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At this event organized by RH&M, our Content Director Claudio Vandi spoke at two conferences. Didn't make it? We've put together a recap for you!
The future of learning raises a number of questions: does it have to be different from what we've known until now? What sociological, technological and contextual trends are driving us to change? Is this change desired, and by whom? And finally, does it affect all forms of learning without exception?
Companies and learners have moved from a trade-off between digital and face-to-face training to a trade-off between one-off and ongoing training. For trainers, the trend is to focus on the essentials, and training is now approached from the angle of value rather than time available.
In concrete terms, today we ask ourselves "What skills do we want to develop and how much time do we need to do it?" whereas yesterday we tended to think "We've got 2 days' training, what can we put in place in that time?"
There's a kind of attachment to the present moment, a shorter-term vision of the effects of training. Rather than anticipating and training for the skills of 2030, there is a growing awareness of the need to train faster, so as to be able to adapt quickly to business changes. In this way, training becomes more agile.
At NUMA, we have opted for 2-hour virtual classes, which are denser than micro-learning but less restrictive than face-to-face training. The advantage of a short, remote format for learners is that they can train more easily during their working hours.
To assess the impact of a training course, we believe we need to place ourselves at the level of the learners, and ask them about the use they make of their learning, what it brings them in their daily challenges.
Skills - be they soft, hard, no-regrets or even mad - have been at the heart of organizational concerns for several years now. This is obviously due to changes in the world of work, but also to technological developments that have and continue to open up the field of possible tools (AI, Microsoft Teams). The question is: is the current crisis a catalyst?
The digital transformation was largely accelerated by the covid19 epidemic and the general containment of Mars, and was accompanied by the necessary digital training of employees.
In order to implement an effective rebound strategy, we need to approach training from a skills-based angle, in order to project our employees: What is our mission for tomorrow? What skills do we have to date? Which do we need to acquire to evolve and adapt?
The question of training comes directly afterwards: How to train? What training methods are best suited to the skills to be developed?
Our belief at NUMA is that employability skills are the "timeless" skills that will remain useful no matter what turn learners take in their careers.
This implies two things:
The advantage over a school is that we know the learner's job in advance. So we can tailor everything to address the real issues.
Learners have entered a logic of continuous development. There are at least two levels of training, and therefore two different challenges:
Because learners are fully involved in their own progress, we prefer to give them hands-on experience through real-life situations they encounter every day, rather than handing them a "best practice" kit that they will find difficult to transpose into their daily lives.
At this event organized by RH&M, our Content Director Claudio Vandi spoke at two conferences. Didn't make it? We've put together a recap for you!
The future of learning raises a number of questions: does it have to be different from what we've known until now? What sociological, technological and contextual trends are driving us to change? Is this change desired, and by whom? And finally, does it affect all forms of learning without exception?
Companies and learners have moved from a trade-off between digital and face-to-face training to a trade-off between one-off and ongoing training. For trainers, the trend is to focus on the essentials, and training is now approached from the angle of value rather than time available.
In concrete terms, today we ask ourselves "What skills do we want to develop and how much time do we need to do it?" whereas yesterday we tended to think "We've got 2 days' training, what can we put in place in that time?"
There's a kind of attachment to the present moment, a shorter-term vision of the effects of training. Rather than anticipating and training for the skills of 2030, there is a growing awareness of the need to train faster, so as to be able to adapt quickly to business changes. In this way, training becomes more agile.
At NUMA, we have opted for 2-hour virtual classes, which are denser than micro-learning but less restrictive than face-to-face training. The advantage of a short, remote format for learners is that they can train more easily during their working hours.
To assess the impact of a training course, we believe we need to place ourselves at the level of the learners, and ask them about the use they make of their learning, what it brings them in their daily challenges.
Skills - be they soft, hard, no-regrets or even mad - have been at the heart of organizational concerns for several years now. This is obviously due to changes in the world of work, but also to technological developments that have and continue to open up the field of possible tools (AI, Microsoft Teams). The question is: is the current crisis a catalyst?
The digital transformation was largely accelerated by the covid19 epidemic and the general containment of Mars, and was accompanied by the necessary digital training of employees.
In order to implement an effective rebound strategy, we need to approach training from a skills-based angle, in order to project our employees: What is our mission for tomorrow? What skills do we have to date? Which do we need to acquire to evolve and adapt?
The question of training comes directly afterwards: How to train? What training methods are best suited to the skills to be developed?
Our belief at NUMA is that employability skills are the "timeless" skills that will remain useful no matter what turn learners take in their careers.
This implies two things:
The advantage over a school is that we know the learner's job in advance. So we can tailor everything to address the real issues.
Learners have entered a logic of continuous development. There are at least two levels of training, and therefore two different challenges:
Because learners are fully involved in their own progress, we prefer to give them hands-on experience through real-life situations they encounter every day, rather than handing them a "best practice" kit that they will find difficult to transpose into their daily lives.
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