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Out of the classroom and into the business: embracing digital to futureproof learning and development

In recent years, cor­po­rate learn­ing and devel­op­ment (L&D) func­tions have been besieged by chal­lenges on all fronts. Increas­ing­ly, they’re strug­gling to jus­ti­fy train­ing cours­es that peo­ple don’t have the time or incli­na­tion to attend, which deliv­er lit­tle ben­e­fit to the busi­ness. And while exec­u­tive coach­ing is now com­mon­place, it’s slow mov­ing, stodgy and expen­sive, with some top advis­ers com­ing with a pre­mier league price tag of £10,000 for a 90-minute ses­sion.

It’s all got a lit­tle bit stuck.

There are two pri­ma­ry fac­tors that should be keep­ing your L&D teams awake at night, which need touch­ing on only briefly. First­ly, younger work­ers have new expec­ta­tions for learn­ing at work. Adept at search­ing for any knowl­edge that they need online, they want some­thing dif­fer­ent. To be more use­ful than half an hour of googling, L&D inter­ven­tions must give them con­fi­dence that they’re mak­ing the right deci­sion, in the con­text of their day-to-day work. What’s more, the all-per­va­sive on-demand mind­set of many younger work­ers is as present at work as it is in oth­er aspects of their lives. If learn­ing doesn’t hap­pen fast, it’s not use­ful.

Mean­while, work­place automa­tion pro­vides the sec­ond big chal­lenge. With machines doing more of the mun­dane work, skills that were once con­sid­ered “soft”, such as col­lab­o­rat­ing, hir­ing, or think­ing cre­ative­ly, are becom­ing increas­ing­ly sought after. These skills are hard­er to nur­ture and need cul­ti­vat­ing over time, with oppor­tu­ni­ties to try things out, fail and try again. In this con­text, aca­d­e­m­ic learn­ing doesn’t work. And top tal­ent will no longer be the best tech­ni­cal prac­ti­tion­ers, but the peo­ple most able to learn, adapt and respond to the new chal­lenges of an auto­mat­ed work­place.

Digi­ti­sa­tion of soci­ety under­pins both of these shifts, but we believe that where dig­i­tal dis­rupts, it also has a cen­tral role in rebuild­ing.

We recog­nised this poten­tial when we set up Thrive Part­ners in 2015 and saw that an online, on-demand coach­ing and men­tor­ing ser­vice would help L&D teams to fill the grow­ing gap left where estab­lished inter­ven­tions are fail­ing.

Busi­ness­es with access to our desk­top and app-based ser­vice can draw down face­time with our friend­ly, expe­ri­enced net­work of busi­ness experts when­ev­er they need it through our Skype-style app. Ses­sions are gen­er­al­ly avail­able with­in an hour on top­ics rang­ing from con­flict res­o­lu­tion to pre­sen­ta­tion skills, in diary-friend­ly 30-minute chunks. It means the learn­ing hap­pens wher­ev­er and when­ev­er it’s most need­ed, which in turn get bet­ter results. So far, 100 per cent of our com­mu­ni­ty have put what they’ve learnt into prac­tice with­in a month.

We put the learn­er back in con­trol, enabling them to take the tai­lored sup­port they need as and when they need it

But the ben­e­fits don’t end there. Dig­i­tal also means there’s a new par­a­digm for the effi­cien­cy and effec­tive­ness of cor­po­rate L&D. Through our plat­form, we’re see­ing clients man­age coach­ing and men­tor­ing con­ver­sa­tions with unprece­dent­ed ease.

What’s more, they’re get­ting data back about who’s used the learn­ing, when and how it’s changed their per­cep­tions of their employ­er. These ana­lyt­ics give the busi­ness­es we work with gen­uine insights about bar­ri­ers to change, in real time, so deci­sions can be tak­en faster about the things that need to move or change to facil­i­tate both indi­vid­ual and col­lec­tive growth and pro­gres­sion.

How­ev­er, we shouldn’t get pre­oc­cu­pied with dig­i­tal. For us, it’s a way of mak­ing work more straight­for­ward and more pro­duc­tive, and a way of future­proof­ing essen­tial cor­po­rate func­tions.  Like many oth­er dig­i­tal busi­ness­es, the key to our suc­cess is that we’ve returned to a place that real­ly puts peo­ple first. Where tra­di­tion­al L&D pri­ori­tis­es the teacher, we put the learn­er back in con­trol, enabling them to take the tai­lored sup­port they need as and when they need it.