3. Meaningful learning motivation
Learners are no longer sent to seminars. The focus is on intrinsic motivation. In other words, learners know why they are learning something at a particular time in a particular way. Usually because they themselves have identified a challenge that they now want to overcome.
When the L&D department wants to promote a learning project, it focuses primarily on the “why.” What are the opportunities, what is the benefit of what has been learned? If employees understand for themselves that an agile learning culture brings more advantages than disadvantages for them, then the ball will keep rolling. In this way, a sustainable, agile learning culture can be built that is not lived by push from the outside, but pull from within.
4. Effective, transparent learning process
The meaningfulness of lifelong learning for leaders means that no quarter goes by without a need to learn. As a result, learning is a process in which 3 sub-steps are repeated on a regular basis:
Step 1
Define target competencies and learning outcomes: Learners define the target competencies together with their own leaders, L&D and, in some cases, colleagues and customers. A distinction can be made between two time horizons:
Long-term: this is a set of competencies valid for e.g. 2 years for the current function description. This long-term set of competencies is adjusted once a year for the next two years.
Short-term: effectiveness is increased by focusing on only a few competencies and expected learning outcomes within a quarter, e.g., 3 in total.
Learning objectives are defined as either intended learning outcomes or competencies. The recommended formulation is the future completed at the end of the quarter, “I will have learned X.” This envisioned image exerts motivational traction for the learning process.
Step 2
Learning and measuring progress during the quarter: During the quarter, learners have a variety of asynchronous and synchronous learning opportunities available to them:
Asynchronous offerings are e-learnings, learning videos, or learning audios from inside and outside the organization.
Synchronous offerings are face-to-face events and virtual measures such as webinars, master classes, etc., usually with the possibility of direct exchange among learners and with the trainer or coach.
Since learning preferences vary, it is largely up to the learner to decide which offerings, at what intensity, and at what times are best suited. Some prefer to learn via audio files while doing sports, others need personal exchange with colleagues or a trainer. Since many things are constantly changing anyway, learning is understood as a continuous process for which a certain time and financial budget is dedicated.
Those who see learning as a project could run the risk of valuable time being lost between projects and the learning projects themselves losing relevance even before they have been completed.
Measuring progress is done through check-in meetings with yourself and a learning partner. Many learning platforms offer an automatic reminder, but a recurring appointment in Outlook is also sufficient. Intermediate grading in percentages helps visualize progress, making it more present.
Step 3
Diagnose competencies at the end of the quarter, review and adjust intended learning outcomes: At the end of the quarter, learners take a final grading before the learning cycle begins again with the definition of new intended learning outcomes. Average goal attainment is less important than the process of continuous learning. It promotes motivation when the learning trend is made visible across quarters. Gamification of the entire learning journey with bonus games, treasure hunts, and continuous feedback will contribute to the joy of learning especially for younger learners.