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THE LPI RESEARCH COMPANION
Guiding you through the maze of L&D research
Issue No. 6June 2017
Issue6
Research, research, research!There are so many organisations issuing research into L&D trends and topics that it can be hard to keep up.
Where do you start? Which reports have the data you’re looking for?
This is where the LPI Research Companion can help, by cutting through the noise and giving you the most relevant highlights and action points from the very best research the L&D industry has to offer.
In this issue we look at the following reports, published recently:
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The LPI Research CompanionIssue No. 6 - June 2017
THE LPI RESEARCHCOMPANION
Employee Outlook - Spring 2017 - Chartered Institute of Personal Development (CIPD)
Digital Learning: European Realities 2017 - Fosway Group
Deloitte Global Human Capital Trends - Deloitte University Press
L&D Trends on Twitter 2016 - JollyDeck
As a learning professional, if something catches your eye we would encourage you to explore these reports more fully.
So let’s delve in...
The Chartered Institute of Personnel and Development produces its Employee Outlook report twice a year. The aim is to canvas employees for their opinions and attitudes to working life. In this survey, the Institute received responses from 2,224 adults in the UK.
This report covers a lot of ground, from employee responses to Brexit, job satisfaction and engagement, health and well-being at work, attitudes towards managers and leaders and technology. It also delves into attitudes towards learning and development.
For the purposes of our Research Companion we delve into the findings on L&D. But before we do, we are going to highlight some insights from arguably some of the most important enablers of learning - line managers.
Overall, employees have a positive attitude towards their managers and 70% say they are treated fairly, 66% make clear what is expected of them, 65% listen to their suggestions and 64% are supportive when they have a problem.
When it comes to supporting learning, a different picture emerges with 27% saying their managers are fairly or very poor at coaching them on the job, discussing their training and development needs (24%) and providing feedback on how they are performing (23%).
L&D provision is also a mixed bag. While 48% of employees strongly agree or agree that their organisation provides them with opportunities to learn and grow that leaves the majority who don’t feel that way. Of these, 24% strongly disagree that they are provided with opportunities to learn. It’s a similar picture when it comes to developing skills, with 47% of employees saying they are satisfied with the opportunity to develop their skills in their job, while almost a quarter (22%) are dissatisfied or very dissatisfied.
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Eye-catching findings
About the research
EMPLOYEE OUTLOOK - SPRING 2017 Chartered Institute of Personal Development (CIPD)
The LPI Research CompanionIssue No. 6 - June 2017
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The numbers say it all - managers could do a lot better at supporting and enabling learning for their teams, organisations could do better at providing learning and development opportunities and L&D could do better at providing the support employees find useful.
In order to retain employees organisations will need to work harder at supporting and developing employees. The report also suggests that technology continues to represent a huge opportunity for supporting learning in the organisation.
What to act on
https://www.cipd.co.uk/knowledge/fundamentals/relations/engagement/employee-outlook-reports
The LPI Research CompanionIssue No. 6 - June 2017
EMPLOYEE OUTLOOK - SPRING 2017 Chartered Institute of Personal Development (CIPD)
So what type of training are employees receiving? At 28%, online learning is the most likely option, followed by on-the-job training (27%) and access to an external conference/workshop/ event (20%).
Despite all the noise about technology, they are least likely to have received mobile-device-based learning (3%), blended learning (5%) or job rotation, secondment and shadowing (5%).
The two most popular forms of training are rated among the most useful/very useful – on- the-job training (92%) and learning from peers (94%). However, only 19% have experienced learning from peers and 9% coaching.
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Learning technology analyst Fosway Group has teamed up with Learning Technologies and The Learning and Skills Group to explore the digital learning market across Europe.
This research programme was launched in 2015 and this, the second report, has collected responses from 1,168 L&D professionals. This year’s research is broken down into three reports, the first of which has just been published. It focuses on digital learning teams, structures and budgets. Fosway Group has also produced an infographic of the research which we also discuss here.
This first report takes a look at how organisations are approaching and resourcing digital learning. This alone will be useful to you as this type of benchmarking data is not freely available. The research shows that orgnisations are developing technology ecosystems to deliver digital learning rather than taking a one-size-fits-all approach with 32% not having a standardised approach to learning technologies, 48% a partly standardised approached and 20% a very standardised approach. Not surprisingly, bigger organisations - those with 10-20,000 employees - are more consistent in their approach with 42% taking a very standardised approach and 42% taking a partly standardised approached.
This patchwork approach to learning technologies presents its own challenges around delivering a more standardised user experience for employees. It also represents a challenge to the one-size-fits-all learning technology vendors.
DIGITAL LEARNING: EUROPEAN REALITIES 2017 Fosway Group
About the research
Eye-catching findings
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The LPI Research CompanionIssue No. 6 - June 2017
The data also shows that the way organisations resource digital learning varies widely. In organisations with less than 5,000 employees, 28% have no digital learning specialists, 58% have between one and five, 7% have 5-10, 4% have 10-20 and 2% have more than 20. The report suggests that there are many reasons for these differences. But one thing is for sure: there is no one, consistent approach to delivering digital learning. Organisations are taking very different approaches based on their specific context and needs. The research also provides insights into why organisations are using digital learning. The top five reasons reflect a desire to be more responsive to business need, scale learning and create more engaging learning experiences. They are:
1. Increase learning availability (87%)2. Agility and speed of learning (84%)3. Learner engagement (83%)4. Cost efficiency of learning delivery (81%)5. Increasing flexibility (80%) And when it comes to measuring success, it’s interesting to see the focus on the efficacy and engagement of the digital learning experience. The top five measures of the success of digital learning are: 1. Increased employee capability (69%)2. Learner engagement (55%)3. Learner satisfaction (46%)4. Employee engagement and advocacy (43%)5. Regulatory compliance (37%)
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What to act on
This data is a useful benchmarking resource. Use it to compare your approach, budget and resourcing of digital learning. If you are building an ecosystem of digital learning technologies then you will find comfort in the research - you are most definitely not alone. If you are looking to buy a one-size-fits-all digital learning solution then this research might provoke some questions around your approach. This data is a useful snapshot of the digital learning market and as such will help you think through and shape your digital learning strategy. Watch out for the following two reports.
The LPI Research CompanionIssue No. 6 - June 2017
http://www.fosway.com/research/next-gen-learning/digital-learning-european-realities/
DIGITAL LEARNING: EUROPEAN REALITIES 2017 Fosway Group
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Deloitte University Press has produced its latest Human Capital Trends report. Each year Deloitte takes a look at the changing nature of work and organisations and the impact that has on employees, HR and L&D.
This year’s report surveyed 10,400 business and HR leaders across 140 countries.
DELOITTE GLOBAL HUMAN CAPITAL TRENDSDeloitte University Press
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This is a big, indepth report which is broken down into chapters on the main trends. Here we look at the section on careers and learning, which this year is the second most important human capital trend. The top trends for 2017, cited as important or very important, are: 1. Organisation of the future (88%)2. Careers and learning (83%)3. Talent acquisition (81%)4. Employee experience (79%)5. Performance management (78%)6. Leadership (78%)7. Digital HR (73%)8. People analytics (71%)9. Diversity and inclusion (69%)10. The augmented workforce (63%)
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The report outlines how employee development is changing. This is reflected in the fact that careers and learning is the second most important trend for senior executives. They see learning as critical to business success - it is the mechanism for helping organisations navigate the constant and ever quicker pace of change they are experiencing.
The data shows that 90% of CEOs believe their company is facing disruptive change driven by digital technologies. The challenge for L&D is that 70% say their organisation does not have the skills to adapt. Change is already having an impact on the development of employees with 83% of respondents saying their organisations are shifting to flexible, open career models. This means that employees are being offered assignments, projects, and experiences rather than traditional career progression. And 42% of respondents now believe their organisation’s employees will have careers that span five years or less. The way learning is changing is forcing executives to rethink how they develop employees. This is an urgent or very important problem for 45% of respondents. The data in this report throws down a challenge to L&D teams. How can L&D respond to these forces of change?
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What to act on
The report authors don’t just lay down the challenges. They also provide some guidance on how L&D teams can respond. They have produced a table (see below) that very clearly shows where careers and learning are headed. This is not a representation of some blue-sky thinking, rather a pragmatic look at how corporate learning is changing.
The new rules outlined here are a call to action to all L&D professionals. In particular, focus on L&D as the team that curates development and creates useful learning experiences. Rather than the old model of controlling learning, this is about L&D supporting and enabling learning in all its manifestations.
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https://dupress.deloitte.com/dup-us-en/focus/human-capital-trends.html
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DELOITTE GLOBAL HUMAN CAPITAL TRENDSDeloitte University Press
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In this research, Jolly Deck set out to compare the findings of Donald Taylor’s Global Sentiment in L&D Research (see Research Companion No. 5) with the hot topics shared by L&D professionals on Twitter in 2016 to find out if the trends and Twitter buzz are aligned. Jolly Deck’s algorithm analysed data from nearly 20,000 Twitter users - those who follow Donald Taylor (@donaldhtaylor) and David Kelly (@lnddave).
L&D TRENDS ON TWITTER IN 2016JollyDeck
About the research
Eye-catching findings
Social networks such as Twitter provide great amounts of data that could be useful to L&D. This research is an example of what that might look like - to compare research data with the talking points in social networks. So what does the data tell us? That L&D professionals on Twitter like to talk about technology. In fact, it represents more than 70% of all the buzz. The top 10 trends in 2016 were:
Virtual / augmented reality (21.81%)Video (10.70%)Collaborative / Social learning (10.37%)MOOCs (10.24%)Games/Gamification (9.16%)Artificial intelligence (8.90%)Synchronous delivery/Webinars (6.30%)Neuroscience/Cognitive science (4.61%)Curation (4.19%)Microlearning (3.49%)
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What to act on
If more evidence were needed of L&D’s infatuation with technology then this research provides it. Whether these stats support your world view or challenge it, they add to the technology narrative in L&D. Clearly, L&D professionals are talking about technology in all its forms and how it can be used in learning.
The report authors make a good point about what respondents mean when they say something is ‘hot’. Maybe they mean something is a trend, maybe they mean they are successfully using it in the workplace. Refining this descriptor could be useful in future research.
It’s interesting to see the approach here - of combining two data sets to compare and contrast the findings.
This is something all L&D can act on - collect data from different sources to better understand a topic.
https://www.jollydeck.com/resources/2017/04/survey-ld-trends-on-twitter-in-2016/
L&D TRENDS ON TWITTER IN 2016JollyDeck
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These trends closely reflect those highlighted in Taylor’s research with two exceptions: virtual/augmented reality and artificial intelligence. Neither of these two trends appeared in Taylor’s research. They were not an option in his 2016 survey and have since been added into the 2017 version.
Video, MOOCs, Synchronous Delivery and Gamification are all more popular than Taylor’s survey suggests and the data highlights that collaborative and social learning are very important to L&D.
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Two themes emerged from these research reports: the focus on learners and the changing role of L&D. Deloitte’s research paints the bigger picture and learning is a core part of that. That’s heartening for all L&D professionals.
However, the role is changing. And that change is being precipitated by learner need. Fosway Group’s data shows that learning professionals are looking at learner metrics as success measures which shows L&D teams are starting to put the employees at the heart of learning design. But the CIPD’s research suggests many L&D teams are failing to provide support in the ways employees find most useful.
These reports provide insights into what employees need in terms of performance support and how organisations are providing it. Hopefully, there is plenty here to help you develop more employee-focused L&D strategies.
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CONCLUSIONS
(C) The Learning & Performance Institute
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http://www.thelpi.org
Produced in June 2017
This document is current as of the initial date of publication and may be changed by Learning & Performance Institute (LPI) at any time.THE INFORMATION IN THIS DOCUMENT IS PROVIDED “AS IS” WITHOUT ANY WARRANTY, EXPRESS OR IMPLIED, INCLUDING WITHOUT ANY WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND ANY WARRANTY OR CONDITION OF NON-INFRINGEMENT.
