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Three areas of opportunity:
Fear

fear of losing jobs

fear of voicing out

fear of technology change

not much space to showcase themselves

--> How to empower people to voice-out, to showcase themselves with confidence

Certification
Clients ask for certification such as  luma - specialized and acknowledged certification
How might we provide recognized  certification for capailities that matter today and in the future, new capabilities, not something that competition already offers.

What new learning "package" can we offer beyond the funded programs? It needs to meet an unmet need.

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Build skills and confidence with design thinking and earn recognition for your accomplishments

For the first time, we're offering LUMA certification through our public programs.

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Empowering everyone to be confident, capable problem solvers

LUMA's mission is not just to teach people human-centered design, but to help everyone become confident and capable problem solvers.

In our years teaching the LUMA System worldwide, we've learned it takes more than formal instruction in a workshop. It also takes peer-to-peer collaboration and hands-on experience, supported by expert coaching and on-demand tools and resources.

Out of that learning, we designed the Practitioner Certification Program for enterprise clients and are now offering the program to the public. We offer Facilitator and Instructor Certification Programs through LUMA Enterprise™ for large organizations.

Practitioner of Human-Centered Design

For enterprise clients and the public. The Practitioner Certification Program combines expert instruction in the LUMA System of Innovation, with hands-on training, peer-to-peer learning and on-demand resources to help everyone build skills and confidence thinking and working like a designer. Our two-day, in-person Fundamentals of Innovation workshop is now part of the Practitioner Certification Program.

Learn more

Facilitator of Human-Centered Design

For enterprise clients. The Facilitator Certification Program helps organizations develop team members who are highly skilled in planning and facilitating human-centered design work sessions. Having skilled facilitators gives organizations deeper competence with problem-solving and equips them to address key business challenges more quickly and effectively.

Instructor of Human-Centered Design

For enterprise clients. The Instructor Certification Program allows organizations to build self-sufficient capability with human-centered design by developing people who can teach others through internal training and support. Building this capability in-house offers an effective and efficient way to develop human-centered design practitioners across the organization.

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Design thinking certification programs: LUMA Institute

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Build skills and confidence with design thinking and earn recognition for your accomplishments For the first time, we're offering LUMA certification through our public programs. Empowering everyone to be confident, capable problem solvers LUMA's mission is not just to teach people human-centered design, but to help everyone become confident and capable problem solvers.

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Leading projects and teams Humans or customers Intelligent Machines
Radical Perspectives (Industry Specialisation)

Business Transformation & Innovation Agile Making & Prototyping
Future Scenarios
Power of Networks

Short Specialisation Industry Research Project

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Digital Acceleration Masterclass
Human Centred Design
Agile Ways of Working
Data Driven Decision Making Digital Marketing & Growth Hacking Digital Prototyping
Experimental Mindset Intrapreneurship

--> HMW ensure each course is unique in its content and not overlapping with other courses
--> How might we improve the courses in a way any facilitator can deliver the programme?
-->   see tab courses https://docs.google.com/spreadsheets/d/1zE19oyVgktlPvcRDDQyH4EL9RSKxoaZh3zgKfilql9A/edit#gid=972202201

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People learn best when they have to learn. Today’s employees often learn uniform topics, on L&D’s schedule, and at a time when it bears little immediate relevance to their role — and their learning suffers as a result.
--> HMW help employees to learn at the moment when they ask for it?
--> HMW allow employees to voice out their growth areas / learning interests, and accommodate to them?

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Not only is the majority of training in today's companies ineffective, but the purpose, timing, and content of training is flawed. Want to see eyes glaze over quicker than you can finish this sentence? Mandate that busy employees attend a training session on "business writing skills", or "conflict resolution", or some other such course with little alignment to their needs. Like lean manufacturing and the lean startup before it, lean learning supports the adaptability that gives organizations a competitive advantage in today's market. It's about learning the core of what you need to learn, applying it to real-world situations immediately, receiving immediate feedback and refining your understanding, and then repeating the cycle. In order to begin practicing lean learning, organizations need to move from measuring credits earned to measuring business outcomes created. Lean learning ensures that employees not only learn the right thing, at the right time, and for the right reasons, but also that they retain what they learn.

Organizations spent $359 billion globally on training in 2016, but was it worth it?

Not when you consider the following:

75% of 1,500 managers surveyed from across 50 organizations were dissatisfied with their company's Learning & Development (L&D) function;

70% of employees report that they don't have mastery of the skills needed to do their jobs;

Only 12% of employees apply new skills learned in L&D programs to their jobs; and

Only 25% of respondents to a recent McKinsey survey believe that training measurably improved performance.

Not only is the majority of training in today's companies ineffective, but the purpose, timing, and content of training is flawed.
Learning for the Wrong Reasons
Bryan Caplan, professor of economics at George Mason University, and author of The Case Against Education, says in his book that education often isn't so much about learning useful job skills, but about people showing off, or "signaling."

Today's employees often signal through continuous professional education (CPE) credits so that they can make a case for a promotion. L&D staff also signal their worth by meeting flawed KPIs, such as the total CPE credits employees earn, rather than focusing on the business impact created. The former is easier to measure, but flawed incentives beget flawed outcomes, such as the following:

We're learning at the wrong time. People learn best when they have to learn. Applying what's learned to real-world situations strengthens one's focus and determination to learn. And while psychologist Edwin Locke showed the impact of short feedback loops back in 1968 with his theory of motivation, it's still not widely practiced when it comes to corporate training. Today's employees often learn uniform topics, on L&D's schedule, and at a time when it bears little immediate relevance to their role - and their learning suffers as a result.

We're learning the wrong things. Want to see eyes glaze over quicker than you can finish this sentence? Mandate that busy employees attend a training session on "business writing skills", or "conflict resolution", or some other such course with little alignment to their needs.

We quickly forget what we've learned. Like first year college students who forget 60% of what they learn in high school, studying merely to get the CPE credit suggests that employees, too, will quickly forget what they learn. German psychologist Hermann Ebbinghaus pioneered experimental studies of memory in the late 19th Century, culminating with his discovery of "The Forgetting Curve." He found that if new information isn't applied, we'll forget about 75% of it after just six days.

Use It or Lose It
We can blame biology - and our innate, evolutionary desire for survival - for the fact that humans quickly forget what we learn. As Matthieu Boisgontier, of the University of British Columbia's brain behavior lab put it, "Conserving energy has been essential for humans' survival, as it allowed us to be more efficient in searching for food and shelter, competing for sexual partners, and avoiding predators." As a result, our brains quickly forget what we don't use. Incorporating new learning into your work is one way to retain knowledge. Another is spaced repetition. Originally proposed by psychologist Cecil Alec Mace in 1932, it refers to spreading learning out over time (material should be reviewed in gradually increasing intervals of roughly one day, two days, four days, eight days, and so on). This approach takes advantage of the psychological spacing effect, which demonstrates a strong link between the periodic exposure to information and retention. Studies show that by using spaced repetition, we can remember about 80% of what we learn after 60 days - a significant improvement.

Sadly, most L&D programs overlook these biological realities and invest billions of dollars into what amounts to transfers of quickly forgotten information.
What needs to change
Today's fast-moving business landscape calls for organizations and their people to adapt to changing circumstances rapidly, and to always be learning. As Wired co-founder Kevin Kelly puts it, "Get good at beginner mode, asking dumb questions, making stupid mistakes, and teaching others what you learn."

Lean learning, which pays homage to Toyota's lean manufacturing system, stresses using effort only when it's needed, improving outcomes, and cutting waste; it's short, affordable, and provides employees and organizations with an immediate capability update.

Lean learning is about:

1. Learning the core of what you need to learn

2. Applying it to real-world situations immediately

3. Receiving immediate feedback and refining your understanding

4. Repeating the cycle

Like lean manufacturing and the lean startup before it, lean learning supports the adaptability that gives organizations a competitive advantage in today's market.
How to Apply Lean Learning
Think 80/20. Tim Ferriss, entrepreneur and author of The Four Hour book series, is an advocate of a lean learning method he calls DiSSSCaFE. He suggests identifying the minimum learnable unit (MLU), and applying the Pareto Principle. If you want to learn Japanese, focus on the 20% of words and phrases that show up 80% of the time. Then apply what you learn in actual conversations with Japanese speakers as frequently as needed.

Apply learning to real-world situations. At Collective Campus, we don't just teach executives a specific innovation methodology. We first ensure that they can actually apply the methodology internally, and we request that they bring real-world projects to workshops so that we can apply what's learned in real-time, shorten the feedback loop, deliver business outcomes, and encourage "aha" moments.

Leverage guided learning. Rather than provide training at specific intervals, guided learning embeds continuous learning into a live application. Think screen pop-ups as-you-go that support rapid, context-sensitive, and personalized learning. This is especially applicable for functional leads, employee on-boarding, cross functional teams, IT, and end-user training.

Personalize content. Using today's technologies, you can personalize training so that it adapts lessons based on employee performance, tailoring content to every single employee's needs, learning style, and delivery method.

Provide ongoing support. Providing employees with further support after a learning session via a combination of instant messaging, voice messaging, and chatbots ensures that they can apply learning to specific challenges.

Activate peer learning. When your employees want to learn a new skill, they typically don't Google it or refer to your learning management system (LMS) first; 55% of them ask a colleague. When you account for the fact that humans tend to learn as they teach, peer learning offers a way to support rapid, just-in-time learning, while strengthening the existing understanding your employees have about concepts. It could be as simple as establishing an online marketplace, or periodic peer learning workshops, to connect employees who are willing to teach specific skills with colleagues who want to acquire such skills. Incentivizing peer learning by incorporating it into performance reviews can ensure that employees continue to invest time into the program.

Offer micro courses. Give employees short, bite-sized learning opportunities, which can take the form of digestible, hour-long courses on topics of relevance to an employee's immediate challenges or opportunities.
Moving From Credits to Outcomes
In order to begin practicing lean learning, organizations need to move from measuring CPEs earned to measuring business outcomes created. Lean learning ensures that employees not only learn the right thing, at the right time, and for the right reasons, but also that they retain what they learn.

And as Eric Ries, author of The Lean Startup, says, " The only way to win is to learn faster than anyone else." This has never been truer than it is today.

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Where Companies Go Wrong with Learning and Development

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Not only is the majority of training in today's companies ineffective, but the purpose, timing, and content of training is flawed. Want to see eyes glaze over quicker than you can finish this sentence? Mandate that busy employees attend a training session on "business writing skills", or "conflict resolution", or some other such course with little alignment to their needs.

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If new information isn’t applied, we’ll forget about 75% of it after just six days.
Studies show that by using spaced repetition, we can remember about 80% of what we learn after 60 days — a significant improvement.

--> HMW better guide the learner in applying the learning?
--> HMW allow learners to practice repeatedly over a long period of time while remaining engaged?

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The forgetting curve hypothesizes the decline of memory retention in time. This curve shows how information is lost over time when there is no attempt to retain it. A related concept is the strength of memory that refers to the durability that memory traces in the brain. The stronger the memory, the longer period of time that a person is able to recall it. A typical graph of the forgetting curve purports to show that humans tend to halve their memory of newly learned knowledge in a matter of days or weeks unless they consciously review the learned material.

The forgetting curve supports one of the seven kinds of memory failures: transience, which is the process of forgetting that occurs with the passage of time.

From 1880 to 1885, Hermann Ebbinghaus ran a limited, incomplete study on himself and published his hypothesis in 1885 as Über das Gedächtnis (later translated into English as Memory: A Contribution to Experimental Psychology). Ebbinghaus studied the memorisation of nonsense syllables, such as "WID" and "ZOF" (CVCs or Consonant-Vowel-Consonant) by repeatedly testing himself after various time periods and recording the results. He plotted these results on a graph creating what is now known as the "forgetting curve". Ebbinghaus investigated the rate of forgetting, but not the effect of spaced repetition on the increase in retrievability of memories.

Ebbinghaus's publication also included an equation to approximate his forgetting curve:

Here, represents 'Savings' expressed as a percentage, and represents time in minutes. Savings is defined as the relative amount of time saved on the second learning trial as a result of having had the first. A savings of 100% would indicate that all items were still known from the first trial. A 75% savings would mean that relearning missed items required 25% as long as the original learning session (to learn all items). 'Savings' is thus, analogous to retention rate.

In 2015, an attempt to replicate the forgetting curve with one study subject has shown the experimental results similar to Ebbinghaus' original data.

Ebbinghaus' experiment contributed a lot to experimental psychology. He was the first to carry out a series of well-designed experiments on the subject of forgetting, and he was one of the first to choose artificial stimuli in the research of experimental psychology. Since his introduction of nonsense syllables, a large number of experiments in experimental psychology has been based on highly controlled artificial stimuli.

Hermann Ebbinghaus hypothesized that the speed of forgetting depends on a number of factors such as the difficulty of the learned material (e.g. how meaningful it is), its representation and other physiological factors such as stress and sleep. He further hypothesized that the basal forgetting rate differs little between individuals. He concluded that the difference in performance can be explained by mnemonic representation skills.

He went on to hypothesize that basic training in mnemonic techniques can help overcome those differences in part. He asserted that the best methods for increasing the strength of memory are:

1. better memory representation (e.g. with mnemonic techniques)

2. repetition based on active recall (especially spaced repetition).

His premise was that each repetition in learning increases the optimum interval before the next repetition is needed (for near-perfect retention, initial repetitions may need to be made within days, but later they can be made after years). He discovered that information is easier to recall when it's built upon things you already know, and the forgetting curve was flattened by every repetition. It appeared that by applying frequent training in learning, the information was solidified by repeated recalling.

Later research also suggested that, other than the two factors Ebbinghaus proposed, higher original learning would also produce slower forgetting. The more information was originally learned, the slower the forgetting rate would be.

Spending time each day to remember information will greatly decrease the effects of the forgetting curve. Some learning consultants claim reviewing material in the first 24 hours after learning information is the optimum time to actively recall the content and reset the forgetting curve. Evidence suggests waiting 10-20% of the time towards when the information will be needed is the optimum time for a single review.

However, some memories remain free from the detrimental effects of interference and do not necessarily follow the typical forgetting curve as various noise and outside factors influence what information would be remembered. There is debate among supporters of the hypothesis about the shape of the curve for events and facts that are more significant to the subject. Some supporters, for example, suggest that memories of shocking events such as the Kennedy Assassination or 9/11 are vividly imprinted in memory ( flashbulb memory). Others have compared contemporaneous written recollections with recollections recorded years later, and found considerable variations as the subject's memory incorporates after-acquired information. There is considerable research in this area as it relates to eyewitness identification testimony, and eyewitness accounts are found demonstrably unreliable.

Many equations have since been proposed to approximate forgetting, perhaps the simplest being an exponential curve described by the equation

where is retrievability (a measure of how easy it is to retrieve a piece of information from memory), is stability of memory (determines how fast falls over time in the absence of training, testing or other recall), and is time.

Simple equations such as this one were not found to provide a good fit to the available data.

Atrophy - Partial or complete wasting away of a part of the body

Learning curve - Relationship between proficiency and experience

Overlearning - Practicing newly acquired skills beyond the point of initial mastery

Spaced repetition - An evidence-based learning technique performed with flashcards

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The forgetting curve hypothesizes the decline of memory retention in time. This curve shows how information is lost over time when there is no attempt to retain it. A related concept is the strength of memory that refers to the durability that memory traces in the brain.

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1. Learning the core of what you need to learn

2. Applying it to real-world situations immediately

3. Receiving immediate feedback and refining your understanding

4. Repeating the cycle

--> HMW empower learners to teach others?

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Traditional learning metrics like test scores, completion rates and course satisfaction give you no indication of whether learning is actually improving individual or organizational performance.

To deliver a learning experience that drives results, organizations need to put employees in the driver’s seat of their own development, delivering learning that is contextualized, personalized and relevant.
--> MHW empower employees to choose their own learning topics, time, format, and learning outcomes?

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Focus on capabilities that matter in daily life rather than focus traditional work skills or educational topics:

Self-Knowledge

Relationships

Work

Calm

Sociability

Leisure & Culture

--> HMW help individuals, teams and organizations to cultivate capabilities that will help them to build confidence, self-awareness, resilience and connection, in order to flourish at work.

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What We Do

The School of Life is an organisation built to help us find calm, self-understanding, resilience and connection – especially during troubled times.

We place emphasis on the need to understand ourselves better, so that we can secure serenity and make optimally reliable decisions, particularly around love and work.

Self-Knowledge

It is only on the basis of an accurate sense of who we are that we can make reliable decisions – a lack of self-knowledge leaves us open to accident and mistaken ambitions. However, armed with the right sort of self-knowledge, we have a greater chance of avoiding errors in our dealings with others and in the formulation of our life choices. We offer a range of tools to help us to understand the hard-to-access bits of our minds.

Learn more

Relationships

Relationships is an area where we too often get stuck, unable to make ourselves understood or find the sort of love we need. This is largely due to a myth that loving another human should be something we all naturally know how to do. Far from it; we believe that love is a skill, not just an emotion – and that it’s a skill we all have to learn and carefully rehearse. We offer a range of tools that teach us how to love, communicate and flourish in relationships.

Learn more

Work

Many of us are unsure how to identify the right kind of work for us, or if we have found it, we are looking for ways to get more out of the many hours we spend working. We have developed a range of books, products and classes to help us all find a way through the labyrinth, discover how they can help you below.

Learn more

Calm

Modern life seems almost designed to generate constant anxiety – and to deny us the chance for calm. We have developed a range of classes and tools to help us to find calm on a regular basis and to grow into the serene people we deserve to be.

Learn more

Leisure & Culture

We spend so much of our lives at work, we are often exhausted and out of ideas when it comes to our free time. At the School of Life, we believe in learning how to make the best possible use of the time we have to ourselves – and offer a range of products and services to ensure that we get the most out of a range of leisure pursuits like travel, reading, culture and nature.

Learn more

Sociability

Knowing how to get the most out of the people we meet, live with and work around is fundamental to our chances of a fulfilled life. We’ve written books, classes and digital content to help navigate the challenges of achieving a truly fulfilled social life. We’ve explored how to start more interesting conversations, how to be nice (and why it’s important), and how we can enjoy our relationships with friends and family more deeply.

Learn more

About

What We Offer

We share our ideas down a range of channels, many of them online, so that you can choose the format that works best for you.
In order to help you, we offer books (physical and eBooks), online psychotherapy, online classes, and a range of virtual solutions for businesses.
Watch our video to find out more. You’ll find many more like this if you visit our YouTube channel.

View Youtube Channel

About

What We Believe

Discover our philosophy of life in our more than 500 videos and our library of books – but we have also summarised our core beliefs in 8 key rules.

8 key rules

Meet The School of Life Faculty Team

Our specialist faculty has been selected not just on their professional and academic expertise, but also on their ability to engage audiences with their dynamism, charisma and warmth. To find out more about our faculty, please visit our Faculty page.

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Continue to build formats that allow experiential learning in an engaging and unique manner.

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Continue to build formats that allow experiential learning in an engaging and unique manner.

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1) Offer richer variety of different formats to learners in one specific Learning Journey.
2) Allow better practicing, peer learning, and reflection through new formats
3) Leverage on unique formats in our marketing.

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Focus our Marketing on timing: help individuals in the moment that they want to explore or learn on a specific capability or topic. (Rather than focusing on customers who are looking for training).

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Focus our Marketing on timing: help individuals in the moment that they want to explore or learn on a specific capability or topic. (Rather than focusing on customers who are looking for training).

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Provide Insights, Content, and Tools that fulfil one's need to build a specific capability or learn on a specific topic. This will trigger curiosity about HI and leads them to our products if they feel they need it.

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Looking at the feedback from our participants, often the request is to provide more Use Cases. We can choose to directly feed that request, and meet their expectations, or we can find out what the need behind is. for example:
- A Use Case provides me with an example goal, that I can aim for. When I do not reach that Goal, I can reflect on my approach and capabailities and improve,
- An Use Case allows me to visualize and understand if this applies to me and my work environment, allowing me to consider if I am able to replicate, looking at the necessary steps, steps, time, and effort put into it.

--> HMW guide learners by providing a specific outcome / goal to aim for, which will support them in understanding the benefits
--> HMW guide learners by making new content and tools less abstract  and visualize the application for them?

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Create a language that is Unique to the products of Hyper Island, covering the CAPABILITIES THAT INDIVIDUALS AND ORGANIZATIONS are looking to cultivate.

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Create a language that is Unique to the products of Hyper Island, covering the CAPABILITIES THAT INDIVIDUALS AND ORGANIZATIONS are looking to cultivate.

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Based on our Research, we can start to move away from the red ocean, and tap into unmet needs that Organizations and Individuals express. HI will then start to market unique topics, covering Hyper Island's perspectives, methods and branding.

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Extend the IBF offerings to allow learners to deepen their capabilities on the given topics.

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Extend the IBF offerings to allow learners to deepen their capabilities on the given topics.

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IBF currently offers foundational and introductory courses. The advanced offerings can focus in two ways:
1)  Dive into specific topics provided in the introductory course. Eg. Industry Specialization, entrepreneurship, In-Depth Interviews, Openness & Trust, Team Facilitation, etc.
2) Follow-up with a related module. eg. After HCD, one can follow-up with Exploring Innovation. Or, after Business Agility, one can follow-up with Facilitative Leadership. etc.

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Set-up a Research Movement to elicit JTBD from clients and individuals. 

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Set-up a Research Movement to elicit JTBD from clients and individuals. 

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- Identify unmet needs
- Identify new learners

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Once HI starts to market unique topics, covering Hyper Island's perspectives, methods and branding, then we can start to look into specific certification for those topics.

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Develop a lean way for Experts to enrich Hyper Island Learning Experiences

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Develop a lean way for Experts to enrich Hyper Island Learning Experiences

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Looking at research and feedback from our Students and Participants, we recognize the value of bringing in Experts.
We will need to organize an Ideation Session around involving Experts in a way that allows a mutual benefit, without impacting the margin.

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Experts enrich Learning Experiences and bring it to live

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Experts enrich Learning Experiences and bring it to live

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Consistently our students feedback that the alternation of Facilitated Experiences with the Stories and Q&A's with Experts significantly impact their Learning Outcomes.
As Hyper Island, we prefer to work as much as possible with our own resources, making our Learning Experiences lean and efficient.
--> HMW offer our Learners, either MA, Courses as corporate learners, to profit from the benefits of Expert Story Telling and Q&A without the margins being affected too much.

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Corporate Trainers are training to become Online Facilitators

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Corporate Trainers are training to become Online Facilitators

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With the outlook of Social Distancing and the Continuation of working from home, Corportate Trainers are looking at becoming Virtual Facilitators:
- How to use technology in facilitating online
- How to Design an engaging Virtual training
- How to facilitate a group of virtual learnings, and keep them engaged.

--> HMW help the Corporate Trainers to build Capilities as a Vitrual Trainer and Training Designer?

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Due to Covid-19, a trend is identified amongst Corporate Trainers. There is a double opportunity if we focus on this niche, by developing a TTT for Corporate Trainers to become a Virtual Facilitator and Training Designer. And, building a relationship with that organization simultanuously.

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L&D teams start to recognize the need for soft skills that empower leaders and teams to thrive in their new environment and changing cultures. Topics include: authenticity, resilience, empathy, virtual presence, and stakeholder engagement.
--> HMW help leaders and managers to become aware of the need of these capabilities and to learn to adopt them as part of their daily work?

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Organizations are less open to uncertainty if it comes to purchasing a training programme. Programmes that are designed to take place over 6 - 10 weeks feel uncertain.

--> HMW design programs that can be purchased in bite sized formats, yet provide a long term learning and practice experience to the learner.

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Any time we deliver training to our learners, we need to know how effective it's been. Are our participants putting their learning into practice? And, is it positively impacting their role and the wider organization?
--> HMW take learnings from the Kirk Patrick Model and use it to improve the learning experience and our communication to clients?

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The Kirkpatrick Model, or four levels of training evaluation, consists of Reaction, Learning, Behavior & Results. Read on for a description of each level.

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AIA D8 Journey
TMRRW
Design Hacks
Leadership Course
Facilitation Course
Way Week Course

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Improve existing courses and allow anyone to deliver.

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Improve existing courses and allow anyone to deliver.

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Priority 1: SUSTAIN the embarkation portfolio

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Priority 1: SUSTAIN the embarkation portfolio

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We will continue to improve and develop the IBF modules, based on delivery experience, participants’ feedback and clients requests. This portfolio will help people to get acquainted with the topical learning subjects, such as DT, Agile wow, Growth Hacking and Data Analytics. We will take into account Covid-19 impact and trends within Business L&D strategies.

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Second half of 2020: The remainder of this calendar year is forecasted to bring global recession and an anticipated second wave of infection. At the same time, many organizations are likely to increase their diversity, equity, and inclusion training.

2021: Optimistically, science will be catching up to the virus in 2021, bringing an effective treatment and/or a vaccine. Continuing waves of shutdowns will likely be needed to combat localized outbreaks.

2022: Many cultural and educational institutions are forecasting 2022 as the first opportunity to “return to normal” which will, most likely, look quite different from 2019’s version of “normal”.

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1. L&D teams are optimistic about post-pandemic prominence
Looking ahead to 2021, 44% of respondents are predicting an increase in L&D budgets and 42% predict an increase in headcount.
https://learningsolutionsmag.com/articles/l-d-teams-respond-to-covid-19-pandemic-look-to-the-future.

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L&D has a more prominent say in the way organisations transform.

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L&D has a more prominent say in the way organisations transform.

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The Learning & Development (L&D) industry is experiencing massive shifts. L&D professionals are seeing their roles evolving. They have a more prominent say in the way organisations transform. Learners everywhere are demanding more from their experiences, while players in the space are finding ways to address the digitisation questions we merely dare ask about.
Is Hyper Island ready to meet clients needs and leverage on the opportunities that digitisation brings?

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The different hubs offer numerous courses

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The different hubs offer numerous courses

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multiple courses with multiple formats are offered and sharable.
--> HMW learn which courses suit our market
--> HMW adapt and learn how to delivery the courses of other hubs?

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Our courses are strong, the supporting processes & systems week

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Our courses are strong, the supporting processes & systems week

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We are improving in CX, yet, we

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Under the S$4.5 billion Industry Transformation Programme, roadmaps will be developed for 23 industries to address issues within each industry and deepen partnerships between Government, firms, industries, trade associations and chambers.

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phase 0 = Losing Control

phase 1 = The hammer

phase 2 = Back to Work

HMW respond to the response of different Asian culture's responses to the Virus?

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1. everything goes right → crisis unwinds mid-summer, getting back to work 3rd / 4th quarter of 2020, next normal early new year

1. people maintain social distancing

2. the virus doesn’t come back later in the year

3. immunity persists

4. economic policy is effective

2. some get it others don’t → crisis unwinds end 2020, getting back to work 1st and 2nd quarter 2021, next normal by mid 2021

1. crisis persists

2. deeper and longer recession

3. what we did out of necessity because of the crisis, will now be done as the Next Normal

3. worst case scenario → the Next Normal may not be apparent until well into 2022

1. multiple waves, immunity is weak, vaccin takes longer to develop

2. depression that lasts several years

HMW serve the learner's and organizational needs of the Next Normal?

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The Next Bound of SkillsFuture will
1 enable individuals to continue learning (Credit top-up of $500 for every Singaporean aged 25 years and above),
2 enhance the role of enterprises in developing their workforce (Eligible employers will receive a one-off $10,000 credit), and
3 have a special focus for mid-career workers through a new SkillsFuture Mid-Career Support Package for locals in their 40s and 50s, to help them stay employable and move to new jobs or new roles. (eg. Catapult)

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A dialogue on the future of jobs and skills for Singaporeans (25 sept 2020)

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A dialogue on the future of jobs and skills for Singaporeans (25 sept 2020)

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- Education Minister Lawrence Wong: "Our priority (with SkillsFuture Advice) is to expedite job search opportunities and ramp up programmes and initiatives to meet the growing demand for upskilling and reskilling."
- the way forward for tomorrow's workers is to double down on human strengths
- We need to better understand technology so that we can work well with machines... but we do not have to learn how to be better computers to beat the computer.
- A push for interdisciplinary learning is a change that is going to happen
Read more at https://www.todayonline.com/singapore/universities-polytechnics-ites-reviewing-curriculum-new-way-teaching-learning-lawrence