In his interview with the E-learning Letter, Jérémy Salmon (Co-founder and COO, Fifty) points out that the application of knowledge acquired in training is still too often lacking. This reduces the effectiveness of training, especially when training is asked to help change behaviour. Without judging the L&D departments, Jérémy analyses this phenomenon and its causes and provides concrete solutions.
Extract from the article :
"How can we mobilise on the transfer of knowledge?
Jérémy Salmon : First of all, it's a question of making an uncompromising assessment of all the methods used and asking ourselves which ones correspond to which issues. A well-done eLearning course is used to acquire knowledge and memorise it; a self-diagnosis or a simulation will be used to position oneself, to appropriate this knowledge, etc. But be careful not to confuse these devices, which help "I have understood and I want to change" with "I am changing and I can measure it".
To achieve this last objective, the Learning & Development (L&D) Departments and the public authorities introduced FEST: Training in a work situation, in which learners are expected to "do". Then, to overcome the limitations of this system, in particular the difficulty of scaling up and on cross-cutting skills, eDoing soon emerged. It is a matter of combining the ancestral method of small steps with the power of digital technology, following the model that learners have already established in their personal lives. Practising a sport, being more eco-friendly, eating better: these are all new behaviours that can be acquired by doing, not just by reading.
What is the scientific basis for eDoing?
Jérémy Salmon : The eDoing recommends personalised actions for learners to carry out in their daily lives. For example, to work in a more agile way: "At the end of your next meeting, report live by sharing your screen". "
To read the full article, click HERE.