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unique, yet we often choose a one-size- fits-all model of learning interventions. A term widely used in education, but rarely in L&D is ‘differentiation’, which is tailor- made learning solutions based on the cognitive make-up of individual learners. Empowering individuals can involve
transparency: showing your learning plan, session plans and resources, and guiding them to learn at a given pace; using workshop and team-based activities, with L&D facilitators steering them in the direction of where they need to build collaboration, and providing problem-based scenarios to encourage real-world application. You will be surprised at how many
Cultivating IT
We need to prepare employees for the world of automation, says Samina Anwar
O
ur history is rich with knowledge. Possibilities are inspiring, but in business we cannot afford to be
mysterious. The progress we are making with IT, artificial intelligence (AI) and virtual reality is both exciting and scary. We are becoming accustomed to all of the media we now have at our fingertips. The expectation to work alongside AI, algorithms and big data is becoming the day-to-day norm. The technology we have promises –
and threatens – to automate and replace some of the key tasks involved in our jobs. Research by Deloitte suggests that 57 per cent of jobs globally are vulnerable to automation. But it promises us flexibility, access to information and
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learningmagazine.co.uk
levels the playing field in terms of power dynamics. Samsung’s Alanna Cotton, as quoted in Wired, believes: “we will soon be working from anywhere”. Learning and Development could continue to provide the best-fit learning solutions for our workforces. This would allow workers to continue in their roles within the remit of aligning to organisational objectives. Or we could work on skills such as collaboration, emotional intelligence, problem-solving, critical thinking and creativity. Experts agree that this is where we need to be developing for the future. To most people, these may feel like
abstract concepts. So exactly how do we articulate this? How do we take these elements of those tacit skills traditionally taught in childhood and built into maturity through experience? How do we explicitly build this into the knowledge bank of our organisations? The answer is simpler than you would
have thought, and we already have it, we just don’t implement it universally yet: learner-centred approaches to learning design. Learners are complex and
trajectories a group of learners take to arrive at the same completion target. They will have processed through the sieve of personal experiences, leading to interpretations of the knowledge we want them to acquire. The creative process, critical thinking and problem- solving that led each individual to their destination learning goal is difficult to measure, but it happened nonetheless. Over time, learners become less dependent on L&D, and it is then that CPD comes to life. Being open and empowering doesn’t mean our staff will outgrow us or no longer need us. Staff look to us to provide a ladder for their destination, and they will climb it without worrying about fear or instability. Yesterday’s experience and today’s
technology can lead to a less mysterious professional and organisational future for L&D and our teams. The skills our staff need are no longer abstract notions. Do we teach collaboration, problem-solving, critical thinking and creativity? Or do we, through a little reverse engineering, give people a problem and cultivate these skills? Only then are we ready to respond to our future economic ecosystems. n
Samina Anwar
is L&D Programme Design and Development Lead at the Institute for Training and Occupational Learning (ITOL)
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