In a rapidly changing training landscape, there is also room for new professional figures, with skills that go beyond those demanded of those working in the training sector, more related skills. to the digital dimension of learning.
In large structures, where training is the common thread of all the company’s activities, the culture of the Academy and digital learning is already well established and exploited by all the players involved.
In this case, we are referring to large companies, consulting companies, the academic world: universities, schools of all types and levels.
The actors involved
Company training is a fundamental process within an organization and the people involved have different characteristics. to the role which belongs to him.
Professional staff Are these figures involved in time in training activities:
- design staff;
- learning architect;
- coordinators of training areas (compulsory training, technical training, training of the sales network, etc.).
People inside the company are these personalities who work alongside professional staff:
- administrative management staff;
- staff for the management of funded training;
- managers of technological environments.
In addition to the “traditional” figures that we have just described, in a digital context such as the one we live in, they are found side by side. new roles and new skills.
The increasing trend of digitization has also radically changed the role of trainers who must have skills that go beyond traditional skills.
More and more companies are looking for training professionals to integrate into their corporate academies.
Let’s explore these new roles.
Through instructional design designates the process by which I identify myself training needs of a certain target group in order to create or identify the learning experiences best suited to meet these needs and achieve the training objectives of the company and the institution. Within the framework of eLearning, the training designer develops a multimedia strategy that involves the beneficiaries in their learning process, plans and takes care of the delivery of the courses.
A instructional designer must be able to use specific eLearning tools in a virtual or blended learning environment.
An instructional designer must:
- be able to organize and manage webinars and online training events and design and manage a virtual classroom;
- develop online courses using authoring tools;
- monitor, moderate and manage forums and online communities.
The real knowledge holders within an organization.
They are the historical memory, the creators as well as the maintainers of the kwnoledge company base those who, through daily work, become substitute teachers.
They spend an average of 20 to 100 hours per year managing courses for their colleagues, animate and manage learning communities becoming real experts in social learning. I am also a mentor, tutor and coach accompanying colleagues to a continuous learning on the job.
Online platform administrator
A figure highly sought after by modern organizations is the LMS administrator, that is, the one who manages, administers, maintains and develops the learning management system.
It is obvious that those involved in the training process must have, in addition to traditional skills, new skills oriented towards digital culture, knowledge management.
But what are the new skills required of these characters?
The first skill, necessary and today more than ever essential, is linked to the world of digitization. In all industries, not just in training, digital skills are fundamental.
It is therefore necessary to have an endowment of basic digital skills associated with more specific skills.
The state of mind of the trainer consists of:
- new digital culture;
- knowledge of the new ed advanced technologies;
- know how to use the instruments present in the world of digital learning;
- knowledge of advanced methodologies for course design mixed training;
- skills related to new disciplines, such as neuroscience, useful for better understanding the dynamics of learning in fully digital environments.
The teacher should have 5 basic skills:
- must do move the classroom to digital, integrate tradition with digital innovation;
- create engaging content using new digital languages and paths with a high communicative content;
- he never stops learning and knows how to find the content to transmit in the right sources;
- at organize and classify content and uses LMS platforms;
- take care of the classroom through activities of community manager.
Along with the mindset mentioned above, companies aim to reverse mentoring
Reverse mentoring it is the process by which young people, generally less experienced, but with strong digital skills, help older people, with long work experience, to familiarize themselves with technology, in search of a reciprocal exchange.
In other words, the Reverse mentoring allows an exchange of skills between digital natives and seniors.
Reverse mentoring is a process that, if well implemented within the organization, can become a tool to improve:
- talent retention and their management;
- exceeding the digital divide;
- the development of leadership;
- the dissemination of knowledge and the culture of lifelong learning.
Therefore, this process of change does not only pass through a cultural change but also and above all through a strong process of requalification of skills.
Unsurprisingly, requalification is one of the biggest, if not the most important, challenges for HR in 2021.
Therefore, in organizations dedicated to training, through the Reconditioning Teachers will be asked to revise certain traditional activities in favor of other skills and capacities such as that of training learners through self-learning, namely to move independently in the ecosystem of physical and digital learning, whether internal or external to the organization.
Didactics between tradition and innovation
The pandemic has radically changed the way people learn and the tools by which organizations deliver training. Digitization has profoundly changed the cultural approach of people by shifting their attention to a new dimension, where communication styles and new socio-relational dynamics intersect with virtual environments and the digital dimension.
According to a recent (pre-pandemic) study conducted by Training industry, more than 20% of companies had already planned to increase their investments in learning management systems (LMS) technologies, content management, content creation solutions, social learning tools and development of Training content.
Investments in training which will certainly not decrease, on the contrary, will increase more and more even in the post-pandemic phase, even if we will gradually return to traditional education.
We are in a hybrid situation in which traditional education must coexist with very innovative education.
ELearning and online training will be more and more present in our professional life, as essential tools to ensure inclusive and collaborative knowledge sharing.