BOB MOSHER – CRYSTAL BALLING WITH LEARNNOVATORS
ABOUT BOB MOSHER:
Bob Mosher is a senior partner, and the Chief Learning Evangelist, at APPLY Synergies, a strategic consulting firm that specializes in helping learning organizations design, develop and measure effective learning and performance support strategies to meet The 5 Moments of Learning Need.
Bob has been an active and influential leader in the learning and training industry for over 30 years and is renowned worldwide for his pioneering role in new approaches to learning.
Before joining APPLY Synergies he was with Microsoft, where he was Director of Learning Strategy and Evangelism, a global business at Microsoft Corporation featuring innovative learning products that help individuals and organizations learn more and go further using Microsoft technologies. Bob helped guide and communicate the direction of Microsoft Learning’s products both externally to their customers, and internally throughout Microsoft. Bob started his career in adult education with Element K (now Skillsoft). He was their Executive Director of Education for 16 years where he helped direct and influence their learning model and product.
Bob has also been the Learning Advocate for the Masie Center for the past six years. Bob’s role is to keep his eye on the pulse of the industry, as well as the needs of the Masie Consortium’s members. He is an advocate for innovative and new learning approaches.
Additionally, he has acted as an influential voice in the Learning and Development industry by speaking at conferences and by being an active participant and author within industry associations such as ISPI, ATD, the Masie Consortium, The Learning Guild, and CLO Symposium/Magazine.
Bob has worked with clients such as McDonald’s, Bank of America, Herman Miller, Hitachi, Disney University, Progressive Insurance, Huntington National Bank, Bank of America, Travelers Insurance, The Defense Acquisition University (DAU), Defense Intelligence Agency (DIA), Boeing, ADP, Amway, CDW, GE Medical, Humana, and ExxonMobil.
Bob has received two lifetime achievement awards in the Training industry. In 1997, Bob received the ITTA’s Eddy Award for Excellence, awarded to individuals who exemplify excellence in the IT education industry. And most recently he received the Institute for IT Training’s 2006 Colin Conder award presented to a person who has made a significant and lasting contribution to the IT training industry. He is the co-author of two books: Training for Results and Innovative Performance Support: Strategies and Practices for Learning in the Workflow. Bob also spent five years as a teacher in New York’s public schools and has a master’s degree in computer education from Nazareth University in Rochester, NY.
ABOUT THIS INTERVIEW SERIES:
Crystal Balling with Learnnovators is a thought-provoking interview series that attempts to gaze into the future of e-learning. It comprises stimulating discussions with industry experts and product evangelists on emerging trends in the learning landscape.
Join us on this exciting journey as we engage with thought leaders and learning innovators to see what the future of our industry looks like.
THE INTERVIEW:
1. LEARNNOVATORS: We are great fans of you, Bob. You are a learning thought leader who has been continuously influencing organizations and people on the significance of considering new approaches to learning. It’s an honor to have you here today to discuss the past, present, and future of workplace learning.
You are considered to be one of the leading authorities on performance support. You have been trying to help the community better understand the science behind it and ways to bring that into learning design. What does your experience say about the changing nature of workplace learning based on the science behind performance support? How are embedded performance support solutions being used in workplaces around the world? What is the trend? What are some interesting cases/stories that can inspire others?
BOB MOSHER: Well, the science behind workplace learning and performance support is actually pretty substantial and not even specifically about performance support per se, because that is really a discipline that is in service to things like experiential learning and spaced learning. These kinds of things have been around for quite a long time. And performance support is really the tool that enables those things to happen. So it’s been supported heavily in our world for quite a long time and not one that more traditional training has addressed. As far as being embedded in workplaces around the world and what’s trending is concerned, it really has matured well beyond the traditional sense of help or pop-up help, or these kinds of things. The technologies behind EPSS isn’t such, and the way we’ve seen it used is literally in every discipline and every vertical imaginable from onboarding to, of course, embedded in IT systems.
So it really has become incredibly powerful in the way that it is trending in the workforce. And as far as case studies go, probably one of the better ones that we talk about is a large professional services company that took an 18-month onboarding program, which is as you can imagine was not effective in a number of ways, economically and others, down to a four-to-five month program, which increased time to performance. It made the new employees happier because they were more productive quicker, and it reduced shadowing and mentoring programs that required a lot of heavy lifting, as well as obviously the lack of drain on the classroom.
So it really has inspired organizations to think differently about how they approach professional development for their employees. I was going to say training because frankly the biggest impact and the biggest inspiration is that it’s moving people away from a training mindset to one that is much more performance and workflow learning focused.
2. LEARNNOVATORS: You are a big proponent of ‘thinking beyond the course.’ You advocate for changing from a ‘training-first’ mindset to a ‘performance-first’ one. We, too, believe that, in today’s world where work and learning are tightly integrated, formal training based on a course (away from work) cannot be the only solution. Such interventions can only partially help in transferring knowledge to the workplace. Hence, our real focus should be on opportunities to enable learning beyond formal training courses to support our people in their ‘Flow of Work.’ In this context, we would like to hear from you: What is the significance of the ‘5 Moments of Need’ methodology that you co-founded with your partner Dr. Conrad Gottfredson? Why is this methodology relevant more than ever today?
BOB MOSHER: Well, it is what you described in the question. It really finely balances out our scorecard to enable us to create solutions that cover the full spectrum of needs that a learner has. The five moments of need address all the things from learning new, or traditional training, all the way through to apply, and things that happen there when we’re in the workflow.
So it really is an idea that allows training to get out of being a one trick pony, frankly, just, whether it’s digital or e-based or now virtual, and it’s really allowed us to broaden our delivery so that we meet our learners, not just in a traditional sense of instruction, but also in the more important sense of them being in their work and helping them while they’re working.
Why is this methodology so relevant today? My gosh, look at the world we’re in, right? The workflow isn’t what it used to be anymore. Training classrooms are closed. And when they do come back, it will be markedly different because of what’s happened in virtual and beyond. So learning’s ability to reinvent itself, candidly, can be seen as more of a performance-oriented organization serving the bottom line of what is a very challenged workforce / organization, is really the way we need to position ourselves going forward. And the five moments of need lets us reorient around that.
3. LEARNNOVATORS: To quote Elliott Masie, “When Sully Sullenberger landed the plane on the Hudson River – in 205 seconds from birds to water, he used checklists for readiness – not his memory. The success was the lives he saved, not what he had memorized.” In this context, we are reminded of your thought that “Designing for the moment of apply is hugely different from the current approach of content-driven learning. It’s equal to the question “Are we learning to swim, or are we learning not to drown?” What are the challenges that L&D is facing with respect to putting learning in the workflow? What would be your advice to achieve the needed shift in mindset to design for performance and NOT just knowledge?
BOB MOSHER: Well, we’re really facing, I think, three challenges in making this jump. Number one is our methodology. We have got to shift most of our methodologies. ADDIE, for instance, is oriented around a content mindset, not context. And so we have to reorient ourselves around methodologies that support designing for the workflow.
Secondly, we need technologies to do it. Our e-learning designs and our LMSs, although they do meet two of the five moments, the more traditional new and more, they will not meet the needs of the workflow. So we have to orient around a new skillset of Electronic Performance Support Systems and similar tools or the designs to make things like SharePoint and other tools that we have, to work and support folks in the workflow.
And finally, we have to change the mindset of our team. We have to reorient them in their understanding of how to do this differently. So we’ve seen people adopt the first two options. They think they’ve shifted methodology and they think they found a tool, but in the end they still build training.
So we really have to reorient ourselves around a whole different way… the way we look at how we do our job and the way we serve an organization.
4. LEARNNOVATORS: Back in the day, formal learning was the only source of information or expert knowledge. However, that’s not the case today. Google and YouTube have changed the game. The focus is on learning how to solve problems on the go. There is a fundamental shift in how organizations even perceive workplace learning. We google first for ‘helpful resources’ on the topic and maybe check with our peers at the workplace next if required. We at Learnnovators agree with the school of thought that advocates for a purpose-built ‘Resources First’ approach that respects the intelligence and the prior experience of learners. In this context, it is exciting to hear you say, “It is not about what they know; it is about what they can do.” Given this scenario, do you think e-learning, in its original format, is dead or has become irrelevant? What would be the best approach to move away from ‘learning’ to ‘resources for performance support’ to assist in newer ways for people to learn and perform at work?
BOB MOSHER: Well, the good news is that it’s actually just an evolutionary step for L&D. Because it’s by no means dead, e-learning has its place. But I think what this shift in methodology helps us understand is that it’s not the tip of the sword. And in fact, there are learning and performance assets that would probably be more effective at the moment of need; than e-learning.
So, what this shift allows us to do is put assets that we traditionally built like e-learning and others in the right perspective. I have often said that performance support saves e-learning and saves the classroom and that it lets them finally not have to carry the burden of everything. They’re allowed to do and meet the needs that they do, which are traditionally, like I said earlier, new and more. But with the addition of performance support and the performance support pyramid, now the design methodology that we’ve talked about, it allows you to enable them better and surround them with other assets that do other things well, and let e-learning and other things do what they’ve always done best.
5. LEARNNOVATORS: According to Cathy Hoy, Chief Learning Officer at The LPI (Learning and Performance Institute): “The top challenge at the moment is learning in the flow of work. Second is building a learning culture. Of course, those two challenges are actually closely linked – to have a learning culture you have to have learning in the flow of work… Unfortunately, there is no magic pill…” This thought that advocates for combining learning in the ‘flow of work’ with learning culture resonates with us. Though we agree that there is no quick solution, is this something that calls for a framework (such as your ‘5 Moments of Need’) to follow? If you feel so, can you please elaborate?
BOB MOSHER: Yeah. I mean, it’s funny because I think that every organization has a learning culture. The reality is some of them are bad. And so they’re just too heavily dependent on training traditionally and are frankly highly dependent in their design.
What we’re trying to shift here is one that is more workflow oriented and empowering. So, yeah, I think methodologies and frameworks, like the five moments of need are ones that we do need to follow. Or like I said earlier, we need a shift in our methodology as well as our technology and approaches like the five moments, and the frameworks like the Five Moments allow us to design differently for the ‘workflow first’. And we use things like rapid workflow analysis, critical skills analysis, learning, and asset analysis. These are all the new tools of the trade that allow us to make the shift from one of ‘learning first’ to one ‘in the workflow’.
6. LEARNNOVATORS: To quote Julie Dirksen, “Training is usually only part of the solution… any time a job aid would work just as well or better.” You too feel that training is NOT enough, and employees look outside of our offerings for ways to serve and help themselves. In this context, we are reminded of this fascinating thought by the late Joe H. Harless: “Inside every fat course, there’s a thin job aid crying to get out.” We agree with this idea. In fact, in many instances, we have effectively used job aids and other non-course alternatives to replace courses entirely. And we believe it is high time we think beyond e-learning towards performance support solutions that really help people in their moment of need. What are your thoughts on this? What are some interesting non-course alternatives that are available out there?
BOB MOSHER: Well, like I said earlier, I think that probably the most prominent one is Electronic Performance Support Systems or EPSSs that Gloria Gery introduced us to back in 1991 in her defining book on the topic, ‘Electronic Performance Support Systems: How and Why to Remake the Workplace Through the Strategic Application of Technology’.
So I think those things have been around forever and those are the new tools of the trade. And I absolutely agree with this. This is where the performance support pyramid comes in. What it does is, it reorients the journey towards learning and support, and as opposed to leading with peers and mentors, instead of leading with classes and heavier, broader, more robust learning interventions. It flips that approach and starts out first with something as simple as a job aid.
It’s a hierarchical approach to architecting content. And it is based on the premise that simpler is better. And if the learner needs more, we’ll offer that to them. So just like Joe said, as opposed to having a course and searching within that for a job aid, the designer inverts that and says, “look, let’s go simple to complex if needed and allow the learner to get back to work as soon as possible”.
7. LEARNNOVATORS: We are great fans of your book ‘Innovative Performance Support: Strategies and Practices for Learning in the Workflow‘ that you co-authored with Conrad Gottfredson, and we have been greatly influenced by your thoughts in the work we do. Industry experts (such as Clark Quinn) have hailed the book as a great primer to the concepts, processes, and benefits of performance support. It starts with the business case: Why you should be looking at performance support instead of just courses. However, as we understand, you feel the book is a bit dated (given that so much has happened in workflow learning since you wrote it in 2010). What ideas still remain relevant (or more relevant?) And what ideas are outdated, if any?
BOB MOSHER: You know, I think the fundamental premise of the book and the methodology is what has stood the test of time. Rapid workflow analysis, critical skills analysis, these kinds of things I mentioned earlier that are in the book are still and have been proven to be the cornerstone of making this shift.
I think what’s least relevant, frankly, is technology. It’s the thing that gets the most outdated, the quickest. And so, when we talked about social learning in one of the chapters and an EPSS back then, frankly I had a fairly immature view of what the technology can do today. So probably the things that need to be most updated and looked at are the remarkable technologies and the forefront of AI and all kinds of things that’s coming into play. We didn’t even have a vocabulary back then, that allowed us to take that methodology, and that again has stayed fairly consistent and allowed us to do more remarkable things with it since.
8. LEARNNOVATORS: To quote Andrew Jacobs, “Your online offer has to be as simple to use as Google, recommending like Amazon, as comprehensive as Wikipedia.” We agree with this thought since we, too, believe that online learning cannot be any different from other online experiences and in fact should reflect the great qualities of these experiences. Would you agree with this view? If yes, what would be your recommendation for learning designers to transform themselves into learning experience designers? If not, how do you justify e-learning interfaces not being in sync with the transformational changes happening in the other applications we use in our daily lives?
BOB MOSHER: Well, my number one complaint of L&D forever is that we are so myopic in our industry and don’t look beyond, if I may, some of the antiquated LMS tools that we have. Things like Google and Amazon and others have and eclipsed often what we can do. So I think it’s our responsibility to look outside of our industry at technologies like that.
Now the reality is they have to come into our space. And I would argue that things like Google and Amazon and technologies that support those have not quite arrived just yet. But what we can do a better job of is again, back to design. I mean, the biggest recommendation for learning designers I would give is that it all starts with the workflow.
And if you’re going to do a learning experience design that maps to that, you have to understand how to design for it, how to ask the right questions, and what analysis to put your SMEs and your business matter experts through to arrive at the UI and the learner experience. We have to get away from SMEs dictating five days of classes, and what’s important to know.
And when you shift the conversation to what the worker does every day, what information they need to know to do that, and what are the current issues and challenges they’re facing, we can design interventions that live in the workflow to help them solve those problems.
That’s a very different shift than we traditionally look at, designing experiences through training.
9. LEARNNOVATORS: To quote Mark Britz, “Just like Amazon will wipe out convenience stores, technology like voice, chat, and enterprise social will continue to pressure the course factory model of L&D. Tech has a knack for cutting out the “middle man” and since L&D sits between expertise and novice or knowing and unknowing, the need now is to carve more channels, not create more content. L&D must get involved or get out of the way.” What would be your recommendations for L&D to remain relevant in this scenario?
BOB MOSHER: Well, what Mark’s talking about is a fundamental shift in how we look at serving our learners and the content that they need to get their job done.
In the traditional sense, we used to be the owners and architects of workplace learning. We often wrote it. Well, I think the fundamental shift he’s speaking about here is that we have to now become aggregators of content, not the creators. In most organizations we walk into, 70 to 80% of the content that we end up using in our solution was already sitting there before we arrived. The problem was people couldn’t get to it. So our job becomes one of content aggregation… content dissemination, not content creation. And so the scenario we have to shift to is one where we better understand what exists through what we call learning asset analysis that could tell us what assets currently exist there. For this, use the pyramid that I spoke about earlier. I had also discussed about the need to architect that. To be accessed in the most powerful way and then put governance around that so that the organizations can keep their content current. It’s a very different shift in ownership, and one of hosting and curating than one of creating and maintaining.
10. LEARNNOVATORS: Even after many years of reading this Learning Solutions Magazine article by Conrad Gottfredson, we still remain, not just fascinated, but also influenced in our work, by the idea of “Just for Me Smart” performance support, an interesting and futuristic concept in the realm of performance support. According to him, this is basically a personalized performance support system that works ‘just like how Amazon smartly personalizes the buying experience for its customers by adapting to their behaviors.’ He even described this as a ‘critical emerging capacity that we need to pursue.’ How do you think performance support solutions have evolved over the years to be smart today? How will emerging technologies such as wearables impact performance support systems of the future? And what will these look like?
BOB MOSHER: Well, you know, it’s funny because if you use it, let’s say Google Maps, you’re not just using a resident copy of a GPS software on your phone. You’re using cloud-based content that is aggregated.
It is a travel device that is constantly, literally by the second, updating traffic accidents, new roads, and so on. It’s being driven by an aggregate of user data. That’s where this is going. And frankly, I don’t know if futuristic is the right word. But I think a lot of this is already here.
You know, we are collecting a remarkable amount of usage data, performance data, location, proximity, friends, associations, searches we do commonly every day. We can use all that information to then better help push, not wait for learners to pull information about what they might need next, whether they know or don’t.
That’s one of the biggest problems with performance support right now. A lot of people argue and I get it that you have to know what you don’t know to use a lot of the systems that you have to push, or pull to get information. Where this is inferring and where this is going is with the amount of data we can now tag and the information we have on folks, we can get more intuitive and, and prompt and, and push information to learners based on the scenario that they’re in, the behavior we see them eliciting, and the behaviors we don’t see them eliciting so that we can better prompt them and guide them to a whole new level of understanding and performance.
11. LEARNNOVATORS: It is thought-provoking to hear you say, “First and foremost, a learner needs to be their own evangelist building the skills needed to stand self-reliant in one’s learning. Managers need to become learning evangelists for their employees… The learning and development, as well as HR, departments need to own a level of learning evangelism… Finally, the leadership and enterprise as a whole needs to be a learning evangelist ultimately owning performance improvement as one of their overarching tenants. If learners don’t perceive professional development as part of the overarching culture, learning evangelism will never take hold.” How can organizations build a culture that can inspire its stakeholders on the idea of learning evangelism? Is there a story that you can share from your past experiences working with great organizations?
BOB MOSHER: Yeah. This pivots on the concept of an enablement model. It’s something that can be related to the concept of ‘feed a fish versus teach someone to fish’. And I think that’s what this hinges on. I love that part of the quote that says if learners don’t perceive professional development as part of an overarching culture, meaning we have to shift this from being the enterprise responsibility and the manager responsibility. Then finally the learner sits there and waits to find out what their learning path is or waits for every six months or every year performance appraisal meeting with their manager to find out what their shortcomings are. Learners know that when they walk into work every day, based on the challenges that they face when they try to get work done. So I think organizations that have shifted from one of feeding people fish, versus enabling them to do it, are the ones that are working, and we’ve run into a number of organizations that have done this.
And again, it starts with a learner understanding that. But more importantly, you have to have an organization that says ‘failure is safe’, where learners are allowed to explore, and given the time to learn on their own. These are things that the organizations we work with that have made the shift successfully understand. This needs to be a part of the learning culture outside of the content or the tools that allow learners to learn.
12. LEARNNOVATORS: Today, one of the serious topics being discussed in our industry is about L&D re-inventing itself for ‘finding a place at the table,’ by re-imagining its traditional role of that of an ‘order taker.’ In this context, we find this message by Zachary Ryland inspiring “…stop coming to us, telling us what you need. This year, we’re partnering with you to understand the bigger picture, and will work as partners on how to get from here to there… Yours truly, Performance (formerly Learning & Development).” What would be your advice to L&D this year to move out of its role of an order taker into that of a strategic business partner?
BOB MOSHER: This is one of my pet peeves with L&D. We’ve been begging for this for years. And, as a dear friend of mine once said, if you want to see the tip, you have to earn it. And I think that’s where this is going. You have to do a couple of things. Number one, you have to be able to be willing to talk the language of the business. You can’t go in with performance support, frankly. You can’t go in with workflow learning. They don’t care about those things. Those are our tools of the trade to design the deliverable. You have to go in ready to talk about the business, you have to understand what their pains are, and what their KPIs are. If you even know what that acronym and key performance indicators are, you have to understand what their goals are. You have to listen to the stakeholder meeting the CEO and talk about what pressures they’re under, understanding how your organization is doing month by month with meeting or achieving or under achieving their goals. We have to be in the deep water if you want to play with this whole thing. So that’s number one.
Secondly, you have to be able to take on the responsibility with the business every day. That is, we have to be able to start aligning our deliverables with the success of the business, not the consumption of them. For too long, we graded ourselves on completion or passing or certifications or compliance grades. Those are nice deliverables and metrics around consumption. But they don’t mean anything to the business. If you want a seat at the table, you have to put your money where your mouth is, and align your success and your deliverables with the success of the business.
And you can only do that if they’re workflow embedded, because that means they’re in the workflow, helping, and are measured by the performance indicators and the impact they have on performance. So you have to be willing to understand the acumen of the business. You have to be able to align your deliverables with the success of the business and frankly, sink or swim by that.
And then thirdly, you have to have tools and approaches that can measure your success against the success of the business, not attendance or consumption.
13. LEARNNOVATORS: The success of the NASA rebels shows that rebels are exactly what organizations need and why more of them are needed. We, too, believe that in today’s learning landscape, the community is in dire need of ‘learning rebels,’ ‘agents of change,’ and ‘learning provocateurs’ more than ‘learning conformists.’ Because we are going through a time of major learning transformation, radical thinking that will help us get started on the transformation has become quite critical. In this context, it is inspiring to note that you too are an ardent advocate of a workplace learning revolution. Being a change agent yourself, what message do you have for our readers on the significance of being a changemaker in our profession?
BOB MOSHER: Well, I think this precludes every question asked to this point, if this isn’t your mindset, then I don’t think you’re ready for this change to be direct.
It’s all about change management. It’s all about change leadership. It’s all about being a change maker. And guess what? That fundamentally starts with us being ready to change in the first place. We have to believe in this. We have to be able to talk the talk. And then secondly, we have to go out there to the organizations and demand change. We have to ask different questions. We have to deliver different deliverables. We have to be able to defend and stand behind them. This change comes when you change things such as your attitude, your deliverables, and your message. And if you don’t change those, you can’t just go and buy any system you want. You can throw to it all the vocabulary you want, but if you don’t fundamentally make those three changes, and be a leader out in front of those in the organizations you support, it’s just never going to happen for you or the organizations that you’re with.
14. LEARNNOVATORS: As we understand, you were selected by The Learning Guild as a Guild Master in 2014. This, we believe, was an absolutely deserving recognition for your incredible work in inspiring the learning community. How do you look at this honourable achievement? How do you think such recognitions will help fuel your vision for the L&D community?
BOB MOSHER: Well, I’ve received two of these, and not sure why in my career. But the reason why this one is particularly inspiring to me is because the nature of what the Guild master implies is that we are a member of a Guild. I’ve never been crazy about the ‘thought leader’ thing or the ‘guru’ thing, since I believe that we all have a responsibility to be that.
And so in the true spirit of being a part of a Guild is that it’s our shared responsibility to take ownership for the change that was asked a moment ago, and the new innovative approaches like the ones we’ve talked about throughout this interview, like workflow learning. So I think these kinds of things should inspire all of us to take what we do seriously and do it collectively, not individually.
15. LEARNNOVATORS: It is inspiring to hear you say, “This (back to normal) is an opportunity for L&D to help define and guide our learners to that new normal and do it in innovative and MUCH more effective ways than we did before. Candidly, this has exposed “cracks in the dam” around our old ways of doing things and opened up a world of hope.” It is great to see you on this inspiring journey to help drive change in the way learning is designed for people at work. Like you, we too are excited to visualize the future of learning; it looks very bright. We believe that learning will evolve much further than leveraging the power of emerging technologies to incredible dimensions. What are the trends that will shape the future of workplace learning in 2021 and beyond? And what is your vision for the learning community in the context of performance support?
BOB MOSHER: Well, I think there’s a lot of things trending right now. Right. And obviously where will virtual land is a big one.
I think workflow learning will compliment that and emerge as a dominant approach to what we do. I think the learner has been emboldened during this scenario. However, many are terrified, I think. And it’s been clearly unsettling, but out of difficult times come remarkable things.
And I think we’ve seen learners, whether they even will acknowledge it for themselves or not, step up and do some really miraculous things between holding down their job and helping their kids with their homework who are homeschooled behind them. You know, these are incredible things. And it’s created when we come out of this a much more aggressive and emboldened and courageous learner. Then I think we had got into this. I think we had instilled, not maliciously, but in many ways encouraged passivity in learning. They waited for our deliverable for the next class, for the next course, for the next recommendation.
And I think those days are gone. So the learning community has to embrace the learner as a partner, and technologies like workflow learning, EPSS, artificial intelligence, virtual technologies and platforms as the new tools of our trade, and become innovators and leaders in that and using them in our organizations, and most importantly, do all that side by side with people that in the past we have sort of led. I think the new normal will be one of mutual effort and lift around what learning means for each learner.
LEARNNOVATORS: Before we sign off, we thank you so much for your time today, Bob. We’ve had an amazing time reading your insights with many valuable takeaways. We’ll take these learnings to foster our commitment to practice and promote continuous learning and innovation at work. Thank you!
