Coorpacademy announces a partnership with 7-Shapes to learn the main principles of Lean Management
7-Shapes, through its 7-Shapes School offer, the 1st interactive training offer in Lean Management, 100% online and accessible to all, and Coorpacademy, an EdTech start-up offering intelligent learning experience platforms to more than one million learners, announce a partnership to train employees in Lean Management.
Lean Management is a work organization philosophy based on collective intelligence and aimed at improving a company’s performance. Invented by Toyota in the 1970s, this philosophy has led to the creation of numerous methods and tools that offer many advantages: elimination of non-value added, reduction of excessive inventories, improvement of deadlines, quality, and greater agility thanks to the involvement of all employees.
While most of the world’s large corporations have a Lean approach (also called Continuous Improvement or Operational Excellence), the training and application of Lean Management remain complex to organize. Indeed, traditional Lean training courses are often face-to-face, time-consuming and costly, and most of the time they are only aimed at managers and engineers. However, one of the foundations for the success of an operational excellence approach is that it be carried by all employees. 7-Shapes takes up this challenge by making Lean Management training available to everyone!
7-Shapes School offers a practical, fun and engaging solution to Lean Management training, whatever the learners’ level. The learning paths are composed of modules that are unlocked as the learner progresses. For the theory part of Lean, the 7-Shapes School includes motion design videos, interactive lessons and quizzes. But the specificity of the 7-Shapes School lies in its challenges and mini-games, exercises based on an interactive business simulation. These exercises allow the learner to put his knowledge into practice and encourage him to take action in the field, on a daily basis.
In order to train all employees in Lean in a fun and efficient way, Coorpacademy offers with 7-Shapes to integrate these interactive training simulations on Lean Management, directly on the learning platforms of its customers. This new option, in the form of an add-on, enriches the “Premium Content Hub” offer with high added value for the increase in competence of all the employees and the development of their employability.
In addition to this, Coorpacademy will enrich its content catalog by proposing two courses co-edited with 7-Shapes to understand the history of Lean Management and to learn the basic concepts of operational excellence.
About Coorpacademy
Founded in 2013, Coorpacademy is a European startup member of the EdTech France association, specialized in innovative and scalable digital learning solutions. Based in Paris and in Lausanne at the Swiss EdTech Collider of the Swiss Federal Institute of Technology (EPFL), Coorpacademy is at the heart of research on new learning methods. With its platform, Coorpacademy accompanies the transformation of companies by engaging their collaborators, partners and customers in their rise in skills. To unleash this desire and desire to learn, Coorpacademy has developed a proprietary Saas platform based on innovative pedagogical engineering supported by the EPFL innovation laboratories and exclusive content focused on soft skills. The result: a more fun, flexible and collaborative learning experience, focused on the learner.
About 7-Shapes
7-Shapes is a training start-up founded in 2017 that creates and publishes 7-Shapes School, a performance training course offering based on a business simulation, a fun and operational way to effectively learn the principles and tools of Lean Management, Agility and Supply Chain.
7-Shapes offers its courses in the form of licenses that can be used by consultants, trainers or Lean managers to train all company employees. Many schools also use the 7-Shapes School to train their students. Most of the 7-Shapes courses also lead to hybrid training courses that can be certified and are eligible for CPF, OPCO, FNE, regional funding, etc. More than 5000 people have already trained with 7-Shapes School and the satisfaction rate of the solution on the CPF is 4.86/5.
Learn and work at the same time or when training is just a click away
If like 91% of French and European HR managers, you consider skills development to be a strategic lever for the company, then this article should interest you. This figure is one of the four basic trends identified in the CEGOS 2020 European barometer “Transformation, skills and learning“, which questioned 1783 employees and 254 Human Resources Directors or Managers / Training Directors or Managers (HRD/HRM/HRM) all working in private sector companies with 50 employees or more.
Businesses are facing new challenges, transformations of all kinds, tensions, uncertain futures, and to face this evolving context, the competencies’ development is a key subject that allows the growth of organizational and individual resilience within the company. In the same study, 88% of the companies surveyed adapted their training offer during the health crisis, and 75% of the levers activated by HRDs to face the impact of digital transformations were based on skills development.
To foster skills development, we need to focus on learning, which in turn relies on training that must be continuous, accessible, and above all, integrated with the applications and tools already existing in the organization. This is the new paradigm that is shaking up training and the HR function: Learning in the flow of work.
Training integrated into employees’ work life
In his article “A New Paradigm For Corporate Training: Learning In The Flow of Work“, Josh Bersin describes this model for Deloitte. Companies are implementing solutions to support continuous learning, but the entry point to training is quick and easy access to the learning tool. As J. Bersin points out in his report for Deloitte, an employee will spend only 1% of a working day learning new skills. By integrating a training solution directly into the work tools, employees will be able to devote more time to their learning and thus develop their skills much more effectively.
With a short format, personalized content, and a learner-centric learning experience, training is transformed. Learning in the flow of work allows you to learn whenever you need to, at any time of the day. It is when faced with a difficulty, being able to train in a few minutes to overcome this obstacle. You’ve probably already found yourself not knowing something, looking for the answer to a question you’re asking yourself, right? Your first reflex is to “Google” your question? This is already a first step towards Learning in the flow of work as you learn at the very moment you need it.
With learning in the flow of work, you are only one click away from accessing training content, most often in the form of microlearning (course formats reduced to a few minutes). For example, on the Coorpacademy platform, our 5-minute learnings allow you to understand a subject very quickly and without interrupting your work. If you need to understand the stakes of 5G, what is SCRUM, or develop your agility in a few minutes, to meet an immediate need, learning in the flow of work is an adequate answer. Directly integrated into your organization’s productivity spaces, you can, in record time, immerse yourself in a subject that may have seemed complex at first. Learning while working also means better retention of information, because not only do we really need it when we learn it, but we also put into action what we have learned, in a short period. By making these tools available to employees, the company creates an agile culture and develops reflexes, so that training is a real tool for change.
What revolutionizes learning in the flow of work is temporality. While traditional training requires the mobilization of a specific time, even when it is done remotely, this new paradigm revolutionizes our learning time by integrating it into our professional life. It all lies in its name: it is integrated into our workflow and becomes an integral part of the daily life of the employee, the learner, the individual in general, as they progress in their daily tasks. Training time adapts to the learner and not the other way around, the content comes directly to them, i.e. at work.
Learning in the flow of work also means promoting agility, an essential skill to develop in a constantly changing world. Better adapted to the challenges of tomorrow, but also employees’ needs, this model improves employee’s experience, who no longer perceives training as an imposed time, but rather as their initiative to nourish their curiosity and to upskill. By integrating training into employees’ workflows, we also make the learner an actor of their learning path. With more involved, engaged, and interested learners, the impact of training increases and influences employee satisfaction, and ultimately the overall productivity of the organization.
In short, learning in the flow of work means integrating digital learning content and an engaging learning experience directly into the employee’s work environment. In other words, it means integrating the functionalities of a training platform into professional software, accessible to employees at any time. For training to become natural, access to online training must be simplified, allowing an increase in usage. Without interrupting the work in progress, learning in the workflow is a revolution that not only trains employees in the essential skills of tomorrow but also provides them with the skills they need for today.
But then, how do you integrate learning into the employee’s work environment? Learning in the flow of work requires the integration of tools within human resources management information systems (HRIS) and software that accompany and manage the learning paths of employees, the LMS (Learning Management System). To find out more, don’t miss our next articles on how to make training just a click away.
The Battle of Premium Content in the Learning and Training Industry
On April 23rd, Coorpacademy co-founder Arnauld Mitre was invited by Fabernovel to their MultipLX, the Learning Expedition from your desk, to talk about the key stakes in corporate digital learning.
Video is in French but you can watch it with English subtitles.
Amongst these stakes, content. One of the biggest issues in the learning and training industry – which is a content industry – is to think that 2 contents with the same name are worth the same. Thinking that I would be able to learn how to become a better manager for example, on any support, with any course called ‘How to become a better manager?’ There are no other industries where this is the case.
You wouldn’t say, for example: “I’m going to watch a detective series”. But rather: “Would I watch Columbo?” or “Would I watch Money Heist?” These are not the same profiles; one chooses a particular content.
The first battle for the learning industry is the battle of content, the one you can find nowhere else, the battle of the best content.
In 1996 Bill Gates was already saying: “Content is King.” And it is even more true in the learning industry!
For the second time in a row, Coorpacademy has been recognized as a FrontRunner® for Learning Management by The Gartner Digital Markets Research Team!
Coorpacademy has been recognized as a FrontRunner® for Learning Management by The Gartner Digital Markets Research Team, for the second time in a row!
FrontRunners is a 100% data-driven graphic, published on Software Advice, which helps businesses easily identify the top software products in a particular category, based on verified user reviews across three websites: Capterra, Software Advice and GetApp, which operate under Gartner Digital Markets umbrella brand.
How does it work?
Software Advice’s FrontRunners uses reviews from real software users to highlight the top-rated Learning Management software.
To be eligible for inclusion as a FrontRunner, a product must:
- Have at least 20 unique user reviews in the last 24 months
- Offer the following core functionality: course tracking, course management
Products that meet these requirements and earn the top scores for Usability and Customer Satisfaction made the cut as FrontRunners.
We are proud at Coorpacademy to have been recognized by users as a top player in terms of Usability and Customer Satisfaction for the second time in a row. This result rewards the work we’re doing at Coorpacademy to offer the most user-friendly learning experience, and demonstrates that our product improvements are always centered on the learners’ overall experience.
E-learning: A simpler approach, please?
This article from Antoine Poincaré, Head of Sales at Coorpacademy, featured in Training Journal in the November edition – the UK’s most influential Learning & Development publication – argues the case for a fuss-free way to produce e-learning.
Discover the article!
E-learning: A simpler approach, please?
Antoine Poincaré argues the case for a fuss-free way to produce e-learning.
The good news is that we all agree we’ve moved beyond SCORM in e-learning. The bad news is, have we really?
There’s no contradiction, because what’s happened is that SCORM was so dominant for such a long period that it’s very hard for the sector to shake off the paradigm. The issue is that its legacy is limiting the way we design content, and therefore is harming learners, as well as an important but neglected constituency – the e-learning designer. Let’s refresh our memory to see why.
SCORM stands for shareable content object reference model, and is a model that was all about creating units of online training material that could be shared across systems.
SCORM defined how to create shareable content objects that could be reused in different systems and contexts and was a useful innovation.
The problem is that all these years later we have ended up with two major SCORM-related issues. First, it’s an old standard since its last official update was in 2004, so what it offers is not suitable for the way we work with content today.
The second problem is that along with the standard came software to build SCORM-aligned course content, which has been shaping the way we have been consuming e-learning ever since.
The first feature developed with this software was the ‘import my PowerPoint deck’ tool and too much of the market never progressed any further. It’s easy to appreciate how this came to pass: PowerPoint is the norm in the classroom training context, so let’s apply what we know works here to the online setting when moving learning and development online.
Let’s get disruptive.
But when Elon Musk started PayPal, he didn’t approach NatWest and ask them how they would approach creating an online bank; he developed something disruptive and new. But that’s what we just don’t really do yet in the e-learning world.
In e-learning, we never progressed beyond the SCORM view of the world and that dominant PPT metaphor. As a result, we’ve had a full generation of training L&D professionals uploading PowerPoint decks into learning management systems and presenting that to group of learners.
Fortunately, there was a step forward in 2013 when the global learning industry decided not everything has to be SCORM-compliant. At at once, great new Edtech start-ups came along promoting new, more stimulating delivery styles and UX, including mobile-first content.
Unfortunately, along the way too many of the new players neglected that important constituency: the e-learning designers – who are now challenged to produce new and engaging content for these new platforms, but with tools that are almost antiquarian in look and feel.
As a result, a huge question mark hangs over content creation and authoring; will it be easy to create and engaging enough?
At the same time, we are demanding these same content creators and authors improve their skillsets. The ideal list presented in the Learning & Performance Institute’s Capability Map which features 25 skills across five categories aimed at individuals and teams, and ranging in scope from strategy to learning facilitation.
It’s hard to imagine how we can expect to add great user interface, design, composition, audio video, platform and art competencies, to name some of what makes great content that engage users.
Today’s e-learning content creator demands more.
We need a solution that will help inspire and empower today’s e-learning content created. In effect, it’s high time a WordPress or a Wix emerged for learning content creation. After all, in the 2000s it became possible to build great websites with easy-to-use tools which allowed people to create them without the need to ever look at the Javascript and string exception handling that lay behind them.
Yet no equivalent revolution has taken place in the world of e-learning. Most e-learning designers are still stuck in the e-learning equivalent of that raw html hacking phase. E-learning designers need great, easy-to-use, drag and drop interfaces that hide technical complexity and promote creativity.
That way, they can devote their creative talents to developing the user interface, design, composition, audio video, platform and art skills with the best tools at their fingertips.
E-learning designers need great, easy-to-use, drag and drop interfaces that hide technical complexity and promote creativity.
After all, active learning is not the same as passive consumption of a PowerPoint slide or a 10-minute video. To truly engage, learning has to be structured, measured, involving. There must be useful, participative activities for the learner, and that activity has to be tracked and evaluated. You need to keep the learner motivated, supported, and on top of their own learning journey.
In addition, there must be ways to work and access the same content through multiple modes, from traditional study to something more playful. It should be consumable in multiple ways and times, solo or as a group activity. It has to be scalable and look great, but still track and provide quantifiable metrics that show the specific skills the learner is acquiring, or struggling to grasp.
Achieve design goals.
So, let’s get to a stage where there is a Wix to help designers achieve those instructional design goals. Workplace learning influencer Josh Bersin says in his 2019 analysis on HR tech trends: “While we’d all like to have a YouTube system at work, there are times when we need a [structured way] that steps you through an entire curriculum and actually delivers you at a point where you have truly learned a new body of knowledge.”
You can only achieve this via a learning platform that is entreprise-class, and data-based from end to end, and was designed to put the learner at the heart of every process.
Noted senior learning transformation strategist Lori Niles-Hofmann recently stated: “Over time, we have expected the standard instructional designer to be both an expert in designing content as technically proficient in one or more rapid authoring tools. But I have rarely met anyone good at both – and the fact is, rapid authoring tools deliver the weirdest digital learning experience, unlike anything else online.
“Likewise, you cannot get detailed analytics unless you know xAPI, which is again another coding skill. You have to know how to break Storyline 360 code and add xAPI, but I want an e-learning tool which is exactly like SquareSpace – but which can do quizzes! I want it to build digital experiences easily, and have the robust data behind it without me having to code one single thing.”
Insightful remarks from commentators like Bersin and Niles-Hoffman help us the see what a ‘Wix for e-learning for learning content creation’ would look like. A few Edtech innovators and learning platform providers are designing solutions with the content creator and the learner simultaneously in view. We owe it to all the frustrated content builders out there to deliver on the experience promise for all our users.
Aristotle said it and it is still true: there’s no real knowledge without ethics
This article is part of our Learning research and innovation series, offered by Coorpacademy in association with the EPFL’s (Federal Institute of Technology of Lausanne, Switzerland) LEARN Center. The authors are Jessica Dehler Zufferey, Executive Director of LEARN and Roland Tormey, Coordinator of EPFL Teaching Support Center.
When reflecting on your lifelong learning journey, you probably contemplate on which training you would like to take, what knowledge you might lack, and which of your learning habits are sub-optimal. In some moments, you might even find yourself thinking about what “knowledge” really is; is it being up-to-date with the latest flow of information? Is it having accumulated expertise in a specific domain through experiences? Is it our general level of education? Or could it be something else?
Three types of knowledge
In Ancient Greece at the dawn of scientific knowledge, Aristotle distinguished three types of knowledge. (1)
- Epistème refers to the understanding of the world and the universally true reason of why something is. Today, we would talk about this as scientific and theoretical knowledge.
- Technè applies and uses this scientific knowledge, most of the times in order to achieve something. While epistème allows to understand the world, technè is about acting on the world. (2)
- Phronêsis, the third type, takes the reflection one step further. Not only is theory applied in action, but phronêsis adds the consideration of the ethical implications of the proposed action. Some have translated it as prudence, but not in the sense of hesitant application, but rather practical wisdom or sagacity and the capacity to distinguish good from bad action in day to day life. It seems easy to consider phronêsis as a necessary ingredient of knowledge, when we remind ourselves that not all application of scientific knowledge was and is ethically optimal.
These ancient concepts continue to bubble through in contemporary social and human sciences research too. Jonathan Haidt (3), a social psychologist at the University of Virginia, has explored the way in which our actions are often driven by emotions and instincts rather than by rationality. Much of our ethical behaviour is, he argues, driven by ‘moral emotions’ like compassion, gratitude, contempt and anger, rather than by ‘moral reasoning’ as it is traditionally conceptualized. For those who think of themselves as rational people, his research is eye-opening in the way it demonstrates the typical cognitive bias in ethical decisions: they are taken very quickly and driven by emotion, with our rational mind being used to justify the decision after the fact. Cultivating the aptitude to live ethically then requires more than developing our rational selves. Developing phronêsis – practical wisdom – will require emotional as well as intellectual work, it seems.
Are we there yet in our current education models?
Of the three types of knowledge identified by Aristotle, epistème, related to science & theoretical knowledge, is the most teachable. Universal laws can be explained and demonstrated to learners. In turn, technè builds on epistème. The identification of possibilities to apply that theoretical knowledge can be trained for example by experiential learning. Most of our learning, at school, at university, in apprenticeship and in corporate workplace learning is of the first or second type. Instructional designers often try to optimize the learning experience in order to facilitate the transfer from epistème to technè, i.e. the application of theoretical and conceptual knowledge.
However, phronêsis cannot be taught independently of the other two. It is considered to grow naturally with experience. However, the opposite might be happening. François Taddei reports in his recent book Apprendre au XXIe siècle (4) how the consideration of ethical implications can drop with growing levels of expertise and education. He refers to a 2011 study showing that the number of years of medical studies was negatively correlated with empathy (the dimension of ethical considerations addressed in this study). Similar results are reported for management students who seem to lose their collaborative attitude over the course of their studies. Our own studies with engineering students have found that their levels of moral reasoning may decline as they study. (5)
Many call for a more integrated view on education that integrates all three types of knowledge. For example, the French national engineering accreditation body CTI (Commission of Engineers Titles) included the capacity to identify ethical responsibilities as an essential criterion for any training of engineers. (6) (If at this point, you want to analyse the capacity of practical judgement in your organisation, you could apply the inventory on ethical climate for example).
A training program addressing all three types of knowledge
Research suggests that training of phronêsis should not be implemented as pure philosophical courses on ethical reasoning. Criteria for success are for instance cognitive engagement through complex dilemmas with diverse potential decisions, emotional relation with realistic rather than dramatic case studies, and integration in subject-matter courses.
Take computer science education as an example. In this field, there has long been a focus on teaching computer science (the epistème part of it) and/or ICT (Information and Communication Technology) usage (the technè part of it). Only recently, and probably due to the general awareness about the digital transformation of all aspects of life and society, the analysis of the impact of digital technology on the world was included as an essential ingredient. The German Society for computer science, for instance, has declared in 2016 that digital education needs to include three questions:
- How does digital technology work?
- How do I use it?
- How does digital technology impact the world?
In order to educate on the third question in our current projects on, more generally, computational thinking education, we sought for inspiration from the latest thinking in a quite new domain called sociology of digital technology (the most recent and complete view was presented by Dominique Boullier). Different perspectives are used in order to analyse the impact of digital technology on many levels:
Cognitive science and psychology help to analyse the impact on ones behaviour and thinking as a user of digital technology;
Social psychology and sociology support the evaluation of impact on interpersonal relations, social groups and society;
Historical comparison allows us to identify the impact on any aspect of life such as work, mobility, communication, security, or health. It can even shed some light on the question of how digital technology might impact the future.
Why it matters
Today, we see that scientific knowledge and technological evolutions, especially in digital technologies, have an enormous impact on the world. There are few things we now do without digital help, whether it’s explicitly using digital tools, or it’s the algorithms working in the background sometimes without us being aware of them. Our communication patterns have changed dramatically. In parallel, algorithms inside social media platforms recommend us social interactions. Professionals from multiple domains have included digital practices into their working habits. Our consumption is turning more and more towards e-commerce. Our online behaviour is used to advertise products and services more successfully, and the internet of things will expand the data available to improve these recommendation systems further. We should get prepared for more transformations in the future.
At the same time, we are confronted with incredible challenges, ecological (global warming, access to drinking water, renewable energy, …) and societal (just think of public opinion and democracy in this time of ‘fake news’), that we need to tackle if we want our societies and species to survive.
As a result, it is time to learn to learn again – not only theoretical knowledge and how to use it, but how to make use of it for the betterment of ourselves, of our relations with others, of our society, and our world.
Innovation in Learning Science and Educational Technologies are top of our agenda at Coorpacademy, as we see them as critical to our mission to continuously improve the learning experience on our platform, making it even more personalized, flexible and enjoyable for learners.
Sources
(1) Aristotle, Nicomachean Ethics, second edition, translated by Terence Irwin, Indianapolis: Hackett Publishing Co., 1999.
(2) Stanford Encyclopedia of Philosophy. Episteme and Techne. https://plato.stanford.edu/entries/episteme-techne/#3
(3) Haidt, J. (2013) The Righteous Mind: Why Good People are Divided by Politics and Religion. London: Penguin
(4) Taddei, F. (2018). Apprendre au XXIe siècle. Calmann-Lévy
(5) Tormey, R. LeDuc, I., Isaac, S. Hardebolle, C. and Vonechè Cardia, I. (2015) The Formal and Hidden Curricula of Ethics in Engineering Education https://www.sefi.be/wp-content/uploads/2017/09/56039-R.-TORMEY.pdf
(6) CTI https://www.cti-commission.fr/fonds-documentaire/document/25/chapitre/1217
(7) Cullen, J. B., Victor, B., & Bronson, J. W. (1993). The Ethical Climate Questionnaire: An Assessment of its Development and Validity. Psychological Reports, 73(2), 667–674. https://doi.org/10.2466/pr0.1993.73.2.667
(8) German Society for Computer Science, 2016, Dagstuhl-Erklärung.Bildung in der digitalen vernetzten Welt. https://gi.de/fileadmin/GI/Hauptseite/Themen/Dagstuhl-Erkla__rung_2016-03-23.pdf
(9) Dominique Boullier. 2019. Sociologie du numérique. Paris, Armand Colin.
3 Ways Former Google CEO Is Reengaging Workers To Be More Productive – Forbes
To be discovered in Forbes, 3 ways Jean-Marc Tassetto, co-founder of Coorpacademy, is reengaging workers to be more productive.
Following the keynote at Gartner ReimagineHR London 2019 where Stéphan Bruno, CHRO of the Principality of Monaco, and Jean-Marc Tassetto presented the partnership with Coorpacademy to retrain 3,600 of Monaco’s public sector employees, Forbes contributor Heidi Lynne Kurter published an article on 3 ways companies can shake up corporate learning to increase productivity, talent retention and engagement with the help of innovative employee learning experiences.
If you want to read the article on Forbes.com, it’s here.
Or discover extracts of the article here!
3 Ways Former Google CEO Is Reengaging Workers To Be More Productive
[…]
The World Economic Organization recently announced by 2022, 75 million jobs will be destroyed and 133 million will be created as a result of new technologies. Consequently, companies are likely to face resistance in retraining tenured employees who have a limited skill set. Therefore, it’s crucial for them to start preparing employees for change by reopening their appetite for learning and decreasing their fear of the future.
Stéphan Bruno, director of human resources for Principality of Monaco, is determined to be at the forefront of the digital revolution. At the London Gartner ReImagine HR conference, Bruno announced the governments partnership with CoorpAcademy to retrain 3,600 of Monaco’s public sector employees. Known as the Netflix of knowledge and training, CoorpAcademy is an innovative digital e-learning platform that uses gamification to make training interactive and appealing.
[…]
Creating A More Learner-Centric Approach
CoorpAcademy co-founder and former head of Google France, Jean-Marc Tassetto, aims to creatively disrupt traditional e-learning experiences. Instead of imitating Coursera and Udemy by seeking out professors from top universities, Tassetto felt it would be more effective to partner with key industry leaders across the globe. These leaders are entrusted with developing and teaching specific courses relevant to their expertise. For example, Understand Blockchain Technology is a course created by IBM and taught by its current employees.
[…]
Reducing Fear Of The Future
[…]
Both Bruno and Tassetto understand by putting employees in charge of their learning, with guidance from their manager, non-digital natives can increase their digital maturity at a pace that feels comfortable for them. Users also have the opportunity to take advantage of additional content to further develop their skill set. Some courses available to them are feminine leadership, stress management and design thinking, to name a few.
Engaging Through Micro-Learning
A study by Microsoft states on average an individuals attention span lasts 8-seconds. If companies and e-learning platforms want to keep users engaged and on track to complete the course, they need to focus more on mini modules that are short enough to keep their attention. Tassetto states the most successful micro-learning modules typically range from 5-12 minutes in length. Anything longer risks losing the attention of its users. Their micro-learning modules are a healthy mix of asking questions, playing games and keeping players engaged until the end with short form videos.
With clients such as L’oreal, IBM, Nestle and BNP Paribas, the EdTech startup has found great success in their unique and innovate learning approach. By placing learners first, employees are empowered to develop their skills for who they want to be instead of who they are now. Bruno was surprised to see employees at every level of the government sector from gardeners to firemen positively interacting with the platform.”
[…]
Coorpacademy in the Top 15 Performing Learning Technology Platforms for the second year in a row by The Learning and Performance Institute
After making it in 2018, we made it again!
We are pleased to announce that we are part of the 2019 Top 15 Performing Learning Technology Platforms unveiled today by The Learning and Performance Institute, the UK’s leading authority on workplace Learning & Development.
It is great recognition – this supports our ambition to be the partner of choice of companies that are willing to implement a continuous learning culture and develop the employability of their employees.
The Top 15 report is available here!
Here are some insights from The Learning and Performance Institute website on how these Top 15 highest-performing learning technologies providers have been selected.
What does ‘highest-performing’ mean?
Since 1995, The Learning and Performance Institute has consulted with, evaluated, and mentored thousands of organisations worldwide to help them build internal capability and deliver notable performance improvement. This is done through the LPI’s “Performance Through Learning” programme: a consultative framework that leads to accreditation by prioritizing outcomes over delivery, homing in on the value, efficacy and business impact of learning, and aligning competencies with organisational strategy and goals.
The 15 organisations listed in this eBook have a clear roadmap by which to build their capability and adapt their strategy for continual success. They demonstrate a strong customer value proposition and have a corporate culture that instils confidence throughout sales and marketing, to delivery and after-sales support. They are passionate and committed to developing their staff, their products, their market reach, and their performance.
Prospective and existing customers can be assured that these 15 organisations will provide the highest quality of service and the best user experience. They are trusted business partners, acting always in the best interests of their clients and, as such, fully endorsed by the Learning and Performance Institute.
How are they measured?
During an accreditation assessment, the LPI evaluates organisational efficacy against the following key performance indicators (KPI’s), scoring each against a reference framework.
- Client Integrity
- Corporate Integrity & CSR
- Client Value Proposition
- Marketing
- Sales
- Learning Technologies Consultancy
- Learning Platforms
- Learning Authoring Tools
- Quality Management
- Service/Product Roadmap
- Qualifications/Accreditations
- People Development
- Business Stability
The results of this are fed into a formula that applies weightings to each KPI to generate numbers representing Best Solution, Best Operational Management and Best Overall. This eBook uses the figures from Best Overall.
Discover more here by downloading the eBook!
We are proud at Coorpacademy to be part of the Top 15 Highest-Performing Learning Technologies Providers.
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