http://www.brightwave.co.uk/beyond-the-course This presentation was originally delivered by Clive Shepherd (Partner at Onlignment, on The New Learning Architect) at Beyond The Course in Edinburgh on 12 June 2012. About this session We are all learning machines, constantly adapting to the ever-changing threats and opportunities with which we are confronted. We learn through experience, whether consciously or unconsciously; we learn by seeking out the knowledge and skills we need to carry out our day-to-day tasks; we learn by sharing experiences and best practice with our colleagues, and by taking advantage of opportunities for development, both formal and informal. The new learning architect designs environments that enable specific target populations to take maximum advantage of all these opportunities for learning. To do this they need to understand the unique characteristics of their clients and the business challenges they are facing; they need to find just the right balance between top-down and bottom-up learning initiatives, between the formal and informal. In this session, Clive Shepherd will describe what it takes to become a new learning architect, a designer of environments for learning. How people really learn at work What is changing and how this will impact on the way we learn in future How each organisation needs to establish its own balance between the top-down and the bottom-up, the formal and the informal What it means to be an architect rather than a builder Why it's not enough to say you're a professional, you need to act like one

1. THE NEW
LEARNING
ARCHITECT
Clive Shepherd
www.onlignment.com

2. Slides originally presented 12th June 2012 at
20 June 2011| © Brightwave Ltd.

3. SESSION OVERVIEW
Speaker: Clive Shepherd (Partner at Onlignment, on The New Learning Architect)
We are all learning machines, constantly adapting to the ever-changing threats and opportunities
with which we are confronted. We learn through experience, whether consciously or
unconsciously; we learn by seeking out the knowledge and skills we need to carry out our day-to-
day tasks; we learn by sharing experiences and best practice with our colleagues, and by taking
advantage of opportunities for development, both formal and informal.
The new learning architect designs environments that enable specific target populations to take
maximum advantage of all these opportunities for learning. To do this they need to understand the
unique characteristics of their clients and the business challenges they are facing; they need to
find just the right balance between top-down and bottom-up learning initiatives, between the formal
and informal. In this session, Clive Shepherd will describe what it takes to become a new learning
architect, a designer of environments for learning.
• How people really learn at work
• What is changing and how this will impact on the way we learn in future
• How each organisation needs to establish its own balance between the top-down and the
bottom-up, the formal and the informal
• What it means to be an architect rather than a builder
• Why it's not enough to say you're a professional, you need to act like one

4. Courses Resources

5. Instruction Discovery
learning

6. Formal Informal
learning learning

7. 10:20:70 70:20:10

10. RATIONALISM ROMANTICISM
Hard skills Soft skills
Instruction Discovery
Systems Networks
Self-study Collaboration
Control Trust/empowerment
Learning objectives Learner goals
Brain research Humanistic psychology
Analysis paralysis? New age voodoo?
It’s time for some whole brain thinking

15. End of rant

16. We are learning machines

17. DOING

18. DOING
LEARNING
(reflecting,
observing, exploring,
experimenting,
generalising)
Teachers, Experts
coaches
Peers Info /
content
MODEL, INFORM, FACILITATE, SUPPORT

19. So how do you learn?

20. Q
Which of the following made the biggest
contribution to your learning when you first
set out in your current career?
1. A formal course of study
2. Coaching from experts
3. Interacting with peers
4. Accessing information as and
when you needed it
5. Learning from your own
experience and observing others

21. Q
Which of the following made the biggest
contribution to your learning when you last
took up a completely new sport or hobby?
1. A formal course of study
2. Coaching from experts
3. Interacting with peers
4. Accessing information as and
when you needed it
5. Learning from your own
experience and observing others

22. Q
Which of the following made the biggest
contribution to your learning now in your
day-to-day work?
1. Formal courses of study
2. Coaching from experts
3. Interacting with peers
4. Accessing information as and
when you need it
5. Learning from your own
experience and observing others

23. Four contexts
Formal
Learning to
(just-in-case / all
the trimmings)

24. Four contexts
Non-formal Formal
Learning to Learning to
(just-in-case / (just-in-case / all
easy does it) the trimmings)

25. Four contexts
On-demand Non-formal Formal
Learning to Learning to Learning to
(just-in-time and (just-in-case / (just-in-case / all
just enough) easy does it) the trimmings)

26. Four contexts
Experiential On-demand Non-formal Formal
Learning from Learning to Learning to Learning to
(doing and (just-in-time and (just-in-case / (just-in-case / all
reflecting) just enough) easy does it) the trimmings)

27. Two perspectives
Because organisations need
employees to perform
Top-down
Experiential On-demand Non-formal Formal
Learning from Learning to Learning to Learning to
(doing and (just-in-time / (just-in-case / (just-in-case / all
reflecting) just enough) easy does it) the trimmings)

28. Two perspectives
Experiential On-demand Non-formal Formal
Learning from Learning to Learning to Learning to
(doing and (just-in-time / (just-in-case / (just-in-case / all
reflecting) just enough) easy does it) the trimmings)
Bottom-up
Because employees
also want to perform

29. For bottom-up learning to thrive, employees need:
the means
the motive
the opportunity

30. Experiential On-demand Non-formal Formal

31. Experiential On-demand Non-formal Formal
Classroom courses
Self-study e-learning
Outdoor learning
Collaborative
distance learning
Computer games &
simulations
Blended learning

32. Experiential On-demand Non-formal Formal
Classroom courses
Self-study e-learning
Outdoor learning
Collaborative
distance learning
Computer games &
simulations
Blended learning
Professional and
postgraduate
qualifications
Formal adult
education

33. Experiential On-demand Non-formal Formal
Coaching / OJT Classroom courses
Mini-workshops Self-study e-learning
Rapid e-learning Outdoor learning
White papers Collaborative
Podcasts distance learning
Webinars Computer games &
Internal conferences simulations
Online video Blended learning
Professional and
postgraduate
qualifications
Formal adult
education

34. Experiential On-demand Non-formal Formal
Coaching / OJT Classroom courses
Mini-workshops Self-study e-learning
Rapid e-learning Outdoor learning
White papers Collaborative
Podcasts distance learning
Webinars Computer games &
Internal conferences simulations
Online video Blended learning
Open learning Professional and
Communities of postgraduate
practice qualifications
Continuing Formal adult
professional education
development

35. Experiential On-demand Non-formal Formal
Performance Coaching / OJT Classroom courses
support materials Mini-workshops Self-study e-learning
Online books Rapid e-learning Outdoor learning
Help desks White papers Collaborative
Mobile learning Podcasts distance learning
Webinars Computer games &
Internal conferences simulations
Online video Blended learning
Open learning Professional and
Communities of postgraduate
practice qualifications
Continuing Formal adult
professional education
development

36. Experiential On-demand Non-formal Formal
Performance Coaching / OJT Classroom courses
support materials Mini-workshops Self-study e-learning
Online books Rapid e-learning Outdoor learning
Help desks White papers Collaborative
Mobile learning Podcasts distance learning
Webinars Computer games &
Internal conferences simulations
Online video Blended learning
Online search Open learning Professional and
Using forums Communities of postgraduate
Using wikis practice qualifications
Continuing Formal adult
professional education
development

37. Experiential On-demand Non-formal Formal
Benchmarking Performance Coaching / OJT Classroom courses
Job rotation / support materials Mini-workshops Self-study e-learning
enrichment Online books Rapid e-learning Outdoor learning
Project reviews Help desks White papers Collaborative
Performance Mobile learning Podcasts distance learning
appraisals Webinars Computer games &
Action learning Internal conferences simulations
Continuous Online video Blended learning
improvement
Online search Open learning Professional and
Using forums Communities of postgraduate
Using wikis practice qualifications
Continuing Formal adult
professional education
development

38. Experiential On-demand Non-formal Formal
Benchmarking Performance Coaching / OJT Classroom courses
Job rotation / support materials Mini-workshops Self-study e-learning
enrichment Online books Rapid e-learning Outdoor learning
Project reviews Help desks White papers Collaborative
Performance Mobile learning Podcasts distance learning
appraisals Webinars Computer games &
Action learning Internal conferences simulations
Continuous Online video Blended learning
improvement
Personal reflection Online search Open learning Professional and
Reflecting with Using forums Communities of postgraduate
others Using wikis practice qualifications
Blogging Continuing Formal adult
Getting a life professional education
development

39. Four cases
Traffic wardens Senior
managers
Software Call centre
engineers operators

40. Case: Traffic wardens
The city has approximately 200 wardens.
Staff turnover is rapid, at around 40%.
The wardens are not typically used to learning
independently in a work context.
Motivation for career advancement is typically
low.
The wardens have little discretion over their
time.
As a recent innovation, all have been provided
with smart phones.
Policies and procedures tend to change
infrequently.

41. Traffic wardens
Experiential On-demand Non-formal Formal
The means The motive The opportunity

42. Traffic wardens
Experiential On-demand Non-formal Formal
The means The motive The opportunity

43. Traffic wardens
Experiential On-demand Non-formal Formal
The means The motive The opportunity

44. Traffic wardens
Experiential On-demand Non-formal Formal
The means The motive The opportunity

45. Traffic wardens
Experiential On-demand Non-formal Formal
Basic training in the
classroom
The means The motive The opportunity

46. Traffic wardens
Experiential On-demand Non-formal Formal
On-job Basic training in the
training/coaching classroom
Mobile mini-courses
and videos
The means The motive The opportunity

47. Traffic wardens
Experiential On-demand Non-formal Formal
Mobile On-job Basic training in the
performance training/coaching classroom
support Mobile mini-courses
and videos
The means The motive The opportunity

48. Traffic wardens
Experiential On-demand Non-formal Formal
Performance Mobile On-job Basic training in the
reviews performance training/coaching classroom
support Mobile mini-courses
and videos
The means The motive The opportunity

49. Four cases
Traffic wardens Senior
managers
Software Call center
engineers operators

50. Case: Software engineers
The company has approximately 300 software
engineers.
Most work in the company’s head office,
though around 50 operate in international
teams. Engineers are allowed to work from
home on occasions.
Staff turnover is around 25%. Typically
turnover is caused by engineers moving to
competitors or initiating their own start-ups.
The engineers are highly independent learners
with a great deal of technical expertise.
Motivation for improving expertise and keeping
up-to-date with developments is very high.
The engineers have a fair amount of discretion
over their time.

51. Software engineers
Experiential On-demand Non-formal Formal
The means The motive The opportunity

52. Software engineers
Experiential On-demand Non-formal Formal
The means The motive The opportunity

53. Software engineers
Experiential On-demand Non-formal Formal
The means The motive The opportunity

54. Software engineers
Experiential On-demand Non-formal Formal
The means The motive The opportunity

55. Software engineers
Experiential On-demand Non-formal Formal
External technical
courses – delivered
online
The means The motive The opportunity

56. Software engineers
Experiential On-demand Non-formal Formal
External technical
courses – delivered
online
Postgraduate
qualifications?
The means The motive The opportunity

57. Software engineers
Experiential On-demand Non-formal Formal
Mini-workshops External technical
Mentoring courses – delivered
online
Postgraduate
qualifications?
The means The motive The opportunity

58. Software engineers
Experiential On-demand Non-formal Formal
Mini-workshops External technical
Mentoring courses – delivered
online
Social networks Postgraduate
External conferences qualifications?
The means The motive The opportunity

59. Software engineers
Experiential On-demand Non-formal Formal
Online books Mini-workshops External technical
Mentoring courses – delivered
online
Social networks Postgraduate
External conferences qualifications?
The means The motive The opportunity

60. Software engineers
Experiential On-demand Non-formal Formal
Online books Mini-workshops External technical
Mentoring courses – delivered
online
Search Social networks Postgraduate
Wikis External conferences qualifications?
Forums
The means The motive The opportunity

61. Software engineers
Experiential On-demand Non-formal Formal
Job enrichment Online books Mini-workshops External technical
Project reviews Mentoring courses – delivered
online
Search Social networks Postgraduate
Wikis External conferences qualifications?
Forums
The means The motive The opportunity

62. Software engineers
Experiential On-demand Non-formal Formal
Job enrichment Online books Mini-workshops External technical
Project reviews Mentoring courses – delivered
online
Reflecting with Search Social networks Postgraduate
others Wikis External conferences qualifications?
Perhaps blogging Forums
The means The motive The opportunity

63. Four cases
Traffic wardens Senior
managers
Software Call center
engineers operators

64. Case: Senior managers
The company has approximately 100 senior
managers.
These people have typically had at least ten
years of work experience, of which at least five
will have been in a senior or middle
management position.
The managers are accustomed to learning
independently within the work context.
Motivation for development and career
advancement is high.
The managers have a great deal of discretion
over their time.
continued …

65. Case: Senior managers
… continued
All are provided with laptops and smart
phones, although their comfort with technology
is variable.
The company changes rapidly in response to
economic, political, business and scientific
opportunities and pressures.

66. Senior managers
Experiential On-demand Non-formal Formal
The means The motive The opportunity

67. Senior managers
Experiential On-demand Non-formal Formal
The means The motive The opportunity

68. Senior managers
Experiential On-demand Non-formal Formal
The means The motive The opportunity

69. Senior managers
Experiential On-demand Non-formal Formal
The means The motive The opportunity

70. Senior managers
Experiential On-demand Non-formal Formal
None, if you can get
away with it
The means The motive The opportunity

71. Senior managers
Experiential On-demand Non-formal Formal
None, if you can get
away with it
Blended business
school programs
The means The motive The opportunity

72. Senior managers
Experiential On-demand Non-formal Formal
Online None, if you can get
coaching/mentoring away with it
Online briefings
Blended business
school programs
The means The motive The opportunity

73. Senior managers
Experiential On-demand Non-formal Formal
Online None, if you can get
coaching/mentoring away with it
Online briefings
External conferences Blended business
and webinars school programs
Electronic books,
magazines and
newspapers
The means The motive The opportunity

74. Senior managers
Experiential On-demand Non-formal Formal
Corporate intranet Online None, if you can get
Personal coaching/mentoring away with it
assistance Online briefings
External conferences Blended business
and webinars school programs
Electronic books,
magazines and
newspapers
The means The motive The opportunity

75. Senior managers
Experiential On-demand Non-formal Formal
Corporate intranet Online None, if you can get
Personal coaching/mentoring away with it
assistance Online briefings
Internet search External conferences Blended business
LinkedIn? and webinars school programs
Electronic books,
magazines and
newspapers
The means The motive The opportunity

76. Senior managers
Experiential On-demand Non-formal Formal
Benchmarking Corporate intranet Online None, if you can get
Job rotation Personal coaching/mentoring away with it
Job enrichment assistance Online briefings
Action learning
Internet search External conferences Blended business
LinkedIn? and webinars school programs
Electronic books,
magazines and
newspapers
The means The motive The opportunity

77. Senior managers
Experiential On-demand Non-formal Formal
Benchmarking Corporate intranet Online None, if you can get
Job rotation Personal coaching/mentoring away with it
Job enrichment assistance Online briefings
Action learning
Personal reflection Internet search External conferences Blended business
Getting a life! LinkedIn? and webinars school programs
Electronic books,
magazines and
newspapers
The means The motive The opportunity

78. Four cases
Traffic wardens Senior
managers
Software Call center
engineers operators

79. Case: Call centre operators
The company has approximately 5,000 call
center operators distributed among five
centers, three in the UK and two in India.
Staff turnover is rapid, at around 35%.
The operators are not used to learning
independently in a work context.
Most are enthusiastic to do well and to get on.
The operators have little discretionary time,
although there are sometimes lulls in call
volumes which provide opportunities for other
activities.
continued …

80. Case: Call center operators
… continued
All use PCs with headsets and are comfortable
with technology.
All operators are required to undertake some
training to meet the needs of an external
regulator.
The company’s products and services change
regularly.
The company is looking to shift emphasis
away from call efficiency towards providing a
higher quality customer experience.

81. Call center operators
Experiential On-demand Non-formal Formal
The means The motive The opportunity

82. Call center operators
Experiential On-demand Non-formal Formal
The means The motive The opportunity

83. Call center operators
Experiential On-demand Non-formal Formal
The means The motive The opportunity

84. Call center operators
Experiential On-demand Non-formal Formal
The means The motive The opportunity

85. Call center operators
Experiential On-demand Non-formal Formal
Blended initial
training
The means The motive The opportunity

86. Call center operators
Experiential On-demand Non-formal Formal
Buddying/coaching Blended initial
Rapid e-learning training
Mini-workshops
The means The motive The opportunity

87. Call center operators
Experiential On-demand Non-formal Formal
Buddying/coaching Blended initial
Rapid e-learning training
Mini-workshops
Online open learning
library
The means The motive The opportunity

88. Call center operators
Experiential On-demand Non-formal Formal
Online Buddying/coaching Blended initial
performance Rapid e-learning training
support Mini-workshops
Online open learning
library
The means The motive The opportunity

89. Call center operators
Experiential On-demand Non-formal Formal
Online Buddying/coaching Blended initial
performance Rapid e-learning training
support Mini-workshops
Forums Online open learning
library
The means The motive The opportunity

90. Call center operators
Experiential On-demand Non-formal Formal
Frequent Online Buddying/coaching Blended initial
performance performance Rapid e-learning training
reviews support Mini-workshops
Job rotation
Forums Online open learning
library
The means The motive The opportunity

91. Call center operators
Experiential On-demand Non-formal Formal
Frequent Online Buddying/coaching Blended initial
performance performance Rapid e-learning training
reviews support Mini-workshops
Job rotation
Reflecting with Forums Online open learning
others library
The means The motive The opportunity

92. Using the model
Consider the organisational and individual goals for a given population.

93. Using the model
Experiential On-demand Non-formal Formal
Consider the organisational and individual goals for a given population.
Given these goals, assess the relative priorities that should be placed
on each of the four learning contexts.

94. Using the model
Experiential On-demand Non-formal Formal
Consider the organisational and individual goals for a given population.
Given these goals, assess the relative priorities that should be placed
on each of the four learning contexts.
• What absolutely must be learned in a formal context?

95. Using the model
Experiential On-demand Non-formal Formal
Consider the organisational and individual goals for a given population.
Given these goals, assess the relative priorities that should be placed
on each of the four learning contexts.
• What other opportunities need to be provided for
employees to develop their knowledge and skills?

96. Using the model
Experiential On-demand Non-formal Formal
Consider the organisational and individual goals for a given population.
Given these goals, assess the relative priorities that should be placed
on each of the four learning contexts.
• What can we do to support employees in resolving their
day-to-day problems?

97. Using the model
Experiential On-demand Non-formal Formal
Consider the organisational and individual goals for a given population.
Given these goals, assess the relative priorities that should be placed
on each of the four learning contexts.
• What can we do to maximise the benefit these employees
gain from their job experience?

98. Using the model
Consider the organisational and individual goals for a given population.
Given these goals, assess the relative priorities that should be placed
on each of the four learning contexts.
Where it is feasible to provide the means, the motive and the opportunity,
exploit the amazing power of bottom-up learning.

99. Q: So what is a learning architect?

100. A: Not a learning builder

101. THE NEW
LEARNING
ARCHITECT
Clive Shepherd
clive@onlignment.com
@cliveshepherd

102. Find out more about Brightwave events:
www.brightwave.co.uk/events
Contact Brightwave:
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+44 (0)1273 827676
enquiries@brightwave.co.uk
102
12 June 2012 | © Brightwave Ltd.