The state of learning in the workplace today

I first released the State of Learning in the Workplace Today on 1 January 2010. Since that time I have updated it with new thinking, as well as links to relevant resources - in particular those of my colleagues at the Internet Time Alliance with whom I have been having an ongoing discussions on the current state as well as the future direction of workplace learning.

PART 1: The past and present

I have been working with businesses for over 25 years and have seen how they have moved from classroom training to e-learning in the 90s and early 2000s, as they began to automate the training process by the use of online courses, which they delivered and tracked through learning management systems (LMS) . I also saw the disillusionment with early e-learning: by managers, as it failed to deliver on early promises, and by employees in their unenthusiastic response to the requirement to plough through hours of online courses on their own. To try and offer the best of both worlds, provide cost-effective training and at the same time address the need for human support, the concept of "blended learning" was born.

For many organisations, this is very much the state of e-learning in the workplace today, although two new trend are now beginning to impact workplace learning.

The first is the recognition that much of learning in the workplace is informal.   My colleague, Jay Cross, the author of the seminal work on informal learning, defines formal and informal learning as follows:

"Learning is formal when someone other than the learner sets curriculum. Typically, it’s an event, on a schedule and completion is generally recognized with a symbol, such as a grade, gold star, certificate or check mark in a learning management system. Formal learning is pushed on learners.

By contrast, informal learners usually set their own learning objectives. They learn when they feel a need to know. The proof of their learning is their ability to do something they could not do before. Informal learning often is a pastiche of small chunks of observing how others do things, asking questions, trial and error, sharing stories with others and casual conversation. Learners are pulled to informal learning."

The second is the emergence of social media which has changed the face of the Web, moving it from the read-only web to the read-write web, aka Web 2.0 or the Social Web, which supports individuals creating their own content in a variety of formats, making connections with people, sharing information and experiences and/or collaborating on different activities.

Training/L&D departments have been struggling for some time to understand how informal learning fits into their view of the world which revolves around creating and managing formal learning courses, as too how social media could be best used in this context   Consequently, many L&D departments are drifting into a 4th stage of workplace learning- one which is still primarily about delivering formal training - but now which tries "to shoehorn" - almost force-fit - both informal and social approaches within it.

However, Training/L&D need to be aware that simply "adding in" social approaches into formal course offerings does have its drawbacks, and in some cases can be counter-productive. To be effective, social approaches need to be firmly embedded in course design.      LD must also realise that this use of social media is not going to have a major impact on the way that their organisation performs, as it simply replicates the traditional model of workplace training. The effective use of both informal and social approaches in workplace learning is much more than just adding them into formal learning solutions - it is part of a bigger picture of how organisational learning is evolving.

PART 2: Moving into the future: Beyond Training

It is clear that for many organisations, their understanding of "learning" is still based on an industrial age model of learning; i.e. with a heavy focus on designing formal content-rich courses and managing them in a command and control systems like an LMS.    However, some are already beginning to realise that this model is defunct, and that there are further pressures and imperatives in their organisation which are driving change. But at the same time recognise that new trends, technologies and tools provide them with huge opportunities to make a difference in their organisation.

If we take a look at these pressures, we can see that L&D departments are being squeezed in the middle both from the top as well as from the bottom. Below I consider 10 factors that are driving change. As you will see many of them are inextricably linked.

1 - Financial pressures will require new thinking

Many L&D departments, if they have not already felt the pinch, will probably see cutbacks in their training budget at some time. These will inevitably require reductions in people, the development of new content or the purchase of upgrade of learning systems.   To achieve the same with less will require a complete rethinking of current practices.

Laura Overton from Towards Maturity, has already written about the need for change due to cuts in the public sector in the UK, Cuts, Change & Collaboration. She summarises her piece by saying:

"In response to government directives for cuts cuts cuts & cuts, L&D need to take decisive action that leads to change, collaboration, community and communication"

There also seems to be, even more than ever, an over-emphasis on the development of sophisticated learning solution rather than trying to solve business problems in the most effective and efficient way. Laura Overton asked the following question in a tweet at the E-Learning Network's E-Learning Showcase

"are we more passionate about dev the solution or getting the right business results?

Getting the right business results is obviously the key, learning and learning solutions are only the "means" to the end, not the end itself. When considering the "means", cost will inevitably come into it e as well as how rapidly L&D can respond to the need for a solution. Non-training solutions are usually far less costly than training and can be achieved much more quickly and easily, so for that reason alone should be given much more consideration.

2 - Real learning takes place outside formal training

Although many still equate "learning" with "training", Charles Jennings points out the facts in his powerful blog posting, Real learning - let's not confuse it with completing templated exercises.

Most of us have been persuaded that the majority of real learning occurs in the workplace through experience and practice and over the water cooler through conversations and reflection.

It may be an interesting intellectual pursuit to argue whether the % of learning that occurs outside classrooms and other formal module, course, programme, curriculum structures is 70%, 80%, 90% or some other figure and whether the evidence supports one assumption over another, but arguments like that add little value to the fact that there is an increasing body of empirical evidence that says we learn as we work."

Charles Jennings, in a recent webinar, built on this point stating:

""A lot of existing formal learning practices are ineffective and inefficient. Filling heads with knowledge has little to do with real learning (which is all about behaviour change). Back in 1885 Dr Herman Ebbinghaus showed that knowledge gained without context is lost very quickly (about 50% is forgotten within an hour). Other research has shown that taking people away from their workplace and 'training' them is usually equally ineffective. Most formal learning is content-heavy and interaction-poor, provides little opportunity for practice in context and for reflection. In other words, a large amount of formal learning is a cost rather than a benefit. We're fortunate CFOs haven't woken up to the fact.

There is a strong imperative for continuous learning - the world is changing so fast that we need to continually update our knowledge, skills and productivity. Doing it in discrete steps just doesn't work any more - even if the steps are small ones. We all need to develop the mindset of continuous, always-on learners. Informal and social learning approaches fit this need better than staccato formal learning.

Natural learning is a process. It is not a series of events. The process of embedding changed behaviour in long-term memory requires focused practice, experience and reflection. All of these, in turn, are on-going processes.

"There's an inherent inertia in formal learning approaches. It takes time and effort to design, develop and deliver learning content. Speed-to-competence is often compromised. Once a course, programme or curriculum has been developed there is often so much invested effort and cost that it's unlikely to be changed or discarded as fast as it needs to be in order to keep pace with changing circumstance""

Gary Wise in his posting, Take this LMS and shove it, makes use of the diagram below to demonstrate that a knowledge worker only spends around 5% of his/her working hours in formal training, and the other 95% of the time is spent "working" - and "really" learning - and yet most organisations still focus their learning budget and systems on that small 5%. This surely can't make sense - financial or otherwise.

It is clear that many organisations will need to provide compliance or regulatory training and track completion in some sort of training management system. However, this model of training isn't required be used to address all learning or performance problems.

I, and many others, have written about the fact that training is not the answer to every learning or business problem. When confronted with a learning or performance problem, the normal and traditional response from L&D is to create a training solution, probably in the form of an all-singing, all-dancing content-rich e-learning course. For a long while I've compared this approach with using a hammer to crack the proverbial nut!

As Harold Jarche writes, in Compliance of an industry:

"Only when there is a genuine lack of skills and knowledge, is training required [repeat as necessary]. Training should only be done in cases where the other barriers to performance have been addressed. A trained worker, without the right resources and with unclear expectations, will still not perform up to the desired standard."

"Barriers" are things like poor communication, unclear expectations, inadequate resources, unclear performance measures, which can be addressed through an integrated collaborative approach to working and learning - where the sharing of knowledge, resources and experience can significantly reduce the need for costly training.

3 - Autonomy is a prime driver of motivation

Dan Pink's recent book Drive: the surprising truth about what motivates us, explains what drives (i.e. motivates) high performance in organisations, and this is also very relevant for learning. He says ...

"Human beings have an innate drive to be autonomous, self-determined and connected to one another. And when that drive is liberated, people achieve more and live richer lives. ..

"The opposite of autonomy is control. And since they sit at different poles of the behavioral compass, they point us to different destinations. Control leads to compliance; autonomy leads to engagement."

"It means resisting the attempt to control people - and instead doing everything we can to reawaken their deep sense of autonomy"

"A sense of autonomy has a powerful effect on individual performance and attitude. According to a cluster of recent behavioural studies, autonomous motivation promotes greater conceptual understand, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout and greater levels of psychological well-being."

The following is a animation of the ideas in Dan's book (from his talk at the RSA)

Organisations - and L&D in particular need to relinquish control and support learner/employee autonomy. This does require a culture of trust in employees rather than the need to control their every move. This is often a big barrier to overcome for some, e.g. in allowing them access to social media toos. Bear in mind the words of Mark Oehlert, from the Defence Acquisition University, who made the point

“The US Airforce will give a pilot a $30m aircraft full of deadly tools – so why not trust them with Facebook at work?”

4 - Dynamic learning mindset is required in competitive environments

The need for autonomous or self-directed learning is reinforced in this article, Agile Learning, Thriving in the New Economy, that appeared in the December edition of CLO Magazine.

"As competitive environments increase in speed, complexity and volatility, organizations and individuals are compelled toward a dynamic learning mindset. Dynamic learning is defined as rapid, adaptive, collaborative and self-directed learning at the moment of need."

5 - Social media use is a revolution not a fad

It is now clear from the statistics, presented in Erik Qualman's video, Social Media Revolution (v2) in May 2010 (and embedded below) that a huge number of people are using these tools in their daily lives and it is having a significant impact on all types of activities - personal, business as well as learning.

My own analysis of the way that social media is being used for "learning" shows that it falls into 5 distinct categories. Although the first category, Formal Structured Learning, is clearly what is otherwise known as training, the other four might be termed "informal learning" or indeed "real learning". So here below is an analysis of each of these four categories of learning, and in particular how they are using social media is being used within it

Personal Directed Learning (PDL): Learning = finding things out for or by yourself
This is where individuals organise and manage their own personal or professional learning, that is they find and make use of both informational and instructional content as well as connect with people to address their own learning and performance problems.    Whereas education has for some time now recognised the importance of personal learning, the concept is not generally encouraged or supported within workplace learning. Nevertheless, a large number of employees are making significant use of (free) public social media tools to build their own Personal Learning or Knowledge Environments or Networks aka PLE, PKE, PLN, PKN - although they may not realise this is what they are doing - in order to access their own "learning" resources and people to connect with.

Group Directed Learning (GDL) - Learning = working with a team or other group of people to solve your problems
This is where groups of individuals learn and work together, e.g. in work teams, on projects, in study groups, or a coaching/mentoring activity. GDL is an extension of PDL, where groups use social media tools to build their own Shared Learning Environments to share information, resources and experiences with one another. Self-organising groups of employees, working in teams or projects, are using a variety of social media tools to provide the functionality they need to collaborate and work and learn together.

Intra-Organisational Learning (IOL): Learning = learning from everyone in the organisation
For organisations, there is the bigger "organisational learning" picture. This is where employees cooperate with one another by share information and resources with others throughout the organisation, and generally keep each other up to date and up to speed on strategic and other internal initiatives and activities.    Although it seems obvious to state that employees need to be kept up to date with what’s happening both inside and outside the organisation, "training" is often used to patch up issues of poor communication of strategy, projects, processes etc. However, some organisations are beginning to put in place internal platforms for employees to share news, resources etc with other another, as well as improve communication between employees. These enterprise systems are generally either hosted internally or managed by providers to ensure privacy and security.

Accidental & Serendipitous Learning (ASL): Learning = acquiring knowledge without realising it
This is where individuals learn without consciously realising it, and is also known as incidental or random learning, or even "learning at the water cooler". Although accidental learning can take place in any of the above scenarios as well as in other personal or professional settings, some individuals like to take advantage of possible serendipitous learning that might occur using social media.

What is very clear is that in organisations, individuals and teams are using social media tools to address their own learning and performance problems and in doing so frequently by-passing the normal channels of both L&D and IT.   When questioned about this the reasons for this are clear

L&D is not able to respond quickly enough to providing a solution

L&D often do not understand what works best for particular situations and people - one-size-fits-all courses are not always relevant

Neither L&D and IT are seen as "enabling" - but rather as "controlling", "monitoring" and sometimes "unhelpful"

The latter is evidenced by the number of organisations who ban the use of social media. But even in these organisations, individuals are still finding a way to access their favourite social media sites. and contact their colleagues and friends, as Clark Quinn writes about the Social media cigarette break.

"In the course of my interviews for the mobile learning book, Robert Gadd (OnPoint Digital) made a comment that’s stuck with me. He opined that the new ‘cigarette’ break was the social media break where employees will stand outside with their mobile phone and check in on their social networks. The reason, of course, being that their companies block social media access via their IT infrastructure."

6 - There is growing consumerisation of IT

The use of social media and mobile devices in organisations is in fact more widespread than IT Depts realise, as this analysis of a recent report about the "consumerisation of IT" shows, Do you know where your employee's smarthone is. For example.

"IWorkers report using an average of four consumer devices and multiple third-party applications, such as social networking sites, in the course of their day.

IWorkers in the survey reported that they are using smartphones, laptops and mobile phones in the workplace at nearly twice the rate reported by employers.

IWorkers are routinely using consumer technologies and applications for business, but give their employers poor grades for the internal IT support they provide for these technologies."

7 - Today's learning systems are no longer sufficient

Tracking and monitoring the take up and completion of of compliance and regulatory training may be required in some organisations, but this model does not need to be employed with all training. A learning management system might track learning

As more and more employees are making use of these tools for their own personal and professional use, they are actually subverting the use of enterprise systems which do not provide them with the functionality they require.   If you ask most people where they go if they need help answering a question, it won't be to the enterprise LMS but to Google or YouTube or Wikipedia, or else they will post a question to their personal network on Facebook or Twitter

Although learning tools providers (particularly LMS vendors) have re-worked their systems and re-marketed them as "Web 2.0-enabled" or “informal learning-ready” to appeal to L&D depts, a number of people including Jay Cross, have referred to this as “putting lipstick on the pig”, because these cosmetic changes don't actually change the underlying system is still the same - a LMS (or whatever.

The recent LMS Debate, triggered by blog postings from members of the Internet Time Alliance - documented here in full - has highlighted the fact that these "command and control" systems will no longer be appropriate to support the full range of learning, working and performance needs of the organisation.

In terms of tools and systems to support these new approaches to learning and performance enhancement, it is clear that they can no longer be effectively supported through industrial age "command and control" technology, like the LMS which is focused on monitoring, tracking and managing formal learning events.

For this reason, a number of organisations are either pushing their LMS to the side and restricting its use to only courses that need to be tracked and managed, e.g. for regulatory or compliance purposes, or abandoning it altogether. Some are encouraging the free use of social media tools by individuals and teams to use as they wish to address their own learning and performance problems and support a more collaborative approach to working; others are implementing enterprise-wide social and collaboration systems.

A recent high profile example of the latter is TELUS , a Canadian telecommunications company which is using Sharepoint as its enterprise collaboration system. BT's dare2Share project is another examples of an organisation that also is making use of Sharepoint, in a similar way.

If you are thinking about selecting an enterprise system, then the advice that Dan Pontefract, Senior Learning Director at TELUS gives on selecting an appropriate system for this approach to learning, is clear in his blog posting, The standalone LMS is dead:

"Whether you’re in a private or public organization ... start first with a ‘collaboration’ system rather than a ‘learning’ system, and build out from there."

In his posting, Identifiying a collaboration platform, Harold Jarche explains the purpose of such a system:

"The key aspect of a collaboration platform is that should make work more transparent and rewards sharing. Does your LMS do this? Does it simplify work and make it more transparent for everyone in the network? Does it enhance serendipitous learning? First of all, collaborative work tools must be simple to be effective. The real complexity should come out of the emergent work, not the software. A collaboration platform that is over-engineered would be counterproductive. The options then become:

Open the LMS so it can be used in the daily workflow

Connect the LMS to a collaborative work platform

Migrate learning to a collaboration platform and minimize use of the LMS"

One important fact is clear, learning needs to be integrated into working, and not vice versa. In order to achieve the best solution for your organisation you are advised to work closely with your IT department to identify the best way forward to supporting the use of social and collaboration tools and systems in your organisation - but one that provides an "environment" for worker autonomy not top-down control by L&D .

8 - "New" learners need new approaches

In September 2009, Jane Hart's article, Understanding Today's Learner, in the eLearning Guild's Learning Solutions magazine, looked at the profile of "new" learners. "New" learners are defined not by their age but by their new attitudes to work and learning as well as their social-media-savviness. Here are just a few of the findings from this article, which have huge implications for the way that many want to learn now and will want to learn in the future.

They are skilled multi-taskers, who parallel process. They are used to simultaneously working with different content, and interacting with others.

They are experiential learners who learn by discovery rather than being “told.” They like to interact with content to explore and draw their own conclusions. Simulations, games, and role playing allow them to learn by “being there,” and also to enjoy themselves and have fun.

They have short attention spans, so prefer bite-sited chunks of content

They are very social, and love to share with others.

They enjoy working in teams. Interaction with others is key to their learning, and they want to be part of a community, collaborating, sharing, and exchanging ideas.

They are happy to take on different roles in their learning, either as a student, or even as an instructor, facilitator, or supporter of others, and switch between them.

They prefer to learn “just in time,” that is, have access to relevant information they can apply immediately.

They need immediate feedback, responsiveness, and ideas from others, as they are used to instant gratification.

They are very independent learners, and are able to teach themselves with guidance; they don’t need sets of instructions like their predecessors — just like they found out how to use their iPhone or Google.

They prefer to construct their own learning – assembling information and tools from different sources.

9 - Senior managers have little confidence in L&D

But perhaps the most damning indictment for change comes from Capita's Learning to Change report, which Mark Berthelemy has posted about. This report is based on the opinions of senior decision makers among the UK’s largest 500 firms, and provides some more alarming statistics, e.g.

"More than half (52%) describe their L&D function as slow to respond to the changing requirements of their business during economic turbulence.

As strategic objectives have evolved, close to half (46%) of senior managers report no significant change in the training delivery to their workforce.

Half (50%) believe that their L&D function is stuck in a ‘business as usual’ mindset.

The vast majority (82%) of leaders lack confidence that their firm’s L&D strategy and delivery are aligned to the company’s operational strategy."

Donald Clark commenting on these figures, in his posting Depressing survey of L&D, says

"These stats suggest an L&D lag that threatens to hold organisations back in any economic recovery. What lies at the heart of all this is a non-strategic approach to training and development. "

And as Mark, himself, summarises:

"Is there still a place, in today's complex and rapidly changing market, for a learning and development function that just sees itself as a provider of training?"

10 - Need for new social business model

Finally, there is a need for wider change in the organisation in terms of management style. Michael Lascette, in his posting, The Social Employee Manifesto on the SmartData Collective writes:

"Old approaches to managing employees, with their roots in the industrial society are not adequate for hyper-connected, socially aware employees. We need a new paradigm for getting things done and for empowering a new breed of employee that does not function well in a hierarchal, top down, highly controlled environment."

He then goes on to list some things he thinks need to be considered in building a new and more productive work model - a few highlighted below

Social employees look for coaches and mentors not "bosses"

Empowerment to take on business problems without micromanaging but within established guidelines.

Freedom to choose hardware like mobile devices, laptops, etc. that fits their individual work style.

Continuous access to the social web.

The freedom and ability to form ad hoc workgroups as needed to address business issues and problems.

People centric enterprise systems that are individually configurable

Manage to successful outcomes not methods

Shared control

Clear business objectives supported by a flexible strategy

So what can L&D do?

Put their head in the sand and hope it'll all blow over? It won't.   Take the King Canute position and try to hold back the waves by, e.g. banning social media and the use of personal devices in the workplace, or continuing to control an employee's every move? That is already breaking down.

Or grasp the opportunity for change and help to build the new model of working and learning in the workplace. Donald Taylor has written a piece entitled Training needs to change and risk irrelevance, where he says:

"The opportunity is clear: at last training should be able to take the initiative and prove its value to the organisation. It should be able to embed learning in the fabric of daily life ... The threat is simple: if we don’t this, others will."

So what is holding back change, Charles Jennings identified 5 barriers that need to be overcome

Efficiency

Inertia

Convenience

Training Mindset

Manager Engagement

If L&D is ready for change, here is a model for how L&D should be helping individuals and teams with learning and working.

Reduce the focus on costly (PUSH) training/e-learning solutions to where it is actually needed e.g. for compliance and regulatory training (possibly managed in a LMS, if that is a cost-effective solution)

Make available a library of (PULL) learning resources - from courses to learning nuggets - both generic and bespoke as well links to trusted sources of content on the Web - for on demand use in EITHER a portal (which offers only lite- tracking of hits) and encourage dipping in and out of resources OR in a community environment so that users can share rate the existing resources, enabling the best to rise to the top, as well as share other resource.

Encourage individuals and teams to become self-sufficient in order to address their own learning and performance problems, and the development of ad hoc groups to do this, e.g.

finding answers to their own problems

keeping up to date with what is happening in the business, industry and/or profession

building a trusted network of colleagues - inside and outside the organisation

communicating and collaborating with colleagues

sharing resources and experiences with colleagues

improving personal productivity

For more in A Practical Guide to using Social Media in your job

Although it is clear that many people are natural, autonomous learners who are already making good use of social media tools to , it is true that others will need help to become self-directed, independent, interdependent learners/workers who can address their own business and performance problems.    Learning professionals can help individuals acquire the necessary This will involve helping them acquire a set of trusted resources and networks, using the most appropriate tools; and having the right mix of skills to make effective use of the tools and (re)sources. Charles Jennings has written about the core skills that will need to be supported "to help people develop so they can operate in this ocean of information", in Less is more: a different approach to L&D in a world awash with information.

Where individuals and groups need support in doing this, provide performance consulting services.

Performance consultancy is different from designing and delivering a training solution. The key features of this approach are that

the problem is understood fully through discussions with the people concerned - and it is not automatically assumed that a training solution is the answer

the solution is devised together with the people concerned - and is NOT one imposed on them top down; they need to be part of the decision making

the solution is implemented together with the people concerned - ie NOT one created by others for them to use - they need to help set it up as well as use it so it works for them

the success of the solution is determined by how performance has improved or how well it is has addressed the problem - NOT by the number of people who have passed a test or completed a training course

In my recent blog postings, I presented 3 case studies that showed Performance Consulting in action, and how by understanding the root of the problem, these were solved more cost-effectively and more rapidly by non-formal approaches, rather than applying the "traditional" approach of throwing a training solution at the symptoms.

Case Study 1 = co-operating across departments

Case Study 2 = working collaboratively in a team

Case Study 3 = learning from one another in an organisation

This new process clearly needs to be led by an experienced individual who has a very good understanding of business/working processes as well as the wide range of SoMe tools and systems available (many of which can be used across the 3 areas of the table above). It also needs to be someone who can help devise creative and innovative solutions for specific problems and not automatically apply a one-size-fits-all "training" solution.    I've called this role: a Performance Specialist.

The difference about the role of the Performance Specialist is that it is someone who works in the field with individuals and teams to help them help themselves to address and support their own performance and productivity needs through informal and collaborative approaches, as I pointed out in my posting, Performance Consulting: finding the best solution from the training, informal learning and performance support mix:

"Performance consultants may be required to identify, prioritise and assess the extent of performance issues in organisations as well as respond to problems that have been already been highlighted by line managers.

Because of the specialist nature of each project they work on, they usually need to be solved by creative thinking rather than applying one-size fits all solutions - although training may play a part in the process.

Performance projects are of vital strategic importance to the organisations in which they take place."

Re-think the use of tools and systems:

Enterprise social collaboration tools and platforms might be useful as "core" tools but should not be the only social tools allowed/provided.

Allow the freedom to choose hardware like mobile devices, laptops, etc. that fits their individual work style.

Where people centric enterprise systems are implemented, ensure they are individually configurable

Provide constant access to the Social Web

Develop an open, enabling culture for learning and working

Develop a shared control - where individuals and teams take responsibility for their own learning and addressing performance problems

Re-brand the L&D department - in such a way that reflects their new role that demonstrate their focus on "performance" rather than "formal learning".

Workplace Learning Stage 5

Organisations that have already adopted this new approach to learning, have therefore moved into the 5th stage of Workplace Learning, as shown in the diagram below (which has been re-worked by Jay Cross to additionally show the diminishing role of "control", as well as the increasing influence of informal learning).

A very important point to make about the Stages of Workplace Learning, is that you DON'T have to go through them sequentially, even those still stuck at Stage 1, can leapfrog to the future.

Need help in moving forward?

Jane Hart works with organisations in the UK and Europe who want to move forward and build such a productive work model.    For complex and/or international projects, Jane works withher colleagues in the The Internet Time Allia nce. The team also comprises Jay Cross (US), Jon Husband (CAN), Harold Jarche (CAN), Charles Jennings (UK) and Clark Quinn (US).

Contact Jane - jane.hart@c4lpt.co.uk - if you would like to find out more about how we can help you.

Alternatively, purchase a copy of The W orking Smarter Fieldbook for $24 (that's £16.66).

How to keep up with new thinking

Read Jane's Social Media for Working & Learning blog as well as The InternetTimeAlliance blog, which aggregates key postings from the 6 members of the ITA

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