Skills upgrading is the first lever used by 75% of HRDs to cope with the impact of technological change. And 86% of them say that training will take place more at a distance than before the health crisis (*). The management and acquisition of knowledge therefore remains a major challenge, both in the classroom and remotely. 3 experts shed some light on this issue.
Don't miss the intervention of the 3 experts at the Digital Workplace Days from 18 to 20 May 2021.
Telework learning is not just about following online e-learning modules. This method alone has not proven its effectiveness and does not meet the expectations of employees and HRDs alike, who favour human interaction as the best way to develop skills.
But with the growing importance of teleworking, how can distance learning be combined with these needs for interaction? How can we take advantage of technology while keeping it at the service of pedagogy? How can we ensure that skills are acquired in the end?
The answer lies in the implementation of pedagogical pathways based on the arrangement of concrete content, access to online human resources and technologies that encourage interactivity (virtual classes, forums, etc.) and on-the-job and off-the-job evaluations.
The main objective of remote on-boarding remains the same as usual, namely to provide a reassuring framework for the employee on arrival by making all the organisation's practices available to him or her. However, some of the practices are not possible at a distance, for example, introducing the employee to his or her workspace, giving a tour of the company's teams, the welcome lunch, etc.
The challenge is therefore to replace these moments that contribute to a good integration and make the new employee want to imagine his daily life within the organisation. To do this, it will be possible to digitalise part of these processes by allowing the new employee to interact with this content (comments, chat rooms, etc.)
In order to move from a somewhat cocooning face-to-face setting to distance learning, there must be a desire or a constraint, and therefore a need.
We saw this clearly with the coronavirus, the transition was made more by constraint than by desire, because we were in a known and reassuring model. In fact, during this transition to distance learning we all tried to reproduce what we did in the classroom. Unfortunately, it is not that simple and it took almost a year to start seeing real practices adapted to distance learning. Nevertheless, the strong need for contacts, relationships or manual practices inevitably leads us towards hybridisation.
To find out more, join Eric Gabas, Sacha Pagotto and Fabrice Lenoble at the expert workshop "How to strengthen knowledge management and acquisition? "on Wednesday 19 May at 1.40 pm, and exchange views with them live.
*Source: Transformation, Skills and Learning - European Barometer 2020 by the Cegos Group