The way we work continues to change. Technology is making us increasingly mobile, where we work is more flexible, the expected is superseded by the unexpected, planning is shorter and what may happen next year is often a mystery. With this backdrop, some organisations are finding their staff are increasingly frustrated with the annual round of performance management.
Are business serious about 70:20:10 development? Or is it becoming a lazy way of reducing budgets while expecting already over stretched staff to take on increased responsibility for their own learning? 70:20:10 Development models seem to be gaining an increasing number of supporters in HR and L&D departments.
Formal learning is a bit like a bus. The learner gets on and the driver takes them on a journey from A to B. Informal learning is like a bike, the learner gets on and chooses where, when and how fast they make their journey. Some people suggest that formal learning is dead and informal learning will take over but informal learning is not superior to formal.
In a previous blog called How We Learn, we discussed 3 common learning theories and considered how they may be used to develop a blended programme. This blog looks at another three theories that can be used to create an effective blended learning programme in our organisations.
Learning science has provided many insights into how people build and retain new knowledge. Understanding these theories can make a significant difference to the way we design our organisational learning. Strangely, some of our best held beliefs concerning learning are in fact counter to what the experts have found.
