David Hastings, Head of Content Partnerships at Go1, moderated an informative and honest discussion on learning in the hybrid world with an esteemed group of panelists: Alessandro Giacobbe, Head of Learning Transformation Practice at Microsoft, Lauren Waldman, Chief Learning Scientist and Founder of Learning Pirate, and Bill Pelster, Co-Founder of the Josh Bersin Academy.  

These thought leaders came together to discuss how we can, and should, learn to humanize our workforce when it comes to people development.  

Humanized learning in the hybrid world

The conversation opens as Bill unpicks qualities of leadership, showcasing that one will only be a great leader if they teach the next generation to be leaders themselves. Alessandro agrees and follows-up by saying that learning experiences have evolved three-fold since he began his career at Microsoft where he now sees much more collaboration and motivation between individuals than ever before.  

In our hybrid world, accelerated by the pandemic, we see that barriers have been kicked down - people are willing to share and ask questions and the penalty for a wrong answer has been minimized. Lauren Waldman connects these thoughts by saying that employees and leaders have finally allowed human beings to be “human beings,” and that we must continue to teach people how to learn as this will be the ultimate key to our own success.  

When surfacing the challenge organizations face with delivering learning to a hybrid workforce, Alessandro outlines the beneficial properties of technology, explaining that we have gone from a fixed mindset to a growth mindset. With these advances, it is easier to learn from each other thanks to evolved video conferencing and other online mediums that should be embraced even outside of a pandemic context. One way that Microsoft believes these learning delivery goals can be achieved is via Microsoft Viva Learning, a platform Go1 integrates into to surface learning within Microsoft Teams. 

The panel unanimously agrees that we must all move from formal learning, to enable informal learning into the flow of work, where one can get knowledge and be productive at the same time. It is in social learning environments that companies see the most success and career growth, even from a scientific standpoint. Lauren, a learning scientist, spoke to the chemicals that keep brains functioning and how we can ensure to avoid cognitive overload, stress and burnout. With workforces stretched, Lauren believes strongly that leaders must identify each individual’s limitations and capacity when it comes to learning: “We can’t buy resilience, we need to grow it.”  

When the panel was prompted to discuss failures they have seen organizations make in delivering training, all unanimously agreed that there aren't really failures, but rather, learning experiences. Alessandro takes the example of data science - if a hypothesis turns out to be false then, it refines the engine. The idea of engineered failure in a business is critical to evolve.  

Alessandro claims that all learning needs to be personalized to the learners style in order to have real impact. He applauds platforms such as Go1 which enable this in a seamless manner. Lauren jumps in to remind the audience that, people tend to look at tech and see the solution but we need to remember it is the tool. She reminds the audience and panel that we still need to see more intentional and strategic courses in learning programs.   

To wrap up the seminar, Bill takes the floor and concludes that to deliver transformation in the learning space, we should empower employees to develop by offering them the right tools, choice and personalization. We should stop mistaking ‘upskilling’ with trying to resolve systemic issues that can be found within a business and focus on individual needs to ensure real growth.  

Interested in finding out more about Go1 and Microsoft Viva? Visit go1.com/go1-microsoft-viva 

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Insights from a discussion that takes a look into learning in a hybrid world.

In the context of learning today, why is upskilling and reskilling essential for talent development? … And how does it affect employee retention and workplace productivity? 

In episode 20 of the Learning with Go1 podcast Mark Weston, Talent Development Manager from Colas, joins our host Craig Hamill to chat about the world of upskilling, reskilling and career development. Together, they provide insights and advice on how L&D and HR professionals can improve their upskilling and reskilling efforts to increase retention and engagement and best support talent within their organisations. 

Check out some of our favourite highlights below. 

What is the role of digital in supporting reskilling in L&D? 

When it comes to L&D and digital, selecting the right learning solution for the right occasion is key. 

Digital gives organisations the ability and confidence to assess and pick the right solutions and think outside the box. Whilst organisations can indeed learn a lot from others, Mark encourages L&D professionals to not be afraid of changing things up. Use digital as an opportunity to pave a unique path that aligns with your individual business values. 

“Make sure that you're just not doing it because everyone is doing it. Your people are your people and just because Company X does it in one way, doesn't mean that your company should do it the same.”  

Pick the right solution for the right occasion

What are the key takeaways for reskilling and supporting talent? 

Learn, listen and understand your people

In order to understand the why and the what in terms of the things you're trying to solve, you must first understand your people. 

Whether it's a problem or just something that's missing within the organisation, by adopting the “learning, listening and understanding” approach and allowing employees to be heard, organisations will gain a deeper perspective when it comes to building their talent and career planning strategies.  

Don't discount anyone's opinion...

Upskilling and reskilling is a key component of long-term growth and organisational change. We hope that you enjoyed the podcast and could take away some strategies to implement in your own organisations.  

If you haven’t already, listen to the full podcast here to learn more. 

We look forward to continuing the rest of the series, with L&D professionals already scheduled to join us from Cyprus, Egypt, Oman, Finland, the Netherlands, Australia, the USA, and many more. Stay tuned!    

Want to hear more? Browse the full Learning with Go1 podcast library on Apple Podcasts, Google Podcasts, or Spotify to help expand your knowledge of all things L&D and hear how other organizations are navigating this ever-evolving landscape.   

The importance of reskilling and how L&D can best support talent right now 

Episode 20 of the Learning with Go1 podcast out now! We're joined by Mark Weston, Talent Development Manager at Colas to discuss how L&D and HR can improve their reskilling efforts to increase retention and engagement and best support talent right now. 

In this high tempo seminar, Go1's David Hastings is joined by Lauren Waldman, Chief Learning Scientist, and Alex Bailey, CEO of Bailey & French, to discuss supporting employees on their l&d journeys as cognitive and emotional loads increase.  

The conversation kicks off with a broad mission and question: what is it that makes us human? Both Alex and Lauren share their thoughts, exploring how our consciousness and our surroundings make us ever evolving creatures; empathetic and understanding beings who grow when confronted with the unknown and the uncomfortable. They conclude that the skills we need, in life as well as in the world of work, are those that make us human. 

Boosting engagement and performance through an agile approach to L&D

Alex Bailey provides the audience with a list of skills they should be harnessing to develop their emotional intelligence, including: Inclusivity: being open to others and different schools of thought; Curiosity: constantly looking ahead and stepping into the unknown; Resilience: always remaining open and challenged. 

David Hastings makes an interesting comment, stating that, for a long time, none of these skills were ever a focus in the workplace. He asks: why now? Why are we now encouraging people to be their true authentic selves at work? 

Here, Alex answers that any company is driven by efficiency and that we are just now understanding that in order to be truly efficient, we need to reduce our cognitive overload. The pandemic has made this even more evident, highlighting the flaws in ‘traditional’ ways of working, demonstrating that we must be open to new channels of communications and learning environments in order to give people the right space in their brains to continue on working. 

Lauren Waldman provides scientifique context to the question, bringing the audience in with short experiments and discussing the energy and positive/negative state of our brains and how one can avoid cognitive overload. 

The conversation progresses as David brings the workplace back into the fold. He states that people spend a great part of their time at work making it a perfect place to learn about being human. David believes that we are more socially and morally conscious now than ever before and, though companies have seen a ‘Great Resignation’ in recent times, he champions the ‘Great Reassessment’ where businesses now have the chance to evolve by inspiring and upskilling their workforce in a way that is meaningful.  

During the session, Lauren is in full agreement and stresses the importance of learning more human skills at work but, she cautions that this cannot be rushed or there won’t be any long term effects. Learning takes time and genuine curiosity which is why any course should also allow time for people to think for themselves in order to properly embrace their learning journey. Lauren believes that some companies over parent people, telling them what they need to learn instead of letting them establish things on their own.  

Creativity and innovation in the space of learning is important. Even if there are boundaries, pushing people in traditional routes means they may shut off and forget to be human. The seminar wraps up with a final, unanimous statement: We are all at our best when we are human selves.  

You may also like to read Lauren Waldman's article on how joining forces with our brains can help us to be more emotionally intelligent and empathetic in the workplace.

Insights from a discussion into how to boost engagement by taking an agile approach to L&D.

Boosting engagement and performance through an agile approach to L&D 

Once you’ve overcome the hurdle of finding a time that suits everyone so you can provide training for your teams, you’ll face another challenge that many don’t consider: learning styles.

Just as people have different personalities, they also have different learning styles. That means, while one person can absorb through reading, another won’t retain nearly as much information. Some learn while getting hands-on, while others prefer to listen.

Below, we’re going to take a look at the most common learning styles, and how you can approach training and staff development to make sure what’s being taught can be put into practice. Doing this will create a strong culture of learning within your business.

People absorb information differently, and what works for some people won’t work for others. Think back to your school years - when the teacher was standing at the front of the class speaking, some students seemed to zone out. However, those same students would read their textbooks and learn much better than others.

There is one theory, known as VARK, which puts learners into four categories: visual, audio, reading, and kinesthetic. However, this model has been criticized, as it overlooks several other learning styles, and doesn’t consider that some people can span multiple styles.

Just like at school, different learning styles in the workplace - and specifically in training - also need to be considered. These are:

Every student can fit into at least one or more of these styles. Let’s take a look at what these learning styles mean in a little more detail.

Visual learners absorb information when it’s presented in a visual form, such as video, images, and graphics.

Aural learners learn through listening. Whether this is in person or a recording, when they’re being told information they find it far easier to take it in.

Kinesthetic learners retain information via experience by using their senses. When they’re able to dive in and get hands-on, using touch, sound, sight, and even taste and smell, they get much more out of the learning experience.

Logical learners, also known as mathematical learners, appreciate logic and structure. This type of learner is usually good at understanding complex mathematics and statistics.

Social learners can concentrate on learning when they’re alone. They likely find others a distraction, which prevents them from retaining information. Many people will use solitary learning when revising for an upcoming exam, however may struggle if they’re not a solitary learner.

Much like solitary learners, reading and writing learners absorb information through - as the name suggests - reading and writing. That means they’re far more likely to get more from reading a book than they are from watching a video or listening.

Verbal learners use audio and written tools and cues to aid their learning. They use tricks such as acronyms and rhyme - in a similar way to how we were taught “my very easy method just speeds up nothing” as a way to remember the order of the planets in our solar system.

Social learners prefer learning in a group environment, collaborating on projects with others. That way they can test their knowledge on others and retain information via discussion.

It’s important to try and accommodate different learning styles in training and development, which isn’t always possible in the workplace. However, many e-learning courses understand that people learn differently, and so have designed their courses with this in mind, allowing different learners to absorb the material.

We offer resources for learning to help you and your employees learn.

Chances are, most people won’t even realize they fit into one or more of these different learning styles. They may think they prefer to learn a certain way, but likely don’t associate it with being a certain type of learner.

For example, a student may dislike reading, because they can’t concentrate on the words. However, they may love watching videos. Because of this, despite having an interest in, say, World War II, they may watch a lot of documentaries but scoff at the thought of reading a biography from a soldier.

There are ways to identify which learning style or styles you fit under, bearing in mind you may fit in more than one:

You may be a visual learner if you prefer to learn using images, videos, graphics, maps, flashcards, graphics, and diagrams.

You may be an aural learner if you benefit from listening and speaking and enjoy taking part in discussions. You may appreciate recordings, as you can listen multiple times.

You may be a kinesthetic learner if you enjoy getting stuck into tasks, and using your hands to interact. You may enjoy building models and using materials, and learning through trial and error.

You may be a reading and writing learner if you enjoy reading and making detailed notes. You may also rewrite those notes and return to them regularly to help you retain information.

You may be a logical learner if you enjoy working with numbers, mathematics, and statistics. You likely have an affinity for problem-solving, using logic over emotion to find a solution.

You may be a solitary learner if you struggle to concentrate around others. You would much rather be in your own company to learn at your own pace.

You may be a verbal learner if you enjoy learning using words and linguistic tricks. You may also be good at word games, such as Scrabble, and have a talent for public speaking.

You may be a social learner if you like to be a part of study groups, or collaborate on projects with different people. You possibly don’t like to work alone, and you have no problems asking questions.

Tailoring your training to different learning styles

When devising training for your employees, it’s important to keep these in mind so you’re catering to different learning styles. If you’re training employees and some are retaining information better than others, it’s likely because you're not using a training style that fits with their learning style.

Just like with learning styles, there are also different training styles for employees. These are:

Progressive - used for problem-solving using activities and collaboration

Behaviorist - taught by a manager to educate for behavior changes

Humanistic - a facilitator will encourage self-guided learning

Liberal - used for intellectual development and taught by an industry expert

Radical - used to encourage dialogue and social change

As you can see, each training style is used to achieve a different purpose. For example, you couldn’t use a radical training style to train employees how to use a new piece of equipment. However, using aspects of the different training styles in training and development will ensure you’re able to connect with everyone.

For employees to get the most out of their training, there are different types of training methods you can use.

This is the traditional, classroom-style learning. It's an effective way for students to learn directly from an expert, but it can be difficult to schedule and expensive.

Online training is a cost-effective and flexible method of learning as it allows employees to access their training materials as and when it’s convenient. It’s self-directed and incorporates text, video, quizzes, and other techniques to help employees retain what they learn.

Textbooks can be a useful go-to for many employees, but retaining information can sometimes be difficult.

Hands-on training encourages the employees to get stuck into a certain task and gain experience as they work while being guided by a supervisor. By learning through experience, it helps employees gain confidence quickly.

This is a one-on-one method that isn’t often used as it can be costly. However, it can be an effective method for training employees in all aspects of a specific task or role.

Usually reserved for conferences or higher-education, lectures are used to teach a large number of students, however don’t offer the chance for student interaction. They can be done digitally or in person.

Group tasks, discussions and activities can be useful to train multiple employees. They can be self-directed, but are usually instructor led.

Role-playing isn’t for everyone, but can be useful in certain situations, such as customer service training. 

This method isn’t commonly used as it can be expensive and is only used by certain professions. It utilizes computers and augmented/virtual reality to simulate scenarios such as training for pilots or doctors.

There are various types of training and development employees can undertake.

This type of training is given to new employees as a way of showing them all the processes and procedures that will be required of them. This is an intensive training method as the employee learns all aspects of their new role. They may learn from various employees around the business, including managers and co-workers.

Job training is used to upskill existing employees, which can be done by senior members of the team, external instructors, or learning platforms.

When an existing employee is looking to progress in their career they’ll need to learn new skills and processes. This is done by senior level colleagues, and potentially institutions or learning platforms.

Refresher training is offered to ensure existing employees have all the relevant and up-to-date knowledge and skills. It isn’t used to upskill employees, but enable them to continue performing in their current role.

With Go1, we offer training courses to fit different learning styles so employees can learn while not interrupting their day-to-day tasks. For more information, book a demo today. 

A look at the most common learning styles, and how you can approach training and staff development to make sure what’s being taught can be put into practice. Doing this will create a strong culture of learning within your business.

What different learning styles mean for staff training

If you spend enough time in the L&D sphere, you’ll know that it can throw up more jargon, acronyms, and specialist terms than you know how to handle. Try to explain all of these terms to an outsider, and you might be met with a blank stare and quizzically raised shoulders. ‘Blended learning’ and ‘flipped classroom’ fit nicely in this time-honoured L&D tradition. But don’t let this put you off! These methods can be among the most powerful tools in an L&D professional’s arsenal. 

While the phrases are sometimes used interchangeably, blended learning and a flipped classroom are nuanced concepts with distinct meanings. With this in mind, we’ll take you through the difference between blended learning and a flipped classroom, asking what is blended learning, what is a flipped classroom, and, most importantly, which approach is suitable for you?  

At its most basic, blended learning is a fairly self-explanatory term: it encompasses a blend of different learning methodologies, such as online and in-person learning. Where traditional learning is typically expected to take place face-to-face, blended learning offers a more flexible approach by combining in-person and online learning within one course. 

As TeachThought puts it, “Blended learning is an approach to learning that combines face-to-face and online learning experiences. Ideally, each (both online and off) will complement the other by using its particular strengths.” 

Lambda Solutions expands on this definition, adding, “​​Blended learning is a pedagogical or educational approach that combines traditional teaching methods, such as in a classroom setting, with eLearning technology, such as online courses, lectures, presentations, quizzes, games, and more.” 

Put simply, blended learning combines in-person and online learning in a complementary way that utilises the unique benefits of each approach. 

While this is far from a new term (blended learning dates back to at least the early-90s and the days of CD-ROMs as a cutting-edge learning tool), the relevance of blended learning has increased steadily in recent years. In an academic setting, 72% of teachers now say that blended learning increases learner engagement, while 82% of students prefer blended learning to classic teaching environments. 

Similarly, LinkedIn’s 2021 Workplace Learning Report found that 79% of L&D teams expect to spend more time on online learning, and 73% expect to spend less time on instructor-led training. In conjunction, these statistics indicate a shift towards blended learning in many workplaces. 

Blended learning in the workplace has also increased in prevalence with the move to remote working. As ATD puts it, “that’s because blended learning is site agnostic. It doesn’t matter where employees are. Access is seamless and readily available.” Another benefit of this approach is that blended learning can improve accessibility and inclusivity. This is especially important for employees who can't attend in-person events for reasons such as childcare, disability, age, or location. 

Perhaps most importantly, a study into the effectiveness of blended learning found that learners who participated in a blended learning course had an average pass rate of 87.9% compared to a 71.4% pass rate for a traditional classroom. In a workplace context, these statistics generally correlate with higher engagement among employees who use blended learning.

Want to know more about blended learning? Be sure to check out our articles on why blended learning is the future of workplace learning, as well as the benefits of hybrid learning. 

Like blended learning, a flipped classroom is a relatively self-descriptive term. It is a role reversal of the traditional classroom dynamic. Instead of learning first and then being assigned homework, these roles are flipped. As such, learners will study the course material first and then apply this knowledge in a classroom setting (either in-person or virtually). The term ‘flipped classroom’ dates back to the mid-80s. However, the advent of modern technologies has arguably made this method more relevant and impactful than ever before. 

As Lambda Solutions explains in a recent article, “A flipped classroom reverses the traditional teaching role where the lessons are first taught, and then homework is assigned. Instead, the students first study the course material, typically through online lectures, then learn how to implement what they learned in a classroom setting.” 

Or, as Panopto puts it, “the flipped classroom inverts the traditional learning experience. Lectures are shared outside of class time for individual review as homework, and classroom time is reserved for class discussion and interactive projects.” 

There are many benefits to a flipped classroom. For example, this learning style can help make the classroom a more active learning environment, give students more freedom to learn at their own pace, and allow teachers more time to focus on students’ individual needs rather than teaching the class as a whole. 

There is also evidence to suggest that a flipped classroom model has many positive impacts. For example, 71% of teachers indicated that their students’ grades improved after implementing a flipped classroom strategy, while 96% of teachers who have flipped a lesson would recommend that method to others. Again, these results often translate to higher engagement and greater efficiency in a workplace setting. 

In a professional environment, flipped learning can take many forms — from flipped training to flipped onboarding to flipped leadership development. In some workplaces, this might look like an 'emerging leadership' program that provides the necessary concepts and frameworks ahead of time, so that employees understand these before they get to 'classroom time'. Or, you may employ workshops where employees can apply their knowledge to get the most out of the time. 

While this may sound like an intimidating leap into the unknown, flipped learning can be as simple as asking the presenter at your next training event to record and share foundational information beforehand, thereby flipping the script. 

As Clarke Quinn, author of Revolutionize Learning & Development, explains in a recent post advocating flipping learning in the workplace, “performers are good at making decisions when they are well supported. So we should match the task to the tool, and have the tools hold the rote information and support performers through the decision process.” In other words, flipped learning is an excellent strategy to present learners with information when it is most relevant to them and in a way that increases their likelihood of engaging with and retaining that information. 

Essentially, by studying the source material beforehand, students can enter the classroom (or learners can enter the workplace) confident that they have the foundational information needed to participate in activities, solidify their knowledge, and perform at their best. For some, it is simply a more efficient use of learning time. 

To learn more about the benefits of a flipped classroom, check out our article on Flipped learning: a way of the future? 

While blended learning and a flipped classroom overlap in some areas — both utilise digital technologies to facilitate learning, for example — they are distinct concepts with unique benefits and drawbacks. The right approach will vary depending on your specific learning needs and the requirements of your learners. 

So, which one is right for you? Moovly provides an excellent summary of the pros and cons of blended learning and a flipped classroom. They explain, “teachers looking to shift their classroom, with an overall focus on applying theory of knowledge with the full use of technology would generally benefit more from a flipped classroom. On the contrary, a teacher wanting to provide additional support and adhere to Millennials habits would benefit more from blended learning. Simply put, if you want to extend the learning that takes place in your classroom, go for blended learning, and if you want to make more time for practical learning, flip your classroom.” 

Remember, blended learning works collaboratively with the traditional face-to-face classroom approach, while a flipped classroom inverts the typical learning method by placing homework before the lesson. 

To help make an informed decision, it is worth comparing the key benefits of blended learning and a flipped classroom. Some advantages of each approach include: 

Provides significantly more flexibility and accessibility for learners 

Utilises the full potential of modern technologies to enable learning and increase engagement 

Benefits different learning styles by encouraging visual, audio, and interactive learning content 

Allows learners more control by letting them work at their own pace

Can increase the one-on-one time between learners and instructors 

Can make the classroom or workplace a more active and engaging learning environment 

Ultimately, there is no one correct answer. Both approaches can have massive impacts in the appropriate setting. Whether you’re blending your learning or flipping your classroom, the most important thing is that you make a considered decision that accounts for your learners’ unique needs. 

For more insights, be sure to subscribe to the Go1 newsletter to stay on top of all the latest L&D trends. Or, you can book a demo today to find out how Go1 can help with your team’s learning needs.

We’ll take you through the difference between blended learning and a flipped classroom, asking what is blended learning, what is a flipped classroom, and, most importantly, which approach is suitable for you?  

Understanding the difference between blended learning and a flipped classroom

In this conversational, interactive seminar Lauren Waldman, chief learning Scientist and founder of Learning Pirate, is joined by Head of Content Partnerships at Go1, David Hastings and Ed Monk CEO of the Learning and Performing Institute (LPI) in an open discussion on how, when and where we can learn to humanise the workplace in a post-pandemic world.  

The session is part of a series of engaging webinars, covering a ground-breaking piece of research between Learning Pirate, Go1 and Learning and Performance Institute, which delves deep into the state of the current workplace. Through this research they were able to demonstrate that the current workforce is experiencing emotional strain like never before, and unpick the impact that strain can have on leadership who want to do their best by their teams. In this particular webinar, each panellist shares their experiences from the past two years and what they’ve learned along the way to help humanise the workplace, inviting the audience to do the same.  

Learning Live Digital: How, when, and where do we learn the skills to humanise the workplace?

Each topic of discussion began with a question, inviting listeners to reflect on key factors that could contribute to better working environments, starting with what practical personal adjustments employees may have had to make during the pandemic in order to maintain productivity.  

After reading out numerous answers from the chatbox, Ed Monk went on to list key steps the LPI took to humanise their workforce during the pandemic, notably calling out the benefits of implementing mental health first aid training, which created compassion and proximity between co-workers. 

Lauren Waldman brought the audience closer into the fold by getting those dialled on to partake in a psychological experiment, ‘The Stroop Color and Word Test’, (SCWT), a neuropsychological test used to assess the ability to inhibit cognitive interference that occurs when you are tasked with something you are not used to - in this case, calling out the ink colour of the words on screen versus what colour the word implies. The task was not as easy as it seemed.  

Lauren went on to explain the difference between stress and burnout which was well received by listeners, who pointed out they may not have been able to distinguish them. While stress is noticeable due to its physical manifestation, demonstrating hyperactivity and urgency, it is just the pathway to burnout which appears more subtly through disengagement and helplessness leading to a state of emotional and mental exhaustion. 

David Hastings talked of his main learning from working in pandemic times; the importance of empathy. He explained how crucial it is to understand, and accept how others are feeling, even if it might not be how we ourselves might feel in the same situation. To him, this is the key to creating proximity and humanising the workplace.  

The panel ended on yet another open question: should employers make time and space for people to learn at work? The answers were mixed with an overall conclusion that yes, employers should provide their workforce with tools to learn and the time to do so, however there should be balance and trust in the operation in order for it to be a proper success.  

In this conversational, interactive seminar Lauren Waldman, chief learning Scientist and founder of Learning Pirate, is joined by Head of Content Partnerships at Go1, David Hastings and Ed Munk CEO of the Learning and Performing Institute (LPI) in an open discussion on how, when and where we can learn to humanise the workplace in a post-pandemic world.  

How, when and where do we learn to humanise the workplace?  

Insights from a discussion into how, when and where we can learn to humanise the workplace in a post-pandemic world.  

Connection. Perhaps a year and a half ago it wasn’t something that you were thinking about on a regular basis. Fast forward to the present time and it’s something we’re all looking to do more of and learn how to do better in order to connect with our fellow humans, both in and out of the working environment. 

In a session hosted by the LPI, Edmunk Monk, David Hastings and I had, what I think is safe to say a beautiful exchange of trust, vulnerability and empathy with all the attendees as we shared and learned from one another over the course of the hour. We went in with questions of curiosity and came out with valuable suggestions, practices and insights to move forward with, some of which I’m happy to share with you all reading. 

So what sparked all this great conversation? Well learning of course! And the first part of our time together had us talking about our environments. So let’s explore that a little. 

One of the primary jobs of our brains is to keep us alive and it does so by constantly scanning our environments (both external and internal) but a lot of our working environments changed when we had to work from home. 

Some of these new working environments came with co-workers who needed snacks, diaper changes, help with school, others were pets who needed to be taken out for walks and sometimes insisted on being part of your meetings.  

“The cat made sure to let me know when it was time to stop working and worship him.”

For others, it was quiet, too quiet actually, which came with its own set of new challenges as reintegration back into the workplace began.   

“I've been reluctant to return to busy overcrowded places even though we can”

This is something that is important to stop and acknowledge especially when it comes to how the brain is processing and expending energy.  

While some of the brains above were putting their attentional networks to the test in order to focus and get work done amongst a more chaotic home working environment, other brains had these networks dimmed down. 

Think about that in the contrast of one’s experience. The person with the chaotic environment might be craving the office with different people to engage and socialize with, welcoming that back into their worlds. 

On the other side though are people who went from a less distracted, quieter environment back to a seemingly normal office, only to discover that the brain was going to be processing much more sensory data again. People walking around, having social chats, meetings going on, the sounds of copiers, music, other people working etc. After little to no time amongst people, socializing has become exhausting and, in many cases, overwhelming.  

A hug or a handshake that hadn’t been felt after a year of no physical contact, can flood the system with the neurotransmitter oxytocin, sometimes referred to as the “love hormone” but also is released during social functions as it impacts our bonding behaviour. 

An experience like that, as lovely and welcoming as it is, can also leave one feeling quite tired, as you now understand how much more the brain and body is processing.  

With all this in mind, and knowing that work still needed to get done, I asked the question to our participants, which I’ll encourage you to now take a moment to ask yourself before you continue reading...  

What were some of the biggest adjustments (if any) that you had to make in the environments that you’re working from to maintain productivity?  

When you stop to really think about it, unless this was your normal before, you probably made more accommodations than you realise.  Here are some of the ones which were shared in the session, perhaps you did some of the same:

Created specific spaces which were meant solely for work

Prioritised time to catch up with colleagues, to say hi and talk about things other than work

Taking intentional breaks to get outside for fresh air

Making more time to exercise, eat, and nourish the mind and body

It seems like we all did a pretty good job, and some great learning, so what can we learn more of?

“I have more patience than I could ever imagined!”

It’s amazing but it’s within the simplicity of our human skills that great value is found, but we can’t make the assumption that we all have those skills yet, hence we learn.

As we move forward to humanising the workplace, it’s the skills of empathy, meaningful listening/conscious communication, self-monitoring and regulation both on the emotional and cognitive fronts, which will help us move forward in our work and our relationships. And that’s only a drip in the pond of what we can learn, which I will take the time right now to emphasize TAKES TIME.  

Recognising that we need to give space and time for people to develop on their own as well as time to learn to bring the skills to our interactions with one another, will be a key in learning how to co-regulate. But remember change/learning means that the brain needs to make literal physical adjustments to accommodate for that and we do that with replication and practice.  

Now, just before we ended the online session I did ask one thing of everyone which I will ask of all of you reading this now, and that’s to come back.

Often people look at learning as a one and done. You attend a webinar for an hour, a workshop for half a day, watch a couple of hours of e-learning and never return to it.  

It was a delight to see people in the audience who have joined us before and wanted to continue sharing and learning with one another.  So I invite you as well to come back, join in our next live sessions, come say hi at a conference, anything to keep the learning going! 

I'll leave you with a message that came from a participant in the chatbox as we wrapped up our time together

“Thank you everyone, keep enjoying everything that challenges you :)”

For more insights, subscribe to the Go1 newsletter to stay on top of all the latest L&D trends. Or, you can book a demo today to find out how Go1 can help with your team’s learning needs.

Creating an environment of connection in a post-pandemic world

As technologies advance and AI becomes more refined, analysis has become integral to many industries. Movie studios conduct market analysis to ascertain the most in-demand and profitable films. Social media creators rely on detailed analytics to determine which content draws the highest engagement. And many professional athletes hire analysts to gain an extra 0.01% advantage over their competitors that might make the difference between a world record and an also-ran.

Without these valuable insights, we are left in the dark, guessing how to improve our performance. Digital learning content should be no different. To make informed, forward-thinking decisions, detailed insights are essential. As a learning content provider, you want to know what content your learners are engaging with, what they’re avoiding, how and when they’re engaging with content, and what they will need in the future. With this data, you can offer more relevant and tailored content to your learners. Unfortunately, these insights aren’t always available.

With this in mind, we’ll look at how analytics can improve your learning content and how Go1 Connect can help learning content creators access the insights they need. 

As mentioned, sophisticated analytics are now the norm in many industries. These insights help us improve output and plan for the future. Yet, many L&D teams are left in the dark, unable to make informed decisions. 

Through extensive conversations with our partners and Customer Success Managers, we know that the following is an all too common scenario. You release a new piece of learning content, hand it over to your customers, and…that’s that. You have no idea what’s working and what isn't. What content are your learners engaging with? Are they using it at all? It makes it nearly impossible to accurately assess how to improve the content and user experience, let alone discern what areas to invest in for future content planning.

As Training Industry explains in a recent article exploring the benefits of learning analytics, “By leveraging learning data and analytics, organisations can better understand if their programs drive desired business outcomes...learning analytics provide the opportunity and insights necessary to better meet learner expectations. Leveraging learning data properly will reveal their learners’ preferences, including which modalities and design features they value. This data can also be used to uncover poor training programs and segments by evaluating whether the learning has been understood or even consumed by the learner.”

Put simply, pouring so much time, effort, and resources into creating something and then not having any insight into how learners are consuming it is a significant pain point for many learning content providers. 

Understandably, most L&D teams want to know how to optimise their content to make it more effective. So far, so good. Unfortunately, good intentions only get you so far. A disconnect arises when organisations either don’t have access to the appropriate data or don’t have the necessary analysis skills within their teams. 

According to Emerald Works’ Back to the Future Report, 98% of L&D teams say that data analytics is a high priority, but just 18% currently have this capability in-house, down from 30% in 2018. Here, the disconnect between aspiration and reality is stark — L&D teams see how impactful learning data can be but can’t implement this data effectively. 

Similarly, 26% of L&D teams say they lack the analytical skills to use learning data effectively. This figure is trending in the wrong direction, up from 18% in 2019. Accordingly, L&D is lagging behind many other industries. While most L&D teams know how powerful learning insights can be, few teams have the necessary skills and tools to access — let alone utilise — these insights.

Most alarmingly, only 10% of L&D teams use performance data to measure the impact of learning programs. In comparison, this number skyrockets to 68% among high-impact L&D teams (defined as the top 10% of surveyed organisations). Likewise, only 6% of high-impact teams lack the analytical skills to use learning data effectively. 

These statistics tell a story: there is a clear correlation between accessing learning insights and improved performance as an L&D team. Effective use of analytics can drastically improve the performance of your L&D content, taking you from an average team to a high-impact team faster than you can say ‘content insights’. 

L&D professionals are problem solvers at heart, so it was only a matter of time until these issues were addressed, allowing learning content creators to access insights in a timely and digestible manner. 

As a leader in online learning, Go1 has access to invaluable content consumption insights. That’s why we’re so excited to launch Go1 Connect, the most efficient way for learning creators to deliver their content to customers. It’s a solution designed specifically for content creators which provides access to engagement data for all customers.

Go1 Connect offers insights to customers to help them assess performance and establish benchmarks for their content. Most importantly, you’ll have access to a wealth of sophisticated, easy-to-understand insights, such as:

Real-time dashboards and reports to assess performance and establish content benchmarks 

The ability to compare content usage for different customers

By making all aspects of content distribution and management simple, Go1 Connect empowers learning providers to focus on what they do best: creating impactful content for customers and users. 

If you’re ready to learn more about Go1 Connect or have any questions, you can find out more here, or, reach out to register your interest.

We’ll look at how analytics can improve your learning content and how Go1 Connect can help learning content providers access the insights they need. 