3 capacity hacks for taking learning to scale in 2019

by | Apr 11, 2019 | Articles, Featured, General, Resources

With classroom training remaining the most prevalent delivery method for formal learning, we need to consider the best way to manage capacity if we are to take learning to scale. But this is no small feat. Classroom courses restrict the number of participants due to their very nature. The room size, location and specific delivery time of the course all makes it harder for learning to be disseminated throughout an organisation. That, alongside the limited availability workers report to have for learning and development, poses a challenge to L&D who are attempting to develop and extend their learning programmes.

Subsequently, learning practitioners appear to be at a loss with how to effectively move forward. They have strategies in place for learning delivery but with only 21% of L&D practitioners reporting to have harmonised learning across their company, it is clear these need to be adapted if they are to be successful.  

Drawing on practical insight from over 50 people professionals from London and Munich, who discussed what methods they found most effective for taking learning to scale, we have established 3 capacity hacks that you can embrace as we delve into 2019:

Work smarter not harder  

At present only 24% of organisations in the Towards Maturity 2018 Health Check are using a blended approach to learning. By daring to do something new and supplementing classroom courses with technology, people professionals from the Raytheon symposium have reported success in taking learning to scale- and there is clear evidence to support why this is the case. Technology can dramatically aid in the transfer of learning across an organisation. It provides the medium to monitor learning transfer and helps in the distribution of content at scale. With 94% of learners wanting to learn at their own pace, isn’t it worth embracing technology in the delivery of formal learning? 

2. Collaborate  

With only 38% of learning practitioners saying they draw on internal business expertise to support learning, it is no wonder L&D are struggling to take learning to scale. We cannot do it on our own! It is important that we embrace the skills and influence of others in our organisation. By drawing on internal expertise, organisations are 2x more likely to improve engagement with learning and are 2x more likely to increase learning access and flexibility than those who do not.  

With only 23% of L&D staff believing they have the right skills to exploit learning technologies for business advantage it is a wonder why more L&D teams are not looking to collaborate to take learning to scale. It is okay to bring the outside in! 

3. Manage stakeholders 

The final key behaviour people professionals on the ground have found effective for aiding in the expansion of learning is managing stakeholders. It is important that key stakeholders support the work L&D do if it is to have a business impact. Yet, only 25% say stakeholders share their vision for organisational learning. Without the support of business leaders, it is difficult to obtain the resources to take learning to scale. Currently, we are doing little to challenge their traditional expectations of learning – only 25% regularly communicate performance impacts to line managers. To take learning to scale, we need to ensure key stakeholders understand the resources available (specifically learning technologies) and are involved in organisational learning 

How have you managed to take formal learning to scale? Let us know in the comments below or tweet us at @TowardsMaturity and @RaytheonRPS using the hashtag #FormalLearning 

Download the full report here: Beyond Blending: Improving the impact of formal learning through technology. 

This blog was originally posted on the Raytheon website, provided by Towards Maturity.  

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