engagement - The L&D Forum - DPG Community2024-03-29T08:46:28Zhttps://community.dpgplc.co.uk/learning-professionals/feed/tag/engagementAdvice on LinkedIn Learning Datahttps://community.dpgplc.co.uk/learning-professionals/advice-on-linkedin-learning-data2020-07-15T19:08:44.000Z2020-07-15T19:08:44.000ZRobin Willenshttps://community.dpgplc.co.uk/members/RobinWillens<div><p>Hi all,</p><p> </p><p>I’m currently working on my CIPD Level 5 research project. I’m looking to benchmark our staff’s utilisation of LinkedIn Learning and want to get an idea of how other organisations do this and what their usage is.</p><p> </p><p>If your organisation uses LinkedIn Learning I’d really appreciate it if you’re able to share with me your answers to these three questions:</p><p> </p><ol><li>What does ‘good’ usage of LinkedIn Learning look like in your organisation?</li><li>How do you know this is ‘good’?</li><li>How many hours of courses per month do your staff watch on average?</li></ol><p> </p><p>Thanks learning colleagues, any help you can give me is great.</p><p> </p><p>Best wishes,</p><p> </p><p>Robin</p></div>How to deal with no-shows in training?https://community.dpgplc.co.uk/learning-professionals/training-sessions2017-06-28T10:24:09.000Z2017-06-28T10:24:09.000ZGeorgina Wyldhttps://community.dpgplc.co.uk/members/GeorginaWyld<div><p>Hi DPG community!</p>
<p>I'm hoping you can help.</p>
<p>We currently run a number of training sessions through our Academy function with lots of interest where employees can sign up to the training sessions they wish to attend on dates that work for them. Almost all of these sessions are fully booked within a matter of minutes!</p>
<p>However when it comes to the actual session taking place, numbers fast dwindle and on several occasions, no-one has shown up at all!</p>
<p>Any ideas on how we can change this and engage employees beforehand? We have previously tried a reminder email beforehand noting the key points that will be covered but this doesn't seem to be working.</p>
<p>Any suggestions would be greatly appreciated!</p>
<p>Thanks in advance,</p>
<p>Georgie</p>
</div>How do you ensure a good learning experience?https://community.dpgplc.co.uk/learning-professionals/how-do-you-ensure-a-good-learning-experience2017-02-23T10:34:17.000Z2017-02-23T10:34:17.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><p>I was on the Learning and Skills Group webinar this morning looking at <a href="http://community.dpgplc.co.uk/group-hub/digitalskills/events/bridging-the-user-engagement-gap" target="_self">Bridging the User Engagement Gap</a>.</p>
<p>There was a question that came up part way through the webinar that caught my eye as being a really useful discussion to have so I thought I would share it with you. </p>
<p><a href="http://storage.ning.com/topology/rest/1.0/file/get/380727?profile=original" target="_self"><img src="http://storage.ning.com/topology/rest/1.0/file/get/380727?profile=RESIZE_1024x1024" width="750" class="align-full"></a></p>
<p></p>
<p>It's really important isn't it? Not just from a system point of view, but thinking about content too. Some of the replies came back included:</p>
<ul>
<li>Not too many clicks and engaging content</li>
<li>The technologies need to be fit for purpose - and that involves constant user testing and user experience evaluation</li>
<li>Regular reviews of content to make sure we don't keep lots of old stuff on learning system that isn't relevant anymore</li>
<li>Easy to find/search by keyword</li>
<li>Good site design, sometimes social elements to keep learner interatcion up</li>
<li>Make learning an active journey - not only reading</li>
<li>Make the content short and snappy, relevant and practical. Variety is the key</li>
<li>Have questions on the technology as part of course evaluation and occational surveys and focus group on user experience</li>
</ul>
<p>Do any of these resonate with you? Are there any you use already? Perhaps some of these have inspired you? </p>
<p>I'm interested in what recommendations to you have. <strong>How do you ensure a good user experience?</strong></p>
<p></p></div>Developing your digital skillshttps://community.dpgplc.co.uk/learning-professionals/developing-your-digital-skills2017-02-03T11:46:04.000Z2017-02-03T11:46:04.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><p><a href="http://storage.ning.com/topology/rest/1.0/file/get/380381?profile=original" target="_self"><img src="http://storage.ning.com/topology/rest/1.0/file/get/380381?profile=RESIZE_1024x1024" width="750" class="align-full"></a></p>
<p>On Thursday I delivered a session at the Learning and Skills exhibition and conference. ‘Putting Human at the Heart of Digital’ was a session focussed on what makes content engaging and how we go about developing the skills we need as L&D professionals to develop that content.</p>
<p>I was really surprised when I asked how many people outsource the development of digital content there was only one hand raised. However, when I asked how many people developed digital content internally, every hand, other than the first one, went up. Exploring the reasons for this, it was clear that L&D departments don’t always have the big budgets needed to outsource content development. What was also interesting in the session and in the conversations that followed is how many L&D professionals are battling to develop the digital skills required to develop engaging content not knowing where to make a start.</p>
<p>There is a need to turn the dial up on digital content development. According to Towards Maturity research I referred to in the session, 76% rate overall quality of learning design the most important factor. The same report says that ‘They (learners) are also very aware of what constitutes a high quality learning experience and are critical when what they are offered does not match up to their expectations.’</p>
<p>Over the coming weeks I’ll be digesting some of the conversations and feedback I had. But for now, I’m interested to hear your views on this.</p>
<ul>
<li>How much digital content do you outsource versus developing internally?</li>
<li>What are the skills you and your teams have developed to help you create engaging digital content?</li>
<li>Where do your development needs lie when it comes to digital skills?</li>
<li>What are the challenges for you and your organisation in this area?</li>
</ul></div>The Big #SpongeHangout – Bringing compliance training alivehttps://community.dpgplc.co.uk/learning-professionals/the-big-spongehangout-bringing-compliance-training-alive2016-07-21T16:49:16.000Z2016-07-21T16:49:16.000ZAdy Howeshttps://community.dpgplc.co.uk/members/AdyHowes<div><p><a href="http://storage.ning.com/topology/rest/1.0/file/get/378640?profile=original" target="_self"><img src="http://storage.ning.com/topology/rest/1.0/file/get/378640?profile=RESIZE_320x320" width="222" class="align-left" height="252"></a></p>
<p>Compliance training. Just the words have some people falling asleep the minute you mention the words. For years now, organisations have shoveled bullet pointed content at employees, usually at induction and then annually repeating exactly the same content over and over for the lifetime of their employment. I remember my first sleepy experience of this very well.</p>
<p>So how do you go about creating something more engaging? And why bother? Stuart Harris from Southern NHS Foundation Trust was talking about this on today’s live session on the Big #SpongeHangout with Sponge UK. With over 40 pieces of compliance learning covering the industry of this particular organisation, engagement is key. He said:</p>
<blockquote>
<p>‘<strong>We were open to being ambitious by not just sticking to what was done before. We wanted something new and innovative and to look around at what else was out there. We wanted to not leave any stone un-turned’.</strong></p>
</blockquote>
<p>Stuart went on to say how him and his team visited Learning Technologies and discovered what they thought could be the answer. Gamification.</p>
<blockquote>
<p><strong>‘Hands up, we didn’t know what this meant. But being open minded we approached some people, looked at some suppliers case studies and that opened our imaginations to what was possible. We quickly realised it had a role to play and we had a thirst for it. Part of our procurement spec stated that we wanted to include gamification.’</strong></p>
</blockquote>
<p>Stuart described how working with their partner, virtual games were created inside their new elearning. In the infection control learning, there was a virtual game pitching learners against the clock to wash their hands. Some of those who had attended the training had reported back how they recalled the game when they were washing their hands an indicator that the learning had lasting impressions. In fire training, there was a game on evacuating the building where you gained time for closing fire doors behind you and collecting patients along the way. In some courses, there were games that once completed unlocked other sections. This approach gave the feeling of discovery according to Stuart.</p>
<p><a href="http://storage.ning.com/topology/rest/1.0/file/get/378687?profile=original" target="_self"><img src="http://storage.ning.com/topology/rest/1.0/file/get/378687?profile=RESIZE_1024x1024" width="750" class="align-right"></a></p>
<p>Whilst completing the training online wasn't mandatory and the team still offered other ways to complete the learning face to face, Stuart told how they had engaged people who were previously resistant in using online learning and more people were completing the new learning in this way. Other benefits of the approach were clear. They benchmarked what people thought of the ‘old’ elearning versus the new and found that feedback was much more positive. Learners were talking about the training in a positive light and recommending it to their peers. The approach brought about cost savings too and he estimates that the trust is saving in the region of 1.6m over five years.</p>
<p>Stuart shared two main tips for organisations looking to do similar:</p>
<ul>
<li><b>Project Management:</b> Stuart said adopting a project management discipline was important. <em>‘It was a much bigger than we had first imagined. We had a dedicated PM resource. That really helped us’</em></li>
<li><b>Learner involvement</b>: <em>‘One of the ways we got more confident [with the approach] is that we would pilot early. We wanted to get it right and wanted early indications that we were on the right track. We took a limited number of people and showed concepts, prototyping along the way’</em></li>
</ul>
<p>Gamification is a buzz word across L&D right now. It’s all too easy to introduce this concept as the latest fad. What this session did however highlight is that with some careful consideration, involving learners along the way, it is possible to use gamification to enhance the learner experience and create a more positive impression of online learning.</p>
<p>I’d be interested to hear from you. Are you using Gamification in your online learning? What are the results you’ve seen? Or is this a brand new area to you? What would you like to learn more about in this area?</p></div>IiP's assessment framework - so there's a survey included in assessment now? Please someone tell me more....https://community.dpgplc.co.uk/learning-professionals/iip-s-assessment-framework-so-there-s-a-survey-included-in-assess2016-04-26T11:55:06.000Z2016-04-26T11:55:06.000ZJason Foxhttps://community.dpgplc.co.uk/members/JasonFox<div><p>...because I cant find zip all online or on the IiP site to give me an inkling from what angle this survey is coming....I realise of course that IiP have a confidential process that they wont want to publish publicly, but still....</p>
<p>We already participate in an annual deep dive employee engagement survey through Sunday Times Top 100, managed by Best Companies, so of course Im curious and want to avoid duplicity.</p>
<p>Has anyone been through this yet? Please let me know your thoughts if you are able to.</p>
<p>Happy to chat by message or by email if anyone wants a natter (please!).</p>
<p>Many thanks.</p>
</div>5 brain tips to drive employee engagement through L&D programmes no 4https://community.dpgplc.co.uk/learning-professionals/5-brain-tips-to-drive-employee-engagement-through-l-d-programmes-2015-08-06T07:54:31.000Z2015-08-06T07:54:31.000ZKrystyna Gaddhttps://community.dpgplc.co.uk/members/KrystynaGadd<div><p><a rel="nofollow" href="https://howtoacceleratelearning.files.wordpress.com/2015/07/microskills.png"><img class="alignleft wp-image-80930" src="https://howtoacceleratelearning.files.wordpress.com/2015/07/microskills.png?w=300" alt="MicroSkills" width="563" height="257" /></a>This is the 4th in my series of 5 easy brain tips for engaging learners from my session at the CIPD NAP conference in June 2015. The 5 brain tips can be remembered using the mnenomic CRUMMSS:</p>
<ul>
<li><strong>C</strong> - choice - last weeks blog</li>
<li><strong>R</strong> - Rewards - this weeks blog</li>
<li><strong>UM</strong> - Use metaphors</li>
<li><strong>MS</strong> - Microskills</li>
<li><strong>S</strong> - stories</li>
</ul>
<p><img class="alignleft wp-image-80904" src="https://howtoacceleratelearning.files.wordpress.com/2015/07/img_1279-e1436185778204.png?w=300" alt="IMG_1279" width="113" height="77" /><a rel="nofollow" href="https://howtoacceleratelearning.files.wordpress.com/2015/07/img_1185-e1436870941464.png"><img class="alignleft wp-image-80931" src="https://howtoacceleratelearning.files.wordpress.com/2015/07/img_1185-e1436870941464.png?w=300" alt="IMG_1185" width="98" height="92" /></a>MS stands for Micro skills. Micro skills are small things that the learners can learn to do quickly that will give them confidence and enthusiasm to learn more.</p>
<p>By developing some skills that can be implemented immediately, these skills become almost second nature and automatic. This automatic type behaviour can come from a part of the brain that is very low in energy consumption called the basal ganglia, as well as the long-term memory<span><span>*</span></span>.</p>
<p>Moving learning quickly into the long-term memory frees up the higher thinking brain for the new learning and gives the learners confidence.</p>
<p>Most of the time a workshop starts with a big picture view of a theory or model, which may be a logical beginning but it could also be quite overwhelming for the learner. Giving them some quick-to-apply new skills can boost their confidence, calm their fears and speed up the learning.</p>
<p>Examples of useful microskills could be:</p>
<ul>
<li>On an IT course - getting the learners to practice using the help facility so that they can access tips quickly</li>
<li>On a finance course – some <u>really</u> easy calculations that they do in pairs</li>
<li>Health & Safety course – use a spot the difference picture to spot hazards in pairs</li>
<li>An assertiveness course – start off with some simple rapport skills like matching and mirroring</li>
<li>A presentation skills course – practice the introduction of a presentation in a line in stages – name and title, then purpose of presentation, then the outcomes. Build on each stage.</li>
</ul>
<p>*David Rock “Your Brain at Work”, Harper Business 2009</p>
</div>