Welcome to the latest edition of Video Arts’ Learning Index;a collection of stories emerging from our survey of L&D professionals.
Video Arts
earningindexL
presents
The 2017
1
Contents
Based on true events…the facts behind the stories
1. Go play by yourself. Who stole the fun out of gamification?
2. The ogre and the office - a story about Bad Bosses
3. The virtual reality fairyland
4. About the protagonists
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2
ased on true eventsthe facts behind thestories
A number of themes and trends have come out of this year’sLearning Index. Some of them expected - some of them a little moresurprising. This e-book tells the stories from the world of L&D in2017 and beyond. But first, let’s start at the beginning with a quickfact check of what’s hot and what’s not in the learning industrytoday...
B
3
Reports of 'the death of classroom training'are (still) somewhat premature
FACT 1
Tools used as part of the L&D strategy
86%
73%
48%
46%
45%
30%
20%
11%
10%
8%
6%
82%
91%Classroom trainingOnline training / e-learning
VideoCoaching
Recorded webinars / podcastsVirtual classroom / webinars
Online communities / social networkse-books
Learning apps / mobileBadges
Gaming and simulationsVirtual reality
Augmented reality
Despite the rise of lots of interesting (and arguably game-changing)technology, there’s still a lot of learning happening in person.
4
The barriers to e-learning are beingpushed out
FACT 2
Employee take-up will be low
Poor user experience
Lack of IT infrastructure
2016
2017
2016
2017
2016
2017
9%
13%
13%
21%
16%
27%
The last 30 years have borne witnessto an awful lot of mediocre e-learning. It seems at last the quality of theexperience available from technologyand content has caught up with theexpectations of buyers and users.
Reasons for not using e-learning...
5
E-learning is more cost-effective,accessible and flexible than ever before
FACT 3
More dynamic platforms with integrated communications andsocial functions mean that learners can access learningjust-in-time, at the point of need.
The main advantages of using e-learning…
It’s cost effective81%
I can reach more employeeswith training content
80%I can get learning to people
at the point of need
67%
It's shorter42% Younger employees prefer it
24%
Learners are more likely to participate22%
Learners are more likelyto remember the learning
13%Learners are more likely toapply what they've learned
10%
6
The Biggest Drivers
Costeffective
Moreaccessible
Increasedparticipation
69%
81%
59%
67%
17%22%
20162017
Behind the Adoption of E-learning
7
There's been a bump in e-learning for 'soft' skills development
FACT 4
A more sophisticated approach to online learning (away from theold tick and click compliance formats) is encouraging its use forinterpersonal skills, once considered too ‘soft’ for an online format.
Compliancee.g. health and safety, risk management
‘Soft’ skillse.g. leadership, communication, customer service
Professional developmente.g. sales, marketing
2016
2017
2016
2017
2016
2017
76%
79%
56%
67%
52%
47%
What training topics is e-learning used for?
8
Video is growing across all areas oflearning
FACT 5
The potential of video to help people learn is being realised acrossall online content.
‘Soft’ skillse.g. leadership, communication, customer service
Compliancee.g. halth and safety, risk management
Professional developmente.g. sales, marketing
2016
2017
2016
2017
2016
2017
78%
84%
46%
53%
47%
52%
What types of training is video used for?
9
o play by yourselFWho stole the funout of gamification?G
The idea of having fun withlearning isn’t a new one. At VideoArts we invented the funny trainingvideo in 1972 so we get that. Andplaying games is a fun thing to do.
L&D professionals using gamification…
2015
20162017(Planning to)
20%
11%
32%
So how come gamification hasn’t takenoff yet? To the extent that the number oflearning professionals who are usinggamification as part of their L&D programmesis actually falling; by 9 percent this year accordingto our findings. On the upside 32 percent of respondentsthink they will be gamifying their learning content in 2017.
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The path to gamification...Remember it’s not that hard to do.Contrary to popular myth, it does not demand you immediatelygo out and replace your existing and legacy learning. There isgamification technology that can wrap around your existing systems.
1
Decide what gamification means to you.Gamification doesn’t mean you have to turn all your onlinelearning into a video game. Think about what’s going to turn onyour audience; it could be badges, leader-boards, points or challenges.
2
How competitive do you want to get?Some learning interventions will work well with an element ofcompetition between people but it depends on the content and theenvironment. Competition with your own personal bestachievements can be just as effective (ask anyone on Strava orFitnessPal).
3
Set realistic goals.You might want to give your time management course the samegameplay experience as Call of Duty, but does it warrant themulti-million pound production budget?
4
It’s worth it.Gamification techniques can boost course completion rates,increase learning retention and generally improve employeeattitude and enthusiasm for learning.
5
Thanks to our friends at Netex for their input in this feature.
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he ogre and the officea story aboutBad BossesT
Once upon a time there was ahandsome, and very competent,prince who left a job he likedbecause he couldn’t stand hisogre of a boss. People don’t leavetheir jobs, they leave their bosses.
There’s the swaggering, over-confidentone who blames their mistakes on theirteam and steals their praise. Then there’s theone who wants to be your best mate in anembarrassing effort to ‘get down with the kids’. Notforgetting the out-and-out Machiavelli who still believesthat keeping his minions in a state of permanent, paralysed fear demonstratesauthority.
And yet the worst thing about the Bad Boss is that there’s a little bit of one ofthem in all of us. That’s why, according to our findings, Leadership andManagement is so high up on the list of learning that L&D managers want tofocus on this year. Now all we need to do is banish the Bad Bosses that lurkwithin us all, for good.
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63%
49%
44%
38%
38%
29%
26%
23%
22%
14%
58%
70%
Current focus for L&D
Personal development / ‘soft’ skillsLeadership and management
Induction / on-boardingCompliance and legal
Customer serviceProfessional skills (sales, marketing, etc.)
Health and safetyDiversity and equal opportunities
Project managementIT
Product trainingFinance
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HE virtual realityfairytaleT
Once upon a time in fairyland therewas an L&D manager who neededto deliver some training to the elveson how to set the table for the fairy banquet.
Fortunately, in fairyland there were many wondroussolutions. One particularly shiny and well-dressedpixie suggested she try virtual reality. “It’s a totallyimmersive experience,” she said. “You canimplement a small project for as little as onehundred thousand magic beans.”
The L&D Manager was intrigued by this magicalsolution and the wonderful experiences she could createto help people to experience and practise new skills in arisk-free environment.
But in reality, the L&D manager didn’t have magic beans,she had a budget and needed to be able to show a strongROI to the fairy King and Queen.
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She summoned the chief-elf and asked him to showthe elves how to lay the table for the banquet - analternative type of experiential learning.
So the fairyland L&D manager didn’t use virtual realityafter all. You see, she did think it was simply splendidbut a hundred thousand pound investment for two elvesto lay a table was a bit far-fetched; even for a fairy story.
And that’s the story of why 21 percent of L&Dmanagers say they’ll be using virtual reality next year…and why we don’t believe them.
L&D managers using virtual reality…
20162017
8%
21%
(Planning to)
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bout theprotagonistsa
Of the 279 L&D professionals who contributedto this edition of The Learning Index, nearlyhalf work in companies employing more than 1,000 people (one-fifth work in companiesemploying over 5,000).
Opinion canvassed from L&D professionals in the privatesector accounts for 48 percent of responses, 24 percent comes fromthe public sector, 19 percent from training companies or trainingconsultants and 9 percent from charitable/not-for-profitorganisations.
The End
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