Marketing = meaning

3 Aug img_8286-1

A while ago, @shackletonjones tweeted:

GemStGem twitter Gemma Critchley marketing learning innovation nick shackleton-jones

 

I’ve been thinking about this for a while now. The ‘somehow’ in that tweet has been under my skin for weeks. I agree wholeheartedly with Nick that marketing is the bridge, but how? Why?

I’ve seen it work. I’ve put marketing in place for ‘performance support‘ or ‘informal learning solutions’ (otherwise known as useful stuff that helps people do their jobs better). I’ve seen the things our team creates illuminated when cast in the glow of a clever campaign, but for ages I couldn’t articulate why.

It recently became crystal clear.

I’ve worked on quite a few projects to deliver performance support using our ‘resources not courses’ approach over the last few years.

A chap that I worked with recently on one of these projects said that very few people in our audience understood what performance support is and how it works, or what’s in it for them. Fair point, I thought.

All of a sudden, the answer was so clear: we needed to translate what we were doing in a way that would be meaningful to the audience.

We knew the resources that we were creating would be useful (thanks to the 5Di process), but if people weren’t into what we were doing – if they didn’t see what was in it for them and choose to pull on the things we created, then we would have only done half a job.

So we decided to tell a story, to show the benefits of what we’re doing, to share some examples and to give a strong call to action for people to find out more. In essence, we decided to do a marketing campaign.

The penny dropped.

Beautifully simple, blindingly obvious and laced with common sense in the way that most decent ideas usually are.

GemStGem twitter Gemma Critchley marketing learning innovationGemStGem twitter Gemma Critchley marketing learning innovation

 

By putting what we call ‘performance support’ into a marketing frame that speaks directly to the audience in a way that matters to them, we translate what we’re doing. It makes sense.

Marketing is tailoring.

Marketing is translation.

Marketing is sense-making.

Marketing = meaning.

 

Through marketing, the audience can easily engage with something that seemed foreign before. Heck, never mind just being able to engage with it; they might even actually want to.

Working in Less Obvious Ways.

15 Jul

Sound advice on dealing with the world right now.

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I’m over it.

To be honest, I’ve been over it for days – the news, the TV, watching the politics and the games and the claims and the counter claims. The inauthenticity of pre-prepped speechifying. Entire massive hulking gnarly issues conveniently disappeared. The egos. The stubbornness and blindness. The platitudes and clichés. The energy it takes to sense-make in the midst of all of this.

My deep need to hold to a change narrative that involves kindness, inclusiveness, tolerance, creativity and collaboration….My lived experience that true lasting change doesn’t happen without some of these things. How very sorely tested that belief feels right now – like I’m a dreamer, an altruist, a hypothetical tree hugging cloud-starer who doesn’t understand real power and politics.
Only I do…. I just don’t have the appetite to play that game. That mean, selfish, self-serving game.. which at the same time seems necessary…. And if…

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6 Tips to Stop Talking and Start Walking Innovation

29 Jun Featured Image -- 1902

Just brilliant.

Sponge Parrot

Innovation is a buzzword. It’s a fun buzzword but it’s still a buzzword. Innovative organisations don’t need to claim to be innovative, just as organisations that are courageous, diverse and respectful, don’t need claim they are so. Often if it’s true, it doesn’t need to be said.

This is also apparent in the reverse, which is why we hear people who voted for Brexit saying, “I’m not racist, but…”. Values in business are too often aspirational, rather than real; they are a gloss of paint to cover the true form.

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This post isn’t a criticism of companies that position themselves as innovative. It’s just that the innovation claim usually indicates the start of long cultural journey rather than the end of it.

People tend to treat internal and external communication as a way of making things so, as if the CEO telling his/her employees something, will flick a switch and bring a…

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I am the spirit of dark and lonely water 

14 Apr

For as long as I can remember, I’ve had a real and quite irrational fear of what I call ‘organised water’. This is basically water which has pooled or been channelled somewhere it shouldn’t be: a quarry, an aqueduct, a construction site, a canal, a reservoir. There’s no reason for it, I’ve never had a bad experience with water or known anyone who has.

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This fills me with dread. Image: FlickRiver.com

I suspect most people will have their own irrational fears. You might have stayed up after watching horror films, scared to go to sleep, listening out for noises that aren’t there. Maybe even years after watching, you remember feeling frightened and won’t revisit that particular film.

Turns out it’s not just horror films that do this. I recently discovered the BFI’s public information films collection: a treasure trove of sinister warnings, glittering darkly and crackling with the threat of doom.

One of the best examples of this is Lonely Water, a film that was designed to warn kids away from playing in unsafe water. I wasn’t even born until almost a decade after it was made, but I (think I) remember seeing this, or a variation of it at primary school as a kid.

The film was made in 1973, but it has all the hallmarks of what I’d consider to be an effective video for learning today:

  • The film’s approach is rooted in the Affective Context model. It makes you feel something; the Donald Pleasence voiceover is straight out of a Halloween film and the use of the hooded figure is just disturbing enough to jolt you out of your reality.
  • It has a clear objective: to stop children from drowning by showing the dangers of ‘lonely water’.
  • It understands its audience and appeals to their fears to make the message stick.
  • It’s short – under two minutes long: something many people forget the importance of today.
  • It has a compelling narrative and sub-story, separate to the voiceover: you want to know what happens to the boy who goes swimming.

In a time when filmmaking has never been more accessible, it’s good to take a step back and look at what makes a compelling, effective film, especially when it comes to creating film for learning. It’s refreshing to see that the stuff that was terrifying in 1973 works just as well at scaring the living daylights out of me today; and that somewhere along the line, the message from the film stuck with me. That’s Affective Context in action.

 
It’s hard to believe it wasn’t made by Scarfolk Council, but was instead produced by the UK government.

 

scarfolk council BFI public information film lonely water gemma critchley

Image: Scarfolk.blogspot.com

 

If you want to see more, the whole collection is available on the BFI Player.

Warning: may contain scenes that some viewers may find disturbing…

Putting the X into L

4 Apr

Forget bite-size learning; it’s time to go XL: design with the eXperience of the Learner in mind.

I’ve blogged a few times about user experience (UX) design and how important this is to anyone making anything for other people to use; particularly when it comes to creating stuff that is designed to help people perform at work. Learner Experience, or LX, is part of this growing trend for being more audience-focused. It’s a more specific version of UX design, but the principles are the same. This is one bandwagon I don’t mind people jumping on: it can only make things better for users, right? 

There are a few simple things we can do to make sure our learners/users are at the heart of everything we do: exercises like card sorting, user observation & learner journey mapping. Even just asking good questions, listening and having meaningful conversations about what people need help with and how they do things at the moment is a start.

 

user experience vs design, learner experience, UX, LX, Gemma Critchley

Image: guycookson.com

 
This is a useful presentation that’s packed with practical things we can do to improve the Learner Experience.

Being a learner experience designer starts with a commitment to the user: a focus on crafting experiences that are useful, simple, delightful, seamless & helpful. If that’s our starting point, we’re on the right track to making a difference. 

Let’s commit to using LX design as a way to go beyond traditional learning and towards something that really helps people.

A simulation simulator

30 Mar

Yesterday, when I was half-asleep, getting my coffee from Pret upstairs in Waterloo station in London, I noticed that South West Trains had installed what I presumed to be a train simulator on the main station concourse. I blinked. Twice. It was still there.

South West Trains Gemma Critchley gaming VR simulation learning innovation technology

I could only guess it had appeared to service those moments when you’re at a train station and just can’t work out how to achieve that ‘on a train’ feeling. Hmm.

Okay, I’m being a bit wry and not entirely fair. South West trains do a great job of getting me and thousands of other folks to and from work every day and the carriage on display was one of the new, improved South West Trains carriages that will be deployed as part of their modernisation programme. Quite a neat bit of experiential marketing, but that’s a post for another day.

Wryness aside, the simulation made me think of the ways people (in the Learning industry in particular) often misuse simulations.

I remember the time when a learning games company came to pitch to our Learning Innovation team. I’m pretty excited by the prospect of using gaming mechanics to help people develop and we’ve produced a few decent case studies that explore how this can work. So, I was keen to see how a company purely dedicated to gaming for learning approached this.

It turned out, they didn’t. What they had done was create a beautifully rendered 3D simulation that exactly replicated the working environment, and was designed to be used in that environment to help people on the job. It wasn’t a game, it was a replication of the learner’s workplace in 3D. Which, of course, begged the question:

“Why not just design performance support based on the user’s context or environment, instead of trying to recreate and simulate it?”

I also remember using a ‘second-life’ style piece of software that basically recreated a simulation of a meeting room. The most un-stimulating simulator ever? Quite possibly.

For me, it’s a no-brainer. Give people the tools and resources they need to perform better on the job. Don’t take people away from that job, recreate the environment and then expect them to remember what they learnt in a simulation.

Of course, simulations have their place and can be effective when used in the right context. But let’s call a spade a spade – or a simulation a simulation – and let’s use them in ways that help people. There are other ways of simulating situations: role playing and immersive theatre, for example. Just because something represents something you may have seen on a video game screen at some point does not make it a game. Think about the user, about why your approach might be effective. Discover the user’s need and then build the solution around this, don’t just do something ‘because it’s innovative/cool/new’.

Recent developments in virtual reality are opening up all kinds of exciting possibilities when it comes to gaming and simulations. I’m not sure where VR will take us, but I’m pretty sure I won’t be doing a virtual commute in a virtually-packed train any time soon.

As people’s appetites for learning innovation and technology increase, let’s promise each other that we will only ever make useful, helpful things that make a difference to people or that add meaning to people’s lives.

Deal?

 

Cusp

23 Mar img_6096

Snapping bubble gum between her teeth in a way that annoys even herself, Al steps out of the front door, half registering that it’s warm enough to not need a coat.

She’s wearing one anyway.

Key lodged under the plant pot by the steps, her rubber soles thwack on concrete and she’s off down the hill. Her friend Lucy is waiting at the end of the road, as promised.

Lucy carries her awkward bundle of bones in her uniform. They stretched before she was expecting them to; adolescence and all its unreasonable anger poured into a glass like a dropped can of Coke, fizz rising to the top and spilling out before she could stop it.

They call out things that feel like normal teenage words. Perhaps “Hey,” or “Yo,” definitely nothing like OMG or LOL. This happened before all that.

They pass the woods on the left. The air hums with the start of summer.

New green things unfurling, becoming tall in the silence.

Chlorophyll flooding venation, a viridescent tide swelling underfoot and overhead, sweeping everything on it, under it, in it.

Damp earth warming in the already-potent morning sunlight and fermenting like wine. Photosynthesis everywhere.

Normally they chat. Boys, girls, teachers, TV. Not today.

The woods start to thin out and a hill rises in front of them. To their left, a gap in the hedge and beyond it: fields. They stop. They both know that they can just carry on and the other will go with it. That would be easier.

Each of them half wants the other to just walk forward and carry on up the hill so they can follow, but the plan said now or never. If you could have asked them afterwards, each would probably lay claim to being the first to turn away from the inevitable and towards the unknown.

There were no witnesses so early in the morning, no dog walkers or postmen. If there had been, they would have reported no sass. No teenage bravado. No jostle to be first through the gap.

Just two friends, disappearing.

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Image: @Jadhill98 on Instagram

(U)X marks the spot

2 Mar

User experience (UX), customer experience (CX), employee experience (EX): we’re living in an X-rated world; where the focus is shifting to holistic eXperiences as opposed to individual actions or interactions with pieces of content.

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Image: heartshapedhome.co.uk

This is moving us beyond digital. In the olden days (like, two years ago) this was called Integrated Marketing. You’d sit and look at all of your channels and customer touch points and try to join these up and make a frictionless journey for your customer. Now, we need to start taking it a step further. We need to understand where, when and why someone uses a product and what they’re feeling like when they do it.

It’s time to think not only about a user’s journey and their interactions with your brand/product; but to also understand the context in which these interactions take place. Data will help, but it will only get us so far. We need to really focus on what users are concerned about, what they have to do to alleviate that concern and then to guide them though a seamless journey to a solution to their concern.

Inspired by a point in this post.

 

Sandcastles, work and meaning

25 Feb

There’s been a lot of talk lately about sandcastles. About how the things we spend time lovingly creating, like kids on the beach with buckets and spades, could be swept away in the tide one day in the near future.

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Image: Priuschat.com

It can be tempting to play the cynic and say ‘Ah, what’s the point in caring? It doesn’t really matter and it’ll be gone in a year.’ But isn’t that point about it being gone soon true of lots of things that are worth doing?

Everything will be gone, eventually. That’s how life works.

Knowing this, we carry on building, regardless. The certain darkness at the end of it all doesn’t stop us building sandcastles or regular castles or relationships or careers or families or amazing record collections, does it?

There’s meaning everywhere, if you look hard enough or if you create it yourself.

Why should work be any different? We don’t have to look at what we do as a waste of time because of its inevitable demise. We can choose to find meaning in whatever we’re doing. A beautiful sandcastle is still a beautiful sandcastle for a while. You enjoyed making it. At the time, it seemed important to finish it. And even after it’s been kicked down or swept away, people will have memories of that sandcastle. They might have been influenced by the way you arranged your shells, or thought your moat was pretty cool, or admired your daring three-turreted approach, or loved the fact that you really believed a princess was about to move into the castle. It matters. Find out why it matters, and keep creating.

Knowing it may all be washed away tomorrow doesn’t mean it doesn’t matter now.

So what if the sea is coming in to sweep away our sandcastles? I’m not bothered. I’m still going to make those shells into a pretty pattern. I’m still digging the deepest moat I can.

I know the tide is coming in, and I’m okay with that.

7 trends spotted at #LT16uk

10 Feb

What does learning look like in 2016? Plenty was said on the subject at Learning Technologies 2016.

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Don’t be a meatpuppet, kids. Image: @charliekneen on Twitter

Here are 7 trends that I spotted at #LT16uk. I’ve turned them into handy calls to action, so get busy…

 

1. Get strategic

Clash-of-Clans-Tips

Image: neurogadget.com

We don’t need to align with the strategy of our organisation, we need to BE the strategy. Andrew Jacobs talked about how to weave learning into everything we do, and how to use the right tactics to get stakeholders on board. I often see learning as an afterthought so I see where Andrew’s coming from, but I think it’s less about creating  learning as a ‘thing’ that’s part of the business and more about building good, useful, simple experiences into what work is.

2. Collaborate with purpose

collaboration

Come together, right now… Image: socialplanningtoronto.org

‘Start collaborating right now, using whatever you have’ was the message I took from Jane Hart‘s session. Jane focused on enterprise social networks like Yammer, and also gave a nod to platforms like Twitter, WhatsApp & Slack: whatever you have. For me, it’s important to give the tech a purpose and let the users see the benefits for themselves. Don’t just say: “Here’s Yammer, use it to collaborate!” Instead, say “Here’s a space to share documents, collaborate and have conversations as you go: why not give meetings, calls and emails a miss on your next project and give this a try?

3. Modernise

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If it’s broke, fix it. For the last couple of years, our team has tried to bring learning in line with what people use outside of work. YouTube-style videos, checklists and apps have all been part of this, and the user feedback is encouraging. It was interesting to hear Emma Pace from PA Consulting sharing how she led a project to modernise learning at the firm from the ground-up; it’ll be exciting to see what happens as more organisations look to do something similar, realising that courses aren’t the answer.

4. Put everything in context

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Yes, this is a 3-cheese printer. Image: Motherboard.com

Contextual computing is revolutionising our lives. Ben Hammersley talked how we can apply a learning lens to this by taking cues from the internet of things. I think we need to take that one step further: by designing performance guidance to be smart enough to understand the context of the user, we’ll be creating useful, relevant, timely stuff at the point of need. Need is the important part. Don’t be like these guys from The Stupid S**t No-one Needs and Terrible Ideas Hackathon.

5. Tell a story

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Cool story, bro. Image: MGOblog.com

Affective Context, a theory developed by Nick Shackleton-Jones, has been applied to what we do in our team for a while now. It was good to see David Guralnik and Julie Wedgwood exploring this in detail, and looking at ways to add meaning to information to make it stick through emotion and storytelling. I had a bit to say on this last year; you can watch the video here.

6. Continue? 3…2…1…

 

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Mindfulness for work: v 2.0. Image: arcade-games.com

You can’t move in learning now without hearing someone mention gamification. Pete Jenkins asked us to go and explore how we can make learning more compelling by using gaming mechanics in a real-world context to improve performance. I think the industry needs to go a bit deeper than this, and to define the difference between games and gaming, because at the moment there’s confusion and they’re two very different things with different applications and outcomes.

7. Use your users

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Get involved, but please… Don’t be one of THOSE people. Image: mashable.com

Video for learning is ubiquitous. Yet so many times I see it used in ways that people would never engage with ‘in real life’. When was the last time you did an interactive e-learning video on YouTube? So, it was refreshing to see Stephanie Dedhar chairing a session by Ian Slater from GE talk about the way they’ve put how to videos at the heart of their approach, and are focusing on user generated content by kitting-out their engineers with GoPro cameras, capturing how-to videos on the job, then sharing their short films on line.

And here are a few things I would’ve loved to see covered at Learning Tech, but didn’t:

  • Audience/user focus
  • User interface design
  • Experience design
  • Applying lessons from marketing to learning
  • Performance guidance

Did I miss these? What did you take away from #LT16uk? What do you think to my key trends? Holler at me on Twitter and let me know.

 

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