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What the Future Holds for Learning and Development

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In learning and development these days, it seems that change is the only constant.

Here, three millennial L&D leaders — Larry Nicholson, training manager at American Integrity Insurance; Giselle Mota, learning strategist at Preductiv; and Nick Elkins, digital design manager at PwC (previously learning and performance experience designer with Coca-Cola Beverages Florida) — sound off on what they believe the future holds for the profession.

What are some current trends that you are optimistic about in the L&D industry? Are you currently using or do you expect to use any of these trends in your job? If so, how? 

Mota: I am optimistic about the emerging emphasis on digitization, automation and analytics that is impacting L&D. Currently, there are organizations embracing more of an adaptive approach to scalable workplace learning, but not enough in my opinion. I consult on the use of adaptive learning, analytics and AI in L&D systems and e-learning platforms. I notice many organizations putting more of an emphasis on the need for digital training, and so one should expect to see more content around this, as well as the embracing of automation in both work processes and training/L&D functions.

Elkins: I’m a big fan of the microlearning and performance support trends that are hot right now. In their everyday lives, people go to YouTube or Google to find the answers to things at the time they need them. They look for short, quick doses to solve their problems. They don’t want to have to take a full course. I also love the AR/VR trends right now. These tools allow you to work in your normal environment or in a digital environment and get instant feedback based on choices made, which brain science tells us is the best way to learn.

Nicholson: In the insurance and financial services industry, L&D trends tend to develop much more slowly than in other industries. However, lately I am seeing a move toward on-demand learning where learners prefer to take training at their pace stemmed by video, interactivity and instant feedback. Another trend I am seeing is small- to midsize insurance companies scaling back their training endeavors, which is never good for the workforce. Many of these firms simply view training as a cost center rather than a profit center and therefore choose not to implement employee training programs. Yes, at my company we have already incorporated on-demand learning for employees who prefer this option and we also utilize classroom learning as a blended learning approach, which we have found to be most effective. Going forward, I hope to utilize more video trainings in a microlearning approach and offer a way for employees to access training via mobile devices.

What do you feel needs to be improved right away in the workplace? What should companies continue doing with respect to L&D?

Mota: The marketplace and even consumer behavior are demanding more automation and AI in the same way they interact with the world in daily life. This does not exclude the way that people would like to learn and, more specifically, the way they would like to learn and work. The antiquated concept of standardized one-size-fits-all training and development programs in the workplace needs to change. Organizations should continue to hold on to the simple methodologies and practices that have been working for them regarding L&D. To transform, innovate and adapt to the changing environment does not mean that changes need to be complicated or move away from the simple human aspects of learning and development (i.e., social learning, real-time feedback, coaching) that already work.

Elkins: The workplace needs to put less of an emphasis on “seat time” for training and a larger emphasis on solutions. An L&D team’s role should focus on solving business problems, not on creating a course. The solution might be a PDF, course, video or series of videos, a full-day class or hour-long one-on-one coaching session, or it could even mean changing the process to be trained on in the first place. Focus on solutions! 

Nicholson: I believe influencing the mindset of leaders and learners as it relates to workplace learning is mission critical. There tends to be a lackluster mentality regarding training programs, specifically compliance training among learners in virtually every industry. Influencing the mindset of the organization starts from the top and should cascade down throughout the organization. Learning leaders should not have to create buy-in from the other executives; learning should be a mindset of the organizational culture and supported by the executive members. In my opinion, companies should continue incorporating the use of software and technology into their learning strategy as well as keep up with software trends. There are some very expensive software programs on the market and companies should consider the return on investment prior to purchasing any learning software. Even after the purchase, ROI of the software tools should be re-evaluated on an annual basis. Quite a few companies are paying substantial renewal costs and fees for L&D software that are only used by a small percentage of employees within the organization.

Regardless of the industry, what should every company be doing today with respect to L&D? What should companies be thinking about when planning for the future? 

Mota: Regardless of the industry, organizations should keep it simple by refocusing on the “why” of their L&D efforts. They should have a design-thinking approach and always think ahead to avoid stagnating and falling into L&D practices that are irrelevant and ineffective. Organizations should be thinking about learning as an asset that will ultimately lead to competitive advantage from an external and marketplace view and organizational productivity from an internal view.

Elkins: Solving someone’s problems or fitting a need they have in a way someone else isn’t. If you can solve someone’s problems at a price they can afford, you have a business model.

Nicholson: Organizations should continue listening to learners regarding their preferences on receiving new information and knowledge gain. The more insights a firm has about how employees prefer to learn, the greater they will gain influence, engagement and increased retention of learning programs and content. I view learners as the customer, and if the customer is not happy, you will lose all engagement. Organizations should also view the learning leader as a consultant who asks the appropriate questions and recommends the best solutions regarding the learning needs of the company rather than simply requesting a training and expecting that it be done. In planning for the future, companies can benefit by thinking about what their predominant workforce will look like and aim to create learning strategies that are immersed within the workforce. The “this is the way we’ve always done it” mindset will no longer work. Learning leaders should also be mindful of the nature of their respective businesses and how change will occur in coming years so they can develop learning strategies that will meet their changing needs. Historically, the learning leader operated in a silo away from the business and was not completely up to date with changes impacting the organization. The learning leader must be at the table during the business planning process.

In your opinion and experience, is e-learning superseding instructor-led programs or is the need for both about equal? Do you foresee this changing in the next 3 to 5 years?

Mota: E-learning and instructor-led programs together can be either ineffective or exactly what is needed for the given situation — the key is knowing how to blend the two and adapt or vacillate between them as needed. I foresee a greater emphasis on e-learning as we continue to move toward digital and automated tasks, but there will always be a need for that human interaction or input that comes from an instructor-led program … even if the instructor later becomes an AI version.

Elkins: I see them as equal. E-learning has a specific business case. If I were running a company of 10 to 15 people, I would not be looking into e-learning unless it was relatively inexpensive. Custom e-learning can be very expensive and takes a long time to create. In that case, an instructor-led training might work much better. Where e-learning really shines is when it comes to scalability. When you have a large number of people or a large geography to cover, e-learning can help consistently train the staff. It also can help establish consistency from program to program. Instructor-led trainings may experience some great Q&A in one program that does not occur in another, for example.

Nicholson: The effectiveness of e-learning versus instructor-led training depends on both the content being delivered and the learner’s preferences. By and large, I don’t foresee e-learning completely replacing instructor-led training right now. I do believe there will always be a place for instructor-led training at least during my lifetime. Many companies today can benefit from both an e-learning and instructor-led training approach to create a blended learning strategy. Technical or hands-on training can be delivered effectively in an instructor-led environment, while soft skills or informational training can be delivered in an e-learning format. I do think in the next couple of years technical training will be migrated to an e-learning format which will meet the needs of remote and global learners. Many organizations are deploying more work-from-home programs and hiring employees on a global level to fulfill certain job functions. It is too costly to pay for remote employees to travel to the headquarters office for training, and the utilization of e-learning techniques will help reduce the associated costs.

If you had an unlimited budget, what tools, programs, software and resources would you use as part of your learning strategy?

Mota: I would use the types of tools that organizations like Intel and Google are innovating with when it comes to automation and AI. Outside of the normal instructional design and analytics programs, I currently work with Docebo and Smart Sparrow to offer adaptive learning, AI and simulations in the design and strategy of learning and development.

Elkins: This is one of the problems I have with the L&D industry in general. We’re very quick to find a tool that’s new and shiny and is solving the world’s problems without considering the problems to begin with. Focus on creating a solution to your organization’s problems. With that in mind, training your L&D staff on design thinking methodologies and then giving them the resources available to create solutions to the problems at hand would be my suggestion.

Nicholson: Finding the right software tools or programs goes back to determining the ROI and not purchasing a particular technology or software just because a competitor is doing it. Let’s not forget that learners must also like the technology and be able to engage with it through ease of use and simplicity. The most expensive technology does not always mean it is user friendly. However, I am very intrigued by learning through VR and simulations. The more hands-on the learner can get within the training environment, the better the overall learning outcomes will be. Learning through VR and simulations has been around for decades, specifically among pilots, astronauts, surgeons and firefighters. Only more recently was the idea and practice of virtual learning deployed into corporate learning programs. Companies with big budgets are already utilizing VR to train employees. To make the most of VR learning, include opportunities for the learner to experience successes as well as failures. I am also in awe of the use of mobile devices to help with knowledge retention and peer-to-peer learning. Purchasing devices for all employees isn’t necessarily cost effective for an organization; however, the more we can explore ways to utilize mobile in workplace learning, the greater the value we will be able to add to learning programs.

What career advice would you give to college students looking to enter the L&D field?

Mota: Study design thinking as well as at least basic analytics. It’s important to have a mentality that embraces methodologies, pedagogies and principles of foundations in adult learning, instructional design and L&D in general. Be open to the constant and almost exponential changes with regard to how end-users experience our efforts. Colleges should continue teaching the principles that are universal to how people learn and improve and keep updated on the latest trends in technologies and methodologies to allow students the hands-on experience. 

Elkins: Start creating a portfolio now. Dive in and get experience. Get your hands dirty. Learn what you like doing and what you don’t like doing. Learn what you’re good at and what you’re not good at. Do all this while in college so you can more effectively discuss your career aspirations when it’s time to enter the field. Consider freelancing to gain that experience. Colleges should increase practical application and decrease the theory. Too much time is spent on the theory behind adult learning, and not enough time is spent on actually preparing the students to do the work once they graduate.

Nicholson: Seek a mentor while in college who is working in the L&D field. Allow the mentor to critique completed projects or assignments to give you a practical view of how that project or assignment would play out at their organization. If possible, ask whether the mentor would allow you to work on assignments for their company via an internship or part-time job opportunity while in college. The more hands-on and practical you can get with your studies, the more suited and marketable you will be for career opportunities after graduation. In my opinion, many colleges that are creating L&D degree or certificate programs are doing so for the sole purpose of generating revenue and thus not providing tangible results that are beneficial to students. Professors who teach in L&D programs should have some real-world experience working as an L&D professional at some point during their career. This way students not only receive theoretical knowledge but also practical knowledge and an indication of how what they are learning will apply in the workplace.

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The Leadership Development Millennials Want and Need

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Millennials, who make up the largest population in the workforce, are moving into management roles around the globe, but many of them feel they lack innovation, impact and expertise due to today’s L&D programs.

Harvard Business Publishing recently released its 2018 State of Leadership Development  research report, which found that only 40 percent of leaders 36 and younger described their company’s L&D programs as “excellent.”

According to the report, which is based on the results of a global online survey of 734 L&D and line of business practitioners, L&D programs need to be reinvented to adapt to transformational business needs. Companies must become transformation leaders and excel on three fronts: building organizational agility, delivering programs that put learners at the center and partnering in new ways with stakeholders across the business. So, where do millennials fit in?

Millennials’ Role

Diane Belcher, senior director of product management at HBP, said millennials can play a huge role in the organizational transformation taking place in the workplace. “L&D needs to start to think about programs that are innovative, leverage technology, focus on relevancy and harness that aspect of the millennial experience,” she said.

According to Belcher, millennials were not the largest group from the online survey. “L&D millennials represented about 10 percent of the group. For line of business, they represented 21 percent. The largest group was evenly split between Gen Xers, 36 to 45, and young baby boomers, 46 to 55.”

For the research, HBP focused on the topic of leadership development through the lens of transformation. “We found organizations that are heavily using L&D in their transformation programs are having more successful transformation overall,” Belcher said. “Millennials are going to help L&D teams tie development programs to those changed programs by opting for more cross-functional peer learning experiences like gamification, simulation and social platforms.”

Harvard Business Publishing says there are four ways L&D leaders can help millennials change the face of the workplace: by helping them finding their purpose, devising innovative learning programs, supporting tendencies to collaborate and helping millennials connect with other millennials on their own terms.

According to the report, “Millennials expect choice and more autonomy than prior generations did, and they are more comfortable offering their opinion freely — even to executives. Younger generations see a greater role than their older peers do for technology in leadership development and view technology as a natural extension of development programs.”

Belcher said technology should be readily incorporated in L&D programs, but there should be more ways to help millennials change the face of the workplace. “It’s about that sense of purpose, the alignment, making it easy to collaborate [with a team],” she said.

What Can Organizations Do?

Adrian Ridner, CEO and co-founder of Study.com, said corporate trainings have not been designed with millennials in mind. “Most companies have adopted the model of instructor-led sessions … millennials are accustomed to instant access to information, so companies should consider on-demand digital microlearning that’s available via desktop and mobile to better engage their employees.”

Ridner said there are three key ways employers can develop millennials to take on managerial roles; however, he said, “Depending on the state of your workforce, one of the ideas might be more impactful than the others.”

The first is to rethink learning styles through online learning, mobile solutions and adaptive learning.

The second is to empower millennials to try and fail through embracing the mantra of trial and error. It’s important for companies to allow their employees to test new ideas and iterate quickly in a safe environment,” He said. “Employees not only feel empowered, but it creates a culture of learning and can often lead to new and exciting ideas and results. Of course, you’ll want to encourage experimentation to a certain extent. If an employee has a radical idea that’s a bit too risky, consider coming to a middle ground and breaking that idea into small testable steps.”

Last, Ridner says to tug at the heart strings. Study.com employs a large number of millennials, many in leadership positions. Ridner said that the company has a Working Scholars program that “offers residents of select Bay Area cities the opportunity to earn a free bachelor’s degree. It’s really motivating for our employees to see how their work is directly impacting the lives of real people.”

Alan Cabelly, executive director at Portland Leadership Institute and professor emeritus at Portland State University, said “Millennials need strong opportunity to lead small groups that they’ve never been asked to lead before. [It gives them a chance] to do some leading without holding their hands.”

Cabelly added that millennials also need immediate feedback to provide strong critiques of what they have done, which he refers to as a micro-feedback process. “Every individual, when finished [with] a task, needs immediate feedback from the manager. … Today’s micro-feedback is training managers to give it — spending 10 minutes to let the worker know if he or she has done a good job and what he or she needs to improve.”

Another process Cabelly referenced was micro-reflections. An example of a micro-reflection, he said, is when an employee and a manager have a conversation, and the following day, they discuss that conversation. Cabelly said it promotes self-reflection on the micro-level and focuses on learning and self-awareness.

Belcher said HBP will continue to conduct a survey every two years and use it as a platform for conversations. “We really need to listen to the end-users of these experiences, whether they are millennials or otherwise, to [know what] drives them and motivates them.”

Rocio Villaseñor is a Chief Learning Officer editorial associate. She can be reached at editor@CLOmedia.com.

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A Learning Strategy for Gen Z

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Despite the endless cavalcade of online think pieces about millennials, there’s a new generation that demands our focus and attention. Generation Z, born after 1995, is starting to grow up, with the oldest members of the cohort now approaching 21 years old. Millions are now entering the workforce, with another 60 million or so to follow over the next two decades.

Employers, still grappling with millennial whiplash, will once again have to adapt. Learning and development professionals should get a head start on understanding the defining characteristics of screenagers, grown up.

According to new research from LinkedIn, workers under the age of 24 view their careers differently than those who came before them. About 80 percent say they would consider switching careers, either function or industry. More than one-fifth of them have already had four or more full-time jobs in their lifetime, and they are more likely to change jobs throughout their careers, compared to baby boomers. Similar to millennials before them, they tend to value learning in the workplace more than previous generations, which means that tailoring learning opportunities can provide a lever for both development and retention.

Generation Z, as it turns out, also appears to experience learning differently than older generations. From watching movies on Netflix to finding answers on Google, they are used to receiving things on demand. According to LinkedIn Learning’s “2018 Workplace Learning Report,” many prefer to learn at the point of need. Unlike millennials, who might remember a time when computers were not commonly found in the living room or home office, members of Generation Z are true digital natives. According to Ryan Jenkins, an expert on generational changes, 40 percent of Generation Z would rather have working wi-fi than working bathrooms. They are not only technically savvy, but also expect technology to be a natural — and frequent — part of learning and work.

This means that companies need to ensure learning is both mobile and social. By making learning social, companies can deliver a more personalized, relevant and continuous learning experience to this generation. Savvy executives would be well served to post helpful articles and content through social channels and other online platforms.

Another major difference: Where millennials valued teamwork, Generation Z is more likely to value independence. While it’s sure to be a valuable asset, this independent streak could pose a challenge in organizations where collaboration reigns. Perhaps with good reason, one-third of managers believe that members of Generation Z will be more difficult to train than current employees. Business leaders should take this tendency into account by crafting learning experiences that cultivate soft skills such as communication and effective listening that encourage teamwork among learners that are naturally inclined to complete projects on their own.

As always, companies should collect and make use of metrics that can identify any learning and cultural shifts in an organization. As more members of Generation Z enter a company, keep an eye on those shifts and adapt learning and development practices accordingly.

By designing experiences tailored to their learning style and goals, companies can connect with this new generation of employees in a way that not only encourages their individual development, but also ensures they become valuable members of the team.

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Gen Z: How They Learn

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Generation Z learnersGeneration Z, or those born after 1994, is just now entering the workforce, bringing an added layer of complexity to talent development. According to new research from LinkedIn Learning, 75 percent of learning executives are already making changes to development programs in anticipation of Gen Z’s arrival. They’re figuring out that Gen Z approaches learning differently than their only slightly older millennial siblings. And they’re putting in place new strategies to engage and retain this next generation of employees.

Here are three things about Generation Z that employers should consider as they make plans for multigenerational learning in 2019.

Freedom to Learn

Gen Z is the first cohort of workers that grew up with the internet from day one. They were weaned on connectivity and near-instant updates to apps and hardware. They both value and use a steady stream of information, insights and recommendations to inform decisions and guide experiences. Against that backdrop, it should be no surprise that nearly half (43 percent) of Gen Z learners reported a preference for fully self-directed and independent learning.

In contrast, LinkedIn Learning research suggests that just 20 percent of L&D practitioners plan to offer self-directed learning experiences for Gen Z. Perhaps with good reason, L&D providers are often skeptical about the impact of self-serve learning given the amount of freedom it allows. But as the shelf life of skills shrinks, and with unprecedented pressure to embrace continuous learning that L&D leaders view as critical, it’s time to open up to new approaches that work for different generations. And Gen Z wants to choose what to learn and how they want to learn it in a way that feels right to them. Giving them the freedom to learn on their own while guiding them on the type of skills required may create a more supportive learning journey that Gen Z desires.

Money Talks, Culture Walks

For millennials, cash matters, but culture is king. For Gen Z, however, LinkedIn’s latest research suggests that L&D professionals may be underestimating the power of money as a motivator for learning.

Our latest survey suggests that more than two-thirds of Gen Z-ers want to learn a new skill. When asked the reason for doing so, 33 percent of L&D professionals expect the promise of money will incentive Gen Z to upskill. And more than half (55 percent) of Gen Z learners said they would be willing to learn professional skills in exchange for a boost in pay.

The same applies to career advancement, though on a slightly smaller scale: 38 percent of Gen Z said they’d learn in order to get a promotion, but only 28 percent of L&D leaders thought a promotion would motivate Gen Z to learn.

To get Gen Z workers excited about being an active participant in a learning culture, L&D will want to focus on engagement tactics and show the connection to career advancement.

Hard to Learn Soft Skills

Like their predecessors in the world of work, Gen Z thinks they have soft skills covered. A whopping 62 percent believe that learning hard skills, such as proficiency with cloud-based tools, trumps the importance of honing soft skills like collaboration, time management and problem-solving.

Not surprisingly, some 61 percent of L&D leaders believe Gen Z will need extra support around the development of soft skills; confidence in and command of soft skills are not one and the same. In fact, with generations past, they’ve often been at odds. While Gen Z understands that learning new skills will be critical to their economic relevance (and employment), they may overlook the importance of skills like communication and collaboration that will be key to making good on the promise of lifelong learning.

So what sort of imprint will Gen Z make on the workplace? And how will the world of work respond to the pressures and preferences of such a large and important generation of workers? While only time will tell whether our early predictions come to pass, L&D leaders are in a unique position to not only observe — but affect — the future of Gen Z and continuing to foster a culture of learning.

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Millennial: Generation or Mindset?

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Chris Tuff, author of "The Millennial Whisperer."
Chris Tuff, author of “The Millennial Whisperer.”

Millennials are the world’s largest generation, and they will make up 75 percent of the workforce by 2030. In his new book “The Millennial Whisperer,” Chris Tuff, director of content marketing and partnerships at 22squared, an Atlanta-based advertising agency, gives his professional thoughts on how this generation has been misunderstood and mismanaged.

Chief Learning Officer recently caught up with Tuff to talk about inaccurate myths surrounding this oft-talked about generation and the best ways to engage and encourage them in the workplace.

CLO: Everybody loves to hate on millennials. Why do you think that is? What are some of the most prevalent inaccurate myths about them?

Tuff: I think millennials are an easy target. And I think that the media and our culture as a whole have not done them much justice. As a culture we have made out the generation to be such a bad generation. What I’ve been trying to do with the book “The Millennial Whisperer” is to completely shift that conversation more to the fact that I think they are the best generation ever to come along.

It’s our system that is broken.

One of my favorite quotes is “millennials are not the problem, they just expose the problem.” And I think that through the lens of millennials, we can show the world where our sensitivities and priorities should be and how we need to be adapting our corporate and learning cultures to the future — to the now, even!

There is no better way to look at what those misconceptions are and how millennials are being classified than if you go into Google and type in “millennials are …” It will pre-populate with the most popular entries of what people are entering into Google, and so you’ll see it reflected on the cover my book, words like entitled or needy. All these negatives, whereas we need to as a society embrace them and look to one, undoing all of the things that are untrue and two, embracing more of their strengths.

CLO: Do millennials have different learning preferences than other generations? How do they prefer to learn?

Tuff: Absolutely. You’ve got to understand how the world has changed for this generation. One of the greatest changes is that they touch, feel, see and hear everything almost in real time. And so I think it has created a generation of what I call the always-on ADHD generation where everyone has shorter attention spans. Yet, they can still binge good Netflix content for over five hours.

I think that the way people in this generation are learning is by doing, seeing and feeling. Instead of teaching theories, we need to immediately ground those in tactics. What are the things that they need to be doing differently that is a tactical output of whatever theories you are trying to teach or bring into that culture?

Take the daily consumption of any millennial. They’re all constantly distracted by different information, whether it be their Instagram feed or Snapchat feed. They see a lot of stuff play out in the form of video; they are meeting with their friends virtually. One thing I will say about our millennials is that we need to encourage, especially the younger ones, to be meeting face-to-face more so that they can have that human interaction. It’s a product of the digital world they live in, and we need to help them overcome that. I would say that is true for all millennials. And I would say that is true for non-millennials. Look at all of us, I look around the airport right now, and every single person is on their phone.

I think that is something that we need to embrace and not just condemn, but we also need to encourage more of that connection that we have grown a sensitivity and need for.

CLO: Can you talk a bit about how to design career track options that motivate millennials?

Tuff: I think the biggest thing is what people hate to hear — that there needs to be a lot more of an open-ended career track for millennials.

We’ve got to take down those walls between how people are promoted within an organization or even open [up] to more lateral moves within organizations. That is so critical. So, what I do with every single one of my employees is I instill in them what our organizational purposes are and then I work with them on their individual purposes and then what their current day to day is so we can map out a plan to start moving them in a direction that is closer to where their true passions lie.

If you look at traditional career tracks, there are only those linear and regimented. What we need to do is look at a nonlinear approach, and we need to look at more cross-lateral moves for people. We need to work with them on a one-on-one basis. Do not fit this group into boxes — they do not excel when put in boxes.

One of the best things my boss ever told me was, “Chris, there’s an exception to every rule.” I turned to him and said, “Thank goodness.”

I recognize deep down that I act and feel like a millennial in a lot of the things that I’ve been looking for in my life and what helped me write this book. I think we all crave freedom, so we can be truly entrepreneurial and free, but we need enough structure along the way that we’re constantly working on our weaknesses and working on the things that we know we need to work at to become better leaders and people. And with that same mentality, we need to open those traditional tracks to a new way of thinking.

CLO: For many companies and employers, the difficult task is not in hiring millennials but keeping them around once hired. What is some advice you can give employers that will help them engage millennials to stick around and create loyalty?

Tuff: One thing that’s changed in the world and what millennials require is work-life integration, right? It’s no longer work-life balance. I think loyalty is created through real, genuine relationships. And I think a lot of times the old-school mentality of organizations is that you have to draw a line between what is kind of personal and what is an organizational relationship.

One of the things that I do with all my employees is I am keenly aware of what’s going on in their lives, and I ask them about those things, and I give them the option in our one-on-ones to talk about those things. I think it’s through that foundation of creating a real relationship that the other, more organizational-focused goals will follow.

Mapping individual purpose is also essential to retaining employees. I had my group come up with their individual purpose statements. I told them that in six weeks they were going to announce at a dinner what their individual purpose statement was, and over the next six weeks I worked with them on it. So, what we’re able to do is create a correlation to not only their purpose statement but also to their day-to-day job. I emphasize that as human beings, we’re always evolving, we’re always changing, and our passions will change with life. I think we need to create careers and tracks that foster those things.

I call this my “70/30 rule.”

One of the things that I educate and kind of pound into the heads of everyone who works on my team is that 70 percent of your job should fuel you and 30 percent of your job just sucks. Thirty percent of life sucks. Thirty percent of your day to day will be a grind, but 70 percent should fuel you, and once you garner that acceptance, and understand that, you get it. If you look at this generation, there is a “grass is always greener on the other side” complex and you’ll see people jumping around jobs time after time in pursuit of this kind of perfection that they see on their Instagram feeds. The reality is the 70/30 rule, 30 percent of your job is not perfect.

You’ve also got to make sure you open the door up for your employees to leave if they want to. I call this the “sitting in your car test.” If for two days in a row you’re sitting in your car and you have that sense of dread as you’re about to go into a work, and it’s not associated with your own self-developments, [such as] pushing yourself out of your comfort zone or procrastination, then it’s time to find a new job. And you know what? I will help you find a new job.

CLO: Are any stereotypes about millennials in the workplace true?

Tuff: It’s important to understand that millennials, especially younger millennials, they’ve grown up in a different world and they are used to instant gratification. If they need that kind of instant gratification, they post something on one of their social feeds, and they automatically get it through their friend group. It’s created the massive need for reward and recognition.

They are needy because they need to be fueled. It’s not their fault they are needy — it’s both their parents’ fault and our fault.

We’ve built this younger generation to be helicopter parented to a certain extent and they’re accustomed to a way of life where we’ve got to ease them into our organizations. I do truly believe that every organization can lead with empathy. Every organization can reward and recognize their employees in the right way. It’s just a matter of making it a part of your culture and day to day. I would say those [stereotypes] are true, but they’re true because we created these negatives.

CLO: What kind of leaders will millennials become and in what direction are they moving the business world?

Tuff: I think millennials will be one of the most effective, transformative and innovative generations we’ve ever seen in the workplace, and I think they will make tremendous leaders. But we have got to take action in creating an environment where they can truly excel.

One of my favorite quotes that I heard recently from a friend of mine was, “After reading your book, Chris, one thing I have discovered is millennial is a mindset. You know, because I’m kind of a millennial myself.” Exactly.

We’ve got to start building and changing our old-school corporations to not only foster that but to fuel a lot of that stuff that makes them different. I do think that is beginning to change and that’s why I wrote this book, to at least be a spark and catalyst to the change that is needed to truly embrace the best generation in our workforce.

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Student debt is an impediment to lifelong learning

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About 45 million Americans now collectively owe $1.6 trillion in student debt, and it’s a burden that is taking a toll on both workers and their employers.

A recent survey found that half of employees say they feel worried about student loan debt most or all of the time — and more than 65 percent say they have considered finding a second job to help them keep up with their loan payments. Another found that some 40 percent of borrowers believe student debt has stopped them from obtaining their career goals.

Employers should be troubled by these findings. They paint a picture of a generation of workers paralyzed by student loan debt, fueling unprecedented turnover at a time when the labor market is already tightening. About 40 million employees quit their job last year. And churn is even higher for millennials (now the largest generation in the workforce) which accounted for more than half of these separations.

But while employees are clamoring for help with student debt, just 4 percent of companies currently offer student loan assistance as a benefit. However, that may soon be changing, because early adopters are enjoying significant recruiting and retention advantages.

A survey of 500 millennial workers found that 86 percent of young employees say they would commit to working for a company for five years if the employer helped them pay off their student loans. Other research has shown that employees who receive assistance with their student loan debt are more likely to recommend that employer to other workers. According to SHRM, employers who offer loan benefits report an average retention boost of more than 80 percent.

The math is relatively straightforward: The average loan for recent college graduates is roughly $37,000. Which means a monthly employer supplement of just $100 can save an employee more than $9,000 in principle and $2,800 in interest — enabling them to pay off the loan 2.5 years faster.

Currently, the Employer Education Assistance Program allows employers to offer up to $5,250 in tax-exempt tuition reimbursement to workers who are seeking additional education. Student loan debt has, historically, been excluded. But last month, Senators Mark Warner, D-VA, and John Thune, R-SD, introduced bipartisan legislation that would expand those tax-exempt benefits to include student debt repayment. Business leaders should expect to see more of these kinds of proposals, as well as an increasingly greater demand for student loan assistance as a work benefit.

If and when the law is changed to allow employers to make supplemental payments toward their employees’ student loan debt, it will become a must-have benefit. An estimated 32 percent of companies are expected to offer student loan repayment to their employees by 2021. Companies would be wise to get ahead of this oncoming trend and assist employees in paying off their student loans.

Doing so can help employees improve their financial wellness, strengthen their bonds with their employer and ultimately thrive in their careers.

Patrick Donovan is a senior vice president at Bright Horizons. To comment, email editor@clomedia.com.

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Generational differences may be less profound than we imagine

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As recently as the mid-nineties, just three generations occupied most corporate ranks. It’s a different story today. With a growing number of workers delaying retirement — and Generation Z entering the labor market this year — companies are now grappling with the complexity of a five-generation workforce that is more age-diverse than at any point in recent history.

Under pressure to not only attract new talent but also upskill incumbent workers, HR leaders are trying to juggle the shifting demographics of today’s workforce to accommodate each generation’s unique strengths, weaknesses and learning preferences.

Although meeting the learning needs and expectations of many generations of learners may seem daunting, new data from LinkedIn Learning suggest that their differences may, in fact, be less profound than L&D professionals imagine.

Similar Skills — and Skills Gaps

Despite their age differences, today’s workers have a surprising amount in common.

Among the top 10 most common skills already held by Gen Z and millennial workers, seven are shared by both generations. Gen X and baby boomers, likewise, share eight of their 10 top skills. This means that workers of all ages are coming to the table with similar skills and knowledge, despite perceived differences among generations.

On the flip side, the generations also tend to share gaps, struggling with the development of in-demand skills like cloud computing, customer service and data-driven decision making.

Shared Appetite for Learning

Beyond similarities in skills, workers of all ages share an overwhelming desire to develop and grow.

And the imperative to upskill isn’t limited to any single generation. According to a LinkedIn survey, more than three-quarters of workers are feeling the pressure to learn new skills. Seven out of 10 of workers think hard skills have changed compared with previous generations, and more than half of workers believe their job will change in the next 20 years.

The same survey suggests that the motivations for learning don’t tend to vary. The desire to become better at their job, more so than money, motivates learners of all ages.

Differences By Stage, Not Just Age

Despite similar gaps — and a shared desire to learn — employers should pay close attention to generational differences. But as it turns out, those differences tend to be more pronounced by stage than they do by age.

Gen Xers turned executives or managers tend to value flexible, bite-sized learning opportunities that fit into busy schedules, as they balance increased responsibilities at work with family obligations. They are also the most stressed generation in the workforce — which makes tailored, efficient learning all the more important.

Millennials, on the other hand, are prioritizing courses that can help prepare them to become the next generation of managers. And Gen Z (which is just entering the workforce) is focused on learning the basics of getting and keeping a job: 34 percent of Gen Z is motivated to learn to impress their boss, and half of the top 10 courses taken by Gen Z on LinkedIn Learning focus on job search skills like interviewing or negotiating salary.

Business leaders may be relieved that workers across age groups have more in common than one might initially think. But they should also embrace their employees’ differences. Bi-directional mentorship can capitalize on Generation Z’s familiarity with emerging technologies — while boomers and Gen Xers can help Gen Z to strengthen their soft skills. Savvy leaders are learning that, for all its complexity, a multi-generational workforce can be a powerful asset, enabling skill development in ways that benefit individuals and organizations alike.

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Consider the Unconsidered Worker

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Lee Maxey is CEO of MindMax, a marketing and enrollment management services company.

Today’s 20- and 30-somethings, the oft-talked about millennials, attract a lot of attention on the job. But what about the baby boomers and Generation X?

A lack of education may be all that stands in the way of some of these “unconsidered” workers making a big difference in a company. While some boomers are semi-retired, many could easily fill complex roles in the workforce if employers entertained that possibility.

According to the Pew Research Center, in the U.S. today there are approximately 73.5 million baby boomers (born 1946 to 1964) and 66 million Gen Xers (born 1965 to 1980) compared with 72 million millennials (born 1981 to 1996). The fact is schools and employers need to be more flexible about what constitutes talent.

In the summer 2017, the U.S. Department of Labor reported there were 6.2 million job openings, a record number. During the Great Recession, there were seven unemployed people for every job opening. Today it’s roughly one-to-one.

However, according to a February 2018 report by the National Federation of Independent Businesses, “Finding qualified workers remained as the number one problem for small-business owners, surpassing taxes and regulations which have held the top two spots for years.” In this struggle for talent, employers need to be creative about how they define the ideal candidate as well as how they build their applicant pipelines and feeder systems.

For boomers, rejoining the quickly changing job market will take more purposeful education. For some, returning to work will answer the question of how to preserve savings initially meant for a much shorter life expectancy and retirement. Even Gen X has to consider the fact that they, too, will live long past the current retirement age; they face the prospects of how to create a second act for their work life before starting retirement.

There’s also an immigrant population of teens and 20-somethings working to get access to education. They face uncertainty, whether they are working as recent recipients of green cards or new citizens who will be the first in their family to attend college. The workplace is especially complicated for a first-generation college-goer. And while we hear the success stories, for many others success is out of reach. It can be a complicated maze, and as we potentially reduce Pell Grants for the children of families making less than $40,000 per year, businesses could step in to support these learners with subsidies to complete their degree programs.

There are companies starting to think about how to connect with the unconsidered worker. These employers have considered how to make it easier for people to transition from retirement, a first career or college into a new profession. The key is giving these groups access to education that isn’t traditionally offered to them.

For the unconsidered immigrant population, employers could look at higher education as a vetting system in which they identify, through competency-based testing, potential employees early in their college career and offer them assignments or internships along the way. By revisiting the old-fashioned concept of a finishing school (which taught etiquette and the rituals of upper society), colleges and employers could retool the model to get students off the sidelines and ready to work upon graduation. Apprenticeships combined with education, like the award-winning programs offered at Sacramento State’s College of Continuing Education, can ease them into a blend of school and work.

Mom Corps, which works to help companies fill their staffing needs from a “wide pool of untapped resources among people raising families,” is another example of leveraging the potential of unconsidered workers. Organizations like Mom Corps attract Gen X candidates who’ve worked in corporate America in senior-level positions.

Employers also could entice boomers back to work with a combination of education and a modified schedule. For instance, a 70-something might return to her former industry, take continuing education and contribute five or 10 hours of consulting (or hands-on work) per week.

America’s employers have jobs available, and the country has a plethora of workers. Employers need to reach out and offer (or ask for) help. Let’s start a conversation. Let’s give the unconsidered a new role.

Lee Maxey is CEO of MindMax, a marketing and enrollment management services company. He can be reached at editor@clomedia.com.

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Beyond The MBA

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In 2016, a team of professors at Coles College of Business at Kennesaw State University spent months converting a series of classroom-based executive education classes into a digital badge program. The courses would be available online, allowing students to complete them in a matter of weeks, for a fraction of the cost of attending classes on campus, and receive a badge certifying they completed the program.

It was an unusual move for a business school that caters to MBA students, admitted Dan Stotz, executive director of executive education programs at the Georgia-based university. He noted that some of his colleagues worried the badges would poach executive candidates, but he believes the content will actually bring in more students. “We aren’t competing with the MBA program, we are competing with nonconsumption of learning.”

Microcredential programs are viewed by many as the next evolution of executive education, providing learning options for busy executives who want to learn but don’t have the time, resources or ambition for a full MBA. “There will always be value in a full MBA, but the microcredential allows busy executives to get a functional background in a specific area like finance or IT,” said Tim Gates, senior regional vice president at Adecco Staffing in Pittsburgh. And with every new credential, they have something new to add to their résumé or LinkedIn profile.

Shaun Walker is one of those busy executives. As co-founder and creative director of HeroFarm, a marketing company in New Orleans, he knew an MBA program would help him expand his company and his personal network, but he couldn’t see himself taking the time away from his business to do a full MBA. Instead, he signed up for Goldman Sachs’ 10,000 Small Businesses, a microdegree program that provides small-business owners with a crash-course style MBA. The free four-month program met two to three times a week, giving participants a similar — if abbreviated — experience to an executive MBA. Walker learned the basics of business and finance within a cohort of local peers, who continue to network and support each other as their companies grow. “I got a ton of valuable knowledge and contacts, and I didn’t have to go into debt to get it,” he said.

After the MBA

Even the most ardent champions of MBAs see the benefits of this trend.

“There is no question that a microcredential has value, depending on what you are looking for,” said Michael Desiderio, executive director of the Executive MBA Council, which calls itself the “Global voice of the executive MBA industry.” In its 2018 study, “Understanding the Implications of the Digital Generation on Business Education,” 60 percent of respondents said they saw value in pursuing an MBA in the next 10 years, while 90 percent said they saw value in certifications and badges in reaching professional development goals. He noted that many EMBAC members already offer nondegree executive education programs to help professionals fill knowledge gaps. “We don’t talk about them as ‘microcredentials’ but they’ve been around for years.”

For midcareer professionals who may already have an MBA, microcredentials offer a way to bone up on the latest business and technology trends, while early career professionals can use them to develop specific skills or knowledge that will help them stand out, said Ryan Craig, co-founder and managing director of New York-based University Ventures, an investment firm focused on the global higher-education sector, and author of “A New U: Faster and Cheaper Alternatives to College.”

“Many young Americans, and those requiring reskilling, are looking for a cheaper path to an education,” Craig said. “Microcredentials let them make a less risky investment in their future so they can get their foot on the first rung of the career ladder.”

Companies are also taking advantage of this trend to meet the learning needs of workers — particularly millennials who expect career development opportunities as a condition of sticking around. “In the olden days, employees had to pay their dues before getting onto a high-performer learning track,” Stotz said. But millennials don’t want to wait to be trained. Gallup’s report, “How Millennials Want to Work and Live,” found 87 percent of millennials rate “professional or career growth and development opportunities” as important to them in a job, and 59 percent say opportunities to learn and grow are extremely important when applying for a job. “Companies can use microcredentials to provide meaningful professional development right away.”

Fortunately, they have many options to choose from. In the past few years public universities, executive content developers and even in-house corporate learning departments have rolled out a variety of microcredentials, nanodegrees and badge programs on every relevant business topic from cybersecurity and artificial intelligence to leadership, finance and business management.

Added Value or Waste of Time

There is still some question as to whether employers will value these programs when hiring candidates or training employees.

In theory, a microcredential should help hiring managers determine which candidate or contract worker has demonstrated skills or knowledge, but that depends on what stock they put in those programs. While credentials from well-known universities or a Fortune 500 corporate training program may carry instant credibility, a badge from a little-known for-profit training company or free online platform may be met with skepticism, Desiderio said. He believes that while some microcredentials may stand out when hiring candidates for hard-to-fill tech roles, it will likely be years before soft skills programs in leadership or management carry significant weight for hiring and promotion decisions. “We don’t have enough data yet to determine how much value they bring.”

To determine value in the interim, Stotz encourages companies to consider who developed the course, what research was used to support content development, how interactive it is and the percentage of students who complete the program. “You want to see a balance of theory and practice in the content,” Stotz advised. “Theory without practice is irrelevant, and practice without theory is unsustainable.”

In the meantime, Gates urges companies to pay attention to these credentials when assessing a candidate’s fit for a job. “The labor market is so tight, these programs can expand your potential candidate pool,” he said. A candidate with a stack of credentials proves they have recent training — and it demonstrates that they are invested in their own development, he said. “Companies that are open-minded to these credentials have a great opportunity to find candidates who are a good match for the job.”

Sarah Fister Gale is a writer based in Chicago. She can be reached at editor@CLOmedia.com.

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The skills gap: technology first

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Mind the gap: Whether it be skills, competencies or the space between you and the train, these gaps are critical to identify. The technical industries have been facing a skill gap for years, centered on the impending departure of our tribal knowledge. Organizations have been challenged to quickly capture that knowledge and implement formal training programs supportive to millennials and Gen Z. As we navigate these challenges, we should ask ourselves some questions:

  • Do these new programs engage our aging workforce?
  • Are newer technologies, such as mobile learning, augmented reality, virtual reality and social platforms, accessible in our work environments?
  • Do these programs engage our future workforce as well?

We often find signs of a technology gap when implementing new programs as we see an increase in IT support tickets, incomplete programs and disengaged employees. This technology gap can be challenging in particular to senior employees finishing their career and adapting to new tools. They need our support now more than ever.

Technology then and now

Technology used to be quite simple — each learner typically had access to a desktop computer. The connection to the internet was usually stable, and all learning was accessed through the learning management system.

In the past 10 years, technology and learning have become incredibly complicated and unpredictable. Learners now have a variety of means of access to learning content, whether from their work computer, home computer, tablet or mobile device. Learning is now also accessible from a variety of places, including corporate tools such as Teams, LMSs and learner experience platforms, and other tools such as Zoom, mobile apps, YouTube and myriad other options. Even the means in which we connect has changed from a stable hardwire connection to cellular and WiFi as an option. What used to be a simple orientation to technology for new hires is now a continued learning experience throughout a learner’s journey.

Virtual tools literally in the palm of our hand

Often when discussing the technology gap, age is referenced as a metric. However, we find that age is becoming less of a defining characteristic in technology adoption. We are fortunate that, according to Pew Research Center, “Seniors are also moving towards more digitally connected lives. Around four-in-ten (42%) adults ages 65 and older now report owning smartphones, up from just 18% in 2013,” and we have been able to leverage that connectivity as everyone transitioned to working from home.

However, “Some 34% of older internet users say they have little to no confidence in their ability to use electronic devices to perform online tasks, while 48% of seniors say that this statement describes them very well: ‘When I get a new electronic device, I usually need someone else to set it up or show me how to use it.’”

When we consider what adults over 50 are using smartphones for, only 13 percent are using them for streaming videos and only 3 percent are using them for podcasts. This proves to be the cause of the annotations next to the technology gap in our agenda — as we are now providing remote help and setup for these individuals in a socially distant manner. Smartphone use is primarily utilitarian, with email, weather, traffic and photos topping the scales.

But don’t be discouraged or count technology out for this population! We can split our learners into three brackets: new users, regular users and super users. While earlier we discussed age as a concern, as you take a step back and look at your learner population, see if you can identify with the following examples; learners will often break the age definition. Even some of your millennial and Gen Z population may prefer more analog methods.

Your new users have a mobile phone, but it is often not next to them; they do, however, use it for calls, emails and the camera.

Support with definitions

While technology terms may come naturally to many of us, clear definitions and explanations are helpful. One example is the difference between cellular data and WiFi. For many users, the internet has an “on” or “off” status, but the difference between cellular and WiFi can be huge on a monthly bill once learners are using personal devices to access training. Keep the definitions simple, and use analogies when possible to make technical jargon easy to understand. If you embark on a new virtual platform, be sure to provide an orientation for those users who may not find it intuitive.

Create a one-page job aid, which will be helpful for training and introducing users to the new tool or technology.

Ensure access

Before taking a course, it is important for a learner to know that they are connected to a strong signal and that the software is available on their computer. Complications with connection or access can cause a frustrating experience, the belief that the tools are broken and lack of adoption. Explain that, while in normal life less than four bars simply means slow access, when connecting to an LMS or other tool, four bars are required for success. Learners also need to be educated on downloading for offline viewing while traveling, using WiFi instead of cellular, and staying within data allowances to avoid a slowdown in speed. Ensuring that learners have the software installed prior to the session is also critical, as many individuals no longer have the access to install software. 

Where we used to have a screen orienting users on the navigation of a module, now start a module with a quick connectivity check before allowing the learners to proceed with the content.

Update frequently

Gone are the days of yearly updates to software. At any given moment, there may be 45 updates pending on my phone popping up on a weekly basis and weekly on my computer. Sometimes these updates appear as I go to launch a meeting, causing unnecessary delays. These updates are often the key to successful app use and the first line of defense when troubleshooting. Getting users familiar with checking for frequent updates is critical to success. Having your learners remember to be connected to WiFi before updating will save money on your phone bill.

Consider making updates a habit of a 1:1 session. During a 1:1 session, there should be minimal multitasking, which makes it a great time to have users update applications while talking to ensure the most current versions are available.

Your regular users have a mobile phone and use it for a variety of activities, including social media and other apps, but also opt for other forms of communication, such as in person.

Provide options

It’s important that we provide options during a transitional period. Not all learners are adept at checking messages and notifications related to social learning. This includes options for reminders as well as for interaction. During 1:1 sessions, review any notifications around learning that may be unnoticed in a sea of apps or emails. Providing in-person social experiences can help to bridge the gap, blending the new and the old together into a supportive solution.

Blended learning is a great solution for this population. Consider using mobile to introduce topics and provide follow-up while still allowing for in-person or live interactions when possible and accessible.

Provide technology training

Our younger employees may pick up new technology quite easily, as they have grown up in a very technical world. Older employees, however, may need support during technology adoption. If we think back to when we first implemented e-learning, we provided instructions on how to navigate, use the volume and find the captions and other elements that are now second nature. With new tools and technologies, we need to provide training and support to ensure we are successful in the transition.

During your implementation, remember what we did when we first implemented e-learning. Provide instructions on how to operate apps and tools to ensure technology isn’t a barrier to learning.

Reverse mentoring for technology skills

Mentoring can work both ways. For someone tenured in your organization, it can be hard to accept that mentoring is needed so late in one’s career. Reverse mentoring allows for an even share in knowledge, which levels the playing field. Include technology adoption in your mentoring program so the mentoring is a two-way street. While your older employees are mentoring on skills, the new employees can be sharing technology skills and best practices.

Pair your learners up for reverse mentoring. While their tribal knowledge is passed to the next generation, the next generation assists with technology adoption. The result is both populations are enabled and empowered.

Your super-users are always on, with a phone rarely out of reach, multiple apps open at a time and always multitasking.

Pilot

It’s important to involve your super users in piloting new programs. A pilot helps you go from the blue-sky idea of the solution to the real-life practice within your organization. By having these super-users support the pilot, you have a savvy population to work through the kinks and provide recommended solutions. These individuals can be the early adopters and help you implement your strategies across the organization.

A pilot helps you iron out the kinks in any deployment — but also include your reverse mentoring in the pilot. This allows you to pilot with the entire population in a supportive setting.

Reverse mentoring for tribal knowledge

Allow your super-users the opportunity to mentor their team members. Mentoring can be enabling to one population and demotivating to the population being mentored. Reverse mentoring allows for an even share. The entering workforce can mentor on digital technology and solutions while being mentored for the tribal knowledge that needs transferring. This will provide a great opportunity for individuals who have worked together their whole lives to support each other in the transition.

This is the other half of the reverse mentoring approach. The new workforce needs to learn a lot of tribal knowledge and having skills to exchange with seasoned coworkers makes the learning process more of a trading event.

Feedback

It’s important to allow your super-users to provide feedback on what they are hearing through the grapevine. This can allow you to understand how the implementation is proceeding, where the trouble spots are and what else is needed to ensure success. Think of how often we see feedback requests on social media and mirror those interactions. A simple multiple-choice question can be a great pulse check on how your implementation is proceeding and allow you to ensure your change-management efforts are succeeding.

Send out quick surveys that are two to three multiple-choice questions as an easy way to capture feedback during your pilot.

Age is irrelevant

When it comes to the technology gap, we tend to think in terms of age, as those are the gaps that we notice the most. In my own life, despite being the same age, my husband is squarely in the “new user” category while I am firmly in the “super-user” category. This becomes most apparent when we travel. My in-laws, both in their 70s, allowed me to carry the mobile boarding passes, work the kiosk to check bags and manage the GPS the entire trip. Fast-forward to the following year: Imagine my delight when my mother-in-law texted me that she had gone online, got her mobile boarding pass, checked her luggage so she could do curbside drop-off for her bag and preprogrammed the airport into her GPS. What changed? During that year, she had answers to questions, demonstrations, support and encouragement to be more effective on her mobile device. Simple actions for both of us led to her jumping into the super-user category in just 12 short months. As for me? I’m still the one carrying the boarding passes for my husband and I, but he manages the GPS now, and together we work in the digital future.

Simply put, support your learners, and they can adapt, adopt and excel in a new technology-driven environment.

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