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  • Pages
01Cover
02Introduction
03Common misconceptions
04V.O.I.C.E
05Context
06Outcomes
07Value
08Experience
09Recent innovations
10Top tips
11Conclusion & additional resources
12Contact Us
05. Context
07. Value

Outcomes

Learning design and format need to match the outcomes needed

Taking time to define very clear outcomes means better choices about suitable format, location, design.


Getting really clear about the learning outcomes will make format choices much more robust and reliable.

Outcomes can be defined at organisational, team and individual levels. Most learning objectives tend to focus at the individual learner level – what will they be able differently after the programme – but don’t forget there may also be team or organisational objectives. For example, an organisation might need to build a capability to have straightforward conversations across all teams and all individuals. Additionally, some capabilities operate more at a team level than just an individual level, such as psychological safety.

Sometimes learning format decisions are hijacked by a wider organisational agenda, such as encouraging people back into city centre offices. Such issues are an important part of the context, but they need to be part of the mix for a robust decision.

The nature of the content also matters, and will lend itself to different outcomes and formats. For example, when the content is about absorbing and retaining specific information, a classroom presentation format is unlikely to deliver the outcome than a self-paced interactive digital experience can.

If a key outcome is a better understanding of different lived experiences, having people from one team, site or location may not deliver what you need.

How well people retain content is also affected by the learning design and format.

We know from neuroscience that learning is more effective when it is designed according to four principles summarised in the AGES model (by the NeuroLeadership Institute).

Attention

Attention shifts are built in every 20 minutes and distractions are removed to avoid multi-tasking

Generation

Guide learners to apply what they’ve learned to real-life problems to generate connections

Emotion

Include activities that trigger somewhat positive emotions to enhance memory retention

Spacing

Build in time for sleep, choosing multiple spaced out short sessions over one long session.

With this understanding, many organisations are moving away from long one-off events such as whole day sessions or even 3-5 day programmes. Instead, they are making more use of learning journeys/pathways – with multiples ‘bite-size’ components that add up to a more accessible and effective solution.

Our evidence supports this shift. A blended learning journey generally delivers superior outcomes compared with one-off face to face events. The experience is more, joined up, enduring and the skillset, mindset or toolset shift sustained.

Next: Value — Both tangible and intangible measures