‘Building a Social Learning Strategy’ by Randy Emelo, Training Journal, November 2013
The evidence from our discussions with clients and, in particular from our Learning Effectiveness Network meetings, is that ‘Social Learning’ is the biggest issue on the minds of many learning professionals right now. And this article makes a good attempt at defining exactly what Social Learning is and what is necessary to make it work.
The author makes the point early on that, in some ways, the title ‘Social Learning’ is a misnomer when applied to communications through the more informal on-line mechanisms such as Facebook and Twitter. Why should such relatively impersonal means of contact be regarded as ‘social’ when face to face training or on-the-job training do not have the same title? This is a fair point but not one that is worth pursuing too far; we know that this method of communication is dominating the lives of millions of the younger generation so we must embrace it rather than question it.
The reason for embracing Social Learning is that the technology - and the comfort that people have with it - has opened up opportunities that were not there before; it allows for learning to be personalised and made more immediate in ways that can be afforded. Tailoring learning to particular groups in an organisation was always regarded as an expensive and challenging process; now there is the potential to tailor much more cost effectively to small groups and to individual needs.
The article starts by confirming the importance of distinguishing between social learning and social networking. The latter will probably happen anyway and some learning may take place; but social learning occurs where there is some structuring of social media around a defined purpose, linked to a business objective. A specific example is quoted; an engineering company called URS that I had not previously heard of but which apparently has about 8,000 employees. This company has developed a knowledge sharing solution that allows employees to start up their own networking mechanisms, based on topics that are important to them. An example was somebody taking an engineering qualification who initially wanted help from those with experience and later provided similar help to others.
This facility of URS staff to create their own learning platforms is combined with the company’s ability to set up its own requirements and there are some specific initiatives here; the capturing of people’s knowledge before they retire, overcoming the tendency for functional silos of knowledge, spreading the strategic message about cost-effectiveness. Whether some of these objectives would equally achievable without social media is another question; for instance couldn’t employees who are retiring just as easily pass on their knowledge by traditional media? And, knowing their likely age group, wouldn’t that be easier?
More relevant to us at MTP is the article’s reference to the use of social media as a support and supplement to traditional training efforts. After some of its courses, URS places participants into social learning groups, based on mutual interest in certain topics. Response rates sound encouraging; an average of 17 people taking part in each network and 76% engagement.
The article mentions a survey by MIT which shows that, if the responses are backed by reality, URS is not the only company benefitting from social learning of this kind. High proportions of companies claimed to be using social business software to support communication and learning; 71% to improve collaboration, 60% to identify internal expertise and 52% to break down internal silos.
The author argues that the biggest problem is that most companies play around with social learning software but often do not have a clear strategy; they are also insufficiently proactive once a site has been set up. There is insufficient follow-up to monitor and encourage usage of the right kind. The MIT research also confirmed that another barrier to implementation was a strong business case; there was limited success in demonstrating how social learning could deliver value to the various stakeholders.
The article concludes by suggesting that there are three key requirements for social learning to work:
• To provide a structure that focuses on learning with clear processes and objectives
• To integrate with formal learning rather than trying to compete with it or regarding it as a new and separate initiative; an obvious way is to encourage social learning before and after formal courses and to create an integrated set of processes
• To connect social learning with real time work issues, creating an agenda for people to work to and build on
The other requirement is that social learning must be part of the entire learning strategy, across the whole ‘70/20/10’ framework – on the job, coaching and formal training programmes. The other interesting advice at the end of the article - which to some extent seems at odds with the above need for a strategy - is that companies should not ‘overthink’ the idea of social learning. Providing people with opportunities to network through social learning is not that complex an activity; the important thing is to take a first step and get things moving.
All in all, a helpful and practical article on a topic that is top of mind for many learning professionals. Those who are involved in developing a strategy would do well to read it.
Read the article in full here
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