learning program principles

Context 1: remote, time-constrained professional environment

• most people will prioritize project work over learning
  • learning will need to be delivered within this constraint > that means recorded sessions on leadership-defined priority topics, recorded and centralized for on-demand viewing
  • these modules can then be plugged into onboarding and workflow processes / documentation
• there are multiple types of learning that require their own differentiated / fit-for-purpose approach and value proposition
  • on the project learning and coaching (hands-on, continuous)
  • ‘shadowing’ programs
    • people will be interested in the principle but to get traction the program will need to be as close to no overhead as possible
      • this means no ‘hands-on-keyboard’ work > on-ramping people with project context and providing coaching to ensure ability to add to deliverables is not feasible
      • what this looks like in practice:
        • opportunistic micro-learning marketplaces that piggyback on existing projects and cadences
        • over-the-shoulder problem-solving demos
• learning is best delivered in a multi-level structure
  • Level 100 - inspire / spark interest through broad exposure with clear self-directed next steps available with micro-moments and on-demand modules recorded in real-time when feasible to serve dual purpose and generate visibility
  • Level 200 - build expertise / go deeper through project work, certifications, and CoPs
  • Level 300 - take on a leadership / specialization role
• optimizing reusability means piloting on one project first, then improving and standardizing approaches ongoingly
• all learning should:
  • assume the use of AI tooling as a copilot or support, done well by deep learning ai
  • map to high value workflows and a future vision of skills to provide maximum value