
Mechanicsville, VA
Hi Jay,
You have put it very well. I have been thinking on lines of how formal training can be complemented by informal (shall we say social) learning, but i think you have put it very well.
Thanks, Atul.
Brilliant work guys. I am definitely going to be referincing this. It is interesting though, I see no role for the mentor or moderator. Within organizations we need to have some mechanism that ensures that the learning taking placevis accurate. As much as I love wikipedia it is not always 100% correct.
How will we strike the balance between opening the floodgates and ensuring our learners don’t fall off the rails?
Thanks for your interest. I’ve just returned from a month-long trip and am just now getting around to answering questions.
The model shown is an over-simplification presented to make a point.
Ken, experiencia docet. (Experience is the best teacher.) experiencia docet stultos. (Experience teaches even fools.) People gain depth through doing.
Leonardo, there’s no need to tie the results of informal learning to the measurements of an LMS. Performance is the true measure of learning. Compliance is, of course, another matter; LMS were made for it.
Janet, I agree that control is the key aspect here, but I don’t agree that LMS are going to facilitate informal/social learning. Learning is merging into workflow. People naturally use as few tools as they can. Social learning will flow through the same channels as work. What senior manager is going to go along with putting corporate communications and networking in the hands of L&D?
You’re right to suggest that I revisit the hipper LMS, and I intend to do so.
Of course, old pros sometimes need courses. “Novice” and “pro” aren’t absolute. All of us are novices at some things.
I’d say that this applies to what Dan Pink classifies as “concept workers” – people who need to be able to think on their feet.
David, I see the need for mentors, coaches, guides, and a host of others. The models do not purport to be comprehensive.
Great Job Guys,
As a teacher I believe maturity plays a crucial role in the ability of a learner in social networking. At my school we have tried to start a social network for the teachers to share concerns and ideas. Well it seems to be picking up with many of the new teachers (maybe because of their abilties to communicate using the many new and different forms of technology, but for our veteran teachers it is just not happening. How do we get the ball rolling to get them involved and use the proposed model? How do we make it fit?
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