{"id":5080,"date":"2022-02-12T09:00:00","date_gmt":"2022-02-12T00:00:00","guid":{"rendered":"https:\/\/learningshift.co.jp\/?p=5080"},"modified":"2025-06-09T09:52:13","modified_gmt":"2025-06-09T00:52:13","slug":"curation-3","status":"publish","type":"post","link":"https:\/\/learningshift.co.jp\/en\/library\/curation-3","title":{"rendered":"The Future Standard for Corporate Learning: Implementing the \u2018Learning Ecosystem\u2019 to Maximize ROI in Talent Development"},"content":{"rendered":"\n

1. Strategic HR and the Evolving Role of Learning Professionals<\/h2>\n\n\n\n

If you work in talent development, you\u2019ve likely heard the term Strategic HR, which stands for Strategic Human Resources Management (SHRM)\u2014an approach that aligns human resource management with business strategy.
A learning professional\u2019s role involves designing and implementing workforce development strategies. Within this, learning plays a pivotal role.<\/p>\n\n\n\n

Corporate learning serves four essential functions:<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

When we take a closer look, the potential impact of learning is limitless\u2014 the more you invest in it, the more it can be expected to drive tangible results.
However, not many organizations fully understand the true role of learning, nor do they implement it to its full potential.<\/p>\n\n\n\n

While an increasing number of companies are shifting toward digitalizing corporate learning under the goal of talent development for achieving business objectives, this alone is not enough to fulfill the aspirations of strategic HR. The reason is that simply adopting technology does not solve the long-standing issues inherent in traditional learning models.<\/p>\n\n\n\n

Traditionally, \u201clearning\u201d has referred to training conducted during formal programs. Many organizations may have dedicated significant time and effort to running these scheduled training sessions listed in their annual calendars. Yet, this only represents a small part of the broader picture of corporate learning.
\u3000\u3000
Learning doesn\u2019t only happen during formal training sessions. With workforce diversity and decentralization on the rise\u2014and the COVID-19 pandemic accelerating the spread of remote work\u2014opportunities for in-person communication have declined. As a result, certain forms of learning that rely on intentional interaction, such as dialogue, have become less common. This is where informal learning comes into play.<\/p>\n\n\n\n

When we investigate where people actually learn, it turns out that self-directed learning occupies a far greater portion than formal training provided by HR or learning professionals.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Historically, corporate learning has focused heavily on formal training sessions\u2014workshops and scheduled courses. However, research by Lominger has shown that only 10% of effective learning occurs through formal training. The remaining 90% comes from:<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

From this, we can see that informal learning is an essential element in future learning design.
At the same time, learning and development professionals are now expected to have the ability to comprehensively produce both formal and informal learning.<\/p>\n\n\n\n

To put it more concretely, regardless of whether it is “formal” or “informal,” it is now essential to place more emphasis on \u201cPerformance Learning\u201d\u2014a learning design that guides learners from \u201cunderstanding\u201d to \u201cdoing.\u201d
In traditional training, the typical style was for learners to acquire new knowledge and skills from instructors.
However, from the perspective of \u201clearning that leads to results,\u201d just \u201cknowing\u201d is not enough.
It is only when someone can actually \u201cdo\u201d something that we can say they have truly \u201clearned.\u201d
Performance Learning is a learning method that places importance on the ability to \u201cdo\u201d and focuses heavily on practice.<\/p>\n\n\n\n

Specific examples of practice include:<\/p>\n\n\n\n

  • Expressing one\u2019s own opinion<\/li>
  • Taking a test<\/li>
  • Teaching someone else<\/li><\/ul>\n\n\n\n

    Performance Learning is characterized by repeated practice and feedback involving these kinds of tasks, allowing learners to go through trial and error until they are able to perform.
    From this, we can say that the new role of learning professionals is to create learning environments centered around the workplace and develop the talent needed to achieve business goals.
    In order to realize such learning within the organization, learning professionals would have to walk around the office every day to check on learning progress\u2014something that is not very realistic.<\/p>\n\n\n\n

    That is why the next step is to build a learning ecosystem using technology, which will be introduced in the following section.<\/p>\n\n\n\n

    2. What is a Learning Ecosystem?<\/h2>\n\n\n\n

    A Learning Ecosystem is a framework that integrates various learning experiences\u2014formal training, informal learning, and workplace experimentation\u2014into a continuous cycle of growth.<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n

    This learning ecosystem is composed of learners and the people around them\u2014both inside and outside the organization\u2014as well as content and technology.<\/p>\n\n\n\n


    The Five Key Components of a Learning Ecosystem
    #1.Learning Spaces \uff08Gardeners\uff09
    #2.Practice Environments<\/strong> \uff08Hothouses\uff09
    #3.On-the-Job Learning \uff08Streams\uff09
    #4.Knowledge Support \uff08Foundations\uff09
    #5.Guided Learning Pathways \uff08Pathway\uff09<\/strong>
    \u5404\u8981\u7d20\u306b\u3064\u3044\u3066\u898b\u3066\u307f\u307e\u3057\u3087\u3046\u3002<\/p>\n\n\n\n

    #1.Learning Spaces<\/h4>\n\n\n\n

    These are spaces where employees learn from others\u2014for example, by hearing new perspectives or organizational policies. Examples include training programs, online discussions, team dialogues, or shared work sessions.
    Here, learning is not one-way; learners engage in mutual learning with others present.<\/p>\n\n\n\n

    #2.Practice Environments<\/h4>\n\n\n\n

    Once knowledge and skills are acquired in learning spaces, they need to be practiced. These are the spaces where learners test and apply what they\u2019ve learned.<\/p>\n\n\n\n

    #3.On-the-Job Learning<\/h4>\n\n\n\n

    Ideally, employees gain necessary knowledge before starting a new task\u2014but sometimes, learning must happen during the job itself. Talent development professionals should create systems that support learning as part of the workflow.<\/p>\n\n\n\n

    #4.Knowledge Support<\/h4>\n\n\n\n

    In this area, it\u2019s essential to prepare content that supports learners. Since creating all materials from scratch is unrealistic, it’s also important to curate and edit existing resources in addition to developing original content.<\/p>\n\n\n\n

    #5.Guided Learning Pathways<\/h4>\n\n\n\n

    This serves as a guide to help learners choose effective methods and tools to move from \u201cunderstanding\u201d to \u201cdoing\u201d as efficiently as possible.
    They can practice new skills, receive feedback, and take an active role in their own learning.<\/p>\n\n\n\n

    A key benefit of a learning ecosystem is that anyone\u2014not just instructors\u2014can become a source of learning.
    It enables a shift from one-way instruction to mutual learning.<\/p>\n\n\n\n

    While traditional corporate learning often relied on top-down teaching, learning ecosystems emphasize collaboration and peer learning.
    They also integrate formal and informal learning naturally, allowing learners to study comfortably and efficiently.<\/p>\n\n\n\n

    3. The Importance of a Learning Ecosystem<\/h2>\n\n\n\n

    A Learning Ecosystem fosters a culture of continuous learning by:<\/p>\n\n\n\n

    \"\"<\/figure>\n\n\n\n

    As shown in the diagram above, a learning ecosystem places the learner at the center of the learning experience.<\/p>\n\n\n\n

    In this Learning Experience Design (LxD), the following elements are provided to support learners:<\/p>\n\n\n\n

    • \u2460 Learning Contents:<\/strong> Learners receive the content they need to build knowledge and skills.<\/li>
    • \u2461 Social Support:<\/strong> Through the content, opportunities for discussion and peer interaction\u2014such as talking with colleagues or supervisors\u2014naturally occur.<\/li>
    • \u2462 Learning Environment<\/strong>: The environment gradually develops to support learning through mutual exchange, peer learning, and constructive feedback.<\/li><\/ul>\n\n\n\n

      When implemented effectively, a Learning Ecosystem becomes embedded in an organization\u2019s DNA, shifting learning from a top-down directive to a self-sustaining culture of knowledge exchange.<\/p>\n\n\n\n

      4.  Key Components of a Learning Platform for a Learning Ecosystem<\/h2>\n\n\n\n

      To support a Learning Ecosystem, organizations must invest in a Learning Platform that integrates various technologies and tools. Key requirements include:<\/p>\n\n\n\n

      #2.Performance Learning<\/h4>\n\n\n\n

      \u30fbSupports the full learning cycle, from understanding to doing<\/p>\n\n\n\n

      \u30fbEnables learning design that drives outcomes such as mindset shifts and behavior change<\/p>\n\n\n\n

      #2.Blended Learning<\/h4>\n\n\n\n

      \u30fbCombines three learning modes: in-person, online training, and self-paced e-learning<\/p>\n\n\n\n

      \u30fbOffers diverse learning formats, including online\/offline, synchronous\/asynchronous, and one-way\/interactive<\/p>\n\n\n\n

      #3.Curation<\/h4>\n\n\n\n

      \u30fbAllows easy content creation by administrators<\/p>\n\n\n\n

      \u30fbCentralizes and organizes all types of content<\/p>\n\n\n\n

      \u30fbUtilizes both internal and external content sources<\/p>\n\n\n\n

      #4.Microlearning<\/h4>\n\n\n\n

      \u30fbEmpowers all employees to be both learners and contributors<\/p>\n\n\n\n

      \u30fbProvides easy access to the right learning at the right time<\/p>\n\n\n\n

      \u30fbEnables frontline employees to create, edit, and distribute content with ease<\/p>\n\n\n\n

      #5.Informal Learning<\/h4>\n\n\n\n

      \u30fbCovers not only formal training but also daily learning experiences<\/p>\n\n\n\n

      \u30fbEnables sharing, interaction, and publishing of day-to-day knowledge<\/p>\n\n\n\n

      \u30fbSupports AI-driven content recommendations<\/p>\n\n\n\n

      #6.Learning Management<\/h4>\n\n\n\n

      \u30fbAllows centralized management of all learning activities\u2014including course enrollment, completion, practice, and assessments\u2014while enabling a data-driven PDCA (Plan\u2013Do\u2013Check\u2013Act) cycle.<\/p>\n\n\n\n

      In addition to features #1 through #6, an ideal learning platform should also offer high usability and versatility for learners, instructors, and HR personnel.<\/p>\n\n\n\n

      5. \u307e\u3068\u3081<\/h2>\n","protected":false},"excerpt":{"rendered":"

      1. Strategic HR and the Evolving Role of Learning Professionals If you work in talent development, you\u2019ve likely heard the term Strategic HR, which stands for Strategic Human Resources Management (SHRM)\u2014an approach that aligns human resource management with business strategy.A learning professional\u2019s role involves designing and implementing workforce development strategies. Within this, learning plays a […]<\/p>\n","protected":false},"author":3,"featured_media":1950,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_locale":"en_US","_original_post":"https:\/\/learningshift.co.jp\/?p=1539","footnotes":""},"categories":[31,1],"tags":[21],"class_list":["post-5080","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-column","category-library","tag-learning-ecosystem","en-US"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/posts\/5080","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/comments?post=5080"}],"version-history":[{"count":5,"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/posts\/5080\/revisions"}],"predecessor-version":[{"id":5144,"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/posts\/5080\/revisions\/5144"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/media\/1950"}],"wp:attachment":[{"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/media?parent=5080"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/categories?post=5080"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/learningshift.co.jp\/wp-json\/wp\/v2\/tags?post=5080"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}