> Knowledge hub > Avoid these mistakes when designing learning journeysOrganizations invest billions of euros every year in learning initiatives to promote growth and strengthen the vitality of the company. But learning programs don’t make a difference if participants don’t apply their new or enhanced knowledge and skills.
April O’Malley, Solution Architect at Blanchard, emphasizes the importance of in-depth knowledge of effective learning methods for successful learning journeys. In her view, it is essential to design temporally distributed, cohort-based and multimodal learning experiences in order to promote mindsets and skillsets for measurable growth.
O’Malley also emphasizes that learning journeys should reflect the organization’s identity by connecting existing content to the company’s culture and goals. It is important not to over-adapt so as not to compromise the effectiveness of proven content. O’Malley recommends contextualizing rather than adapting learning content.
She explains that certain content, such as Blanchard’s SLII® leadership model, should remain unchanged as it is globally recognized and scientifically sound. The challenge is to convey learning content in the context of the organization without compromising its effectiveness.
O’Malley’s team focuses on three areas when contextualizing: launch, integration and activation.
Example of activation
Assume the group started with a content module on Building Trust, then went through Blanchard Management Essentials® and finished with Conversational Capacity®.
In the first half of the session, the group is divided into smaller subgroups, each of which is assigned a topic. One sub-group deals with Building Trust, another with Blanchard Management Essentials® and another with Conversational Capacity®.
Each subgroup is now asked to present the three most important insights they have gained from the content covered. It is well known that sharing what has been learned is essential for consolidating, clarifying and summarizing what has been learned.
The second half of the session focuses on action planning to apply the new skills. We ask each participant to identify the commitments they will make over the next six months to further develop the skills they have learned. There is a worksheet for them to document their commitments.
In addition, we ask participants to arrange a meeting with their line manager to discuss their commitments. This meeting with the line manager can be very informal or part of their regular one-to-one meetings. And as we have already announced this at the start, line managers know that it is coming their way.
Integration is a continuous process that runs through the start, activation and content. O’Malley uses visual maps, for example, to make the learning progress transparent and to show the connection between the topics and to always show learners the current status of their journey and explain the structure of the content.
As L&D professionals, we need to be clear about the organizational goal we want to support. Ask your stakeholders: ‘What new or improved mindsets and skillsets are needed to achieve our goals? With a clear goal in mind, the journey becomes easier as the required skills can be planned backwards.”
