When it comes to driving the use of technology and increasing user adoption of products or features, at times it is the learning content that can let a project down.

Frameworks like ADKAR have been utilised for many years, with a lot of work put into Awareness and Desire. In a workplace change or training program, we carefully consider the themes, words, and support for staff. This is all great and really sets the tone for the user experience.

What about the other letters?

The Ability and Knowledge that people require for effective use and driving workplace transformation.

Whether you are rolling out a detailed SaaS solution such as a CRM, or teaching people something that feels smaller and easier (like running an online meeting) the learning journey should have the same careful consideration. This doesn’t mean long-winded analysis and planning, with hours of video content or sessions with employees. Just use a model, do the assessment, and design to meet the user needs. Easy?

Do me a favour though, don’t stop there. Don’t think about the system and how it is used and then map our steps to build content.

There’s one more thing I ask of you.

Make the learning approach and activities authentic. This is where the power lies!

To those people in the learning space, the instructional design gurus and experienced learning delivery folk, this is not new. But for ‘adoption’ consultants, it’s something I beg for. Why?
Well adoption folk, especially in the tech community, tend to be focused on their expertise and getting things done. It can be about ‘moving the needle’ on adoption metrics and ticking off numbers. Those who refer to ADKAR and think knowledge and ability are a list of things to do and not a deep area where the right expertise and solutions make or break projects.
For that K and A, there are training sessions and content, or then there is real deep learning. These are different.

What am I talking about?

Let’s think about Microsoft Teams. A session can be run taking people through features. To prepare, a person reviews the product, lists features and clumps them together in logical groups. The session delivered may involve intro content, then diving into chat features, then online meetings, then later the teamwork area. People can attend sessions to see it demonstrated, and they may have user guides or video content to access for learning in their own time. But this really is generic learning content that doesn’t hit the mark.

Extend this to something more complex like ChatGPT, or Copilot. This area can have a similar experience with sessions or videos giving introductory content and example use cases. There may even be content on how you can benefit or save time. But unless the experience really hits the mark with how people would use the tools, it is lip-service and doesn’t trigger things in the attendee to drive them to go away, try, use, and benefit.

Authentic learning starts with structure and purpose

Firstly, authentic learning experiences begin with the overarching design. Don’t lead with “let’s show everyone about Microsoft Teams”, or “let’s get our staff to use AI and save time”. Reflect on what is being implemented or changed, or what is the goal. What are you trying to achieve?
As with a lot of things, consider the ‘why’. Why? Because this connects directly to the desired outcomes.

Start with what you want people to do, then build the journey to step them towards it. Don’t tell them all about a product when they’ll really only benefit or use 20%. Keep the learning program targeted, specific and clear.

Workplace learning programs can learn a lot from the education sector. There is so much effort and structure, based on academic research, for how kids (or mature folk) learn. But in the workplace we have lost our way. Adults are expected to work it all out being handed user guides or online content to review and consider how to integrate programs or skills into their day. With some forethought and consideration in the design and delivery, learning can be constructed to better service the learner and improve outcomes. Anyone who wants to dive deeper into this, research Backwards Design, or in particular Constructive Alignment. Biggs & Tang are highly regarded researchers in this field. This YouTube video provides a useful overview: What is Constructive Alignment?

Reflect for a moment on what we know about workplace learning

Firstly, it is widely known that ‘blended learning’ programs are highly effective for adult learners. Researchers McKenna, Gupta, Kaiser, Lopes, & Zaretsky (2020) found a multifaceted learning program with purposeful activities improves learning outcomes. So we need a range of content to motivate, connect and educate in the workplace.

Research prior to this by Hager (2011) explored ‘socio-cultural’ theory and in particular how learning incorporates the experience of both an individual and the collective group. Think of technology in a workplace and how people can complete modules or attend sessions to take in information or follow instruction. A person has their own journey through this learning, but it is amped up when there is a group experience. Unfortunately at times the group experience can be a joint whine in the open plan office about how much they hate the product, or it could more positive by workshopping together how they’ll change how they all collaborate online.

Theory and literature exploring ‘connectivism’ has informed us how technology helps drive learning via connections learners form across their peers as a network (Siemens, 2004).

Again, in the workplace we have people connected through a department or small team, but also across location, roles and the broad network that they leverage. This could be to complain, or to motivate.. I am sure we’ve all seen both.

Authentic learning extends into the most effective learning activities

Beyond the structure of a learning program with the clear alignment across the desired outcomes, course design and clarity of purpose, and the theory for workplace learning, you then consider the how.
What are the activities learners will complete that will drive the end result?

Topics can be taught in different ways, and research has shown some more effective than others. So, put time into considering your learners and what could be more suitable and you’ll deliver a more effective program.

Let’s explore some of these

To do so, there are a few key frameworks to consider. Again, to dive deep look up Laurillard’s 6 types of learning, this page is useful: The Conversational Framework. Or Jan Herrington’s 9 elements of authentic learning on her YouTube channel: Jan Herrington – YouTube.

I love the terms in Laurillard’s framework, particularly how they make you think about the different activities that can be created or experienced. For example ‘acquire’ is different from ‘discuss’ or ‘produce. You can acquire knowledge from reading content, you can then have a team workshop, or even water-cooler conversation about it, and that extends the experience (also building on the social and network aspect in the workplace). Then further on from this is ‘collaborate’ or ‘produce’. Those levels are where people really do the work to connect with content, apply it to their needs and experiences, and embed.

Another interesting read is Rich Environments for Active Learning (Grabinger and Dunlap) where they explore for learning opportunities to be a rich, the learners need to be engaged in real-world experiences. Their concept ‘REALs’, while related to the education sector, can teach us a lot about incorporating the needs of each learner into the activities to help drive a richer experience being strongly connected to their real-world. This could be their specific daily tasks in their job, the workplace in general, or extend further. Considering this helps us design workplace programs that are learner-centred and drive deeper outcomes rather than just running training sessions to tick a box. Interestingly, in their view, an LMS is a ‘micro-world’ but not a REAL (authentic learning experience or real-world connection) due to being a simplified environment with limitations. There is so much to unpack here considering the platform or solution many workplaces rely on is considered to fall short in effectiveness and suitability.

Finally, another useful link for considering the different activities for adult learning is here: Case, scenario, problem, inquiry-based learning – Institute for Teaching and Learning Innovation – University of Queensland. This link has interesting options to help innovate your learning program. Review ideas such as ‘scenario’ or experiential’ based learning activities. Make time for people to participate in activities that engage and motivate, and help them apply features or skills in new ways rather than just watch and memorise.

I know the above detail is A LOT! However, it’s that old chestnut ‘70% planning 30% implementation‘. Either hire an experienced learning designer, or work out how you can have the time and expertise to consider the needs of your employees/ end-users.

Review design options such as asynchronous, synchronous, blended, online etc., along with the types of knowledge people require from your program (initial core concepts or higher level cognitive processes). Make sure your technical implementation or workplace transformation isn’t let down by generic learning that doesn’t excite, connect, inform, embed and really produce the outcomes you hope to achieve.