One of the remarkable ideas behind the modalities of learning – Visual, Auditory, Kinesthetic and Tactile learning – is the ability to interact with the material in many dimensions. Without a doubt, the new ways of working and business operations around the world have shown us all that intuition, imagination and persistence are not only essential to successful organisational learning, but they also serve as lifelines to building for success, in every ramification of business!
To this end, out-of-the-box approaches to re-imagined business and corporate learning culture have become the license for the “new world order” of digitally driven businesses. But “digital” is no longer a new occurrence in the world today; in fact, digital learning may well be the beachhead of this wide-spread occurrence.
This article will identify five learning and development lessons all highlighting the essential qualities of intuition, imagination, and persistence in growth. Growth in this context correlates to the organisational success achieved purely by applicable learning.
1. To the growth conscious employee, learning exists everywhere and in everything. When it comes to digital learning and business goals, there is almost no reliance on traditions and perceptions such as ‘learning styles’ as this may not help achieve those goals. Instead, the growth conscious employee looks at the principles of what works and the context in which these principles can be applied. The current global disruption, for example, provides one of such contexts (and associated principles) where learning is taken beyond the confines of our immediate reality to Augmented Reality (AR) and Virtual Reality (VR) training. To this employee, imagination in learning is a necessity, as well as the need to demonstrate that actual learning has occurred and is sufficient to drive higher performance.
2. It is good to know that digital learning has not only paved the way to adaptability and flexibility, but it has also taught many organisations that being stuck on one approach to learning and skills development potentially leads to a “ditch”. The “digital learner” is given foresight, which is developed by the offerings and possibilities of immersive learning experiences. A courseware that combines high–resolution videos and games, intuition (delivered by Artificial Intelligence), amongst other enablers for immersion, improves imagination and influences the learner’s perception to knowledge, understanding and application. These are essential attitudes to being adaptable and alert to disruption.
3. One of the concerns of many digital learning firms is how to support their clients’ adoption of digital learning, especially in organisations where millennials are scarcely present. A good way to approach the somewhat mysterious challenge might be to create a common goal where learning is achieved with some tangible sense of happiness. Chances are that organisations are yet to think about covering in great detail how a good “happiness index” ties to successful learning, which is transferred to the work efforts needed to help the organisation succeed.
4. Digital learning may be the new and only key to transitioning into new functions. After a wave of uncertainty with lockdowns and Covid-19 restrictions, organisations would certainly benefit from redeploying their employees into existing or new business functions. Offices have changed with the new ways of working, paving the way for business structures to be represented differently, digitally. An engaging, interactive, informative, and friendly 10-minutes eLearning module on ‘Offices Without Walls’, or ‘Returning to your new office’, for example, makes the transition easier than probably expected.
5. There are lessons to be learnt from the philosophical ‘journey of self – discovery’. As more organisations allow learners to take charge of their development, it becomes obvious that the technology, tools, and content that employees need to curate their learning pathways or own their knowledge development are key factors to success. Also, practical toolkits and opportunities for application ultimately lead to successful self-directed learning. It should be pointed out here that the self-directed learner is also distinguished by a sense of ownership, accountability, and noteworthy contribution to the success of a larger team, and the organisation.
What is your organisation doing today, to create a system of continuous learning and accelerated development for its workforce?