In the first decade of the 21st century, workplace learning is surely undergoing a sweeping transformation. The pace of change is accelerating, our learners have different expectations regarding the process of learning, and the tools for learning have entered the internet age.
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How do we, as learning professionals, respond to these changes? The work that we do as learning professionals needs to be overhauled as well. We need to transform our field of practice from instructional design to learning environment design. Instructional design has typically focused on identifying a defined set of learning objectives, and proposing a specific, one-time solution (albeit often a blended solution) to teach a required knowledge base or skill. Learning environment design, as described below, aggregates a variety of learning resources that can change to meet learning needs as they evolve over time.
In this article, I present the Learning Environment Design model, which I believe will provide the framework you need to deal with new expectations and with new tools. At the same time, the Learning Environment Design model retains the discipline of the ADDIE approach.
The learning environment perspective
Not only is Google a verb, it’s also the most used learning tool on the planet. We no longer wait to get into a class or to make an appointment with a subject matter expert. The information we need – even proprietary information for our company and role – is often just a few clicks away. To keep up with changing subject matter, we can arrange to have news and information delivered to our in-bins or feed-readers. We can collaborate and converse, using electronic tools to mediate (e.g. instant messaging, blogs, wikis) or match-make (e.g. social networking sites, skills directories). We rely on working with peers and accessible experts to learn what we need to know, and to develop new knowledge and skills as challenges require.
Whether you are a digital immigrant exploring these new environs or a digital native who grew up in this world, you can see how workplace learning is changing. Our learners are demanding more just-in-time, just-enough access to learning “nuggets.” They won’t wait for a design and development cycle that delivers what they need next month. They want solutions that are more nimble, and resources that are more personal, and – more importantly – they want solutions that are capable of changing with the workplace.
At its heart, the Learning Environment Design model is an important reconceptualization of our mental model for designing learning. It expands our view of our work outcomes, to include a wide range of components that constitute a learning environment for a specific topic. It bases the suggested components on research regarding how adults learn in the workplace, both formally and informally. We don’t just let these tools fall into place – we deliberately design them for accessibility, flexibility, and comprehensiveness.
There are four categories of learning resources in a typical learning environment:
- Resources and tools: study and reference materials
- Relationships and networks: interpersonal connections to support learning
- Training and education: formal learning activities (still needed for some learning goals!)
- Supervisor and company support: development support from managers and company programs
Learning environment components constitute a mix of static materials and interpersonal relationships, just-in-time resources and more comprehensive formal learning programs, self-provisioned materials and deliberate teaching and coaching, formal education and informal learning – all directed at a specific knowledge base or skill set.
Table 1 outlines the kinds of solutions that you might find in a more comprehensive learning environment.
|
Arena |
Potential Components |
Characteristics for Success |
|
Resources |
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|
Relationships |
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|
|
Training |
|
|
|
Supervisor and Company Support |
|
|
It might be helpful to see some examples, and I’ve provided some in Sidebar 1. While you can imagine a learning environment that supports all the knowledge and skill development for a given role, it’s more useful (and manageable), I think, to design a learning environment for a specific knowledge base or skill set.
| Learning Need and Target Audience | Resources and Tools | Relationships and Networks | Training and Education | Supervisor and Company Support |
|
Instructional design skill for new and experienced instructional designers |
Department resource library Online procedure and reference tool
|
Peer support program for new hires Access to identified industry blogs Internal blog focusing on design topics Routine design showcases (sharing completed projects with peers) Membership to professional organizations |
Monthly educational team meeting Annual seminar series Degree and certificate programs offered by academic institutions |
Ongoing quality review, feedback, and coaching by management Tuition reimbursement for both degree and certificate programs |
|
Customer relationship skills for external sales representatives |
Skill briefings Procedure manual Product manual Online examples and success stories |
Weekly blog from sales leadership team that focuses on skills and application (leading to results) New hire “buddy” system Team learning forum |
Blended training on core customer relationship skills E-Learning briefings on each skill Podcast reinforcement for six weeks following training Advanced customer service training |
Observation and feedback system Skill certification program Defined roles and responsibilities for “buddies” and training on peer coaching skills |
|
Employee development skill for managers |
Reference containing typical developmental goals and potential task assignments that develop those skills Links to policies and procedures related to development planning in the organization Career development resources and tools |
Development support network formed during blended training program Podcast series wherein managers share their development success stories |
Blended training program (e-Learning for core content; classroom to practice developmental discussions, especially difficult ones) |
Employee development champion recognition program |
