Tag: analytics

Entertain to learn or learn while being entertained? An article from Jean-Marc Tassetto in l’Agefi

 

Time is a scarce resource. Thin line between personal and professional lives, abundance of unsolicited notifications, limited attention span… According to a Josh Bersin for Deloitte study, which described a corporate learner today, ⅔ of respondents complain about not having enough time to do their jobs. From there, it seems a bit unreasonable to think that these will find and allocate some time to train in addition to their daily work…

Because it is massive, ubiquitous, fast to implement, digital learning can help. But it is not enough for you and me to train everyday assiduously. Engagement rates on digital learning platforms are historically low. Engage learners, maintain activity or high course completion rates as well as keeping a high user satisfaction – which can be monitored by the Net Promoter Score – are still big challenges. 

How do we raise then these indicators while keeping in mind that we lack time and that training is still usually something that is mandatory and enforced more than something we really want to do? To bring some elements to answer this question, let’s start from a simple factual observation: what do we regularly do when we have some time to spare? We watch a movie, a TV show or any other form of entertainment: in one word, we have fun!

Tackling the issue the right way

One way to tackle the lack of time issue while delivering training is to consider the Netflix, Disney, Fortnite side. The entertainment companies. To tackle the issue the right way: we don’t want to add fun, engaging and playful features to something boring but we want to start from an engaging format and add learning to it.

From Jean Piaget to Donald Winnicott, from Mélanie Klein to Anna Freud, psychoanalysts, psychologists and pedagogues acknowledge the importance and the impact of the game in learning processes. It seems obvious then that the entertainment field seems to be the right one – engaging, fun, ludic – for learning to be added to it. 

Did you like Bandersnatch, the Black Mirror interactive episode with multiple endings, available on Netflix? Using the same format, why not conceive a course taking a learner through a recruitment interview, where you can use different answers, with multiple endings, with alternative routes, while you actually learn how to conduct a business interview?

Are you playing Escape Games during your corporate events or with your friends? We have developed a digital Escape Game at Coorpacademy for a learner to know better the Coorpacademy platform and its content. And engagement rates showed it was a major success!

Avoiding the ‘pure game’ dimension

Entertainment creates habits, recommendation engines bring a communitarian dimension: it is very clear that the game – and it’s not new – is a very powerful ally to education. According to the study The Future of Entertainment from Havas x Cannes Lion published in May 2019, to the question “Which field should be improved by entertainment?”, 62% of respondents said ‘education’. And to the question “What should entertainment do?”, 88% of respondents answered ‘to educate and empower people’. 

In the end, we need to reapply the digital experience to what scientists and pedagogues know already – while avoiding the trap of going ‘full game’. Entertainment and learning can and should work together. So let’s dream of a course a learner will praise at the coffee machine in the morning, like this exciting movie he or she saw the day before…

This article from Jean-Marc Tassetto, co-founder of Coorpacademy, was originally published in French in the Swiss newspaper l’Agefi. If you want to read it in its original form, it’s here. 

Show Me How You Learn And I’ll Tell You Who You Are!

 

We all learn in a different way! But only a few online training platforms, especially in the corporate learning space, take behavioral specificities into account… It’s high time training providers start using behavioral analytics!

According to a study from Accenture Strategy, Harnessing Revolution: Creating the Future Workforce, by acquiring soft skills (such as problem-solving, creativity or emotional intelligence) two times faster than we do now, it will reduce the part of jobs threatened by automation by a third or even by half!

What are we waiting for to accelerate the rhythm of corporate training and engage employees on developing their soft skills?

Digital learning is a powerful tool when it is flawless, seamless, individualized, omnichannel – pretty much like a successful customer experience. And like customer experience, training begins with a deep knowledge of the users/learners. A HR executive, a training manager or a learning officer must begin with understanding the way their teams learn!

Big Data doesn’t rhyme with individualization.

A training manager has to gather data but also select the data, exploit the data and analyse the data in order to improve the experience offered to employees. Doing so will also allow training managers to detect new talents, open career suggestions or even anticipate people leaving…

When learning analytics didn’t exist yet, data was not “Big” yet and online training data were only attendance rates or achievement rates. They were only performance indicators. Not a lot of improvements were coming from this type of data.

Big Data arrived after allowing companies to collect and store large amounts of data, with the big promise of revolutionizing training with ‘Learning analytics’. But what do we really learn from this type of data? To improve learners’ engagement, does the number of followed courses, the time spent on a course, the connexion frequency or the obtained results really help? They’re obviously important indicators but are not enough to improve engagement or detect talents.

To develop a behavioral analytics culture.

We all learn in a different way. It’s a complex, evolutive process and depends on several factors linked to us or to our environment, such as our emotional state, context, topic or even to the time of day. A learning experience will then be successful only if we take into account these new indicators which mirror all these different learning behaviors. Like curiosity for example. Curiosity is linked to evolved capacities, including when it comes to learning. Curiosity is a skill that comes from our evolution: individuals with curiosity had a competitive edge on their counterparts lacking curiosity. Research show that learners will show more curiosity about a topic when they already have some knowledge of it but lack insurance. We need to take that into account in our choices of corporate training content.

Perseverance is another example. People retaining interest and effort over a long period of time succeed more than individuals showing less perseverance. It is wise to consider the engagement, but not only – it’s also important to take a look at the activity that motivates the learner to complete a training.

Regularity is another behavioral indicator which gives information on how a learner manages his/her time and training course.

By using behavioral analytics, the sets of data available to HR and managers will be way richer and more complete. But only a few training platforms provide these types of analytics. However, exploiting them in HR and at the operational level (algorithms and machine learning) brings more and more beneficial insights for the company, as well as for the user.

Companies now can access all kinds of new insights: not only what a person actually learnt, but also how the learner ended up learning this, what learning approach he/she chose, and therefore companies can suggest the most precise recommendations, accurate in regard of what the learner really needs. In order for the employee to be autonomous in the way he/she trains, in order for him/her to control and secure his/her employability: it’s necessary for the company to understand the way the learner learns!

This article is the English adaptation of an article from Frédérick Bénichou, co-founder of Coorpacademy, published in the French press (Journal du Net). You can read it in its original version here!

Capturing Learner Data

 

“If somebody describes to you the world of the mid-21st century and it sounds like science fiction, it is probably false. But then if somebody describes to you the world of the mid-21st century and it doesn’t sound like science fiction, it is certainly false. We cannot be sure of the specifics, but change itself is the only certainty”, says futurologist and author Yuval Harari.

Change means disruption – and getting ready for change. And HR leaders need to proactively help people develop, adapt and learn new skills as part of this change if they are serious about retaining their competitive advantage.

This article from Jean-Marc Tassetto, co-founder of Coorpacademy, featured in Training Journal in the September edition – the UK’s most influential Learning & Development publication – looks at how the most advanced learning experience platforms are revolutionising the analytical possibilities for L&D professionals. Allowing them in the end to unlock and consider the full potential of their people: a good thing for business and, most of all, for the future of the employees. Discover the article!

Capturing Learner Data

Jean-Marc Tassetto looks at how the most advanced learning experience platforms have revolutionised the analytical possbilitiés for L&D professionals.

It’s no secret that the global workplace is going through a huge transformation. The arrival of automation, connectivity and artificial intelligence is seeing employees increasingly work alongside complet – not always transparent – technological processes.

As futurologist and author Yuval Harari says, the only thing we can be certain of is that our future in uncertain: “If somebody describes to you the world of the mid-21st century and it sounds like science fiction, it is probably false. But then if somebody describes to you the world of the mid-21st century and it doesn’t sound like science fiction, it is certainly false; We cannot be sure of the specifics, but change itself is the only certainty.”

Change means disruption – and getting ready for change. According to a recent survey by global analysts PwC, for example, 80% of CEOs said securing the right skills for the new digital economy is one of their biggest challenges.

The same survey found that 74% of employees are ready to learn new skills or retain to be employable in the future. 

But HR leaders still need to proactively help people develop, adapt and learn new skills as part of this change if they are serious about retaining their competitive advantage. 

But despite all this context of disruption, there is a positive outlook for humans in the job market. By 2022, says the World Economic Forum, emerging occupations are set to increase from 16% to 27% of the employee base of large firms globally, while job roles currently hit by technological obsolescence are set to decrease from 31% to 21%. THe body estimates that 75 million current jobs roles may be displaced by the shift in the division of labour between humans, machines and algorithms – meanwhile 133 million new job roles may emerge at the same time. 

Jobs going? Yes, but jobs are coming. 

In other words, robots are being added to the workplace but so are people – with new and different skills. US staffing giant ManpowerGroup, for example, has stated that it is reskilling people from declining industries such as textiles for jobs in high-growth industries such as cyber security, advanced manufacturing and autonomous driving. 

Growth is also forecast in frontline and customer-facing roles – which all necessitate interpersonal skills such as communication, negotiation, leadership, persuasion, complex problem-solving and adaptability. 

With talent shortages at a 12-year high and new skills emerging as the world gets more connected, companies are also realising they can’t source the skills they want at short notice. ManpowerGroup found that a staggering 84% of organisations expect to be upskilling their workforce by 2020. What would that look like in practice? The World Economic Forum estimates the average employee will need 101 days of retraining and upskilling in the period up to 2022. 

This is no small ask for HR and L&D departments. And while there is unlikely to be a jobs apocalypse in the future, if organisations don’t take the right steps now there will be a drought of skilled talent, which will have a detrimental impact on the bottom line. What we can be sure of is that technological change will necessitate employees continuing the L&D process throughout their careers, requiring strategic lifelong learning plans.

Where is the hard ROI training data?

Supporting such plans will put pressure on organisations to provide comprehensive and imaginative L&D opportunities to fully support us through these changes. That’s not great news at a time when training budgets are being squeezed and the C-suite is demanding to know its return on training investment. So having the right metrics and guidance to show proof of ROI back to stakeholders is now more crucial than ever. Let’s review how important that is. At the Learning Technologies exhibition and conference in February this year, independent HR analyst firm Fosway revealed the first preliminary results of its annual digital learning realities research, and the verdict was not positive: “By not providing hard evidence of how learning is adding value on an individual, team or organisational level, practitioners are missing a huge opportunity to gain recognition of their contribution to the organisation and much-needed investment for future learning,” warned the organisation’s director of research, David Perring. 

Perring went on to detail how only 14% of the UK HR community can say with confidence they are effectively measuring the impact of learning, while around half are doing so, but poorly, and a third are not measuring impact at all. No wonder, when asked to describe the L&D industry’s progress in measuring learning impact, this analyst responded with just one word: “terribly.”

Help may finally be at hand

The good news is that a way of mapping training investment to measurable bottom-line results may be about to become available at last. That’s in the shape of the learning experience platforms (LEPs), recently formalised as a new market category by Gartner, which have started to become increasingly common in L&D work in the past few years. 

Highly user centric in their delivery model and usability, it’s maybe less well understood that the most advances of this class of edtech software has also revolutionised the analytical L&D palette; 

The advanced LEPs in question track learner behaviour and use that data to test what works and what doesn’t, based on a powerful new way of collecting such data – the Experience API or xAPI standard. That’s a really significant step forward because, until very recently, learning analytics only existed in a very basic way. That was because learning management systems (LMSs) managed access and tracked participation of learners, namely the attendee list – but little else. There may in addition be information on e-learning content downloads, task completions and module completion, but the data was thin to say the least. 

xAPI and activity streams

The gamechanger here in these modern LEPs is the new interface, as xAPI allows us to record any learning experience, including informal learning, providing a much richer picture of an individual’s learning path. The Experience API also prevents data from remaining in the confines of your siloed LMS, as it succeeds the older de facto e-learning standard SCORM (the sharable content object reference model) and is capable of correlating job performance data with training data in order to assess training effectiveness.

Let’s make that a bit more concrete. If you look at someone’s Facebook wall, what you are looking at is a series of activity stream statements; and activity streams are gaining traction as a useful way to capture a person’s activity, both on social networks and in the enterprise.

xAPI uses the same format to capture learning experience data, and as we start to aggregate these streams across an enterprise, or even across an entire industry one day, we can start to identify the training paths that lead to the most successful or problematic outcomes, and so what determines the effectiveness of our whole training programme. 

Doing that would enable organisations to glean new insight into what a learner has successfully learned, how they gained this knowledge and which learning approach they chose to follow. This provides opportunities for strong diagnostic values and advance performance indicators, such as curiosity, or resilience – both hugely valuable people metrics. And, of course, this will ultimately aid the workplace learner as he or she becomes aware of what their own data says about their progress and experience, so as to ensure long-term employability. 

This transformative potential of these new indicators is even greater if you consider that World Economic Forum identified reskilling and upskilling of the current workforce as the number-one strategy companies need to embrace in light of our continuing transformation into a knowledge economy. Knowledge, in the Google age, is easily acquired – while curiosity on the other hand seems less ubiquitous, and many commentators believe we need to boost employee curiosity as well as builder greater resilience and adaptability to change. 

In conclusion

Summing up, the demands of the modern workplace mean we now need to move to a far more learner centric model, where classroom training is supported by virtual training, available on demand, wherever and whenever the learner wants to access it. Such learner centric approaches and leading edge xAPI-enabled technology are proven to work – and most importantly, secure high levels of user engagement. 

Together with the benefits this new generation of LEP-derived behavioural learning analytics could bring, this puts training back at the centre stage in business. Exactly where it needs to be to satisfy the growing and diverse skills requirements of a digital future. 

The result: HR and training professionals can finally use multiple data sources to consider the full potential of their people for specific roles within the organisation and business outcomes. And this has got to be a good thing – for the business and, most of all, for the future of the employees.

Jean-Marc Tassetto is co-founder of Coorpacademy and a former head of Google France; Find out more at coorpacademy.com

 

Why acquiring soft skills is not as hard as you think – an article from Jean-Marc Tassetto, co-founder of Coorpacademy, in RealBusiness

 

Coorpacademy’s Jean-Marc Tassetto outlines how to respond to new data on what skills are important in the workplace.

This new article written by Jean-Marc Tassetto, co-founder of Coorpacademy, has been published in Real Business, the content brand that tells the truth about SME life today for people starting, running and growing a small business.

To read it in its original version, it’s here. You can find here some extracts of the article:

“In its latest Annual Global Trends report, LinkedIn says it’s detected a real paradigm shift in what global recruiters are looking for in job candidates. The report, based on input from over 5,000 talent professionals across the globe, says soft skills like ‘creativity’ are increasingly sought after in today’s workplace.

Hard skills or soft skills for today’s era?

Hard skills are still highly sought after, such as competence in cloud computing. But as advancements in automation and AI change, the skills employers require is increasingly soft skills. In short, employers are recognising that computers can’t perform soft skills to the level that talented humans can. As the pace of business and automation speeds up, demand for employees to be able to think outside of the box, including their ability to work well with others is moving to the foreground. Skills such as critical thinking, communication, collaboration skills are what candidates need in the modern workplace.”

[…]

“Despite the increasing value of soft skills, the majority of companies lack any policy in this area. As a general rule, our work culture is not equipped to search for, grow or even accommodate these capacities. The critical question, then, is how will organisations adapt to acquire these increasingly desirable new capabilities?

Being a more flexible and adaptive working environment is the new way of doing business. We must take the right steps towards this shift. But most importantly, we need to accelerate their efforts to upskill and reskill. Plus we need to see a radical change in the way training is delivered.”

Make Skilling and Reskilling Engaging

However, acquiring soft skills is hard. Millennials especially, find traditional workplace PPT-driven instruction or traditional e-learning courses too uninspiring. Such indifference can turn your training budget into an expensive resource-wasting, tick-box exercise.

To get started, leaders should start using a new generation of digital tools. For example, the Learning Experience Platform (LXP or LEP), makes training relevant and exciting by putting the learner at the centre of the learning experience. Businesses need to re-think training. This includes getting people to really engage with it. This includes training content that’s diverse, interesting and easily accessible.

Gamification & Microlearning for Training

Firms should exploit the engagement potential of techniques like gamification, online competitions and learner quizzes. Neuroscience has shown us that playing stimulates curiosity and the desire to progress, as the term ‘play’ in the widest sense creates a positive, reinforcing learning experience.

Microlearning is a very powerful way to make this happen. This should be well integrated into the learning experience, as it allows the employee to directly look for the knowledge she really needs before a meeting. At the same time, the contribution of wider communities of learners should not be underestimated as the ability to interact and measure up to others increases learning capacity.”

[…]

“Training has a crucial role to play to skill and upskill your staff in new soft skills. Firms need to also pay heed to the learning experience in order that their staff genuinely acquire these new skills. Acquiring soft skills shouldn’t be hard – just use the tools out there to make it as easy as possible.”

Read the article in its original form here!

If you want to read other articles from Jean-Marc Tassetto, co-founder of Coorpacademy, it’s here:

Let’s start using a whole new class of meaningful HR KPIs – HRReview

How to Stop Worrying About a Jobless Future? – Bdaily Business News

Let’s welcome a new dawn of behavioural learning analytics – TrainingZone

According to a study by City and Guilds Group, UK employees are bored with L&D… Pain point by pain point, discover what Coorpacademy does to make their learning experiences better!

 

According to the study Learning Insights 2019 by City & Guilds Group: ‘UK employees want their employers to provide a much more curated and tailored approach to training to better equip them with the skills needed for the future. They want to see more engaging (37%), personalised (35%) and better-quality (29%) content, as well as shorter micro-learning (23%) methods available at work.’

More engaging?

Why not try the ‘Battle’ mode on Coorpacademy?

In our Learning Report 2018, we identified a type of learners, the Players (the learners who played at least one Battle) and we realized that Players were more engaged and more efficient in training. The Players are 2x more present: the number of months that a learner is active on the platform during his/her whole learner life cycle is two times higher for Battle players than for non-players. The Players are also 3x more active, with more than 3x more lessons viewed. They also dive deeper into the content: they have started and completed 7 more modules on average than non-players. Finally, the Players are 13% more successful (success rate is measured as the completion rate of started modules) than non-Players.

By the way, did you know that our clients are also seeing the difference? In our latest interview with BNP Paribas Asset Management (they launched their Coorpacademy-powered platform Digit’Learning in May 2018), Sylvie Vazelle-Tenaud, Head of Marketing Europe for Individuals, Advisors and Online Banks, told us:

We present the platform as a tool for gaining expertise with a gaming aspect. In our communication, we mainly highlight the functionality of “lives”. We also highlight the fact they can earn stars. This functionality enables us to generate emulation between employees and make them want to take the courses again. Conversely, we didn’t communicate very much about battles but the employees discovered that functionality on their own and loved it! Coorpacademy offers flexibility in learning without being time-consuming, as the average duration of an entire learning journey is 20 minutes. Employees build their expertise in record time while having fun!

Indeed, more than 70,000 Battles have been launched on the BNP Paribas Asset Management platform in only one year. And the Battle mode is pretty successful on Coorpacademy, because we just reached 1 million Battles played on all Coorpacademy platforms!

UK employees want more personalised training content?

Our Behavioural analytics allow us to create 27 learners’ profiles, in order for everyone to have the most personalised and individualised course recommendations.

In one of his latest article published in TrainingZone, Jean-Marc Tassetto, co-founder of Coorpacademy, takes the examples of the Curiosity or Perseverance Key Performance Indicators and how they can be of great help for learners (for their own individualised course recommendations), but also for L&D managers.

L&D managers and administrators benefit [from Behavioural Analytics] because they can access all sorts of new types of insight – not only finding out what someone successfully learned, but how the learner got there and which learning approach they chose.

This opens up tremendous diagnostic value, way beyond pure learning analytics. It also opens up the possibility for new performance indicators, such as curiosity, or perseverance – both hugely valuable HR metrics.

Take curiosity, identified as an “important variable for the prediction and explanation of work-related behavior” (Mussel, 2013). That is really critical, as motivation to engage in lifelong learning is a sine qua non of employability for today’s worker.

Notably, another important effect of curious collaborators is that they contribute to a company’s innovation potential, particularly in the light of the “death of top-down management” (cf. John Bell, 2013).

Employee learning perseverance is another potential new KPI example. When you next need to decide who to recruit to lead a project, or who to train, it may be useful to select those who are qualified but also the most resilient candidate (cf. Amy Ahearn, 2017).

Better-quality?

Our courses are co-edited with top experts, such as IBM, Video Arts, Wolters Kluwer, famous publishing houses… 

Shorter?

All our courses are available in a microlearning format: 5 minutes, just the time you need to learn quick insights or refresh your memory on a topic, before an important meeting or when you flight is about to take off.

In his article 5 minutes to learn, Jean-Marc Tassetto, co-founder of Coorpacademy, explains the concept of microlearning:

The content is divided into several shorter, more accessible sessions, with the creation of opportunities and contexts as a background. A session of microlearning should be seen as an opportunity to create special and useful “moments” for learning, particularly on mobile, while waiting for a meeting to start or a plane to take off. It’s during these moments that employees will want to integrate a few useful notions.

We launched “5 minute learning”: short content, editorialized and contextualized according to what’s going on and what our customers need, and delivered on mobile, which allows the creation of these short learning “moments”. All of this is supported by an engaging user experience.

Contact us to know more about what Coorpacademy’s Learning Experience could offer to your organisation!

Let’s start using a whole new class of meaningful HR KPIs – Jean-Marc Tassetto in HRReview

 

This article has been originally published in HRReview. It has been written by Jean-Marc Tassetto, co-founder of Coorpacademy. To read it in its original form, it’s here.

There’s plainly a crisis in how HR and L&D is working with training data. For example, according to the 2019 run of its annual Digital Learning Realities Research, HR analysts Fosway reported that only 14 per cent of respondents in the UK HR community think they are effectively measuring the impact of learning, while 53 per cent admit they’re probably doing it ‘ineffectively’ and 33 per cent are not even trying.

Discover some extracts of the article:

“However, help may finally be at hand in the form of the Learning Experience Platform (LXP), originally defined by workplace learning expert Josh Bersin and recently formalised as a new market category by Gartner.”

[…]

“Why we need to move beyond the LMS

That’s because LXPs track any behaviour traces and use them to test what works and what doesn’t, based on a powerful new way of collecting such data, the ‘Experience API’ or xAPI standard. The Experience API is a technology designed to create a rich environment for online training and learning and is there to address the limitations found with the e-learning technologies currently used that are too focused on tracking the learner through a specific course, rather than through diverse learning experiences.

Why does this matter? Up until recently, elearning analytics only existed in a very limited form, as any learning data that was harvested was very partial. That was due to the fact that the technology L&D had to rely on for so long – the LMS, the Learning Management System – is primarily an admin and delivery system, designed for managing access to training and participation of learners.”
[…]
“The rise of new HR metrics 
So how does this new API work? By working with activity streams. The best way to understand this is if you look at someone’s Facebook wall, what you are looking at is a series of activity stream statements, and the concept is gaining traction as a useful way to capture a person’s overall online activity, on social networks and in the enterprise. xAPIs capture learning experience data – and as we start to aggregate these streams across an enterprise, we can identify the training paths that lead to the most successful or problematic outcomes, and so what determines the effectiveness of the whole training programme. Doing that would in turn enable HR leadership to glean new insight not only on what a learner has successfully learnt, but how they gained this knowledge and which learning approach they chose to follow. This provides opportunities for strong diagnostic values and advance performance indicators, such as Curiosity, or Resilience, and other very promising new HR metrics.
For example, ‘Curiosity,’ is associated with advanced abilities including an aptitude for learning – and as Knowledge, in the Google age, is easily acquired, employees we know who have this capacity could be a real asset for the company.”
[…]
A deeper picture of workplace learning
By using these new behavioural indicators, data available for Human Resources and line of managers of the real capabilities of their teams becomes much richer and more complete. What’s more HR professionals can properly consider the full candidate potential of a person for a specific job not only in terms of their knowledge and skills, but also their character and behavioural qualities. Brands would have access to not only what a particular person has actually learned, but also how the learner landed there, what learning approach they have chosen, so we can come up with tailored recommendations that are close to their actual needs. Good news for the corporation and the benefit for the employee is to help her become the real owner of their employability. Finally, trainers and HR managers also benefit, because they can access all sorts of new types of insight – not only what someone successfully learnt, but also how the learner got there and which learning approach they chose.

So let’s seize the chance that the powerful combination of the LXP and the xAPI offers – and make workplace training and development the truly strategic business tool we all know it deserves to be.

You can read the article in its complete and original form here.

Discover other articles from Jean-Marc Tassetto, co-founder of Coorpacademy:

How to Stop Worrying About a Jobless Future? – Bdaily Business News

Let’s welcome a new dawn of behavioural learning analytics – TrainingZone

Why Training is an Under-Used Source of Employee Insight – Incentive & Motivation

How to Stop Worrying About a Jobless Future? An article from Jean-Marc Tassetto, co-founder of Coorpacademy

 

This article has been originally published in Bdaily Business News. It has been written by Jean-Marc Tassetto, co-founder of Coorpacademy. To read it in its original form, it’s here.

Digital business transformation and training expert Jean-Marc Tassetto, co-founder of Coorpacademy and former head of Google France, says new ways of helping employees to ’upskill’ are on their way.

Here are some extracts of the article:

“We all know that Artificial Intelligence and automation are coming at us at breakneck speed. So how will business cope? Will we all be unemployed soon?

According to The World Economic Forum, technologies like AI and Robotic Process Automation are indeed entering every profession, and at speed. But does that mean fewer jobs, as so many fear – or a completely new set of career opportunities?”

[…]

“That means we all need to change jobs and careers multiple times throughout our lives: an ability to adapt will be critical. Against this backdrop, the job of the responsible business owner is to create ways to help their employees access the kind of training that might help them adjust, as well as cope with any new advanced tech you introduce yourself.

This is being crystallised down as the need to create a ‘learning culture’ – encouraging workers to gain new skills that organisations require now or in the future and in attracting and retaining talent.

One problem: we’re not doing that yet. Training and HR teams are there to provide the resources, tools and time to support learning, scheduling the diaries and career plans of staff, booking the armies of trainers and projectors, and making hundreds of hours of relevant content available. But, traditional training culture seems to assume staff are passive objects that simply get shuffled in and out of all those training rooms!”

[…]

“To get workplace training back to where it should be, this needs to change. In particular, if we are serious about our commitment to re- and up-skill and prepare for that near future, we need a way to connect back with the employee and deliver what they want. We also need to rethink the way training has traditionally been delivered – and we have to ask ourselves if it is realistic to expect people who work remotely and anytime, to stop everything and sit in front of a trainer with a PPT and a laser pointer for eight solid hours.

What does that look like in practice? Actually, very similar to what you and I are already doing in our day-to-day lives, and especially the Millennials and digital natives on your team. We live on our phones and we all try and make dead time waiting for a train as useful as possible, looking for content. We refuse to be delayed by a knowledge gap, turning to the Internet to plug any lack of understanding – and we might play a mobile game for a minute or two during a lunch break.”

[…]

“The old method of scheduling fixed hours needs to be discarded in favour of a blended learner-chosen model, where classroom training could be supported by a virtual environment in which all lessons and material are digital and available, 24×7 and increasingly via mobile and in short bursts. In addition, incorporating gamification and collaboration features will increase staff engagement by activating the joy of competition, too.

Such learner-centric approaches really work – and can, our data shows, secure user engagement levels for digital training content of more than 80%.”

You can read the article in its complete and original form here!

Discover other articles from Jean-Marc Tassetto, co-founder of Coorpacademy:

Let’s welcome a new dawn of behavioural learning analytics – TrainingZone

Why Training is an Under-Used Source of Employee Insight – Incentive & Motivation

Jean-Marc Tassetto’s interview for French television (BFM Business).

 

Let’s welcome a new dawn of behavioural learning analytics – an article from Jean-Marc Tassetto in TrainingZone

 

This article has been originally published in TrainingZone, which is the UK’s leading learning & development publication, covering everything you need to know to deliver absolute excellence in L&D. It has been written by Jean-Marc Tassetto, co-founder of Coorpacademy.

With the rise of learning experience platforms, L&D teams will be able to measure and assess the behaviour of employees as they progress through their learning journey, taking learning analytics to a whole new level.

Discover the article in its original form here!

Here are some extracts of the article:

“Like it or not, the L&D sector is not where it should be when it comes to proving its worth to the wider business. The good news is that a way of mapping training investment to measurable bottom-line results may be about to become available at last.

Let’s review how important that is.

[…]

“By not providing hard evidence of how learning is adding value on an individual, team or organisational level, practitioners are missing a huge opportunity to gain recognition of their contribution to the organisation and much-needed investment for future learning,” warned the organisation’s [Fosway Group, Editor’s Note] Director of Research David Perring.

Only 14% of respondents could say with confidence that they are effectively measuring the impact of learning, while around half are ineffectively doing so – and a third not measuring impact at all.

No wonder Perring answered a question about how the L&D industry is faring with measuring learning impact, with just one word: “Terribly.”

[…]

“However help may finally be at hand in the shape of learning experience platforms (LEPs), recently formalised as a new market category by Gartner, which has started to become increasingly common in L&D work in the past few years. Highly user-centric in their delivery model and usability it’s maybe less well known that they have also revolutionised the analytical L&D palette.

How? Because LEPs track any behaviour traces and use them to test what works and what doesn’t, based on a powerful new way of collecting such data, the ‘Experience API’ or xAPI standard.”

[…]

“Finally, with the LEP much more flexible and interesting ways of working with corporate learning have started to deliver much richer datasets that are the basis for really useful analysis.

The consequence for learning analytics of the LEP is that the data we’re getting back now is much more complete and behavioural.

That’s because in order to constantly improve the learning experience, the most advanced xAPI-enabled LEP tracks any behaviour indicators it can spot and uses them to test what works and what doesn’t, based on tracking the stream of learning activities – and not just completion of modules.

The results are highly promising. For a start, the learner, not just the trainer and administrator, can get a sense of his/her progress and experience. That really matters if we want our teams to be truly autonomous learners able to ensure their own long-term employability.”

[…]

“L&D managers and administrators benefit because they can access all sorts of new types of insight – not only finding out what someone successfully learned, but how the learner got there and which learning approach they chose. […] Take curiosity, identified as an “important variable for the prediction and explanation of work-related behavior” (Mussel, 2013). That is really critical, as motivation to engage in lifelong learning is a sine qua non of employability for today’s worker.

Notably, another important effect of curious collaborators is that they contribute to a company’s innovation potential, particularly in the light of the “death of top-down management” (cf. John Bell, 2013).

Employee learning perseverance is another potential new KPI example. When you next need to decide who to recruit to lead a project, or who to train, it may be useful to select those who are qualified but also the most resilient candidate (cf. Amy Ahearn, 2017).”

[…]

“Could a new ‘behavioural learning analytics’ emerge that will put learning and training back in the centre of your organisation? It’s starting to look that way.”

To read this article in its original form, it’s here!

If you want to discover other articles from Jean-Marc Tassetto, co-founder of Coorpacademy, you can click on those links:

Why Training is an Under-Used Source of Employee Insight – Incentive & Motivation

Jean-Marc Tassetto’s interview for French television (BFM Business).

Is LXP the new LMS – Enterprise Times

 

1 million Battles have been played on all Coorpacademy platforms!

 

Learning is difficult.

Learning new skills has always been tough, in school or in corporations. To remedy this situation, we provide on the Coorpacademy platforms features coming from the gaming world to sparks engagement and make training fun, addictive and attractive.

Gaming features provided by the Coorpacademy platform

The Battle mode, one of our most iconic gaming feature, has a significative impact on learning, in the short-term but also in the long-term. What’s a Battle? A mode where the learner can challenge another one in a quick quiz battle.

You think you’re unbeatable on cognitive biases, those thinking traps that can easily trick your mind and ways of thinking? You want to challenge your colleague Anna on the topic? It’s easy: launch the Battle mode, click on “Create a Battle”, choose your Playlist, the course and the course level (in this case the “Always one step ahead!” Playlist and the course Cognitive Biases: Thinking Traps) and answer the questions.

Once the quiz is done, Anna will receive an email inviting her to answer the same questions. The one who has the most right answers wins the Battle, and then Stars to climb up the ranking. If it’s a draw, the one who answered the fastest wins the Battle.

You won? Anna wants her revenge and challenges you again on her favorite course, Inbound Marketing and Growth Hacking! Anna challenges you with the Battle mode

Because you’re doing Battles, Anna and yourself are more engaged in your training courses. It’s been proven that Battles were improving coworkers’ engagement in corporate training.

In our Learning Report 2018, we identified a type of learners, the Players (the learners who played at least one Battle) and we realized that Players were more engaged and more efficient in training. The Players are 2x more present: the number of months that a learner is active on the platform during his/her whole learner life cycle is two times higher for Battle players than for non-players. The Players are also 3x more active, with more than 3x more lessons viewed. They also dive deeper into the content: they have started and completed 7 more modules on average than non-players. Finally, the Players are 13% more successful (success rate is measured as the completion rate of started modules) than non-Players.

Our clients are also seeing the difference. In our latest interview with BNP Paribas Asset Management (they launched their Coorpacademy-powered platform Digit’Learning in May 2018), Sylvie Vazelle-Tenaud, Head of Marketing Europe for Individuals, Advisors and Online Banks, told us:

We present the platform as a tool for gaining expertise with a gaming aspect. In our communication, we mainly highlight the functionality of “lives”. We also highlight the fact they can earn stars. This functionality enables us to generate emulation between employees and make them want to take the courses again. Conversely, we didn’t communicate very much about battles but the employees discovered that functionality on their own and loved it! Coorpacademy offers flexibility in learning without being time-consuming, as the average duration of an entire learning journey is 20 minutes. Employees build their expertise in record time while having fun!

Indeed, more than 70,000 Battles have been launched on the BNP Paribas Asset Management platform in only one year. Playing is natural, it doesn’t seem to require a lot of effort and at the same time it helps and favour learning.

Learning becomes easier.

On all our platforms, we reached 1 million Battles played!

Will you launch the 1 million and one?

Ready, steady, challenge!

Why Training Is an Under-Used Source of Employee Insight

 

This article was written by Jean-Marc Tassetto, co-founder of Coorpacademy and former Managing Director of Google France, and originally published in Incentive & Motivation. Incentive & Motivation magazine offers the latest news in incentives, employee rewards, employee engagement, motivation and employee benefits. Distributed to HR, Sales and Managing Directors with key industry senior incentive level incentive buyers.

Why Training Is an Under-Used Source of Employee Insight

Here are a few extracts of the article:

Co-founder of Coorpacademy, Jean-Marc Tassetto, outlines how new training analytics could offer unexpected help to HR professionals

Training is, as we know, a key source of workforce engagement – an important component of helping employees feel a real sense of belonging and identification and a tangible way to underline your commitment to their future learning and development as their employer.

[…]

Up until recently learning analytics only existed in a very partial way. That was because the dominant training technology we’ve been using – the Learning Management System (LMS) – managed access and tracked participation of learners, namely the attendee list and the scheduling of trainer time, but little else.

The LMS might offer information on content downloads, task completions and module completion, but the data was very thin to say the least. What’s changed in this picture is the debut of a much more flexible and useful L&D technology tool  – new-style Learning Experience Platforms (LEPs), as recently formalised as a separate market category by Gartner.

What’s different about the LEP contribution, as opposed to the LMS support idea, is that they are all about the learner experience – being highly user-centric in their delivery model and usability. Less well-known is the fact that some of the most advanced have revolutionised the analytical possibilities for L&D professionals because LEPs track delegate behaviour and tests what works and what doesn’t (based on internal new ways of collecting data such as the xAPI).

[…]

What this means in practice is that the HR or Chief Learning Officer is increasingly the recipient of data-based insights and gets to exploit all sorts of new types of insight – not only what someone has learnt, but how the learner got there and which learning approach they chose. This opens up the possibility for new performance indicators, such as Curiosity, or Resilience – both hugely valuable HR metrics. And of course, this will ultimately aid the workplace learner – as the learner become aware of what her own data says about her progress and experience so as to ensure long-term employability.

The transformative potential of these new indicators is even greater if you consider that the World Economic Forum identified re- and up-skilling of the current workforce as the number one strategy companies need to embrace in light of our continuing transformation into a knowledge economy. Knowledge, in the Google age is easily acquired, curiosity on the other hand seems less ubiquitous, and many commentators believe we need to boost employee curiosity as well as to build greater resilience and adaptability to change.

[…]

So let’s help prepare our teams for this uncertain but dynamic future and see what LEP and xAPI-enabled training feedback and KPIs can give us: a new source of analytics that means that HR professionals and incentives professionals can use multiple, appropriate, data sources to properly consider the full candidate potential of a person for a specific job – not only in terms of their knowledge and skills, but also their curiosity and aptitude for change. Not only are these traits important ones to cultivate, but they are also important ones to keep.”

You can read the entire article here.

You can also read these other articles from Jean-Marc Tassetto.

Jean-Marc Tassetto’s interview for French television (BFM Business).

Is LXP the new LMS – Enterprise Times

Computational Thinking: a key skill in the 21st century

 

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