Modern workplace learning magazine

MWL

MODERN WORKPLACE LEARNING

5 FACTORS DRIVING MWL 4 MYTHS OF SOCIAL LEARNING

A NEW ROLE FOR THE MODERN LEARNING ADVISOR

CONTINUOUS CURATED LEARNING: THE BUSINESS CASE

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Contents Five factors driving modern workplace learning

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The business world has transformed rapidly, but the workforce training process hasn’t kept up with the pace of change. This means we need to adopt new practices to support learning in today’s workplace. Jane Hart takes a look at 5 factors that are impacting the workplace and driving a new approach to workplace learning.

Four myths of social learning

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Helen Blunden has over 24 years experience in learning and development.

In the last couple of years, she has spoken to many L&D practitioners about how they may support and enable opportunities for their workforce to learn collaboratively in and during the flow of their every day work. She noticed that there are some myths about social learning that she would like to dispel.

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About the magazine The case for a new role of the learning advisor

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The standard approach of many L&D departments is to design and deliver learning interventions to and manage employee learning centrally. But this standard approach is no longer enough in the modern workplace, there is now need for a more modern approach of enabling and supporting learning. This new approach requires a new role: a modern learning advisor.

Modern Workplace Learning Magazine is an online publication that focuses on helping L&D departments provide a modern service for today’s workforce.

The editor is Jane Hart.

The MWL Magazine has been online since January 2017, and since that time 50 articles have been published.

Here you can find 4 out of the most popular articles in terms of numbers of page views.

Continued curated learning: the business case

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Business is changing. 72% of CEOs believe the next three years will be more critical for their industry than the last 50. The challenge to L&D teams is how they’re going to help their CEO and internal customers stay smart in uncertain times. We need to shift to a model of continuous and curated learning in the workplace. Stephen Walsh explains why continuous curated content matters to businesses, and how learning professionals can make a business case for it.

EDITOR

Jane Hart

CONTRIBUTING WRITERS

Helen Blunden Stephen Walsh

LAY-OUT

Karine Nicolay

PICTURES

Pixabay Pexels

COACH

Chad Neuman (Udemy) 3

5 FACTORS DRIVING MODERN WORKPLACE LEARNING “If you were an employee on Henry Ford’s assembly line in Detroit in the 1920s, you received a high degree of training and preparation before you ever set foot in the factory.

You learned what your role was, and were given all the tools you needed to accomplish your job from Day One. From then on, your role never changed—you did your part to move a product forward along the assembly line, from the day you began until the day you retired, 40 or 50 years later. Since those days, the business world has transformed... but the workforce training process hasn’t kept up with the pace of change.”

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Jane Hart helps organisations and learning professionals modernise their approaches to workplace learning.

She is the author of a number of books including Modern Workplace Learning 2018 You can contact Jane at Jane.Hart@C4LPT.co.uk.

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I

believe the quote from Karl Mehta summarizes the situation pretty accurately. And like Karl I think this means we need to adopt new practices to support learning in today’s workplace.

So in this article I want to take a look at 5 factors that are impacting the workplace and driving a new approach to workplace learning.

DIGITIZATION

1 Actively

There has been a lot written about the effects of digitization on the workplace. But in a business this involves far more than converting paper-based or off-line processes into online processes. And in workplace learning terms it involves far more than converting classroom training into e-learning. As Microsoft explains: “In order to survive in

encourage and support individuals to find their own solutions to their learning 6

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‘The exponential growth of digital connectivity, devices and information is driving profound changes in the way we work, all around the world’

this world, companies need to rethink everything from culture to tools and environments. So L&D will also need to rethink its whole approach to workplace learning: the culture, tools and environments – by adopting a new, modern understanding of what it means to learn at work. The second factor gives us some clues as to what that might look like.

We are now seeing a multi-generational workplace – 4 generations in the workplace for the first time. Much has been been written about the different attitudes to work and learning of each of these generations, in particular their exposure and use of new technologies. But rather than stereotyping people on generational grounds – e.g. assuming that a Baby Boomer will have no interest or experience with social media whilst a Millennial will be a fully Web savvy person, or that a Baby Boomer will prefer a classroom course whilst a Millennial will prefer to watch a YouTube video – what needs to be recognized is that everyone is different, and that a one-size-fits-all approach to training is no longer appropriate. This doesn’t mean creating resources in multiple formats to ensure everyone’s preferences are met (a pretty impossible task) but rather supporting flexibility and autonomy so that individuals can construct their own learning experiences in the way that suits them best.

CHANGING WORKING HABITS

It is increasingly clear that learning habits are changing.

Individuals no longer rely on being trained as the only way to learn for work, many appreciate they learn as they do their work as well through their interactions with colleagues, clients, their manager and maybe even a coach. They also make significant use of the Web – not just to access online courses, but also a variety of resources (in different formats – particular video) as well as to build their professional networks of connections from around the world on social networks (like Twitter, LinkedIn). And in doing so they often bypass L&D to solve their learning and performance problems more quickly and more easily.

For L&D this means no longer trying to maintain the role of learning gatekeeper. Nor does it mean being the learning police - banning access to anything that hasn’t been created by them. What’s more beliefs like “our people don’t know what to learn” or we “can’t trust them to learn the right

things” are no longer appropriate. A “we-know-best” attitude no longer works! In fact the recent Towards Maturity Learner’s Voice report showed that employees like to be in charge of how they learn, with 91% wanting to learn at their own pace and 82% knowing what they need to learn in order to do their job. Laura Overton, Founder of Towards Maturity, commenting on the report, said “The message is clear: L&D teams must adapt to the needs of colleagues rather than force them to do what L&D wants them to do.”

So L&D needs to embrace these changing learning habits. But that doesn’t just mean creating courses and resources in ways that are more consistent with the ways people learn on the Web (although that’ll be part of the future). It means actively encouraging and supporting individuals to find their own solutions to their learning and performance problems in the ways that suit them best. This is particularly important for the next reason.

WORKFORCE

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MULTIGENERATIONAL

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GROWTH

EXPONENTIAL INFORMATION

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We are now living in an era of exponential information growth. Huge amounts of data are being created every day. But what is more, the half life of a piece of knowledge today is just around 5 years. In other words, knowledge is decaying and skills are quickly going out of date. It has been said that a college degree will be out of date before the loan is paid off.

So whereas, in the past, as we have seen, individuals were trained to do their jobs once and this would last them their whole careers, over time, as job roles became more sophisticated or new technology or procedures were introduced, training became a full-time operation just to keep people knowledgeable, skilled and up to date. So this doesn’t mean L&D needs to work even harder – creating even more training. There is a finite amount L&D can do. Rather it means adopting a new approach – one that comes from not trying to do it all themselves and controlling it all, but recognizing that everyone need to be constantly keeping themselves up to date – learning and developing new skills and expertise – in the ways that best suit them – encouraged and supported by their manager. So L&D’s role won’t be to create more stuff, but focus on helping people with the new skills many will need to learn things for themselves. And there is an additional factor influencing this …

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THE EMERGING GIG ECONOMY

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The emerging Gig Economy means that there is no longer such a thing as a job for life. In fact, for most individuals this means they are going to have a life of jobs. One estimate is that current students will have more than 10 jobs by the time they are 38. Companies are also going to be seeing a growing contingent workforce made up of freelancers, independent professionals and temporary contract workers. Research from Ernst and Young shows that two in five organisations expect to increase their use of the contingent workforce by 2020.

This means that people are going to be recruited WITH the skills to do a job; not recruited AND THEN trained to do the job. So if employees want to stay in a company they will therefore need to keep their skills up to date themselves. But in fact, supporting individuals to do just this will actually be beneficial to the organisation as it will reduce the costs of recruitment, So this means helping individuals organize and manage their own professional self-development inline with organizational objectives to achieve a new level of performance.

All this means a very different organizational learning culture from the long-standing traditional culture that exists in most workplaces. I call this Modern Workplace Learning (MWL) and I’ve summarised the key differences in the diagram below.

Traditional versus workplace learning TRADITONAL WORKPLACE LEARNING

Responsability

L&D

MODERN WORKPLACE LEARNING

Everyone

Learning is

Training

World-wide/Life-wide

Learning & Work

Learn then work

Learn at, for, thru work

Learner experience

One-size-fits-all

Personal

Learning metrics

Activity

Performance

L&D service

Command & Control

L&D focus

Content

Clearly

Enable & Support New skills

such a culture change won’t happen overnight, but

there are a number of steps L&D can make to do things differently and doing different things to help build this new world of workplace learning.

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Design and deliver modern content and learning experiences in line with new ways of learning on the Web

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Support manager-led learning

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Work with managers to help them value and support everyday learning – both individually and in work teams and groups

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Empower employee-led learning

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Help individuals take responsibility for their own continuous self-development aligned with organisational objectives, and share their experiences so that the organisation can benefit from it too.

To support staff to keep their skills up to date themselves is beneficial to the organisation 9

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The case for

he new role of a modern learning advisor

“The biggest innovation in workplace learning will not come from new technology but from supporting people to learn continuously and to manage their own learning.�

Jane Hart, 2017 10

Modern professionals now recognise that they learn in many different ways at, through and for work. The standard approach of a L&D department is to design and deliver learning interventions to and manage employee learning centrally in some sort of learning platform, e.g. a LMS to manage courses, or more recently in a Learning Experience Platform to manage use of other types of content and interactions.

Standard roles for this L&D work include course designers, developers, trainers, and LMS administrators.

However, whilst the work of these standard roles is currently being modernised: e.g. instructional designers have become i LX designers, and trainers have become facilitators, fundamentally their work is the same as it has always been – designing, delivering and managing learning.

But this standard approach is no longer enough in the modern workplace, there is now need for a more modern approach of enabling and supporting learning, where individuals manage their own self-improvement and self-development. This new approach requires a new role: a modern learning advisor.

The role of the modern learning advisor is about building and supporting self-reliant and self-sufficient modern professionals who make the most of, and learn from all kinds of experiences and opportunities to self-improve and self-develop. It’s not about designing, delivering or managing learning for them.

The modern learning advisor will need to be someone who can ‘walk the talk’ and demonstrate what it means to be a modern professional learner. He/she will

platform. So what they need is to to reflect on, record and manage their own learning and achievements themselves – using their (self-selected) tools so that they own their own learning – and in such a way that they can demonstrate their achievements to current or future employers.

It is no longer appropriate for L&D’s focus to be just about developing content, making sure that employees learn from it and tracking their every move, but rather it needs to be about helping them develop modern learning skills so that every employee can become self-reliant and self-sufficient, and make the most of, and learn from all kinds of experiences and opportunities.

But in fact, taking a greater interest in employees as individuals, with individual needs and preferences, and helping them to prepare for their own futures, they are more likely to stay in the organisation than seek employment elsewhere.

L&D can’t possibly manage everything everyone learns centrally. As it is, a lot of what people learn (naturally) happens without them even realising it, and in most cases, they don’t want to record things on an enterprise

New mindset

New skills

L&D can’t create everything everyone needs to do their jobs. As it is, individuals are already doing things for themselves and by-passing L&D, so it is time to make a virtue of this fact, and encourage individuals to take responsibility for their own continuous self-improvement and self-development.

One size doesn’t fit all, even if it using the latest technology trend,whether it be video or VR! It’s more about helping individuals identify what they need to self-improve and/or self-development and how they might do this in the most appropriate format or way for them.

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aking on the role of a modern learning advisor requires a new mindset, new skills and new work

Furthermore, by taking on this new role, a L&D department moves from being a ‘course order-taking’ unit, to providing a more relevant service for the modern workplace.

But it is not either/or approach. It’s not either the traditional approach or the modern approach. There is room for both approaches, particularly there will still be a need for the design and management of essential (e.g. compliance, and regulatory) training.

However, introducing the new work of a modern learning advisor, will mean that there are many more opportunities to help individuals learn in the modern workplace.

✓✓ have established a habit of continuous learning, and learn something new every day ✓✓ make the most of (and learn from) everyday work experiences – through problem-solving, interactions with their own manager, and their own team ✓✓ manage their own self-development ✓✓ have grown their own professional network ✓✓ continuously keep up to date with their industry or profession in many different ways New work The work of the modern learning advisor will be to: ✓✓ change mindsets, and prepare both individuals and managers for modern professional learning ✓✓ help managers enable and support modern professional learning ✓✓ help individuals acquire (or hone) modern skills for learning on the web ✓✓ help individuals make the most of, and learn from their daily work ✓✓ help individuals manage their own professional development.

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4Myths OF SOCIAL

LEARNING

In the last couple of years, I have spoken to many L&D practitioners about how they may support and enable opportunities for their workforce to learn collaboratively with each other in and during the flow of their every day work. That is, ‘social learning’. During these conversations, I noticed that there were some myths about social learning that I would like to dispel.

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Helen Blunden has over 24 years experience in learning and development across private, public and not-for-profit organisations. With a specialty in workforce social learning and collaboration, Helen believes that workplace learning is integral to business success. She has a passion for enabling people to learn beyond the classroom through networks and communities that drive collaboration, co-operation and meaning within their organisation.

She uses social and informal learning through effective use of enterprise social networking and collaboration tools and platforms and is an advocate of ‘working out loud’ on her blog.

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Myth 1

Social Learning is a New Fad In fact, social learning has been around. ever since cavemen drew pictures of their hunts on cave walls. People always have sought out opportunities to connect, share stories and learn from each other. It is a natural human instinct.

However, one cannot help but notice many articles and references online from people espousing the value and benefits of social learning and linking it to technology platforms. Some of these posts come from learning management system vendors or from people who have not demonstrated an interest or expertise in social learning previously. Despite the interest in social learning, unfortunately L&D are still in the dark trying to understand how to incorporate it into their organisational learning strategy.

Type ‘social learning’ into Google and it yields over 44 million search results.No wonder there is confusion. Where do you start? There’s a saying by Abby Adams who said, ‘Nature is what wins in the end’ and I believe that this is what is happening with social learning in organisations.

Years of structured, formalised education and training programs that were imposed by management and rolled out by teams of instructional designers, trainers and learning consultants may have worked well in the past. However, in a world where people now have information at their fingertips, who talk to each other in networks and who easily find what they’re looking for to do their job, forcing them to learn in a classroom or complete an online course that has no meaning, relevancy or context is not a solution anymore.

Treating social learning as a new fad and then hastily adding it to your organisational strategy is short-sighted. So too is forcing your people to interact in an online discussion forum devoid of any context to any business problem just so that you can say your learning strategy is ‘social’. Social learning is a game changer.

It not only changes the way people work, connect, interact and learn from each other currently in organisations, it will entirely change the role of learning and development function as we know it.

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Myth 2

Social Learning Means Only One Thing Social learning means different things to different people because depending on who you speak to, they will have their own interpretations.

For example, a not-for-profit may view it as learning for community with social impact. An academic in education may focus on the specific definition of social learning theories, whereas someone in the learning and development field would focus on how to enable their workforce to learn, collaborate and co-operate within daily work.

Similarly, when you throw into the mix terms such as ‘guided social learning’, ‘communities of practice’, ‘networked learning’, ‘personal learning networks’, ‘communities of inquiry’, ‘community management’, ‘enterprise social networks’ and ‘social media’, social learning starts to become muddy as people struggle to not only define what it is, but what it looks like. Others may even try to figure out by creating their own definition of what it should be and then control, package and measure it like any other training event.

After all, they ask, “is social learning a program, course, behaviour, tool, platform, system or a process?”

As Jane Hart mentions in her book Social Learning Handboek 2014, “Social learning is about people connecting, conversing, collaborating and learning from and with, one another on a daily basis at work”.

While some people rejoice at the opportunity to be able to do this openly and without the need for having it mandated, packaged and pushed out by their internal training or learning and development teams, those within these teams start to question their value.

After all, if the control of learning is in the hands of their workforce, what does this mean for the new role of Learning and Development?

Myth 4 Myth 3

You Don’t Have to Be Social to Get Social One of the biggest challenges I have seen for some L&D departments in creating a social learning strategy or, designing social learning experiences is that they’re not doing it for themselves. That is, taking the opportunity to learn with others, through others themselves.

They’ve not participated in online forums, shared their own learning journeys though sense making activities such as blogging or working out loud. Many have not used their own enterprise social networks. Undertaking a Google search on how to create a social learning strategy is not enough.

Nor is tasking your Learning Management System manager to create the strategy for you because it’s not about technology – it’s about people.

In order to understand the impact of social learning, the learning and development professional will need to have gone through the personal learning journey themselves. They need to be social themselves.

This means that they are already incorporating new skills such as social collaboration, network building, knowledge sharing, working out loud, content curation and publishing, community building and sense making into their own work.

Only then, would L&D be able to role model and guide their organisation through the same journey. So L&D’s new role will be less about managing and more about supporting and encouraging learning to happen through work.

Depending on how you look at it, this could mean exciting new things for L&D.

Social Learning is About Forcing Your People to Use Your New Social Learning Platform So you’ve implemented your new social learning platform that has discussion boards, curates resources from the web, allows viewers to rate and comment on resources, enables them to build and share content – but your workforce is not using it?

If you’re asking “how do we get our people to use our social learning system?” you’re asking the wrong question.

In the book, The New Social Learning, Marcia Conner says, “If we forget social and collaboration are 90 percent people and 10 percent technology, its easy to focus on what we can control, at the cost of what we can’t (and shouldn’t try to), sidestepping those things we need to influence most: people, culture, communication patterns and traditions. Social Learning is about people working and learning together.”

So instead of focusing on your social learning system, consider how your people are searching, finding and sharing information currently and helping them to improve this. Look at where they are having conversations and where their connections occur within their workplace.

Your social learning system may be one of many tools, media and platforms (both public and enterprise) that your people are currently using to access information, content, knowledge and networks to help them do their job – but it will not be the only one.

Knowing these 4 myths will help you understand that there’s other considerations to take into account when you’re developing your learning strategy so that you can support your organisation.

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Continuous curated learning

the business case

Business is changing. The Towards maturity benchmark report notes that 72% of CEOs believe the next three years will be more critical for their industry than the last 50. The challenge to L&D teams is how they’re going to help their CEO and internal customers stay smart in uncertain times. We need to shift to a model of continuous and curated learning in the workplace.

Here’s why continuous curated content matters to businesses, and how learning professionals can make a business case for it.

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The drivers for business: continuous learning is a competitive advantage If you worked for AT&T 30 years ago, you were probably feeling pretty good about things. You were working for the company that once owned the patent for the telephone. How cutting edge can you get? You were trained once at the start of your career, and that stood you in good stead until retirement. Skills for life, a job for life. Learning is for newbies.

Flash forward a few decades. AT&T find themselves fighting to survive. They’re chasing the tails of companies less than 10 years old, and losing to them. What happened? In simple terms, they didn’t keep up with changes in their industry.

They got Ubered, or in their case, Googled, iPhoned and Amazoned.

Think back on any piece of knowledge, training or skills you acquired 10 years ago, or even 1 year ago. How relevant is it today? To make the lesson of AT&T personal: whatever skills and knowledge have got you this far in your career are not going to get you or your company to the next stage.

For proof, read Exponential Organisations - Why New Organisations Are 10x Faster, Better and Cheaper than yours (and what to do about it). It’s a sobering read for anyone who thinks they’re on top of their game: •

The average shelf life of a business competency has dropped from 30 years in 1984 to 5 years in 2014

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89% of the companies on the Fortune 500 list in 1955 were not on the list by 2014

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The average lifespan of an S&P 500 company has decreased from 67 years in 1920 to 15 years today

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In the next 10 years, 40% of all S&P 500 companies will disappear from the list

The only defence against our skills and businesses becoming irrelevant is to remain agile and continuously learn, becoming what Google calls a ‘learning animal’.

Continuous learning is an economic Imperative The Economist recently ran a special report on the economic imperative for lifelong learning. They note that with 47% of American jobs susceptible to automation, technology will force change on people and the skills they need to remain employable.

As they put it: “The answer seems obvious. To remain competitive, and to give low- and high-skilled workers alike the best chance of success, economies need to offer training and career-focused education throughout people’s working lives.”

So what do you do if you’re AT&T? Get smarter, and fast.

Continuous learning is their only hope for survival. Their CEO’s edict is that everyone spends 5-10 hours a week continuously learning to “stay on top of the firehose of new information”. And if they can’t stay on top? “Mark my words, if we don’t do this, in 3 years we’ll be managing decline”, their CEO says.

Do they even have that long?

“In a world of rapid change and increasing complexity, the winners will be those whose rate of learning is greater than the rate of change and greater than the rate of their competition” Tom Hood Learning continuously is how the winners will stay ahead and outpace change. That needs to be fed with curated content that’s recent and relevant.

So we need curated content to help us stay sharp and continuously learn. But who’s going to find and filter this content? Most people don’t have the time to do it for themselves every day. In our view, the modern learning professional is ideally placed to drive this change in the organisation. If you need to convince stakeholders - or yourself - that this is the right shift for L&D, here are 14 reasons.

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The drivers for learning

14 reasons why learning professionals should drive continuous learning 1. You’re giving people what they really need. Formal courses only account for about 10% of how e learn. The rest of our insight comes through informal and social learning from each other. So curated content fits right in with our preferences, into what Jane Hart calls everyday learning.

2. You’re saving people time. Towards Maturity found that two thirds of leaders say that they struggle with finding the time to learn, and 44% can’t find what they need, despite having the desire to do this.IDC estimates that the average knowledge worker spends 9.5 hours a week searching for information. If you could reduce that by just 10%, what would that mean for efficiency and productivity in your organisation?

8. You’re building your own expertise. A great side-benefit of being a content curator is that you consume a huge amount of information in order to filter and select what’s relevant. For your own personal development, it’s a great way to stay sharp and develop your own skills. It’s also very rewarding to deliver really relevant content through curation.

9. You’re creating a lasting resource. Curated content, if well managed, remains relevant over time. There’s long term value in hand-picking the very best articles on sales leadership, SaaS pricing, or Negotiation skills from authoritative sources. They become the new reference sites and knowledge bases.

3. You’re reducing costs. Budgets for training are under constant pressure. Curating content on the latest trends in pricing, management skills or big data is a lot cheaper than building a custom elearning course or a blended programme.

4. You’re helping the organisation to stay agile. By being outward looking and alive to the next trends in your sector, you considerably reduce the risk of your organisation being sideswiped by disruption or a competitor’s actions.

That’s very different from the traditional mode of L&D. 5. You’re adding value. You’re not just aggregating content from multiple sources. That’s what machines do. You’re acting as an intelligent human filter, drawing attention to what really matters – because you understand your audience, their needs and their context. It’s a very personalised service – and it scales really well if you use the right tools. As Beth Kanter put it, you’re spotting the awesome.

6. You’re providing a more responsive service. If a sales team wants continuous, curated learning on the latest trends in Nanotechnology, or an overview of a new prospect, or a regular set of insights on pricing, effective curators with the right tools can respond rapidly. By the time you’ve built a course to answer those questions, the question will have changed.

7. You’re helping teams stay smart. Rather than producing courses that decline in relevance over time, effective curators are continuously keeping teams briefed on what matters to them. You become a go-to resource. You’re reducing FOMO. And it doesn’t have to be a massive drain on your time.

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Stephen Walsh has spent over 20 years in learning technology. He is the co-founder of Anders Pink, a new free tool for continuous, curated learning.

10. You’re helping people be self-directed. 88% of learners want to take charge of their own learning experience. Set up properly, continuous and curated content is self-service. It’s not an enforced linear experience like a course, you’re serving up relevant content for people to tap into.

You can create paths and structures, or let people make their own.

11. You’re encouraging sharing and working out loud. The number one way we learn is through knowledge sharing in small focused groups. Great curators do not present themselves as experts who have the final say on a topic. They start the conversation by saying why an article is relevant and invite people to comment.

Curation is the engine behind helping teams to share insights and work out loud.

12. You’re delivering at point of need. Learning teams need new approaches to help their customers deal with information overload and increased competitive pressure. If you could say to your internal customer that you can help their teams stay up to date on any topic, in less than 10 minutes a day, on any device, with no need for a course, would they keep listening?

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d y nee RL l l a O e F r RS they E t V a I h ew DR peopl

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13. You’re defending your competitive advantage. Curating and sharing valuable content every day is by definition helping people to learn and stay smart continuously.

Curation habits are the best safeguard against becoming obsolete.

14. You’re harnessing collective intelligence. By inviting collaboration within teams to discuss, add value and act on content, you’re harnessing the power of collective intelligence, and encouraging others to find, filter and share relevant content in their teams continuously.

Make the case for continuous, curated learning in your organisation, and you’re making the case for business survival in an immensely challenging environment.

That’s as close to any CEO’s heart as L&D can get.

art m s ay s st m a se te erti ing p p x l e e h n urce o w s o e 7. r g ing uild stin b a l 8. elfng a s i t e a b cre ople e p 9. ing and help cted g

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C 4LPT

Centre for Learning & Performance Technologies Jane Hart set up the Centre for Learning and Performance Technologies (C4LPT) in 2000. Since that time it has become one of the world’s most visited learning sites on the web.

In 2016 there were over 2.4 million visits viewing over 10.5 million pages. It now contains a number of key resources and comprises a number of complementary websites.

with ✓✓ a directory of learning and performance tools ✓✓ the Top 200 Tools for Learning ✓✓ Jane’s latest book ‘Modern workplace learning 2018’

Connect with Jane using the channels listed on

C4lpt.co.uk

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