Social Blended Learning

How does the change process to self-organized learning in the work process succeed – to workplace learning?

Personnel developers are often confronted with – sometimes violent – resistance when introducing innovative learning concepts. That’s not surprising. Employees in most organizations are used to company training systems that are primarily based on seminars. Therefore, it does not make sense to simply give you digitally elaborately designed learning systems, e.g., B. a Learning Experience Platform – LXP – without motivating and enabling them to organize their learning processes in a self-organized manner.

The learners can be successfully picked up from their current learning culture by gradually developing their attitude and their competence for self-organized learning in a social blended learning arrangement and accompanied by their needs.

Social Blended Learning Arrangement:

We link the formal concept of blended learning with social learning in the collaborative processing of a real practical project or practical tasks.

Social blended learning is value- and competence-oriented blended learning in connection with a challenging practical project or difficult practical tasks involving social software to enable self-organized and networked learning.

Preliminary phase to set goals and individual learning planning:

We enable employees to organize their own learning by starting with a value and competence assessment. Then the results are analyzed and evaluated in a consultation with the tutor so that they can derive individual value and competence development goals from them. In order to be able to achieve these goals in a self-organized manner, employees agree on suitable practical tasks and projects with their manager. It enables learning in the process of work. At the same time, we ensure a high level of intrinsic motivation because the learners are right at their current challenge, namely the successful completion of your practical task or project.

Kickoff to plan all the self-learning phases:

Since we always start with a kick-off, we start the learning process with the usual opening in a seminar room, sometimes in a virtual room. However, it has nothing to do with imparting knowledge, but is about the consistent binding planning of the self-organized learning processes. Together with learning partners, participants plan their own personalized learning processes, which are characterized by a high level of commitment in learning planning and mutual support through learning partnerships, learning groups and project diaries. In this way, they gradually build up their desired values and competencies as they master these challenges.

Self-organized learning phases:

Learners organize their personalized value and competence development process within the framework of the agreed practical project or a practical task themselves. Thus, from the definition of goals and learning planning to success monitoring. They are supported by their learning partners (co-coaching), the learning group (colleague advice) and a learning companion (coaching). In Communities of Practice, the learners can organize themselves to exchange their experiences from the projects and develop them further together.

This paradigm shift has profound consequences. Learning, which was previously standardized for everyone via curricula, is being personalized according to needs. Once the employees have gotten used to learning in a self-organized manner with the help of the enabling space, they will gradually use it when they have a problem to solve in the work process.

Working becomes learning, learning takes place in the work process. The vision of workplace learning becomes reality.

Consequences for personnel development:

The following future tasks of today’s personnel development are particularly noteworthy:

 Strategic partner of the company management

 Process facilitation: Facilitation and support of the change processes in company training as well as the measures for deriving the value and competency models from the corporate strategy.

 Value and competence development of those accompanying the learners: Today’s trainers are changing their role to become agile learning coaches

 Executive coaching: Executives are increasingly developing into development partners for their employees

 Ongoing optimization of the enabling space, the Learning Experience Platform (LXP)

 Ongoing further development of the value and competence development concept

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