What we mean by learning innovation

Generally, the concept of innovation tends to be measured strictly on technological advancement and system enhancement. New technologies are being developed at considerable speed, and it can surely be interesting and fun to delve into their up-to-date functionalities and procedural alternatives, which seem to lean more and more on artificial intelligence and automation. But can the definition of innovation really be reduced to the mere development of new technologies and the enhancement of system performance?

At TeamPeaks, we think innovation should be approached in a more subjective and contingent way. We believe that innovation can and should be evaluated more in relation to the human-level implications stemming from the application context, and when applied to corporate training, it should primarily stem from client-specific learning habits and shared learning objectives.

Innovation for the sake of innovation shouldn’t be the goal.

Instead, we innovate with the objective of improving client-specific learning outcomes.

How do we apply innovation to corporate training?

To be more specific, we apply innovation based on three core principles:

APPLICABILITY (aka how we build solutions)

Learning contents don’t all have the same role, but they are part of a wider context where the learning experience happens. This is why it’s above all relevant to identify the aim of a content, and then exploit it as a guideline for building the learning experience.

Recognizing learning aims is what allows us to more effectively draft any applicable learning solution, by consequence identifying the potential tools through which each step of the experience can be crafted.

ADDED VALUE (aka how we identify the best solution)

An analysis of our client learning habits comes next: through which processes and tools has corporate training been managed until now?

This is another piece of information that allows us to craft solutions with added value for our clients; and being able to deliver solutions with added value is another strong innovation factor.

Simply employing cutting-edge technologies doesn’t necessarily mean bringing added value. Instead, we need to reason in terms of tools and processes that can more effectively solve construction dilemmas naturally brought about learning objectives. Being it clear where we stand and where we need to go, the challenge of making it happen in a way that can be truly beneficial for our client is the fuel that drives our construction process and choice of resource. Innovation is in the “why”.

DELIVERABILITY (aka how we make sure a solution works)

Of course, a reputable innovation process cannot exclude proper testing!

When building what we feel can be the best learning solution for our client, we always make sure that our efforts will be pleasant for learners even for what concerns performance.

As part of our analysis also comes being informed about our learners’ devices and system applications, so that we can test and tailor our solutions adequately as we go.

Innovation cannot exclude usability. Because can innovation be really considered as such if it is not concretely deliverable?

In this article we shared what we at TeamPeaks mean by learning innovation, but we’d love to hear what you think!

According to you, is there something that shouldn’t be ignored when talking about learning innovation?