Analysis can often be a boring thing that’s uninspiring to teachers, trainers and other learning professionals. It’s often seen as a box-ticking exercise that produces information that cannot possibly be useful (this was genuinely my belief as a sixth-form teacher!).
My move into eLearning development in a corporate environment has seen me looking at data in a totally different way. Owen Ashby in his talk on Business Aligned learning identified the following statistics;
In the workplace it’s identified that;
- 30% of workers have misplaced confidence in their abilities.
- 50% of workers have an immediate learning need.
- 20% of workers are confident in their abilities and competent in their work.
Ashby argued that, potentially, 30% of all workers in an organisation are a risk to Health and Safety, compliance to regulations and, ultimately, the reputation of a company. So how can this be addressed?
Many answers can be found in the field of Higher Education. Similar to the 30 and 50% of workers, JISC identify that;
“Learners themselves, particularly when beginning higher education, often have little idea of how they are performing in comparison with others, have gaps in prerequisite knowledge, and lack key study skills” (JISC, 2017)
This shows that Universities, too, have an issue with misplaced confidence and immediate training/learning needs. JISC also identify that;
“Adaptive learning systems are emerging to help students develop skills and knowledge in a more personalised way.” (JISC, 2017)
Adaptive learning systems could prove very useful for businesses. Learning needs could be ascertained during induction, this could then be used to register employees on an individual learning track that addresses any learning needs they may have.
Ashby (2017) encourages this, he identified that learning gaps need to be assessed and employees guided on how to access learning that addresses the gaps in their knowledge. Regular assessment can help to support the 50% of people who have a training need and increase the safety and compliance of the 30%, thereby reducing the risks to the company as a whole.
It appears that, in the world of analytics, Universities and Business could learn much from each other.
Ashby, O.; 2017; “Targeting Training to Tackle Unconcious Incompetence”; Learning Technologies 2017, Available at https://www.youtube.com/watch?v=wW9_nvUhfkg&index=25&list=PLouQOQiIxgr_pNAEFVO-jhmI1tVgshvdL
Jisc, (2016). Learning Analytics in Higher Education – A review of UK and international practice. [online] Bristol: Jisc. Available at: https://www.jisc.ac.uk/reports/learning-analytics-in-higher-education [Accessed 02 April 2017].