Archive for category MOOC

Learning at Work Day 2 – My Key Takeaways / Ideas

This post is a continuation of my list of Key Takeaways / Actions form Learning at Work Day 1.

WOL 5 elementsIdea #6 – Seed/introduce Working Out Loud Circles as a self-organising development program within my organisation.  From Mara Tolja, Community Manager and Collaboration Specialist, Deutsche Bank, “Working Out Loud: a grassroots movement to make work better and more effective”.  I’m now in my second Working Out Loud circle, and find it a great way to work purposefully towards a goal while developing relationships with a spirit of generosity and contribution.  In August I spoke about Working Out Loud at a National Association of Women in Operations (NAWO) event my organisation hosted, out of which five circles started.  About 1/3 of the participants are from my organisation, so I guess I’ve started seeding it.  I’m concerned that if I try introducing it as a ‘formal’ program it will get bogged down, or ‘ambushed’ and the self-organising, self-direction element may be lost.  I also don’t want people to be confused about where it fits with the remainder of my role as manager of Coca-Cola Amatil’s Supply Chain Technical Academy.  Perhaps the simplest approach is to keep it grass roots and support others to spread the word.  I’m open to suggestions and different points of view on this so please feel free to comment on this post.

Idea #7 – Take another look at MOOCs.  18-24 months ago MOOCs were on the agenda of most L&D conferences as a standalone topic.  Now they are mentioned as part of the corporate learning tookit in presentations on broader topics and discussed amongst delegates.  It’s been over 12 months since I last searched for MOOCs on topics relevant to Supply Chain, at which point I didn’t find much.  It’s time to take another look, and also to consider how we could promote MOOCs as a broader option in the context of self-directed learning (Day 1 Idea #2).

Idea #8 – Get more targeted with development of L&D capabilities.  From Vivien Dale, Manager, Organisational Development, North Coast TAFE, “Opportunity knocks: improving performance through 70:20:10.”  Vivien spoke about the skillset that needed to be built in her L&D team in order to implement 70:20:10.  I’ve recently asked all members of the Coca-Cola Amatil Supply Chain Capability Community to complete the LPI Capability Assessment.  Over the next two days we have a Community workshop where we will review our strategy, 2015 ‘wins’ and 2016 ‘opportunities’ and capabiliity plan.  We will analyse the LPI capability profile across the group, look at how well aligned our skillset is with what we need to contribute to the performance of our organisation, and create a development plan.  Although we have been developing a modern workplace learning mindset and skillset in recent years this will be a more focussed approach than we have previously taken.

Idea #9 – Adopt an “appreciative inquiry” approach to turn problem statements into positive lines of inquiry.  From Jeremy Scrivens, Work Futurist & Social Business Catalyst, Roundtable “Digital @ Work and social buisness strategy: think outside the box.” Take a problem statement and convert it into a positive inquiry in order to figure out and amplify what is working, and to find innovative ways to create a positive future.  For example, instead of asking “Why are people not active on our knowledge sharing discussion forums?”  ask “Where and how are people actively sharing knowledge?”

Idea #10 – Understand where my organisation is going with HR Analytics.  From Tym Lawrence, SumTotal Roundtable “Leveraging Technology and big data to provide individualised learning journeys”.  There’s been a lot of investment in HR Technology in my organisation this year, and I am aware that HR and our business intelligence team are defining our HR data strategy and introducing new reports through our business intelligence platform.  What insights might be possible using a combination of our HR and business data that will help to not only focus our Capability development efforts on areas where we can make the biggest contribution to organisational performance, and also where we can better identify and meet the performance development needs of individuals?

This links back my Day 1 Idea #1 about using data more in decision-making, so a ‘data’ theme has emerged.  It also got me thinking again about the power of self-directed learning and communities of purpose to enable individuals to create their own learning journeys.  Two different, complementary ways of achieving the same goal.

Idea #11 – Get access to relevant results from our employee engagement survey and see if/how we can use it to inform our learning strategy and capability plan.  From Tina Griffin, Kineo, Roundtable “How do you get buy-in for your learning initiatives?”  Another potentially valuable data set that I’ve never tried to access.  On Day 1 we heard from David Mallon that the Bersin by Deloitte 2015 Global Human Capital Trends identified the #1 global talent issue is engagement, and that organisations need to constantly re-engage their workforce.  I’m curious about what insights might be available about how learning and development approaches and opportunities are viewed by our employees, how this impacts engagement, and what we could to amplify areas of positive engagement.

Idea #12 – Add  simple, powerful questions to learning evaluation.  (1) “What else do you think you need to learn or would like to learn?” Asking this question at the end of, or at key points during, a learning program is a simple, timely way of getting learner input to needs analysis.  It’s a start point to a conversation we can have with people rather than a commitment by the organisation to ‘provide’ the learning, and could be a good opportunity to enable self-directed or manager-led development.  Thank you to fellow delegate Victoria Oettel, Uniting, for this idea.  (2) Ask participants to rate their performance of a target skill on a simple scale at three points in time: start of program, end of program, 3 months after program completion.  Ask managers to provide the same ranking.  We have been using a similar approach, but sometimes it feels like people are getting weary of responding to surveys.  The potential improvement is to make our surveys shorter.  Thanks to Tina Griffin of Kineo for sharing this idea on her Roundtable.

Idea #13 – Make our eLearning even better.  From Clark Quinn, Executive Director, Quinnovation “Building an Agile organisation: optimal execution and continual innovation.”  Clark asserted that eLearning done well remains important to optimal execution in organisations.  I’ll follow his recommendation to examine the Serious eLearning Manifesto and discuss it with my team to identify what we can do better.

Idea #14 – Build specific collaboration skills in my organisation.  I couldn’t resist adding a second idea from Clark Quinn.  He identified collaboration and communities of practice as two key strategies for continual innovation and advocated that L&D has an important role to play in developing both within organisations.  I intend to research collaboration skills, starting with those listed by Clark in red in the image below and work with my team to figure out how well we are currently supporting development of them, and how we can do this more effectively.

Clark Quinn Collab Skills

So, 14 ideas to take back to work and discuss with my colleagues.  Given that six colleagues also attended the conference it will be interesting to hear what resonated with them, throw their ideas into the mix, and sort through them together to figure out which we will apply and how.

For other Learning at Work attendees – what ideas have you gathered to take back to your organisation and try?

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MOOCs – An L&D Practitioner’s Experience

In 2013 I participated in a Learning Cafe working group on MOOCs for Workplace Learning with colleagues from other corporate organisations.  The group concluded that:

Learning-Cafe-Call-on-MOOCs2-276x135MOOCs (Massively Open Online Courses) can be a mainstream employee learning option.  It offers cost effective solutions for organisations with the benefits far outweighing the challenges.  L&D/HR need to be proactive in exploring and including MOOCs in learning strategies.

I was invited to be a panellist at EduTECH 2014 alongside two fellow working group members. Jeevan Joshi (Learning Cafe founder) summarised the Working Group’s activities and findings, while Tim Drinkall from NBNCo and myself each spoke about our own experiences exploring MOOCs.  I presented two perspectives: (1) MOOCs for my own professional development; and (2) MOOCs as an employee learning option in my organisation (where I focus on technical capability development for Supply Chain roles).  The views presented in this blog post are entirely my own and do not represent those of either Learning Cafe or my employer.

In summary my experience suggests that:

  • MOOCs are a valid option that L&D professionals should include in their professional development portfolio; and
  • MOOCs will only be a valid mainstream option for technical capability development when (if?) courses are developed on relevant subjects, and where the organisation supports the learners to apply the content in their workplace and learn from the experience.

MOOCs for L&D Professional Development

I have enrolled in three MOOCs for my own professional development (PD), and completed one.  Personal motivation was the key to my MOOC completion, driven primarily by relevance to my immediate needs.

In most instances MOOCs are a self-directed learning experience, for which barriers to entry are very low (no entry criteria, no/low fees).  I did not know any other participants, few people were aware that I had enrolled, and there were no adverse consequences for non-completion.  This was a low-risk PD experiment.  My completion of these MOOCs was dependent on intrinsic motivation.  While all three subjects were of interest to me, only the course that I completed addressed specific skills that I had an immediate need to apply.  While I skimmed the content in the other two courses and initially made an attempt to join the overwhelmingly large and relatively chaotic online discussions, the subjects weren’t a high enough priority for me to allocate time to these MOOCs.  Having said this, I did get value from being able to skim the content and look more closely at anything that caught my eye.

SMOOCThe MOOC that I completed was Social Media for Active Learning from Florida State University (FSU).  It ran for four weeks with topics on curation, social media lessons, Personal Learning Networks (PLNs) and privacy & ethics (the latter an important and often overlooked aspect of this subject area).  Each topic could be completed independently.  Weekly content was presented via three short videos, a one hour webinar (recorded for those who not attend live), and linked readings and tools. To earn a topic badge required posting in response to three discussion topics (self-selected from a longer list), completing and posting a project, passing an online quiz, and providing feedback on the topic.  (As a slight aside, I was surprised that I enjoyed earning the topic badges, and suspect that I may not have completed the final topic were it not for the desire to complete the badge set – this has shifted my view on using badges in my work.)

SMOOC Badges

The content and activities were relevant, practical and well-presented.  I particularly liked the use of separate discussion threads for each question which made it easy to follow a conversation without interference from other discussion threads.  With the exception of the recorded webinars all content ran well on my iPad, so it was convenient to work on the MOOC during my daily public transport commute.  There was a lot of feedback provided by the FSU students who formed the course support team.  Some discussion did occur on Twitter and my PLN expanded slightly.  I really enjoyed the social interaction in this MOOC and looking at the project work completed by others.  Most pleasing of all was that I was able to use some of the project outputs in my workplace, and immediately apply the knowledge and skills I picked up during the course.

I now regard MOOCs as a useful additional option for my ongoing PD, particularly where I have an immediate opportunity to apply the content.

External MOOCs for Organisational Technical Capability Development

I joined the Learning Cafe working group as I was attracted to the idea of “free” courses from reputable institutions that could be incorporated into the suite of learning options in my organisation.  My organisational learners work predominantly in manufacturing, maintenance, warehousing, distribution, supply planning and scheduling. Over the past year I have searched several times for MOOCs relevant to the technical knowledge and skills of these learners.  Alas, there are very few on offer.  Even if there were relevant MOOCs available there is no such thing as a free lunch.  Effort needs to be put into finding and evaluating a MOOC just as it does any other type of formal learning.  (Note that I am deliberately discussing formal learning options at this point).  Some learners may require support to effectively engage and learn in a MOOC environment, especially where it is true to the pedagogy of interaction on a massive scale.

70201

Looking at learning through the lens of the 70:20:10 framework (which is used successfully in my organisation), generally a MOOC has the potential to address theory (10%) and the social (20%) aspects of learning.  However, for technical skills the experiential learning (70%) requires hands on application of skills in real world context.  Some highly motivated and adept self-directed learners will be able to generate the application and reflection required to create experiential learning from a MOOC; many will require support to achieve this.  That support may come from an internal group of peer learners undertaking the same MOOC, an interested leader, or an L&D practitioner.

Another option is to blend a MOOC in full or part into a learning program.  This is one of the opportunities that Donald Clark sees for use of MOOCs by corporates. In a similar vein, the content of many MOOCs is open source, hence provides another source for curation of material for use in formal and informal learning.  This is the extent to which I have used MOOCs within my organisation at the time of writing.

These are some of the activities into which L&D effort may need to be invested in order to effectively utilise MOOCs for mainstream learning.  Refer to moocsatwork.com for a framework that identifies other considerations for the introduction of external MOOCs into employee learning.

MOOCs as a Model for Internal Program Design

For many L&D practitioners who have worked within the constraints of ‘traditional’ course design and the limitations of their LMS, enrolling in a well-designed MOOC will expose them to a broader range of learning methods (e.g. online discussions, use of current resources curated from the internet) and provide examples of how to use these methods well (e.g. discussion thread structure in Social Media for Active Learning MOOC) as well as what not to do (e.g. a lecturer presenting to a camera for an entire series of videos).  This is one aspect hotly debated in Ryan Tracey’s post on the pedagogy of MOOCs.

I also think there is something in Tanya Lau’s point in response to David Kelly’s post on MOOCs and the Corporate World:

Perhaps in a corporate setting, MOOCs could play this role – … something which can also help people to build their internal network (…and break silos!?) across the organisation.

I am lookbanner-mocm-registrationing forward to exploring MOOCs further on the upcoming MOOC about Corporate MOOCs, which commences on 16 June 2014.

 

 

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