After Covid: a new blend of learning

The Coronavirus pandemic may be in retreat in many parts of the world, but it has left an indelible mark on how executives work and learn. From organisation-wide homeworking to zoom brainstorming sessions (and even virtual office parties) one key question looms. Will we revert to former ways or are we at the start of a whole new way of working?

Changes in the executive education market may offer clues. Much of our recent experience of online learning has been positive. Even soft skills have been taught virtually – which many had deemed as almost impossible just a few months ago. But there are pros and cons to consider as we plan the future.

1 – Online learning has brought benefits:

·      Self-paced learning and individualized coaching. Online learning has allowed the corporate coach to follow each learner’s progress individually, and connect, share and challenge him at the right time and right pace for all concerned. 

·      Saving time, money and energy. Maybe it wasn’t essential to fly to a remote location for a two- day training seminar that might as easily have been conducted online. The lockdown has saved many companies time and money. It has also reduced fatigue and in some ways enabled healthier life styles.

·      Worldwide get-togethers. Virtual workshops have allowed learners from all corners of the globe to meet regularly for a couple of hours, in a way that face-to face meeting could never do. This is especially important when groups need to complete post-programme projects.

·      Outing the introverts. Virtual platforms and online-only meetings have empowered the introverts who can engage in group discussions on equal terms with more vocal colleagues.  

·      Access to knowledge real-time. We have long enjoyed the luxury of accessing learning content through Coursera, LinkedIn or simple web searches (our ‘google reflex’). We can now access such resources at the same time as the learning is actually taking place.

2- … but also some frustrations:

·      Zoom fatigue. Few of us enjoy living a 100% virtual life. Virtual drinks or virtual yoga after a day of zoom meetings can create intense strain. Unfortunately, it’s not always possible to work offline. Online learning programmes often just add to the stress.

·      Some learning methods just don’t work online. It’s hard to generate necessary levels of participant interactivity online when, for example, trying to teach innovation, creativity or teamwork. As with networking, people need to move around, and strike up ad hoc conversations.

·      Networking is not working. Despite claims to the contrary, you cannot network effectively online. One of the big benefits (indeed a key goal) of face-to-face learning was the networking opportunities after formal classes ended. It was a way to open up corporate silos and foster discussions between colleagues who would never normally meet. Grabbing a coffee together works. Unfortunately, there is no such thing as an “online coffee machine”.

·      The death of spontaneity. Similarly, spontaneity and those special ‘Eureka!’ moments seldom happen in online programmes where every minute is carefully scheduled and discussions must to be tightly facilitated. Impromptu brain-storming and intimate, freewheeling conversations are all but impossible.

·      Trouble with time zones. Virtual programmes might fit participants in similar time zones. For those based in far-flung locations, it can be hard to focus at the crack of dawn or late in the evening.

After 18 months of experimentation, L&D education professionals are rethinking the future of learning and find a new blend of learning. Here are three issues to bear in mind: 

·      First, ask yourself who in the organisation needs executive education. More and more employees will need upskilling and reskilling, and online learning allows companies to develop such skills at scale. It may also provide new ways to reinforce the company’s purpose and align staff with corporate goals.

·      Second, we must look at new ways to design a learning journey, that factors in participants’ locations and available technologies. Simply dividing up the learning journey into 90-minute segments as we used to is neither practicable nor desirable. 

·      Third, those new learning designs must be sufficiently agile to integrate into the learner’s own on-the job needs. Learning, personal development and experimentation will have to be tied into the ‘flow of job.’ 

Jean-Marie Ardisson (VP Corporate Relations at Headspring, a Financial Times and IE Business School joint venture) and Malek Adjerad (Design Director at Headspring)