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The explosion of technology enabled just-in-time information through search capability together with the proliferation of social media tools, including smart phones, has resulted in increased on-line connectivity, mobility and group interaction. Flowing from that are growing expectations that the way people communicate and organise their lives outside of work, is also appropriate at work. At the same time we are witnessing an extension to the learning dimension of work as a demand from businesses for improved performance from employees who are, through mobile technologies, readily “available” outside normal working hours. Overall there is an increasing assimilation of work, learning, community and life and, within all these factors, much discussion about “informal” learning has emerged. Used broadly to describe learning that occurs at the moment of need in an un-structured manner, it is almost the antithesis of formal (structured) learning in the classroom and/or by distance learning methods.
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The emergence of engineered and collaborative un-structured learning in
corporate learning settings:
readiness, rhetoric and reality
Keynote Address - Bob Spence
Quality Learning Design People Management
Proving Value Performance Support
Learning
...
Work
Relearning
Community
Life
Learning
70% - informal, on-the-job, stretch projects and practice
20% - coaching, mentoring, developing through others
10% - formal learning interventions and structured courses
McCall, M. (2010). Peeling the onion: Getting inside experience-based leadership development. Industrial and Organisational Psychology, Vol.3, issue 1, pp.61.68
The 70:20:10 “rule”
Structured
Active
Flexible
Conscious
Just-in-time
On-demand
Pushed
Planned
Rigid
Mandated
Passive
Pulled
Unplanned
Support
Just-enough
Self-service
Unconscious
Unsolicited
Instinctive
Innate
Contextual
Learning PerformingSupporting
Facilitated Self enabled
Un-structured
InformalFormal
Social
Engineered Collaborative+
Balanced design of structured and un-structured learning
Structured learning
Un-structured learning
Conducive Environment
Appropriate Media
Performance
Performance SupportJust-enough, just-in-time
Knowledge SharingSustainable business growth
Engagement
Information Knowledge
Respect Pride Trust
Individual Organisation
Innovation
Sharing information Sharing knowledge
Trust
Prid
e
Communication Networking Problem solving
Engagement Discretionary effort Advocacy
Individual Context Organisation
Creativity Innovation Transformation
Bu
siness Perfo
rman
ceIn
div
idu
al P
erfo
rman
ce
Sup
po
rt
New markets
Clever people
Pro
fess
ion
alis
m
Pro
fess
ion
alis
mSocialisation of work and learning
Pro
fess
ion
alis
m
Success measurement
Design and method
Expectation Management
Organisational fit
Career fit
Sharing
Benefits
Sustained
ROI
Impact
Application
Learning
Reaction
(Level 5)
Level 4
Level 3
Level 2
Level 1
Kirkpatrick
Phillips
Rylatt
How will you know when this learning has been successful?
Structured
Posters
Notices
Checklists
Pre-reading
Classroom
e-Learning
Synchronous
Asynchronous
JIT – system/web based/ mobile
Integrated support
Workflow learning
Casual discussion
Planned discussion/forums
Knowledge dissemination
Learning PerformingSupporting
Un-structured
InformalFormal CollaborativeEngineered +
2. Learning 3. Application 4. Impact 5. ROI 6. Sustainability 7. Sharing the Benefits1. Reaction
Kirkpatrick Phillips Rylatt
Pro
fess
ion
alis
m
Success measurement
Design and method
Expectation Management
Organisational fit
Career fit
Thanks for your attention
