Group items matching

in title, tags, annotations or url

VR is a great tool for enhancing the learning experience.

Moreover, e-learning platforms are evolving into adaptive learning platforms so that content can be adapted automatically, thanks to algorithms and data, which can set the pace of the learning to suit the abilities and preferences of the learners. This could be the end of the ‘one-best-way’ approach to higher education. In short, it is impossible for us to continue teaching in the way we have done for decades

A vast quantity of information is now widely available online. With more than 4.7bn web pages to choose from, hundreds of new videos uploaded to YouTube every minute of the day, a wide choice of social networks and millions of apps to download, access to information, experts and tools has never been easier. Much of this information is streamed directly to your pocket 24/7 thanks to the mobile phone. Finding relevant and accurate information is far less simple. Nowadays, the challenge is finding the right information at the right time. Professors have to enhance their students’ skills around the critical analysis of online content, tools and expertise.  The student demographic is also evolving, with so-called ‘digital natives’ proliferating within Business Schools, but there is a tremendous need for all employees to become lifelong learners.

With this technology, we aim to achieve three key improvements around learning:  1. Faster learning: the use of VR speeds up the learning process. Students are more engaged and involved in the case studies, and this means that they pick up the marketing concepts linked to the business case more quickly. 2. More memorable learning: students are likely to be positively influenced by this innovative and novel style of teaching. Its effects will therefore last longer and they stand to remember key concepts more clearly. 3. More complete learning: students experience the world in its full complexity and in a ‘natural non-linear’ way: they enhance their critical-thinking skills and creativity, thanks to shorter feedback loops around the experience itself during class.

At NEOMA, we are lucky to have faculty rules that recognise the value of innovation in teaching. Without such rules, innovation would be unlikely to take root.

Peter Drucker: ‘The greatest danger in times of turbulence is not the turbulence; it is to act with yesterday’s logic.’ Don’t be afraid of the turbulence, go forth and transform. 

Alain Goudey is Chief Digital Officer and Professor of Marketing at NEOMA Business School in France

« ce que les DSI attendent des DRH c’est, d’une part une meilleure compréhension des enjeux du Big Data et ce que cela peut apporter à l’entreprise.

Emmanuel Baudoin, responsable de la majeure Management des Ressources Humaines de Telecom Ecole de Management et directeur du HRM Digital Lab

Autre sujet où les aspects humains et technologiques se rencontrent : la gestion des talents. Trouver la bonne place, pour le bon profil, au sein de l’entreprise, nécessite des outils informatiques autant qu’une expertise RH. « Les DRH sont sollicités autant pour identifier la ressource en compétences numériques qui existe déjà en interne que sur le plan du développement des ambitions professionnelles des profils digitaux », constate François Jarry. « De leur côté, les DSI plébiscitent une meilleure anticipation des besoins », note Ludovic Dervaux.

46 % des personnes interrogées estiment que les synergies pourraient être plus efficaces qu’elles ne le sont aujourd’hui.

Employees want to work for digital leaders. Across age groups from 22 to 60, the vast majority of respondents want to work for digitally enabled organizations.

Taking risks becomes a cultural norm. Digitally maturing organizations are more comfortable taking risks than their less digitally mature peers. To make their organizations less risk averse, business leaders have to embrace failure as a prerequisite for success.

The digital agenda is led from the top. Maturing organizations are nearly twice as likely as less digitally mature entities to have a single person or group leading the effort

Benjamin Chouraqui, la trentaine, est cofondateur de Pitchy, une startup qui propose aux entreprises un service clefs en main pour créer leurs propres vidéos de formation. Pour lui, comme dit le dicton, «une image vaut mille mots», mais la vidéo peut aussi être un premier moyen d’accrocher l’intérêt du salarié, avant de lui «proposer quelque chose en présentiel».

Pour Arnaud Blachon, PDG d’UpGraduate, plateforme d’ e-learning , c’est même la clef de toute formation continue des salariés à l’heure du digital. Sa solution, à lui, c’est de «cibler les publics»: rien ne sert d’imposer une formation aux salariés peu réceptif, il faut choisir ceux qui en expriment la demande, ou du moins ce que l’on estime susceptibles d’êtres intéressés.

La mise en place d'un  réseau social interne peut stimuler les échanges entre collègues, à condition que ce soit au sein d'une petite unité volontaire

Ces pratiques de collaboration « favorisent l'apprentissage informel, auto organisé et mis en réseau, et stimulent un bon workflow, » 

3. Diversité

Les entreprises innovantes « ont bâti des équipes inclusives et diversifiées », afin de « gagner la course à l'innovation et à la transformation digitale »,

4. Engagement

Autre notion essentielle : l'empowerment, qui place les collaborateurs au coeur des décisions et renforcerait leur fidélisation. Le principe ? « La direction cède une partie de ses pouvoirs aux collaborateurs. Ceux-ci ont alors un oeil sur le talent management et peuvent façonner activement leur parcours et leur activité. Ils découvrent des processus, obtiennent plus d'autonomie et de responsabilités, par exemple en matière de formation continue ». Avec la mise en place de mesures d'empowerment, on relève « une augmentation considérable de la satisfaction des collaborateurs »,

5. Expérience collaborateur

Les responsables RH « doivent devenir des designers d'expériences pour les collaborateurs, leur proposer du sur-mesure, leur permettre de personnaliser l'organisation de leur cadre de travail, élaborer des expériences intégrées, personnalisées et à forte valeur ajoutée, 

6. Formation à la carte

L'autre tendance forte est le « blended learning », mêlant coaching, réalité augmentée, réalité virtuelle et présentiel. Le salarié accède librement, y compris depuis son mobile, à la plate-forme de son entreprise proposant contenus, vidéos, exercices et autres catalogues de formations.

« Aujourd'hui plus de 75 % des Top Employers en France disposent de portails dédiés permettant aux salariés de piloter leur propre développement professionnel, avec un libre accès à une très large palette de ressources, internes comme externes. Oser mettre l'accent sur les choix individuels permet d'augmenter l'engagement et le taux de réussite des évolutions individuelles, tout en préservant la cohérence avec les besoins de l'organisation.

8. Nomadisme

Le nombre de salariés pouvant télétravailler a augmenté de 14 % entre 2015 et 2018

9. Performance opérationnelle

De quoi « permettre aux RH d'apporter la preuve de leur contribution à la performance métier de l'entreprise »

eLearning could reduce employee training time by as much as 40-60% [2]. Cutting training time means that workers can spend more time doing their primary role and companies don't need to organize as much cover.

eLearning may boost knowledge retention by an impressive 25-60% [2]

Deloitte, a professional services and research company, estimates that the average employee needs to dedicate around 1% of their time per week to training. Doing this, according to Deloitte, enables the worker to stay up to date with best practices and developments in their industry. 1% of the working week isn't much time at all. It translates to 24 minutes per week or 4.8 minutes per day, assuming a 5-day working week [14]. Arranging 4.8 minutes of training per day face-to-face would be impractical. But thanks to "microlearning"— a popular buzzword in the eLearning industry—companies can now take this approach. What's more, microlearning may be even more effective than regular learning because people are better at absorbing lots of small chunks of information than they are a few larger ones.

Data Suggests That When Employers Spend $1,500 Per Employee Per Year On Training, They Achieve Improvements In Profit Margins Of Around 24%

it's the conclusion of the American Society for Training and Development after a study of more than 2,500 firms

Data suggests that when employers spend $1,500 per employee per year on training, they achieve improvements in profit margins of around 24% [8]. Furthermore, for every additional $680 a company spends, shareholder return rises by 6%. Investing in the knowledge capital of a company, therefore, is just as important as investing in the physical capital [8].

This can be accomplished easily if the company opts for a value for money LMS.

Figures From An Open University Study Suggest That eLearning Cuts Energy Consumption By 90% And Slashes CO2 By More Than 85%

72% of organizations believe that eLearning puts them at a competitive advantage [2]. eLearning is a flexible tool that firms can use to provide them with educational support when they need it. Keeping employees apprised of changes in the market is a significant challenge for many enterprises.

Data from a Gallup poll in 2015 found that only 32% of employees in the US were "engaged" and that more than 51% were "unengaged" [9]

According to data from The Molly Fletcher Company, eLearning helps firms achieve an 18% boost in employee engagement leading to higher productivity and customer satisfaction [2].

49% Of Students Say That They Have Taken An Online Course In The Last 12 Months

top learning companies spend 50% more of their learning budgets on technology than the average organisation.

In 2012, the proportion of training budget allocated to technology increased from 18% in 2011 to 20% in 2012.

25% of organisations are now developing mobile apps for learning, an increase from 20% in 2010, with 30% of organisations encouraging individuals to use their own devices to access learning opportunities and 31% providing learners with mobile devices.

68% of those organisations are using social learning to build networks inside the organisations; 55% to support learning generation and sharing of user generated content; 54% for individuals to communicate in real time; 51% to reinforce formal learning and 49% to support personal professional development.  

learning was not seen as a management priority by 53% of organisations surveyed in 2012,

he lack of knowledge of potential use and implementation remained the same, as the 2011 figure at 62%.