In the last few years, the training has become an essential part of companies life, with a specific target to contribute to the development of employees and the creation of highly efficient professionals, capable to influence the success of the entire organization. The pressing necessities regarding the collaborators are more and more focused on the ability to carry out the tasks linked to a certain role with greater agility.
The imperative “agility” runs parallel to the implementation of new training modalities, that will permit the transition of “one-to-one” (a student with a teacher) experience, strongly based on a traditional presence in the classroom and static learning contents, to “many-to-many” (more students with more teachers) model, where the training could take on the social and collaborative nature.
Training and technology is a winning pair of the organizational development.
Recent neuro-scientific studies have highlighted the fact that during the teaching-learning process, only the reduced part of the content is preserved. Our brain, despite having the broad availability, is limited to the “abstract” absorption of information. The trainings connected to the experiences, are easier to convey: the experience, in fact, conveys emotions and sensations. Put together with “technical” component, it can guarantee the major efficiency of the cognitive aspect only. Learning by imitating (I’m referring, for example, to mirror neurons, studied by Rizzolatti) is facilitated in an organizational social context, where the training isn’t just the result of individual and inner experience, but kind of training rather related to the community of reference. Acquired skills, apart from increasing, would also be validated in relation with the community of reference.
Digital is a shared culture.
In other words, the organizations think about learning in a mainly interconnected way, as a process that uses the technology as a support to the training activity.
The idea to separate the moment when you are committed to learning from the moment when everything you have learned is put into practice, is being surpassed thanks to the use of the systems that can be accessed in an autonomous manner, at any convenient for individuals time, profiting from the contents in a social, shared and digital modality. (learning pack, app, community, etc.).
A great number of companies, nowadays, enjoys the benefits offered by digital. The function of HR, at the same time, is always more oriented to implementing the new competences and digital profiles inside different working teams: tool of changes inside the organizational structure, similar skills lead the company toward digital maturity, creating the culture able to involve each and every member of the organization and promote deep changes in business processes.
How can we originate the group knowledge?
Nonaka and Takeuchi offer the “Theory of organizational knowledge creation” explaining the phenomenon of knowledge creation inside the organizational structures. The creation of organizational knowledge is defined as “the capacity of the company to create new knowledge and implement it in its own products, services and systems”. Nonaka and Takeuchi claim that initially the individuals create the “know-how”, that later becomes the organizational knowledge through so-called process of “spiral of organizational creation”.
The process of knowledge creation is composed of individual first level, where it is initially internalized, and the second level where the individual knowledge is exteriorized with the help of socialization with other people. In the end, this knowledge is combined with current knowledge of those to whom the single individual has transmitted it. The last step of this process is externalization, or better to say the transformation of implicit knowledge into explicit one by individuals, in the form of documents or other tangible support tools. Potentially, this process of knowledge conversion, can be prolonged to eternity.
To sum up:
1. The training in classroom should be always considered to be the tool of in-depth analysis of contents valuable for the organization, place of exchange and engagement of participants.
2. To avoid the risk of a lesson becoming the abstract exhibition of contents, but having the useful and real practice, it is necessary to combine it with the initiatives of participation, or even better co-creation.
3. Each participant should feel actively involved into the process of creating of something real (Bandura, the Stanford scholar, calls it self-efficacy) that can be connected in practical and true manner to the organizational system where he operates.
4. Digital should be fully implemented in the distributing tools of training, pre-arranging contents anytime and anywhere and stimulating the creation of new highly trained digital professionals.
Digital training challenges.
So, the training process, taking into account these aspects, should be concentrated on the following targets:
1. Pre-arrange simple, winsome, tangible contents, easy to understand and put into practice, linked to the operative life, that can be reached any time needed.
2. Activate experimental models, through simulations, gamification, etc. to evaluate in no time the assimilation of new skills.
3. Create the digital surrounding that permits the contents sharing and interaction around the themes of interest, aimed at facilitating the exchange and stimulation of considerations between the members of the organization. The creation of digital community allows participants to access the contents in social and digital modality, in autonomous manner and at any convenient for the individual time.
4. In the view of technological development and collaboration, people with better digital skills will be more available to help those with lesser skills, actively participating in the digital transformation process of the entire organization.
Digital has changed the concept of time: times of communication, times of information management, times of interaction, times of decisions, but above all it has significantly speeded up the times of development of new contents. The training process that doesn’t adopt this pace, runs a risk to become inefficient and ineffective.
This change offers to the training process new dynamics of stimulating the interest, information research, behavioral analysis (behavioral models, prescriptive and prognostic analysis) and the modalities that help the community, group, team or company area to be actively involved in the creation of contents and values.