We Love Learning 2021 - Learning Experiences Pulse Survey

Learning Experiences 2021

As part of our We Love Learning Summit session, we plan to compare your answer to the following four questions, to the perceptions of our current 2021 Digital Learning Realities Survey.

The survey will only take 5 mins and you will get to see the iLove Learning results immediately when you complete the survey. We are not tracking any details - so your survey responses will be completely anonymous.

Thank you for your participation and we look forward to comparing your results at 10:00am on 24th February 2021.

See you there...!

David Perring, Fosway Group and Sumedh Kasare, Netex

Question Title

* 1. How much has your organisation's learning strategy had to change in response to the COVID-19 pandemic?

Completely

Significantly

Partially

Not at all

Question Title

* 2. How much is 'digital learning fatigue' becoming an issue for your learners?

Question Title

* 3. What are your priorities for enhancing your organisation's digital learning experiences over the coming year?

	High	Medium	Low	Not a priority
Better formal asynchronous learning delivery (i.e. e-learning content, courses & resources)	Better formal asynchronous learning delivery (i.e. e-learning content, courses & resources) High	Better formal asynchronous learning delivery (i.e. e-learning content, courses & resources) Medium	Better formal asynchronous learning delivery (i.e. e-learning content, courses & resources) Low	Better formal asynchronous learning delivery (i.e. e-learning content, courses & resources) Not a priority
Better synchronous learning delivery (i.e. classes, virtual classrooms, coaching )	Better synchronous learning delivery (i.e. classes, virtual classrooms, coaching ) High	Better synchronous learning delivery (i.e. classes, virtual classrooms, coaching ) Medium	Better synchronous learning delivery (i.e. classes, virtual classrooms, coaching ) Low	Better synchronous learning delivery (i.e. classes, virtual classrooms, coaching ) Not a priority
Better learning in the flow of work (i.e. just in Time Guides, Quick Reference, Feedback)	Better learning in the flow of work (i.e. just in Time Guides, Quick Reference, Feedback) High	Better learning in the flow of work (i.e. just in Time Guides, Quick Reference, Feedback) Medium	Better learning in the flow of work (i.e. just in Time Guides, Quick Reference, Feedback) Low	Better learning in the flow of work (i.e. just in Time Guides, Quick Reference, Feedback) Not a priority
Better collaborative learning (i.e. communities, buddying, assignments, peer to peer & manager feedback)	Better collaborative learning (i.e. communities, buddying, assignments, peer to peer & manager feedback) High	Better collaborative learning (i.e. communities, buddying, assignments, peer to peer & manager feedback) Medium	Better collaborative learning (i.e. communities, buddying, assignments, peer to peer & manager feedback) Low	Better collaborative learning (i.e. communities, buddying, assignments, peer to peer & manager feedback) Not a priority
Better blended learning (i.e. learning programmes, certifications, learning journey design)	Better blended learning (i.e. learning programmes, certifications, learning journey design) High	Better blended learning (i.e. learning programmes, certifications, learning journey design) Medium	Better blended learning (i.e. learning programmes, certifications, learning journey design) Low	Better blended learning (i.e. learning programmes, certifications, learning journey design) Not a priority
Better connection to skills	Better connection to skills High	Better connection to skills Medium	Better connection to skills Low	Better connection to skills Not a priority
Better personalisation (i.e adaptive learning, personalised learning paths)	Better personalisation (i.e adaptive learning, personalised learning paths) High	Better personalisation (i.e adaptive learning, personalised learning paths) Medium	Better personalisation (i.e adaptive learning, personalised learning paths) Low	Better personalisation (i.e adaptive learning, personalised learning paths) Not a priority
Better integration into other 'people processes' (i.e. performance, feedback, talent mobility, employee engagement, career development)	Better integration into other 'people processes' (i.e. performance, feedback, talent mobility, employee engagement, career development) High	Better integration into other 'people processes' (i.e. performance, feedback, talent mobility, employee engagement, career development) Medium	Better integration into other 'people processes' (i.e. performance, feedback, talent mobility, employee engagement, career development) Low	Better integration into other 'people processes' (i.e. performance, feedback, talent mobility, employee engagement, career development) Not a priority
Better integration into work-spaces and business tools (.i.e. Microsoft Teams, Slack, customer management systems)	Better integration into work-spaces and business tools (.i.e. Microsoft Teams, Slack, customer management systems) High	Better integration into work-spaces and business tools (.i.e. Microsoft Teams, Slack, customer management systems) Medium	Better integration into work-spaces and business tools (.i.e. Microsoft Teams, Slack, customer management systems) Low	Better integration into work-spaces and business tools (.i.e. Microsoft Teams, Slack, customer management systems) Not a priority
Better analytics and intelligence (i.e. reporting, Ai, natural language processing, assistants)	Better analytics and intelligence (i.e. reporting, Ai, natural language processing, assistants) High	Better analytics and intelligence (i.e. reporting, Ai, natural language processing, assistants) Medium	Better analytics and intelligence (i.e. reporting, Ai, natural language processing, assistants) Low	Better analytics and intelligence (i.e. reporting, Ai, natural language processing, assistants) Not a priority

Other (please specify)

Question Title

* 4. Since the pandemic, approximately how often does your approach to L&D support the following?

	Always (100% of the time)	Frequently (approx 90%)	Often (approx 70%)	Occasionally (approx 50%)	Seldom (approx 30%)	Rarely (approx 10%)	Never
Measure individual learning needs & learning progress	Measure individual learning needs & learning progress Always (100% of the time)	Measure individual learning needs & learning progress Frequently (approx 90%)	Measure individual learning needs & learning progress Often (approx 70%)	Measure individual learning needs & learning progress Occasionally (approx 50%)	Measure individual learning needs & learning progress Seldom (approx 30%)	Measure individual learning needs & learning progress Rarely (approx 10%)	Measure individual learning needs & learning progress Never
Support learning decisions about what, and how people can develop	Support learning decisions about what, and how people can develop Always (100% of the time)	Support learning decisions about what, and how people can develop Frequently (approx 90%)	Support learning decisions about what, and how people can develop Often (approx 70%)	Support learning decisions about what, and how people can develop Occasionally (approx 50%)	Support learning decisions about what, and how people can develop Seldom (approx 30%)	Support learning decisions about what, and how people can develop Rarely (approx 10%)	Support learning decisions about what, and how people can develop Never
Support individuals development planning for personal, career and operational goals	Support individuals development planning for personal, career and operational goals Always (100% of the time)	Support individuals development planning for personal, career and operational goals Frequently (approx 90%)	Support individuals development planning for personal, career and operational goals Often (approx 70%)	Support individuals development planning for personal, career and operational goals Occasionally (approx 50%)	Support individuals development planning for personal, career and operational goals Seldom (approx 30%)	Support individuals development planning for personal, career and operational goals Rarely (approx 10%)	Support individuals development planning for personal, career and operational goals Never
Multi channel learning delivery - encompassing acquiring, practicing and doing	Multi channel learning delivery - encompassing acquiring, practicing and doing Always (100% of the time)	Multi channel learning delivery - encompassing acquiring, practicing and doing Frequently (approx 90%)	Multi channel learning delivery - encompassing acquiring, practicing and doing Often (approx 70%)	Multi channel learning delivery - encompassing acquiring, practicing and doing Occasionally (approx 50%)	Multi channel learning delivery - encompassing acquiring, practicing and doing Seldom (approx 30%)	Multi channel learning delivery - encompassing acquiring, practicing and doing Rarely (approx 10%)	Multi channel learning delivery - encompassing acquiring, practicing and doing Never
Support employees' application of learning on the job after learning	Support employees' application of learning on the job after learning Always (100% of the time)	Support employees' application of learning on the job after learning Frequently (approx 90%)	Support employees' application of learning on the job after learning Often (approx 70%)	Support employees' application of learning on the job after learning Occasionally (approx 50%)	Support employees' application of learning on the job after learning Seldom (approx 30%)	Support employees' application of learning on the job after learning Rarely (approx 10%)	Support employees' application of learning on the job after learning Never
Sustain individual learning in the workplace in the months after learning	Sustain individual learning in the workplace in the months after learning Always (100% of the time)	Sustain individual learning in the workplace in the months after learning Frequently (approx 90%)	Sustain individual learning in the workplace in the months after learning Often (approx 70%)	Sustain individual learning in the workplace in the months after learning Occasionally (approx 50%)	Sustain individual learning in the workplace in the months after learning Seldom (approx 30%)	Sustain individual learning in the workplace in the months after learning Rarely (approx 10%)	Sustain individual learning in the workplace in the months after learning Never
Energise learners to develop further mastery and expertise	Energise learners to develop further mastery and expertise Always (100% of the time)	Energise learners to develop further mastery and expertise Frequently (approx 90%)	Energise learners to develop further mastery and expertise Often (approx 70%)	Energise learners to develop further mastery and expertise Occasionally (approx 50%)	Energise learners to develop further mastery and expertise Seldom (approx 30%)	Energise learners to develop further mastery and expertise Rarely (approx 10%)	Energise learners to develop further mastery and expertise Never
Measure learning outcomes, impact and success	Measure learning outcomes, impact and success Always (100% of the time)	Measure learning outcomes, impact and success Frequently (approx 90%)	Measure learning outcomes, impact and success Often (approx 70%)	Measure learning outcomes, impact and success Occasionally (approx 50%)	Measure learning outcomes, impact and success Seldom (approx 30%)	Measure learning outcomes, impact and success Rarely (approx 10%)	Measure learning outcomes, impact and success Never

Congratulations, you have reached the end of the survey!

We’d like to thank you for your participation and we look forward to sharing the results of the pulse survey at the We Love Learning Summit on 24th February.

For more learning research visit www.fosway.com

David Perring, Director of Research, Fosway Group