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The way we gain knowledge and competence required for work has changed beyond recognition, largely to do with the wealth of information available on the internet. Rather than absorbing mountains of information, more and more people simply look it up when they need it – according to a recent survey, up to 70% of learning is done at the pointof need by searching Google. It’s nowhere near as simple as that of course, but the way that technology has disrupted learning – and the possibilities it affords to deliver a faster, more flexible, more personalised and more engaging experience – has created an entirely new
This is good news for those needing to keep up to date with workplace-related legislation. With an ever-growing raft of environmental and sustainability responsibilities being added to the job description of the average FM, there has never been such a need for up-to-date, accurate, reliable information.
Employees increasingly learn at the point of need, their demands being led just as much by the news agenda as the statute book, and savvy L&D professionals have shifted their focus from training, to learning, to performance.
Typically, training is something that is ‘done to’ people: they are ‘trained’. Learning is the process of absorbing knowledge – that might be as a result of a training course, but equally could be achieved by something an individual has done for themselves.
Individuals are shunning traditional courses. Instead, they want to learn in small chunks to acquire skills over a period of time (or at the point of need) rather than in one pre-determined go (which often suits employers, who don’t want the cost and inconvenience of losing people from the workplace for long periods).
They rely on technology to retrieve detailed guidance to help with specific tasks when they need it‘now’ – the best examples being the use of augmented reality (AR) to superimpose information on a headset while a worker is carrying out a
While it may have become fashionable, there is a noticeable trend towards microlearning: repurposing content into small segments of five minutes or less and relying on spaced learning – little and often – to deliver learning content. Research suggests this approach is much more effective in helping learners acquire and retain knowledge for later retrieval – frequently not the case with rigidly structured courses delivered at fixed periods.
Workplace DNA® – developed by the award-winning team at International Workplace – is an innovative news-driven digital update service designed to promote continuous learning at work. It combines carefully curated and credentialed expert content with powerful artificial intelligence to deliver, track and
promote personalised learning that drives performance – enabling people to keep on top of their training needs without it feeling like a chore.
This tailored approach to learning ensures that employees keep abreast of their compliance requirements, while easily finding information of relevance to them, from trusted sources.
To find out more, go to https://www.internationalworkplace.com/dna