In the first article of this three-part series, we discussed the evolution of the instructor role. Here, we’ll explore evolving learner expectations and preferences. 

As business needs evolve alongside market shifts and technological advancements, employees are being asked to meet new demands that require ongoing skills development and adaptability. In an uncertain economy, employees are often expected to “do more with less,” and may struggle to balance intense workloads. Or, they may be expected to learn how to use a newly implemented technology or system.

While the challenges employees face are often job- and organization-specific, one thing is clear: Employees want more learning and development (L&D).

In fact, a Culture Amp study found that when asked if they would rather take a job with a higher salary or a job with better L&D opportunities, people were more likely to choose the job with better L&D.

Employees want training and development, but how can learning leaders ensure their programs meet their expectations and drive lasting behavior change? Let’s take a look.

Evolving Learner Expectations and Preferences

Today’s learners bring a new set of expectations to the workplace, which are largely shaped by the digital age and the accessibility of information.

Let’s explore some of the top expectations modern learners bring to the table — and what they mean for today’s corporate training programs.

Learners want bite-sized, consumable content.

In the past, it was common for a learner to sit through a multi-day or hours-long course. That’s no longer the case, as there’s been a shift to more consumable content, says Joe Makston, CPTM, founder of Ryppl Effect and a Training Industry Courses instructor.

Today’s learners are looking for bite-sized learning moments, such as microlearning videos or interactive virtual instructor-led (VILT) courses delivered in manageable sections. This makes sense, as the content today’s learners consume outside of the classroom is typically delivered in this format, whether it’s a TikTok video or a how-to blog.

Training Industry’s “Empowering the Modern Workforce: Rethinking the Learner Experience in Training,” e-book found that employees who are “digital natives” (i.e., they came of age using modern computing and mobile technology) prefer tailored, shorter pieces of content.

In other words, Makston says, “gone are the days of a four-hour course” where you have to stay in the course for the entire session or lose your place. “That was quite an antiquated way of doing it.”  Laura Smith Dunaief, CPTM, founder of and chief learning officer at CareerCraft and a Training Industry Courses instructor, agrees, noting that “Organizations have less appetite for multi-day experiences, or sometimes even multi-hour experiences.”

Assigning prework, such as asking learners to watch a quick video or to complete a brief assignment before the course, can help shorten training session times, as learners come to the course with a baseline level of understanding. Then, you can build on that in the course, Dunaief says.

The importance of personalized — and flexible — learning.

Learners also expect personalized training experiences. After all, says Kim Davis, CPTM, senior manager of comprehensive and innovative faculty development programs and a Training Industry Courses instructor, we’ve become accustomed to recommendations that we get from places like Netflix or Amazon, so delivering personalized learning recommendations has become an expectation for many learners.

In the past, personalizing learning content could feel daunting. But recent advancements in artificial intelligence (AI) are making training personalization faster and easier than ever before. AI-driven tools can help L&D professionals quickly curate personalized learning journeys by selecting courses or modules relevant to each learner’s specific needs.

Personalization also ensures that all training is directly relevant to learners’ job roles — which is critical for learner engagement. When learners don’t understand “what learning has to do with their job,” they often disengage, Makston says. He suggests shadowing learners on the job to understand their day-to-day responsibilities and tasks. This can help you better contextualize the learning experience. For example, there may be specific words or terms that a sales team uses that you’re not incorporating in the course, or they may be using a different sales model or framework from what you’re teaching.

It’s also worth meeting with learners’ managers to identify specific skills gaps and clarify the desired outcomes they hope to achieve through training. Observing learners on the job and consulting with their managers can help L&D professionals deliver more personalized, job-relevant training.

Davis says that today’s learners also expect flexible learning experiences that they can access at their fingertips, preferably on their phones. By making training accessible through multiple formats, such as on mobile devices, tablets, desktops and/or laptops, learners can engage in training when and where it’s convenient for them.

Combatting disengagement with tech-driven, multimodal learning experiences.

Today’s learners are likely to disengage if training relies on a single delivery format, Makston says. Davis echoes this idea, noting that dynamic, multimodal learning experiences — rather than static, one-dimensional ones — are more effective for engaging learners.

Incorporating different delivery methods, such as video, mobile learning, eLearning, in person or virtual instruction, and more, will help engage learners. You might also consider using advanced learning technologies, such as virtual reality (VR) or augmented reality (AR), to offer learners an immersive space where they can practice their skills in a risk-free environment. Davis notes that AI-powered simulations are another option, which can help engage learners through realistic role-play scenarios where they can receive real-time feedback.

Although today’s learners expect more multimodal, technology-driven learning, they still want the human connection offered through in-person learning experiences, Davis says.

Learning leaders can encourage human connection in virtual environments through cohort-style, or peer-to-peer learning experiences, which Makston says allows learners to share their challenges with their peers and brainstorm solutions.

Ongoing support and learning reinforcement.

A one-and-done training program is not enough to drive lasting behavior change. Learners expect ongoing support and reinforcement to improve their understanding of key concepts and their ability to apply what they’ve learned.

It’s worth noting that reinforcements don’t have to be formal elements that are integrated in the training design, Dunaief says. You can encourage ongoing reinforcement and support by pairing learners with a coach or mentor post-program. If they don’t have access to a coach or mentor, encourage managers to be available to provide feedback and answer questions as learners begin to apply what they’ve learned back on the job.

There’s “a level of encouragement” that learners expect, Dunaief says, and manager support can go a long way in driving long-term behavior change post-training.

Conclusion

Meeting evolving learner expectations and preferences isn’t easy. It requires learning leaders to be flexible and adaptable in their instructional and delivery methods. It also requires them to continuously seek feedback on how training can be improved to better meet learners’ needs.

That said, it’s worth the time and effort: By meeting learners where they are, training professionals can improve learner engagement and, ultimately, drive lasting behavior change.

Learn more about the Managing Training Development and Delivery Certificate below.