Why Lernhacks?

The challenges of the world of work require the ability to learn for a lifetime. Learning hacks have been developed in particular to help employees in companies to take their further development into their own hands, which means to learn continuously and more independently.

 

Employees shape the experience

Anchoring learning as part of every role in everyday life will only work if employees shape their own learning experience. Lernhacks supports employees and managers in taking on this responsibility and implementing it in everyday life.

Keeping up with the momentum

Keeping pace with the dynamics of changes in learning needs and content will only work if employees confidently make use of all learning opportunities. Lernhacks support all employees in finding the best ways to learn and making them part of their everyday work.

 

New Learning

Agile working methods and a changing understanding of leadership must go hand in hand with a new approach to HR development. Lernhacks translate “new work” into “new learning”.

Learn learning

Lernhacks help to pick up on the changes in learning by supporting all employees and managers to take their learning into their own hands. They help to gain clarity about one's own learning goals, to develop an individual learning plan and to pursue it consistently. In addition to the current learning projects, they help employees and managers to become confident, independent learners.

Metacognition

Lernhacks are based on the approach of metacognition, which means the recognition that learning is more effective if it is not only done as an examination of the content, but at the same time - on a meta level - as a reflection on what the individual would like to learn and why. Furthermore, how they intend to learn, how their learning process is designed and how they could make it even better, i.e. consciously taking a critically observing perspective on the own thinking and learning processes with the aim of making the own intellectual analysis meaningful to control. This meta-level allows to plan the own learning, to evaluate the learning progress and draw conclusions for the further procedure, to design the personal learning transfer, and to evaluate the learning project.

 

In this sense, many learning hacks repeatedly encourage in different forms and depths to clarify basic metacognitive questions of the own learning:

  • What do I want to learn? What do I expect from it? Which goals are most important to me? Why?

  • Which ways of learning are possible and which learning resources (including seminars, media, insiders, practical tasks) are available to me?

  • Which of these options best suit me, my preferences and characteristics, and the specific learning goal?

  • Am I making progress as I imagined? How could I improve my approach?

  • Is the learning objective still relevant?

  • Which insights do I incorporate to what extent into my work?

  • What is in my way and how can I get rid of these hurdles?

  • Which new learning objectives arise?

  • Which aspects of what I have learned would I like to pass on to whom and in what form?

  • Which learning strategies worked for me? Would I do this again with a new learning project? What would I change in what way?

„Learning culture describes the entirety of all attitudes, conventions, values, practices and processes that promote and shape learning in an organisation.“

Learning culture

Because we learn most of it through and during our work as well as in exchange with others, a new perspective opens up with which farsighted companies look at their learning approaches: The term “learning culture” stands for this open eye. Learning culture describes the entirety of all attitudes, conventions, values, practices and processes that promote and shape learning in an organisation. This means that the learning culture goes far beyond the formal qualification offers. Completely new questions come into focus that shape learning in the company - positive, by promoting learning, or negative, by inhibiting learning.

Some of them are:

  • What importance is given to learning in the organisation?

  • To what extent do top executives see themselves as learners and use the company's offers?

  • Are tasks distributed in such a way that all employees have the chance to develop through challenges?

  • To what extent does the culture allow mistakes and failures to be addressed or to reveal not knowing something?

  • To what extent do employees do have orientation on the for them most important learning opportunities?

  • What methodological support do they receive in integrating ways of informal learning into their everyday lives?

  • What degree of freedom do employees have to make decisions about what they want to learn and how?

  • To what extent do they really have time to learn?

  • Does the company trust that they will use this time meaningfully?

  • …