A compass for engaging and effective workplace learning
Dr. Michael W. Allen has been a pioneer in the e-learning industry since 1970. His groundbreaking research focuses on cognitive interactivity, immersive design, and innovative training methods that truly engage learners. He developed the fundamental design models used at Allen Interactions, including the CCAF (Context, Challenge, Activity, Feedback) framework and the SAM (Successive Approximation Model) process. Dr. Allen is also a prolific author and has written or edited nine books on effective e-learning, including Michael Allen’s Guide to E-Learning. He has also received notable honors such as the Ellis Island Humanitarian Award, the Association for Talent Development (ATD) Award for Outstanding Contributions to Workplace Learning and Performance, and recognition as a Guild Master by the Learning Guild.
Today we’ll discuss designing effective workplace learning for emotional engagement and lasting behavioral change.
Chapter 1 of Rethinking E-Learning describes the “Revelations of Relevance” from the Northside Achievement Zone Project and how it reshaped the way you think. How does the same insight apply to corporate learning environments, where training often feels irrelevant and employees disengage?
Who wants to learn something that is considered useless, regardless of age? no one. It is difficult to pay attention, focus, and engage, but if we fail to address and fully articulate the benefits that personal power and training can provide to learners, we are asking our employees to do just that. If our training does not provide such benefits, we must ask ourselves why we are putting our employees through this.
Despite the availability of advanced technology, why do so many organizations continue to rely on content-centric, “broadcast-style” digital learning? And what are the costs in terms of talent retention and performance?
Content broadcasting results from and is powered by several factors.
It’s what many of us received in school and is the de facto standard. Once training development begins, designers tend to jump right into the content. Ensuring that your content is complete, accurate, and concise is a relatively easy task. Creating engaging instructional experiences requires more creativity and technology.
However, training without training is the most wasteful and ultimately the most expensive training alternative. Training through experience fosters performance confidence and readiness to transfer training to job performance, while substantive practice dramatically improves retention rates.
We explain how the 3M framework (Meaningful, Memorable, Motivating), combined with spaced, authentic practice and CCAF interaction, creates the emotional engagement necessary for lasting change.
First, a counterexample. You can passively read and watch about accomplished violinists and business leaders. Perhaps to the extent that you can speak knowledgeably about what they do. But can it be done? Can you go on stage with confidence?
The 3Ms, Spaced Authentic Practice, and CCAF provide an essential framework for vibrant engagement and learning, especially with the addition of empathy. This means adapting the learning experience to suit the learner’s mood, not just their performance. Together, these components create a learning experience that feels as if it was designed specifically for each learner, and is as helpful and understanding as a personal mentor. result? You need a positive attitude and strong, enthusiastic self-confidence to not only learn, but also adopt your newly developed skills.
How can leaders use backward design, personalized paths, and short distributed sessions to reduce resistance and build true capability without overwhelming their teams?
The training creation task may seem overwhelming when you list all the requirements. But in reality this is not the case. It’s just different. In some ways, it’s easier that way. Here’s an overview:
What can you ask your learners to do to prove to you and to themselves that they have mastered the skill they need to learn? Design this interaction first. Identify each error your learners might make and create a microlearning module to address each possible error. Component #1 often makes this easy. Review each microlearning module in the same way and create additional microlearning modules as needed to address any errors that may occur within the module. Repeat as necessary until you have a learning experience that covers the most basic needs your learners may have.
This design went against the usual approach of starting from the ground up and finishing, but it saved time by reusing components. You’ve also developed individual routes. By having learners work on the final task, you first determine what needs they have and what they don’t have. You can now tailor future instructions exactly by calling up the microlearning modules you need.
Looking forward, what will the future of effective workplace learning look like if organizations fully embrace the principles of rethinking e-learning?
fun. Looks like it’ll be fun to learn. Learners don’t get bored or frustrated because they feel forced into training that is below their ability, beyond their ability, or irrelevant to their needs. They will find that CCAF provides a video game-like environment. This is not only fun in itself, but also a valuable use of your time. Because as you overcome challenges and level up, you’ll learn skills that are valuable not just within the game, but on the job.
For employers, this will result in ROI that would be unimaginable today, as well as increased competitiveness in a field that is highly satisfying to all stakeholders.
summary
A huge thank you to Dr. Michael Allen for sharing his insights on how to develop authentic competency through relevant and emotionally engaging workplace learning. Explore these ideas in more depth with Dr. Allen’s new book, Re Thinking eLearning: What Works. What it isn’t. What is missing? Contact Allen Interactions to start designing the learning experiences your organization and employees truly deserve.
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