RESEARCH: “STATIC” LEARNING BLENDING WITH “ON-DEMAND” STRATEGIES
Here in the US, it seems that you cannot avoid reading about corporate learning without the words “web 2.0” popping up. While it is true that e-learning is increasing in some respects, classroom instruction remains a dominant form of learning delivery.
Does that mean one has to choose between the platforms? Not really. But before we get to far ahead, let’s look at some of the research out there:
1. Traditional, static, methods are still strong: Classroom instruction is still a dominant form of learning delivery, and printed materials are also widely used.
2. On-demand methods had the most increase of use: Yes, that’s right. Podcasts, Blogs, and Wikis were among the top 4.
WHAT DOES THAT MEAN FOR LEARNING IN CHINA?
When corporations and learning professionals in China look at this data, they will be in conflict as to how to proceed. One the one hand, there is the cost issue. On the other hand, the data represent a change in thought on learning strategy.
- Issue 1- Maintain Low Cost: Some businesses will look at the relatively low cost of printing materials in China (e.g. a recent US graduate found his economics textbooks published in China and sold for less than 1/10 the price) and decide to rely on their current strategy. After all, outsourcing trainers and ordering printed materials often saves time in comparison with the commitment to a new strategy.
- Issue 2- A New Philosophy on Learning: The traditional strategy has some flaws that some Chinese learning professionals recognize. Classroom learning and printed materials are more static. They deliver a snapshot of knowledge and skill at a given moment. The writer or instructor has to think ahead, predict how learners will apply learning, and capture those ideas in the classroom or on paper. On-demand methods, like podcats, blogs, and wikis allow for quicker revision/update, and encourage learners to access information at the exact time it is needed.
OF COURSE, THE COIN HAS 2 SIDES…
The ideal situation is where companies are proficient in choosing from multiple platforms for distributing learning. As a nation, China is home to an astounding number of personal blogs and chat areas, bulletin boards, and other forms of knowledge exchange. Why don’t senior leaders take advantages of these vehicles for delivering knowledge in a just-in-time manner? Although there may be legal issues regarding corporate websites and employee forums, my concern is that the new learning philosophy is being overruled by administrivia.
WHAT TO DO?
1. CREATE PODCASTS:
a. interview senior leaders to record messages that communicate the relationship between learning and strategic business plans;
b. ask trainers to record brief summaries of key messages for review after training;
c. record positive learner feedback as future marketing material
2. FOSTER BLOGGING:
a. Record the on-going, personal experiences of applying learning at work;
b. Supplement classroom and e-learning with comments on how leaders expect learning to be used. Stories serve as useful case studies
c. Add the creative side of learning- add humor and create a personal atmosphere where you encourage risk taking and experimental learning
d. Open the forum- respond to comments and questions so that people feel supported.
e. Provide pre-readings
3. BUILD WIKIS:
a. Create a center for collecting and sharing pre-training assignments
b. Provide models and information that can be updated and revised by learners
c. Contribute to team learning projects
WHAT’S YOUR EXPERIENCE?
What is your company’s strategy on learning delivery (e.g. more traditional classroom/printed material, or on-demand access via technology) in China?
What technologies have you or your company implemented to support learning? What results did you see?
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