Hybrid working presents many challenges for L&D, especially if a complicated mix of working arrangements is at play. Whilst undoubtedly a win at an individual level, it requires a strategic rethink at a business level – from how people gather and collaborate as well as finding meeting times which work for all, to how tacit knowledge is absorbed, new joiners are embedded, and synchronous learning happens effectively.
The changing world of work certainly intends to keep us on our toes. But fear not, a necessary shake-up also creates opportunity. The opportunity to look at the learning provision anew, to wonder if there’s a better way, to seek input and understanding and design something truly impactful.
Let’s get stuck into the possibility.
We’ve seen a number of businesses adopt this approach. On the surface, it looks like a smart move; asynchronous learning leveraging all the bells and whistles modern tech can offer, ensuring everyone has the same experience.
Let’s start with the potential pitfalls, I say potential because I believe digital learning is a significant part of the solution, but it’s the reasoning behind it which can derail the best intentions. Learning, if we want it to stretch beyond a tick box exercise and actually occur, can’t start from the vehicle. That is, simply asking, how can we make this work over Zoom, or with some stapled together online articles? is a problematic starting point. Especially when in-person practice and application is crucial – like first aid training, behavioural change, anything hands-on and/or where the digital approach misses the nuances of the true environment.
Whilst some businesses have inflated budgets and the luxury of experimenting with VR and bespoke, context-rich content, most of us are working with a selection of resources which are sort-of-relevant, sort-of-close-to-what-we’re-trying-to-impart. So, when it’s vital, life-saving stuff that learning transfer occurs, and we’re rolling out one digital, English course across a global network with a multitude of different realities, it will likely fall short of even good enough.
The quest for the silver bullet is fruitless. Effective learning is partnership, it’s blended, it’s a carefully considered journey of elements which complement and contribute. It’s not a course. Or a manhandled square into a round hole – not if we really want it to do or change something important.
We should reach for digital because, when all things are considered, (good old Clive with his Learners, Learning, and Logistics prompts), it’s the best choice for the job.
We’re novelty-seeking beings – we crave new, exciting, surprising things.
I recently listened to a theory on why restrictive diets work (when they work) – this particular medical professional suggested it had less to do with the food we cut out and more to do with plain old boredom. If we’re faced with less variety and choice, we’ll want to eat less.
Much the same can be said of learning fatigue – the same format, the same style and approach time and time again – we start nodding off. We need cognitive stimulation, especially when we’re trying to make sense of complex information. We need a way in, a hook, something attention-seeking to help us connect.
Variety, just like digital, shouldn’t be targeted for the sake of it, but in your typical business delivering learning on everything from mandated health and safety to power and leadership skills, a range of packaging should be a natural byproduct.
Even if it’s initially captivating and glorious, if it’s the sole channel of experience, our enjoyment of it diminishes through each repetition (known as hedonic adaptation – should you want to sound impressive in discussions).
Sitting on camera for a virtual classroom session can ask a lot of us. I’m talking screen fatigue, headaches, discomfort from our non-ergonomic homeworking chair, navigating limited non-verbal social cues and an array of poorly timed distractions.
On a recent day-long digital workshop, the facilitator called out the lack of interaction in the afternoon as an understandable, ‘post-lunch slump.’ But I think it went beyond that, to the bones of the format itself – the struggle to really connect and read one another, the awkward attempts at in-depth discussions, battling Wi-Fi problems, how hard it is to find an online rhythm and the strong desire to multi-task.
If we’re going to master hybrid learning for a hybrid workforce, we must acknowledge the inherent advantages and drawbacks of each method and design with those in mind, avoiding the temptation to transplant learning between them, unaltered. Otherwise, as in the case of the aforementioned workshop, sure, it happened, the session took place, but did learning actually happen? And could a few small changes and considerations have made all the difference? I’d argue so.
If a largely digital approach just makes sense in your organisation, there’s a lot L&D can do to ensure it is fit-for-purpose – to mould it for the learner, to personalise it. And it’s more about putting in the work right from the off than it is about throwing money at shiny tech.
We need to work on creating environments conducive to the learning we want to occur. And if L&D aren’t at the coal face delivering, we need to enable, support and train those who are, to facilitate with mastery.
I agree that it’s much harder to generate creativity and collaboration when people aren’t together in real time, but there are tools, techniques and ideas which bring us closer to our goals.
Things like simply sharing the various ways to get involved – what’s available and who can you lean on to lead the way? Polls, breakout rooms, off-mute sharing, chat, activities which involve physical movement, opportunities to play, challenge, apply and practice. I’ve learnt that the mistake isn’t trying different things which sometimes fail, it’s believing nothing can be done to bring the content to life, or nothing new is worth trying.
If you want people to swap creative, wild ideas, if you want to hear innovative, future-focused concepts, chances are (save a few people who need no encouragement to shine like the radiant light bulbs they are), you need to set the scene. If you need high energy, then you need prompts, questions, scenarios and tools which provoke high energy. You need to feel and breathe the vibe you’re after too. No one said top-notch facilitating was easy.
What about digital L&D for groups around difficult subjects and situations? A completely different approach is needed to foster a digital environment where sensitivity and trust are paramount. And just like creativity, it can be harder to broach challenging subjects when you’re not physically together – the literal distance can be visceral, and things feel more transactional.
The state of existing relationships in the group has a large part to play here – if the individuals know each other well, if there’s strong rapport and openness, the facilitator has a good base from which to build. Shepherding a group of relative strangers or where trust and respect are on shaky ground, through things such as DE&I discussions, or anything where personal experiences and opinions will be shared, is much more complicated.
How do you set the tone? How do you create a safe space? There are no easy answers and your organisational culture, values and context will need to be considered (as aspects you can leverage, call out or try to remedy, depending on their impact).
We cover a few sources of guidance and inspiration in this blog. Additionally, I encourage:
All of the above can be considered a ‘community agreement’ – and might be your organisation's standard approach or specific to the session you’re holding. Essentially – you’re communicating shared expectations and a code of conduct. Ideally, you share this in advance, giving people time to digest it and ask any questions they have. In the meeting itself, you reiterate.
To camera on or camera off, that is the question. I’ve worked with facilitators who expect everyone to have their cameras on 100% of the time, believing it’s about being present and engaged, replicating face-to-face interaction. Others are open to everyone doing what makes them feel most comfortable. In your organisation, you might be working within a policy which extends to all digital communication. Whatever your perspective or approach, it’s useful to be aware of the impact of both.
In a nutshell, it’s a very personalised situation and you might be facing a wide spectrum, from those who are happy to be visible and would prefer to see everyone else, to individuals who find the format intrusive or uncomfortable.
If you have the room to consider it, I’d recommend you think about the best set-up for the people in the session and the content you’re covering. I’ve personally found that cameras on for discussion, but off for presentations or when the majority are just listening, is a nice middle ground – and it can break up the intensity.
A final note on the subject of carefully crafting safe digital spaces – tech issues are going to be a real mood killer. Imagine there’s a delicate conversation gently unfurling and boom, sound issues or someone gets disconnected. It can shatter the flow and take a while to get things back on track. Whilst you can’t stop tech from playing up, I strongly recommend that you have a toolkit of strategies for common issues – so that any hiccups can be resolved calmly and swiftly.
There’s a lot to say about hybrid and digital learning, so we’re splitting this blog into two parts. The next edition will focus on inclusivity by design, the importance of communication, how social connection underpins everything and of course, the value of feedback.
But for now, here’s a quick summary of the top takeaways:
Blanket digital might be the right fit for L&D in your business, but it should never be the shape you’re trying to force learning into.
No format, course or number of completed hours is a silver bullet for the big stuff like behavioural change unless you’re only after a tick box exercise.
Our brains are wired for novelty, fun and surprise. If you want to engage people time and time again, you need to keep things moving, relevant and fresh.
If the success of learning partly relies on a specific environment, it’s worth deconstructing the various components and thinking about what’s in your control – we can do more than we realise, to stimulate learning.
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Gemma Glover
Head of People