What is a learning ecosystem?
Using a map to navigate learning opportunities
Whether it's navigating a new city and seeing the sites, using a train system, or even finding our way around a shopping centre, most of us have used maps to pinpoint our location, examine routes to our intended destinations, and see what to expect along the way. And the same can be said for mapping out your learning ecosystem—because having a map is critical if you want to truly understand how and where your learners are receiving information, how they engage and whether it is making a difference to how they perform.
One definition of a learning ecosystem is that it is an entity made up of components that work together to create a whole learning experience. The relationship between each part of the learning journey means that the overall experience becomes more than the sum of its parts and therefore learning becomes deeper and more embedded.
You will already have some sort of learning ecosystem either by design or accident.
Components of a learning ecosystem
The 70:20:10 Model
In the mid 1990's the 70:20:10 learning model was developed by Morgan McCall, Robert Eichinger and Michael Lombardo at the Center for Creative Leadership. Their research showed that:
- 70% of learning occurs as people engage in informal learning processes such as watching others, participating in workplace routines and undertaking challenging tasks
- 20% arises from mentoring and coaching (mostly from a manager or supervisor)
- 10% is the result of formal courses and reading.
The 70:20:10 learning model simply explains how learning really happens in the workplace, that learning doesn’t just happen in courses, and that learning needs to be highly experiential. The 70:20:10 learning model is extremely flexible in its application – but this flexibility also presents a number of challenges, including that it does not provide much guidance on how to turn the model into reality. An ecosystem mindset offers a great means to bring the 70:20:10 model into reality. Such a mindset provides a means to move beyond designing courses and instead design more holistic, integrated strategic approaches to learning.
Components of YOUR system
When an employee is confronted with a learning problem, they rarely turn to a learning management system for a solution. They search, ask their peers questions and naturally work beyond any digital solution. A learning ecosystem needs to be more than just a learning management system and must fulfill its function as a supportive, engaging and educational learning opportunity to allow growth and development to happen. Therefore the first stage is to map your existing offer.
Pathways
Guides to learning while working
A learning ecosystem provides learners with choices about what and how they learn. It is learner centered, which means the learner needs to become more self directed. A self-directed learner is able to:
- self assess and identify learning needs
- understand their preferred learning style
- find resources and people to assist them
- practice and trial new behaviours, embed skills and gain feedback on performance
- articulate and reflect on what they have learned
- evaluate their own learning and measure their professional growth.
Most employees need some guidance in how an ecosystem works and how to operate as a self-guided learner. Setting up a self-guided learning ecosystem doesn’t mean that people are merely told ‘go learn’ they still need learning and performance objectives. These goals and the guides to support employees can be thought of as pathways for each stage of the learning process. These guides might provide links to tools and resources, e.g. links to self-assessment tools and suggested reflective questions and may be adapted depending on the level of an individuals role or profession.
Peer support
Learning from each other
Learning ecosystems are not just about resources. The driving force behind a learning ecosystem is the people involved. Evidence has repeatedly found that an employee's manager is the key to their learning experience. In 70:20:10 learning models, managers have a dual role: providing feedback to their employee about their performance, and leading conversations that encourage reflective thinking and continuous learning whilst also celebrating wins and successes.
Informal learning is often a process of looking at what peers are doing inside and outside of an organisation and literally mirroring their good practice. Many ‘70’ learning approaches involve strategies such as job rotations, secondments, cross functional projects or mentoring, where learning from others is critical.
Learning from others is not just about copying and reproducing what other colleagues do. People are social animals and form an understanding of the world and learn when conversations take place and bonds are formed. There are many ways these conversations can happen, ranging from questions and answers, to working out problems together and sharing ideas, what is currently being worked on, to online discussions and drop ins.
You therefore need to make sure the mechanisms exist to facilitate the learning and that the perceived developmental value and the opportunity for growth is understood.
Embedded practice
Space to practice new skills
Learners often need time to practice new skills, in a safe space where they can implement their learning and gain feedback before they use the learning in real situations.
Where learners are provided with somewhere to practice with the same level of decision making they have on the job and the opportunity to gain rapid feedback, the more likely the learning will be adopted, increasing an individuals capability quickly and their capacity to learn and grow.
This means that relying on a single approach like experiential learning throughout the learning cycle won't be enough to make a significant change and make learning stick. It therefore needs a more structured framework that allows learners to have a go (pilot), learn from the experience (feedback), improve the next time (evolve) and then try again (perform). By creating opportunities for embedded learning we can ensure a system of continual improvement through work based practice.
Work streams
Learning whilst doing
As work is becoming more complex, employees are time poor and learning is seen as less and less of a priority the work and learn balance often becomes merged. For the employee, a new and challenging task or project often means the need for new capabilities. In most of these situations there is not time to first learn and then do the task. Learning needs to happen in the flow of work. It is not a separate activity, it is integrated. For instance, a project and collaboration platform that is used to manage a project is also a place for employees to reflect and articulate on lessons learned. Learning becomes part of the work environment. Learning in the flow of work brings together many of the aspects of a learning ecosystem i.e. learners needing to have goals, learning from peers, having access to the right knowledge, support and resources.
Foundations
Knowledge management
Often, the only way to access organisational learning is through structured training programmes. Often learning gets confused with content. If we look at the foundations of role based learning from on boarding to accelerated job performance, we can see that one of the root causes of performance problems can be the organisation’s intranet and knowledge based systems.
There is typically confusion between knowledge management and learning. A good learning ecosystem ensures learners have access to a range of tools, resources and support from day 1 throughout the lifetime of their employment. However, the foundations of the learning ecosystem are often missing. Using a model and framework together provides a way to move beyond designing courses and instead design more holistic, strategic approaches to organisational learning.
If you would like to know more about this approach or want us to map your current offering against the learning ecosystem model then please give us a call on 0800 567 7003.
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