Future of learning in the wake of COVID-19

aakash malhotra

The covid-19 pandemic boosted the Digitalization initiative. Every company started relying more on digital technologies to continue their business operations. To cope with this changing environment, employees planned to improve their skills and started learning new things virtually; this gave rise to E-learning during the pandemic. The future of E-learning looks excellent because it is the easiest way to learn.

1
Future of learning in the wake of COVID-19
Future of learning in the
wake of COVID-19
Consulting |
India Perspective
January 2021
Foreword
Across the world, organisations, in their response to the pandemic, shifted gears to virtual workplace models and remote working
practices to enable business continuity. Increased cost-saving opportunities, improved employee productivity, and the absence of
a vaccine indicate that this theme will sustain for the foreseeable future. And while the Digital India campaign had sown the seeds
for a digital economy, it was COVID-19 that accelerated large-scale digital adoption and transformation, leading to an increased need
for acquiring new skills. The pandemic highlighted the need to invest in digital technologies, such as video conferencing tools, cloud
systems, and Learning Management Systems (LMS).
In light of ever-changing business scenarios, organisations are now increasingly looking to develop capability-building initiatives.
Upskilling and lifelong learning have become imperative as emerging trends, such as Machine Learning (ML) and Artificial Intelligence
(AI) continue to transform ways of working.
 
We believe that chief human resource officers, chief learning officers, and Learning and Development (L&D) teams have already
realised that reskilling, upskilling, and out-skilling are the answers to these problems; just “learning”, as we know it, will not
suffice. A learning transformation is needed—one that focuses on the connection between continuous upskilling and actual work.
Organisations must now ensure that “learning” comes to the worker—where the work is actually done.
 
In our quest to understand if the current scenario has accelerated mindset shifts in L&D organisations in India, we collaborated with
NHRD to co-author this report. Our methodology was the combination of a survey and virtual one-on-one conversations with the
leaders of 45 reputed Indian organisations, based on which, we identified six key learnings that are transforming the Indian L&D
landscape.
We have presented the tactical steps that could be adopted by organisations to restructure their learning strategy and augment their
existing workforce with resilience and tenacity.
Future of learning in the wake of COVID-19
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3
Future of learning in the wake of COVID-19
The “new normal”
The future of work is driven by the confluence of technology and people-related disruptions, and further accelerated by COVID-19.
This is challenging leaders across fronts and forcing them to reimagine learning.
1
http://news.ihsmarkit.com/press-release/technology/more-six-billion-smartphones-2020-ihs-markit-says
2
https://www-01.ibm.com/software/data/bigdata/what-is-big-data.html
3
Annual Global Millennial Study, https://www2.Deloitte.com/uk/en/pages/about-Deloitte-uk/articles/millennial-survey.html
4
https://www.newscientist.com/article/mg23130810-800-the-100year-life-how-should-we-fund-our-lengthening-lives/
5
https://www2.deloitte.com/content/dam/Deloitte/il/Documents/human-capital/Thriving_in_times_of_digita_disruption.pdf
6
http://www.oxfordmartin.ox.ac.uk/downloads/reports/Citi_GPS_Technology_Work_2.pdf
7
Intuit 2020 Report: Twenty Trends that will Shape the next Decade https://http-download.intuit.com/http.intuit/CMO/intuit/futureofsmallbusiness/intuit_2020_
report.pdf
8
https://www2.deloitte.com/content/dam/Deloitte/global/Documents/HumanCapital/dttl-hc-english-opentalenteconomy.pdf
9
https://www2.deloitte.com/content/dam/Deloitte/be/Documents/tax/Finance_forum/7%20Tech%20Trends%20-%20Charles%20Palmieri%20and%20Nathalie%20
Vandekerkhove.pdf
Seven disruptors
COVID-19 accelerators
Explosion in
contingent work
Accessible AI, cognitive
computing, and robotics
Diversity and
generational change
Data tsunami
Jobs transformed
by automation
Change in the
nature of a career
Technology is
everywhere
40% contingent workers
by 20201
US$500,000 in 2008
US$22,000 today9
50% millennials3
25% global pop in Africa by 20505
Longevity dividend - 50-year careers4
9x more data in past two
years2
Major enabler of
machine learning
35% UK
47% US
77% China6
2.5 - 5 years: Half life of skills,
4.5 years: Average tenure in
a job8
6.0 billion+
smartphones in the
world by 20201
Robots are increasing
their presence as
companies seek to
minimise close human
contact
While freelancers and
gig workers have been
hit hard, the open talent
economy could provide
a lifeline for others
Remote work
could be the
“new normal”
Future of learning in the wake of COVID-19
A paradigm shift in the learning
landscape
HR leaders that we interacted with felt that the learning landscape transformed dramatically in the “new normal”
When asked if organisations utilised
virtual learning during the pandemic,
the answer was a resounding "yes"
How learning evolved for virtual… How learning teams adapted…
68%
66%
80%
focused on creating and
communicating detailed
learning-related material.
borrowed talent from the
business to support learning
activities.
leveraged existing virtual
assistant technology.
98%
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
HR leaders speak
Virtual learning got a
tremendous boost
with annual man day
targets being met
twice over in three
months
Classroom training sessions
were repurposed and
redesigned for virtual
training using self-paced tools
such as Webex, Skype, and
Adobe Connect.
We went all
digital and used
the LMS to its full
potential during
the lockdown.
4
5
Future of learning in the wake of COVID-19
Insight 1 | Learning strategy and
business models need increased
interlinking
53 percent organisations surveyed identified the alignment of learning to business outcomes
as their “numero uno” priority. The evolving business environment, along with the changes, such
as remote working and virtualisation, brought about by COVID-19 have forced organisations to
fundamentally rethink the role of learning. Organisations are looking to build learning strategies
to better integrate learning with the business.1
As disruptions continue to affect almost every
industry, learning functions of organisations are now reinventing how they create and deliver
learning content as they align learning to organisational objectives.
23 percent of the organisations surveyed are looking at virtual delivery as their first priority.
Virtual learning, which is available anytime and anywhere, has emerged as the preferred
method of learning and reduced the space between “learning and work”, as confirmed by
organisations. However, there is also an improved understanding that each virtual mode is only
suitable for achieving particular objectives and therefore, should be optimised for the same.
While 13 percent organisations surveyed have rated knowledge management as their top priority,
over 33 percent* organisations have also identified it as amongst their top three priorities.
Knowledge management is gaining importance for creating context in a connected world for
learners with an insatiable thirst for information. With the advent of millennials in the ageing
workforce, a lot of key talent across industries is on the verge of retirement.
11 percent organisations surveyed identified learning design as their top priority while nearly 44
percent* organisations rated it amongst their top two priorities. Traditionally, learning experience
has been designed with a “static” and “one-size-fits-all’ approach. However, organisations are now
realising the value of a customised and personalised learning design approach—carefully
planned per the target audience’s needs after COVID-19.
1
Aligning
learning to
business
outcomes
3
Knowledge
management
2
Virtual/digital
delivery
4
Learning
design
Source: 1 – Deloitte Insights Superlearning: Reskilling, upskilling and outskilling for a future-proof workforce
* Refer Chart 3 in Appendix 1 for further details
Learning in the flow of work
New approaches to integrate learning
and work are arising—combining
development and work into “dev-
work”, building on the realisation that
learning and work are two constantly
connected sides of every "job“.
– Global Human Capital Trends, Deloitte
Learning strategy, the most important pillar for organisations today,
requires an overhaul. Nearly 50 percent organisations plan to prioritise
learning strategy to keep up with the changing environment and
preferences of modern learners. Developing a culture of continuous
learning in an environment that embeds upskilling into the flow of
work is vital. A renewed learning strategy will not only make learning a
part of the organisation’s mission but also add value for its employees.
6
Future of learning in the wake of COVID-19
Insight 2 | Virtual is here to stay:
Providing experiences is key
Special work projects, stretch
assignments, any time work
is developmental
Resources, physical, and virtual
spaces workers inhabit
Interactions with people and
groups both formal and informal
Classroom, self-
paced learning
With Future of Work conversations becoming prevalent, we have
been witnessing a move towards continuous learning mechanisms
that are beyond formal education and encompass experience,
environment, and exposure. Organisations have made their
preference clear where providing experiences that augment
work trumps formal classroom-based learning.
2
55%
9%
14%
25%
Experience
First
priority
Environment
Exposure
Education
As expected, most
organisations
utilised virtual
learning during the
pandemic. And,
we believe virtual
learning is here to
stay. Organisations
confirmed that
virtual learning will
constitute at least
40 percent of the
formal learning
structure, with
some organisations
expecting this
figure to reach
as high as
90 percent.
While virtual has
become the new
normal, it is crucial
to ensure learning is
interactive given today’s
digital learner’s jobs,
behaviours, habits, and
preferences. About
62 percent leaders
conveyed that the
focus of L&D teams
has shifted towards
making content
“more-interactive”
using facilitator-led
live instructional
trainings, simulations,
and panel discussions
over conventional
modes.
Source: Placing Meaningful Tools and Information in the Flow of Work, 2019
3 Experiential modes of learning Conventional modes of learning
38%
62%
VILTs10
Pre-recorded e-learning
Gamified learning
Physical assets
Panel discussions
Simulations File sharing
Podcasts Classroom sessions
MOOCs11
10
Virtual Instructor Led Training 11
Massive Open Online Courses
1
The company’s cloud-based virtual interactive learning platform has, in this year alone, gathered widespread
adoption and more than a 300 percent increase in course completions. It houses 500 hours of e-learning content
based on an organisation-wide technical competency framework and caters to the learning needs of its 17,000+
workforce. In the wake of the COVID-19-induced lockdown, the new LMS has become the de-facto mode of learning
delivery, which includes simulations and gamification.
Case in point: A Fortune 500 organisation—an oil and gas major
Increased investment in experiential modes of learning in comparison to conventional ones
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Future of learning in the wake of COVID-19
Insight 3 | Even with learning budget
cuts, organisations are prioritising and
spending on integrated technologies
Nearly half of the respondents
witnessed budget cuts.
Three out of every four
organisations surveyed had
their budgets curtailed by more
than 20 percent.
89 percent organisations prioritised
adoption over investment
Organisations are looking at making
their existing platforms more robust
and increasing user adoption along
with learning time spent.
More than 60 percent organisations saw
adoption increase to more than 1.2x
The adoption was driven by using
techniques such as converting physical
training to virtual, sharing learning
material, working with business teams to
support learning to name a few.
7
With budgets curtailed, organisations are prioritising investment in a variety of technologies
Learning today Learning tomorrow
..to..
LMS
Many organisations have used LMS as a
“course catalogue” in their formal education
system. About 73 percent respondents
claimed that they already leverage the
power of learning management systems
in their organisations.
LMS
Organisations are interested
in investing in their existing
platforms given the value that
a cohesive LMS system can
provide. We saw 47 percent
organisations interested in
strengthening their LMS by
integrating them with other
systems and processes.
Internal knowledge
management system
Organisations are planning
to invest in 27 percent of
the organisations surveyed
expressed interest to invest
further in shared drives to
further strengthen their
knowledge management
infrastructure.
Highly contextualised content
library
As vendors/content platforms
are increasingly providing
‘customised- Netflix style’
libraries, organisations are
readily using and investing
in these platforms. About 44
percent respondents want to
invest in them in the near future.
Anytime-anywhere learning
With the increasing use of
smartphones and tablets, 30
percent organisations are
moving towards providing
information and learning that is
available to employees where
work happens.
Content library/programme delivery
platforms
Content libraries have been used by
organisations that prefer ready-made/
sourced content. Platforms such as EdX and
Coursera have witnessed a sudden jump in
popularity in previous years to date and are
being used by 60 percent organisations.
Internal shared drive
It has been used previously in organisations
for internal communication and
information sharing. More than 84 percent
organisations reported to have used
MS teams, OneDrive, and SharePoint
extensively for internal communication.
Micro-learning
Bite-sized learning traditionally allows
learning organisations to launch content
quickly and enable learning in the flow of
work. However, they are in their nascent
stages and are being explored further.
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Integrated
Learning
Ecosystem
8
Future of learning in the wake of COVID-19
Insight 4 | Design thinking and
content curation: Skills that L&D
teams cannot do without
Top skills for L&D in the future
Learner-centred
design thinking:
With changing learner
expectations and behaviours,
organisations are looking at
providing a human-centric
approach to learning by
thinking directly from the
perspective of the learner
and providing experiences
crafted to match their
needs. A learner-centred
design thinking focuses
on the end-consumers and
not the process by making
the learning developer an
“experience architect”. About
82 percent organisations
consider this as the top skill
for their L&D teams—future
designers.
Personalisation:
About 61 percent leaders
believe that the move
towards personalised
content, focussing on the
learner is a step away from
the traditional learning
approach. This is a method
more suited to the unique
needs of an individual
worker and in turn, facilitates
collaboration and learning
in everything we do. This
type of learning is highly
contextualised based
on interests, needs, and
skills and creates hyper-
personalised learning
experiences, while focussing
on when, where, and how the
work happens.
Content curation:
80 percent leaders
responded that they were
moving away from “content
development” towards
“content curation”, which is
more targeted and provides
just-in-time information that is
more accurate and pertinent.
This means providing
organised and contextualised
information that is relevant
to the target audience. By
building efficient knowledge
management skills, L&D
departments can use the
pool of tacit knowledge of
its leaders to curate learner-
centric content.
Knowledge sharing and
collaboration:
About 61 percent
organisations also believe that
it is imperative for L&D teams
to redefine how they promote
a knowledge-sharing
ecosystem to help maximise
human potential at work,
enabling people to share and
transfer their brain power.
They realise that knowledge
no longer sits in databases
waiting to be accessed but
flows dynamically across
digital communications
channels that now define
working relationships,
especially with the incoming
of new workforce and
outgoing of experienced ones.
82%
Design thinking
80%
Content curation
61%
Personalisation
61%
Knowledge sharing
and collaboration
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
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Future of learning in the wake of COVID-19
Governed curation Intelligent curation
Insight 5 | Organisations are
transitioning from buying
content to curating personalised
and contextualised content
We asked organisations about their
approach towards providing the right
content and the majority wanted to
“build” rather than buy or borrow
Content ecosystem
	
• Almost 74 percent organisations do
not want to buy content anymore,
but are focussing on curating
personalised learner-centric content
through their L&D teams.
	
• Organisations are focussing on
developing content curation capabilities
internally and reducing dependencies
on external vendors. About 80 percent
organisations want to build “content
curation” as a key capability within
their L&D teams in the future.
	
• As nearly 50 percent respondents
have witnessed budget cuts, creating
content inhouse will help organisations
optimise their learning budgets,
reduce the turnaround time, and
provide customised content for
modern learners.
Build Borrow Buy
74%
16%
9%
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
With an emphasis on reducing learning budgets, organisations are choosing a new
hybrid model, encompassing features of both “content creation” and “content curation”.
Also, L&D teams are now building capabilities to curate learner-centric programmes
internally. This will lead to further contextualisation of curated L&D programmes and
bridge the gap between formal and informal learning.
Internal content
database
External databases
and content
Learner
Internally vetted and
nominated content
for the organisation
Custom content
development for
select critical topics
Driven by L&D AI/ML
Active training
needs
assessment—
input to curation
Smart
algorithms
Social
learning
Traditional
curation
Monitored
curation
Learner-centric
curation
10
Future of learning in the wake of COVID-19
Insight 6 | The new mandate
of L&D: Build a resilient,
emotionally intelligent, and
empathetic workforce
Resilience
Leaders considered “resilience” as the capability that the world
in the “new normal” can not do without. Resilience is the ability
to “bounce back” after adversity. According to 93 percent leaders,
it is an emotional muscle that must be strengthened not only
amongst leaders, but also amongst the workforce to ensure that
future crises can be dealt with more strongly.
Top-rated human capabilities
Emotional intelligence
According to 91 percent surveyed leaders, emotional intelligence
or EQ is critical in the times of a crises. In the face of uncertain
challenges and risks, leaders recognise the need for expressing
compassion and empathy. EQ enables leaders to acknowledge
employees’ priorities, and safeguard their health and safety.
Empathy
As organisations are moving towards human-centred learning
approaches, they are realising the importance of “empathy” as
a crucial capability. According to 86 percent leaders, acts of
empathy can provide insights into the feelings and needs of others,
thus building and sustaining positive workplace relationships, co-
operation, and collaboration.
As organisations continue to
navigate through uncertainties, they
are recognising the need to embrace
and cultivate enduring human
capabilities in their workforce to
drive business performance.
Along with rapidly building new
skills, the new mandate of L&D is to
build a workforce that can bounce
back, express compassion, and
promote positive relationships.
It is no surprise that more than
80 percent surveyed organisations
are looking at building design
thinking capabilities within their L&D
teams, placing the employee at the
centre, and focussing on providing
experiences that go beyond their
technical skills.
Other highly rated capabilities
Adaptive
thinking
Critical
thinking
Social
intelligence
Creativity Teaming
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
93%
91%
86%
77% 75% 68% 68% 57%
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Future of learning in the wake of COVID-19
Way forward
Action steps to create a resilient, future-proof L&D organisation
Craft the learning strategy in alignment with the business strategy without losing sight of the
employee experience.
Relook at the learning operating model for a transition towards an agile, digital-driven business
model and remote modern learners or gig workers that might be on the organisation’s roll.
Focus on maximising adoption through communication, leadership messaging, and smart change
management.
For L&D to start speaking the language of the business, upskill on business partnering, design
thinking, technology, and most importantly, human-centred skills.
Optimise costs, remove redundancies, and unearth savings to self-fund L&D by assessing spends
on curriculum, technology, and vendors.
As virtual is here to stay, build content and delivery mechanisms that cater to this new normal by
utilising technology and experiential modes of learning, including gamified learning. Also, use
internal subject-matter expertise, contextualised content libraries, and user- and AI-driven curation to
provide the right content for fast-moving skills.
Shift your focus from producing learning content to enabling organic learning in the flow of work.
Take learning to where work happens by concentrating on providing experiences that augment an
employee’s work.
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Future of learning in the wake of COVID-19
Appendix
1. Has your organisation leveraged COVID-19 to boost virtual learning?
2. How is the L&D team supporting learning activities with increased usage of learning platforms during COVID-19?
98%
2%
Yes No
2%
22%
29%
39%
66%
68%
80%
0% 20% 40% 60% 80% 100%
None
Set up an online case management system
Formed focused teams to provide 24x7 support
Set up a learning agent network
Leveraged existing virtual assistant technology
Borrowed talent from the business
Created and communicated detailed learning-related material
Insight
Insight
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
An overwhelming majority of organisations have stated how the COVID-19 pandemic has been leveraged
to develop virtual learning systems for employees.
Enterprises report that their training teams are largely focussing on creating new content that
comprehensively outlines all necessary information for their employees.
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Future of learning in the wake of COVID-19
3. Which of the following is a priority for your learning strategy after COVID-19?
4. Which area of learning will be the top priority for your organisation in the future?
13%
11%
23%
53%
9%
33%
35%
24%
11%
37%
35%
16%
67%
19%
7%
7%
0% 50% 100%
Knowledge management
Learning design
Virtual /digital delivery
Aligning learning to business outcomes and employee productivity
1 2 3 4
2%
23%
27%
48%
7%
34%
39%
20%
9%
39%
25%
25%
80%
5%
9%
5%
0% 20% 40% 60% 80% 100% 120%
Learning operations & administration
Learning technology
Learning content and delivery
Learning strategy
Ranked 1st Ranked 2nd Ranked 3rd Ranked 4th
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Insight
Insight
This chart indicates the importance of alignment of learning systems that is strongly felt when learning
becomes a key priority for organisations to develop their talent pool.
Organisations have outlined a learning strategy as the top most priority for development, learning content
and delivery have been largely noted as a second priority.
Note: Percentages may not total 100 percent due to rounding.
14
Future of learning in the wake of COVID-19
5. What percentage of formal learning in your organisation constituted of virtual learning before COVID-19?
34%
39%
9%
9%
9%
Less than 20%
20% to 40%
40% to 60%
60% to 80%
More than 80%
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Insight
Insight
Almost 75 percent of all organisations surveyed report that the e-learning played a minimal role (if any at
all) in the enterprise’s formal learning structure for employees.
More than three-quarters of organisations are willing to have at least 40 percent of all their training
content developed or delivered virtually.
6. Virtual learning would constitute what percentage of formal learning in your organisation currently and/or in the future?
5%
16%
36%
18%
25%
Less than 20%
20% to 40%
40% to 60%
60% to 80%
More than 80%
15
Future of learning in the wake of COVID-19
7. Which of these elements of continuous learning will you be focussing on after COVID-19?
8. In the future, which of the following virtual learning methods do you plan to invest in?
9%
55%
14%
25%
9%
20%
44%
32%
21%
20%
30%
25%
60%
5%
12%
18%
0% 50% 100%
Education: Learning through traditional methods like
classroom, self-paced or blended learning
Experience: Learning through stretch assignments, special
projects, or group projects where learners apply skills to
actual job tasks
Exposure: Learning that occurs through interactions and
relationships like communities of practice and discussion
forums
Environment: Learning that occurs through tools, systems,
and processes that employees use to support their work
1 2 3 4
77%
68%
66%
66%
57%
50%
45%
20%
11%
0% 20% 40% 60% 80% 100%
Instructor/facilitator led live training
Simulation based learning
Panel/ learning community discussions
Gamified learning
Pre-recorded e-learning courses/ Webcasts
MOOCs
Podcasts
File sharing
Other (please specify)
Insight
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Insight
Insight
This chart indicates that a COVID-induced evaluation of learning systems and techniques, have quite likely
outlined employee experience as an area of importance to be developed.
Significant importance is being given to experience-based learning and development, with enterprises
opting to invest in live sessions, gamified learning, and simulation-based learning.
Environment: Learning that occurs through tools, systems,
and processes that employees use to support their work
Exposure: Learning that occurs through interactions and
relationships like communities of practice and discussion
forums
Experience: Learning through stretch assignments, special
projects, or group projects where learners apply skills to
actual job tasks
Education: Learning through traditional methods like
classroom, self-paced or blended learning
Note: Percentages may not total 100 percent due to rounding.
16
Future of learning in the wake of COVID-19
9. Which of the following platforms are utilised for learning in your organisation?
10. Which of these learning infrastructure elements do you plan to invest in over the next 12 months?
11%
36%
60%
73%
84%
0% 20% 40% 60% 80% 100%
Micro learning platforms (such as Axonify, Area9 etc.)
Others
Content library/programme delivery platforms such as
EdX, Coursera etc.)
Learning Management System
Internal shared drive for learning (such as Microsoft
Teams, OneDrive, SharePoint etc.)
47%
44%
29%
27%
24%
0% 10% 20% 30% 40% 50%
LMS
Content library
Micro learning
Internal shared drive
None
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Insight
Insight
Most organisations seem to have short-term plans to invest in Learning Management Systems and
content libraries for their employees.
A number of organisations are reportedly utilising their own internal shared drives to distribute content
and many have also begun to use personalised learning management systems.
Internal shared drive for learning (such as Microsoft
Teams, OneDrive, SharePoint etc.)
Learning Management System
Content library/programme delivery platforms such as
EdX, Coursera etc.)
Others
Micro learning platforms (such as Axonify, Area9 etc.)
17
Future of learning in the wake of COVID-19
11. How was the adoption of your existing learning platforms affected during COVID-19?
11%
27%
61%
61%
80%
82%
0% 20% 40% 60% 80% 100%
Other (please specify)
Information architecture
Knowledge sharing and management
Personalised learning
Content curation
Learner-centred design thinking
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Insight
Insight
When given a choice, organisations opt to build customised content for learners rather than utilise pre-
existing content for appropriate contextualisation.
The most significant impact, observed by organisations, was learner-centred design thinking with content
curation coming in at a close second.
12. In the learning context, which approach do you intend to follow for providing the right content to learners?
74%
16%
9%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Build
Borrow
Buy
18
Future of learning in the wake of COVID-19
13. What has been the effect of COVID-19 on the L&D budget?
14. Did you invest in new virtual learning platforms or focus on the adoption of existing platforms during COVID-19?
5%
14%
34%
11%
36%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Increased by more than 20%
Increased by less than 20%
No change
Decreased by less than 20%
Decreased by more than 20%
56%
7%
33%
4%
0% 10% 20% 30% 40% 50% 60%
Adoption of existing virtual platforms
Investment in new virtual platforms
Both
None
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Insight
Insight
56 percent organisations tried to drive the adoption of existing virtual platforms, while a third of all firms
surveyed opted for a balanced mix between investing in new platforms and using old ones.
L&D budgets dropped for a majority of the organisations surveyed (47 percent) but remain same for 34
percent of them and interestingly, even increased for some.
19
Future of learning in the wake of COVID-19
15. What was the effect on the adoption of your existing learning platforms during COVID-19?
16. Which of the following capabilities are critical for your organisation?
0%
4%
9%
27%
60%
0% 10% 20% 30% 40% 50% 60% 70%
Decreased
No change
Increased by less than 10%
Increased between 10-20%
Increased by more than 20%
93%
91%
86%
77%
75%
68%
68%
57%
48%
39%
27%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Resiliance
Emotional intelligence
Empathy
Adaptive thinking
Social intelligence
Critical thinking
Creativity
Teaming
Curiosity
Sense making
Imagination
Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
Insight
Insight
Organisations have recognised the importance of resilience, emotional intelligence, and empathy in the
workplace, with at least 85 percent of them wanting these critical skills to be inculcated in their organisations.
More than 60 percent organisations saw the adoption of existing learning platforms increase to more than
1.2x after COVID-19.
20
Future of learning in the wake of COVID-19
Connect with us
Contributors
Pratik Mehta
Partner, Deloitte
pratikm@deloitte.com
Ankur Walunjkar
Partner, Deloitte
awalunjkar@deloitte.com
Deepti Agarwal
Akshita Singh
Priyanka Sen
Zarqua Cutlerywala
Sanchit Telang
Sakshi Lahori
21
Future of learning in the wake of COVID-19
Deloitte refers to one or more of Deloitte Touche Tohmatsu Limited, a UK
private company limited by guarantee (“DTTL”), its network of member firms,
and their related entities. DTTL and each of its member firms are legally
separate and independent entities. DTTL (also referred to as “Deloitte Global”)
does not provide services to clients. Please see www.deloitte.com/about for a
more detailed description of DTTL and its member firms.
This material is prepared by Deloitte Touche Tohmatsu India LLP (DTTILLP).
This material (including any information contained in it) is intended to provide
general information on a particular subject(s) and is not an exhaustive
treatment of such subject(s) or a substitute to obtaining professional
services or advice. This material may contain information sourced from
publicly available information or other third party sources. DTTILLP does
not independently verify any such sources and is not responsible for any
loss whatsoever caused due to reliance placed on information sourced
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© 2021 Deloitte Touche Tohmatsu India LLP. Member of Deloitte Touche
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Future of learning in the wake of COVID-19

  • 1. 1 Future of learning in the wake of COVID-19 Future of learning in the wake of COVID-19 Consulting | India Perspective January 2021
  • 2. Foreword Across the world, organisations, in their response to the pandemic, shifted gears to virtual workplace models and remote working practices to enable business continuity. Increased cost-saving opportunities, improved employee productivity, and the absence of a vaccine indicate that this theme will sustain for the foreseeable future. And while the Digital India campaign had sown the seeds for a digital economy, it was COVID-19 that accelerated large-scale digital adoption and transformation, leading to an increased need for acquiring new skills. The pandemic highlighted the need to invest in digital technologies, such as video conferencing tools, cloud systems, and Learning Management Systems (LMS). In light of ever-changing business scenarios, organisations are now increasingly looking to develop capability-building initiatives. Upskilling and lifelong learning have become imperative as emerging trends, such as Machine Learning (ML) and Artificial Intelligence (AI) continue to transform ways of working.   We believe that chief human resource officers, chief learning officers, and Learning and Development (L&D) teams have already realised that reskilling, upskilling, and out-skilling are the answers to these problems; just “learning”, as we know it, will not suffice. A learning transformation is needed—one that focuses on the connection between continuous upskilling and actual work. Organisations must now ensure that “learning” comes to the worker—where the work is actually done.   In our quest to understand if the current scenario has accelerated mindset shifts in L&D organisations in India, we collaborated with NHRD to co-author this report. Our methodology was the combination of a survey and virtual one-on-one conversations with the leaders of 45 reputed Indian organisations, based on which, we identified six key learnings that are transforming the Indian L&D landscape. We have presented the tactical steps that could be adopted by organisations to restructure their learning strategy and augment their existing workforce with resilience and tenacity. Future of learning in the wake of COVID-19 2
  • 3. 3 Future of learning in the wake of COVID-19 The “new normal” The future of work is driven by the confluence of technology and people-related disruptions, and further accelerated by COVID-19. This is challenging leaders across fronts and forcing them to reimagine learning. 1 http://news.ihsmarkit.com/press-release/technology/more-six-billion-smartphones-2020-ihs-markit-says 2 https://www-01.ibm.com/software/data/bigdata/what-is-big-data.html 3 Annual Global Millennial Study, https://www2.Deloitte.com/uk/en/pages/about-Deloitte-uk/articles/millennial-survey.html 4 https://www.newscientist.com/article/mg23130810-800-the-100year-life-how-should-we-fund-our-lengthening-lives/ 5 https://www2.deloitte.com/content/dam/Deloitte/il/Documents/human-capital/Thriving_in_times_of_digita_disruption.pdf 6 http://www.oxfordmartin.ox.ac.uk/downloads/reports/Citi_GPS_Technology_Work_2.pdf 7 Intuit 2020 Report: Twenty Trends that will Shape the next Decade https://http-download.intuit.com/http.intuit/CMO/intuit/futureofsmallbusiness/intuit_2020_ report.pdf 8 https://www2.deloitte.com/content/dam/Deloitte/global/Documents/HumanCapital/dttl-hc-english-opentalenteconomy.pdf 9 https://www2.deloitte.com/content/dam/Deloitte/be/Documents/tax/Finance_forum/7%20Tech%20Trends%20-%20Charles%20Palmieri%20and%20Nathalie%20 Vandekerkhove.pdf Seven disruptors COVID-19 accelerators Explosion in contingent work Accessible AI, cognitive computing, and robotics Diversity and generational change Data tsunami Jobs transformed by automation Change in the nature of a career Technology is everywhere 40% contingent workers by 20201 US$500,000 in 2008 US$22,000 today9 50% millennials3 25% global pop in Africa by 20505 Longevity dividend - 50-year careers4 9x more data in past two years2 Major enabler of machine learning 35% UK 47% US 77% China6 2.5 - 5 years: Half life of skills, 4.5 years: Average tenure in a job8 6.0 billion+ smartphones in the world by 20201 Robots are increasing their presence as companies seek to minimise close human contact While freelancers and gig workers have been hit hard, the open talent economy could provide a lifeline for others Remote work could be the “new normal”
  • 4. Future of learning in the wake of COVID-19 A paradigm shift in the learning landscape HR leaders that we interacted with felt that the learning landscape transformed dramatically in the “new normal” When asked if organisations utilised virtual learning during the pandemic, the answer was a resounding "yes" How learning evolved for virtual… How learning teams adapted… 68% 66% 80% focused on creating and communicating detailed learning-related material. borrowed talent from the business to support learning activities. leveraged existing virtual assistant technology. 98% Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) HR leaders speak Virtual learning got a tremendous boost with annual man day targets being met twice over in three months Classroom training sessions were repurposed and redesigned for virtual training using self-paced tools such as Webex, Skype, and Adobe Connect. We went all digital and used the LMS to its full potential during the lockdown. 4
  • 5. 5 Future of learning in the wake of COVID-19 Insight 1 | Learning strategy and business models need increased interlinking 53 percent organisations surveyed identified the alignment of learning to business outcomes as their “numero uno” priority. The evolving business environment, along with the changes, such as remote working and virtualisation, brought about by COVID-19 have forced organisations to fundamentally rethink the role of learning. Organisations are looking to build learning strategies to better integrate learning with the business.1 As disruptions continue to affect almost every industry, learning functions of organisations are now reinventing how they create and deliver learning content as they align learning to organisational objectives. 23 percent of the organisations surveyed are looking at virtual delivery as their first priority. Virtual learning, which is available anytime and anywhere, has emerged as the preferred method of learning and reduced the space between “learning and work”, as confirmed by organisations. However, there is also an improved understanding that each virtual mode is only suitable for achieving particular objectives and therefore, should be optimised for the same. While 13 percent organisations surveyed have rated knowledge management as their top priority, over 33 percent* organisations have also identified it as amongst their top three priorities. Knowledge management is gaining importance for creating context in a connected world for learners with an insatiable thirst for information. With the advent of millennials in the ageing workforce, a lot of key talent across industries is on the verge of retirement. 11 percent organisations surveyed identified learning design as their top priority while nearly 44 percent* organisations rated it amongst their top two priorities. Traditionally, learning experience has been designed with a “static” and “one-size-fits-all’ approach. However, organisations are now realising the value of a customised and personalised learning design approach—carefully planned per the target audience’s needs after COVID-19. 1 Aligning learning to business outcomes 3 Knowledge management 2 Virtual/digital delivery 4 Learning design Source: 1 – Deloitte Insights Superlearning: Reskilling, upskilling and outskilling for a future-proof workforce * Refer Chart 3 in Appendix 1 for further details Learning in the flow of work New approaches to integrate learning and work are arising—combining development and work into “dev- work”, building on the realisation that learning and work are two constantly connected sides of every "job“. – Global Human Capital Trends, Deloitte Learning strategy, the most important pillar for organisations today, requires an overhaul. Nearly 50 percent organisations plan to prioritise learning strategy to keep up with the changing environment and preferences of modern learners. Developing a culture of continuous learning in an environment that embeds upskilling into the flow of work is vital. A renewed learning strategy will not only make learning a part of the organisation’s mission but also add value for its employees.
  • 6. 6 Future of learning in the wake of COVID-19 Insight 2 | Virtual is here to stay: Providing experiences is key Special work projects, stretch assignments, any time work is developmental Resources, physical, and virtual spaces workers inhabit Interactions with people and groups both formal and informal Classroom, self- paced learning With Future of Work conversations becoming prevalent, we have been witnessing a move towards continuous learning mechanisms that are beyond formal education and encompass experience, environment, and exposure. Organisations have made their preference clear where providing experiences that augment work trumps formal classroom-based learning. 2 55% 9% 14% 25% Experience First priority Environment Exposure Education As expected, most organisations utilised virtual learning during the pandemic. And, we believe virtual learning is here to stay. Organisations confirmed that virtual learning will constitute at least 40 percent of the formal learning structure, with some organisations expecting this figure to reach as high as 90 percent. While virtual has become the new normal, it is crucial to ensure learning is interactive given today’s digital learner’s jobs, behaviours, habits, and preferences. About 62 percent leaders conveyed that the focus of L&D teams has shifted towards making content “more-interactive” using facilitator-led live instructional trainings, simulations, and panel discussions over conventional modes. Source: Placing Meaningful Tools and Information in the Flow of Work, 2019 3 Experiential modes of learning Conventional modes of learning 38% 62% VILTs10 Pre-recorded e-learning Gamified learning Physical assets Panel discussions Simulations File sharing Podcasts Classroom sessions MOOCs11 10 Virtual Instructor Led Training 11 Massive Open Online Courses 1 The company’s cloud-based virtual interactive learning platform has, in this year alone, gathered widespread adoption and more than a 300 percent increase in course completions. It houses 500 hours of e-learning content based on an organisation-wide technical competency framework and caters to the learning needs of its 17,000+ workforce. In the wake of the COVID-19-induced lockdown, the new LMS has become the de-facto mode of learning delivery, which includes simulations and gamification. Case in point: A Fortune 500 organisation—an oil and gas major Increased investment in experiential modes of learning in comparison to conventional ones Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
  • 7. Future of learning in the wake of COVID-19 Insight 3 | Even with learning budget cuts, organisations are prioritising and spending on integrated technologies Nearly half of the respondents witnessed budget cuts. Three out of every four organisations surveyed had their budgets curtailed by more than 20 percent. 89 percent organisations prioritised adoption over investment Organisations are looking at making their existing platforms more robust and increasing user adoption along with learning time spent. More than 60 percent organisations saw adoption increase to more than 1.2x The adoption was driven by using techniques such as converting physical training to virtual, sharing learning material, working with business teams to support learning to name a few. 7 With budgets curtailed, organisations are prioritising investment in a variety of technologies Learning today Learning tomorrow ..to.. LMS Many organisations have used LMS as a “course catalogue” in their formal education system. About 73 percent respondents claimed that they already leverage the power of learning management systems in their organisations. LMS Organisations are interested in investing in their existing platforms given the value that a cohesive LMS system can provide. We saw 47 percent organisations interested in strengthening their LMS by integrating them with other systems and processes. Internal knowledge management system Organisations are planning to invest in 27 percent of the organisations surveyed expressed interest to invest further in shared drives to further strengthen their knowledge management infrastructure. Highly contextualised content library As vendors/content platforms are increasingly providing ‘customised- Netflix style’ libraries, organisations are readily using and investing in these platforms. About 44 percent respondents want to invest in them in the near future. Anytime-anywhere learning With the increasing use of smartphones and tablets, 30 percent organisations are moving towards providing information and learning that is available to employees where work happens. Content library/programme delivery platforms Content libraries have been used by organisations that prefer ready-made/ sourced content. Platforms such as EdX and Coursera have witnessed a sudden jump in popularity in previous years to date and are being used by 60 percent organisations. Internal shared drive It has been used previously in organisations for internal communication and information sharing. More than 84 percent organisations reported to have used MS teams, OneDrive, and SharePoint extensively for internal communication. Micro-learning Bite-sized learning traditionally allows learning organisations to launch content quickly and enable learning in the flow of work. However, they are in their nascent stages and are being explored further. Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) Integrated Learning Ecosystem
  • 8. 8 Future of learning in the wake of COVID-19 Insight 4 | Design thinking and content curation: Skills that L&D teams cannot do without Top skills for L&D in the future Learner-centred design thinking: With changing learner expectations and behaviours, organisations are looking at providing a human-centric approach to learning by thinking directly from the perspective of the learner and providing experiences crafted to match their needs. A learner-centred design thinking focuses on the end-consumers and not the process by making the learning developer an “experience architect”. About 82 percent organisations consider this as the top skill for their L&D teams—future designers. Personalisation: About 61 percent leaders believe that the move towards personalised content, focussing on the learner is a step away from the traditional learning approach. This is a method more suited to the unique needs of an individual worker and in turn, facilitates collaboration and learning in everything we do. This type of learning is highly contextualised based on interests, needs, and skills and creates hyper- personalised learning experiences, while focussing on when, where, and how the work happens. Content curation: 80 percent leaders responded that they were moving away from “content development” towards “content curation”, which is more targeted and provides just-in-time information that is more accurate and pertinent. This means providing organised and contextualised information that is relevant to the target audience. By building efficient knowledge management skills, L&D departments can use the pool of tacit knowledge of its leaders to curate learner- centric content. Knowledge sharing and collaboration: About 61 percent organisations also believe that it is imperative for L&D teams to redefine how they promote a knowledge-sharing ecosystem to help maximise human potential at work, enabling people to share and transfer their brain power. They realise that knowledge no longer sits in databases waiting to be accessed but flows dynamically across digital communications channels that now define working relationships, especially with the incoming of new workforce and outgoing of experienced ones. 82% Design thinking 80% Content curation 61% Personalisation 61% Knowledge sharing and collaboration Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45)
  • 9. 9 Future of learning in the wake of COVID-19 Governed curation Intelligent curation Insight 5 | Organisations are transitioning from buying content to curating personalised and contextualised content We asked organisations about their approach towards providing the right content and the majority wanted to “build” rather than buy or borrow Content ecosystem • Almost 74 percent organisations do not want to buy content anymore, but are focussing on curating personalised learner-centric content through their L&D teams. • Organisations are focussing on developing content curation capabilities internally and reducing dependencies on external vendors. About 80 percent organisations want to build “content curation” as a key capability within their L&D teams in the future. • As nearly 50 percent respondents have witnessed budget cuts, creating content inhouse will help organisations optimise their learning budgets, reduce the turnaround time, and provide customised content for modern learners. Build Borrow Buy 74% 16% 9% Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) With an emphasis on reducing learning budgets, organisations are choosing a new hybrid model, encompassing features of both “content creation” and “content curation”. Also, L&D teams are now building capabilities to curate learner-centric programmes internally. This will lead to further contextualisation of curated L&D programmes and bridge the gap between formal and informal learning. Internal content database External databases and content Learner Internally vetted and nominated content for the organisation Custom content development for select critical topics Driven by L&D AI/ML Active training needs assessment— input to curation Smart algorithms Social learning Traditional curation Monitored curation Learner-centric curation
  • 10. 10 Future of learning in the wake of COVID-19 Insight 6 | The new mandate of L&D: Build a resilient, emotionally intelligent, and empathetic workforce Resilience Leaders considered “resilience” as the capability that the world in the “new normal” can not do without. Resilience is the ability to “bounce back” after adversity. According to 93 percent leaders, it is an emotional muscle that must be strengthened not only amongst leaders, but also amongst the workforce to ensure that future crises can be dealt with more strongly. Top-rated human capabilities Emotional intelligence According to 91 percent surveyed leaders, emotional intelligence or EQ is critical in the times of a crises. In the face of uncertain challenges and risks, leaders recognise the need for expressing compassion and empathy. EQ enables leaders to acknowledge employees’ priorities, and safeguard their health and safety. Empathy As organisations are moving towards human-centred learning approaches, they are realising the importance of “empathy” as a crucial capability. According to 86 percent leaders, acts of empathy can provide insights into the feelings and needs of others, thus building and sustaining positive workplace relationships, co- operation, and collaboration. As organisations continue to navigate through uncertainties, they are recognising the need to embrace and cultivate enduring human capabilities in their workforce to drive business performance. Along with rapidly building new skills, the new mandate of L&D is to build a workforce that can bounce back, express compassion, and promote positive relationships. It is no surprise that more than 80 percent surveyed organisations are looking at building design thinking capabilities within their L&D teams, placing the employee at the centre, and focussing on providing experiences that go beyond their technical skills. Other highly rated capabilities Adaptive thinking Critical thinking Social intelligence Creativity Teaming Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) 93% 91% 86% 77% 75% 68% 68% 57%
  • 11. 11 Future of learning in the wake of COVID-19 Way forward Action steps to create a resilient, future-proof L&D organisation Craft the learning strategy in alignment with the business strategy without losing sight of the employee experience. Relook at the learning operating model for a transition towards an agile, digital-driven business model and remote modern learners or gig workers that might be on the organisation’s roll. Focus on maximising adoption through communication, leadership messaging, and smart change management. For L&D to start speaking the language of the business, upskill on business partnering, design thinking, technology, and most importantly, human-centred skills. Optimise costs, remove redundancies, and unearth savings to self-fund L&D by assessing spends on curriculum, technology, and vendors. As virtual is here to stay, build content and delivery mechanisms that cater to this new normal by utilising technology and experiential modes of learning, including gamified learning. Also, use internal subject-matter expertise, contextualised content libraries, and user- and AI-driven curation to provide the right content for fast-moving skills. Shift your focus from producing learning content to enabling organic learning in the flow of work. Take learning to where work happens by concentrating on providing experiences that augment an employee’s work.
  • 12. 12 Future of learning in the wake of COVID-19 Appendix 1. Has your organisation leveraged COVID-19 to boost virtual learning? 2. How is the L&D team supporting learning activities with increased usage of learning platforms during COVID-19? 98% 2% Yes No 2% 22% 29% 39% 66% 68% 80% 0% 20% 40% 60% 80% 100% None Set up an online case management system Formed focused teams to provide 24x7 support Set up a learning agent network Leveraged existing virtual assistant technology Borrowed talent from the business Created and communicated detailed learning-related material Insight Insight Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) An overwhelming majority of organisations have stated how the COVID-19 pandemic has been leveraged to develop virtual learning systems for employees. Enterprises report that their training teams are largely focussing on creating new content that comprehensively outlines all necessary information for their employees.
  • 13. 13 Future of learning in the wake of COVID-19 3. Which of the following is a priority for your learning strategy after COVID-19? 4. Which area of learning will be the top priority for your organisation in the future? 13% 11% 23% 53% 9% 33% 35% 24% 11% 37% 35% 16% 67% 19% 7% 7% 0% 50% 100% Knowledge management Learning design Virtual /digital delivery Aligning learning to business outcomes and employee productivity 1 2 3 4 2% 23% 27% 48% 7% 34% 39% 20% 9% 39% 25% 25% 80% 5% 9% 5% 0% 20% 40% 60% 80% 100% 120% Learning operations & administration Learning technology Learning content and delivery Learning strategy Ranked 1st Ranked 2nd Ranked 3rd Ranked 4th Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) Insight Insight This chart indicates the importance of alignment of learning systems that is strongly felt when learning becomes a key priority for organisations to develop their talent pool. Organisations have outlined a learning strategy as the top most priority for development, learning content and delivery have been largely noted as a second priority. Note: Percentages may not total 100 percent due to rounding.
  • 14. 14 Future of learning in the wake of COVID-19 5. What percentage of formal learning in your organisation constituted of virtual learning before COVID-19? 34% 39% 9% 9% 9% Less than 20% 20% to 40% 40% to 60% 60% to 80% More than 80% Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) Insight Insight Almost 75 percent of all organisations surveyed report that the e-learning played a minimal role (if any at all) in the enterprise’s formal learning structure for employees. More than three-quarters of organisations are willing to have at least 40 percent of all their training content developed or delivered virtually. 6. Virtual learning would constitute what percentage of formal learning in your organisation currently and/or in the future? 5% 16% 36% 18% 25% Less than 20% 20% to 40% 40% to 60% 60% to 80% More than 80%
  • 15. 15 Future of learning in the wake of COVID-19 7. Which of these elements of continuous learning will you be focussing on after COVID-19? 8. In the future, which of the following virtual learning methods do you plan to invest in? 9% 55% 14% 25% 9% 20% 44% 32% 21% 20% 30% 25% 60% 5% 12% 18% 0% 50% 100% Education: Learning through traditional methods like classroom, self-paced or blended learning Experience: Learning through stretch assignments, special projects, or group projects where learners apply skills to actual job tasks Exposure: Learning that occurs through interactions and relationships like communities of practice and discussion forums Environment: Learning that occurs through tools, systems, and processes that employees use to support their work 1 2 3 4 77% 68% 66% 66% 57% 50% 45% 20% 11% 0% 20% 40% 60% 80% 100% Instructor/facilitator led live training Simulation based learning Panel/ learning community discussions Gamified learning Pre-recorded e-learning courses/ Webcasts MOOCs Podcasts File sharing Other (please specify) Insight Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) Insight Insight This chart indicates that a COVID-induced evaluation of learning systems and techniques, have quite likely outlined employee experience as an area of importance to be developed. Significant importance is being given to experience-based learning and development, with enterprises opting to invest in live sessions, gamified learning, and simulation-based learning. Environment: Learning that occurs through tools, systems, and processes that employees use to support their work Exposure: Learning that occurs through interactions and relationships like communities of practice and discussion forums Experience: Learning through stretch assignments, special projects, or group projects where learners apply skills to actual job tasks Education: Learning through traditional methods like classroom, self-paced or blended learning Note: Percentages may not total 100 percent due to rounding.
  • 16. 16 Future of learning in the wake of COVID-19 9. Which of the following platforms are utilised for learning in your organisation? 10. Which of these learning infrastructure elements do you plan to invest in over the next 12 months? 11% 36% 60% 73% 84% 0% 20% 40% 60% 80% 100% Micro learning platforms (such as Axonify, Area9 etc.) Others Content library/programme delivery platforms such as EdX, Coursera etc.) Learning Management System Internal shared drive for learning (such as Microsoft Teams, OneDrive, SharePoint etc.) 47% 44% 29% 27% 24% 0% 10% 20% 30% 40% 50% LMS Content library Micro learning Internal shared drive None Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) Insight Insight Most organisations seem to have short-term plans to invest in Learning Management Systems and content libraries for their employees. A number of organisations are reportedly utilising their own internal shared drives to distribute content and many have also begun to use personalised learning management systems. Internal shared drive for learning (such as Microsoft Teams, OneDrive, SharePoint etc.) Learning Management System Content library/programme delivery platforms such as EdX, Coursera etc.) Others Micro learning platforms (such as Axonify, Area9 etc.)
  • 17. 17 Future of learning in the wake of COVID-19 11. How was the adoption of your existing learning platforms affected during COVID-19? 11% 27% 61% 61% 80% 82% 0% 20% 40% 60% 80% 100% Other (please specify) Information architecture Knowledge sharing and management Personalised learning Content curation Learner-centred design thinking Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) Insight Insight When given a choice, organisations opt to build customised content for learners rather than utilise pre- existing content for appropriate contextualisation. The most significant impact, observed by organisations, was learner-centred design thinking with content curation coming in at a close second. 12. In the learning context, which approach do you intend to follow for providing the right content to learners? 74% 16% 9% 0% 10% 20% 30% 40% 50% 60% 70% 80% Build Borrow Buy
  • 18. 18 Future of learning in the wake of COVID-19 13. What has been the effect of COVID-19 on the L&D budget? 14. Did you invest in new virtual learning platforms or focus on the adoption of existing platforms during COVID-19? 5% 14% 34% 11% 36% 0% 5% 10% 15% 20% 25% 30% 35% 40% Increased by more than 20% Increased by less than 20% No change Decreased by less than 20% Decreased by more than 20% 56% 7% 33% 4% 0% 10% 20% 30% 40% 50% 60% Adoption of existing virtual platforms Investment in new virtual platforms Both None Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) Insight Insight 56 percent organisations tried to drive the adoption of existing virtual platforms, while a third of all firms surveyed opted for a balanced mix between investing in new platforms and using old ones. L&D budgets dropped for a majority of the organisations surveyed (47 percent) but remain same for 34 percent of them and interestingly, even increased for some.
  • 19. 19 Future of learning in the wake of COVID-19 15. What was the effect on the adoption of your existing learning platforms during COVID-19? 16. Which of the following capabilities are critical for your organisation? 0% 4% 9% 27% 60% 0% 10% 20% 30% 40% 50% 60% 70% Decreased No change Increased by less than 10% Increased between 10-20% Increased by more than 20% 93% 91% 86% 77% 75% 68% 68% 57% 48% 39% 27% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Resiliance Emotional intelligence Empathy Adaptive thinking Social intelligence Critical thinking Creativity Teaming Curiosity Sense making Imagination Source: Deloitte study in collaboration with NHRD conducted in 2020 (n=45) Insight Insight Organisations have recognised the importance of resilience, emotional intelligence, and empathy in the workplace, with at least 85 percent of them wanting these critical skills to be inculcated in their organisations. More than 60 percent organisations saw the adoption of existing learning platforms increase to more than 1.2x after COVID-19.
  • 20. 20 Future of learning in the wake of COVID-19 Connect with us Contributors Pratik Mehta Partner, Deloitte pratikm@deloitte.com Ankur Walunjkar Partner, Deloitte awalunjkar@deloitte.com Deepti Agarwal Akshita Singh Priyanka Sen Zarqua Cutlerywala Sanchit Telang Sakshi Lahori
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