Learning in a Social Organization : a clickable guide TRAINING Classroom - E-Learning – Blended Required to be studied and tested
SOCIAL TRAINING using social technologies to augment classroom training and e-learning
Using social media in the classroom
Building learning communities
connect & converse
instructional
LEARNING IN THE FLOW OF WORK Natural, continuous, informal, social learning that takes place whilst working )
SOCIAL COLLABORATION using social technologies to enhance internal collaborative working & informal, social learning practices
Facilitating collaborative learning
share
Supporting communities
of practice
curate
content
Supporting work teams
create & share content
Harnessing collective intelligence
collaborate
Text guide on slide 2
PERSONAL /PROF LEARNING outside the org USING SOCIAL WEB for continuous personal learning and performance support
Personal Knowledge Management
personal
enterprise social collaboration platforms new and emerging strategic L&D frameworks and models 70: 20:10 framework | workforce development services framework | enterprise community model Š Jane Hart, C4LPT, 2012
Full version available at: www.C4LPT.co.uk/liso
v1
Learning in a Social Organization : a clickable guide – the text version Within an organizational context, the widespread definition of "learning' is training. And although there have been a number of identifiable stages of Training, from Classroom to ELearning and now Blended Learning, this usually involves developing some instructional content, which the learner has to study and is tested on. Hence the role of the Training/L&D Department is currently seen as one of organizing and managing learning - using dedicated instructional tools (like course authoring systems and LMS) to do so. Although research shows that in fact most of an individual's learning in the workplace takes place in the flow of work as a natural process of working, and that this learning is primarily informal and social. I think it is fair to say that most L&D departments have not really been interested in supporting this type of learning, preferring instead to try and manage it in the same way as they do with training - without much success, as this is a pretty impossible task! Meanwhile, however, many individuals have now taken charge of their own personal and professional learning (most of which takes place outside the organization) by using the Social Web to build a set of personal tools which includes those to: •connect and converse with others in their PLNs (personal learning networks) •share knowledge, experiences and resources •curate content from different sources •create & share content as well as •collaborate with them in many different ways. All of which is underpinned by effective Personal Knowledge Management (PKM). And in doing so many are also addressing their own internal learning and performance needs quickly and easily, bypassing L&D and IT and thriving on their autonomy. As the use of social tools becomes increasingly accepted (even promoted) within organizations, L&D has turned its attention to how it can use these tools within training. The term "Social Learning" is often used to describe this activity, but it is better termed "Social Training" since here it is focused on Using social media in the classroom and/or building learning communities, rather than on supporting the full spectrum of social learning taking place in the organization. Whereas some are turning to their existing instructional systems to provide the technological infrastructure for this - even upgrading current training to social training systems, others are using stand alone social tools. Some, however, are taking the opportunity to re-think their approach to training - to one not focused solely on content, but on facilitating collaborative learning, which provides a more social constructivist, learnercentric approach.
However, as more and more businesses transform into "social businesses”, ie ones that recognize that social technologies aren't just an effective way to connect with their customers and clients, but that they can also bring benefits in developing a collaborative environment internally and building an engaged workforce, an increasing number are introducing enterprise social collaboration platforms to provide a collaborative working infrastructure. These platforms now offer a huge opportunity for L&D to support Social Collaboration in their organization and enhance collaborative working and informal, social learning practices, e.g. by supporting Communities of Practice, supporting work teams and harnessing collective intelligence. However, there are a few important points to bear in mind: 1.Social Collaboration requires a new approach to “learning” for L&D; it is not about organizing and managing training, but rather supporting and promoting collaborative working/learning practices, the success of which will be measured in performance improvements, rather than test results not course completions. 2.Although enterprise social collaboration platforms don't usually include instructional functionality (tracking, etc.) by default, some do have plug-in modules, but as the success of learning becomes focused on performance improvements (rather than on learning activity), then the requirement for dedicated instructional systems will diminish. 3.It will also be important for individuals to have access to their own personal (social) tools - in particularly for their interactions with the outside world. 4.PKM will become a fundamental skill for successful social collaboration in the organization. There are a number of new and emerging L&D frameworks and models, eg 70:20:10 framework, the Workforce Development Services Framework, and the Enterprise Community Model, that provide the strategic underpinning for an enhanced role for L&D in a Social Organization.
© Jane Hart, C4LPT, 2012
Full version available at: www.C4LPT.co.uk/liso
v1