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Question 2 You have been asked to advise your senior management team (SMT) about how your organisation can support the use of technology in the workplace in ways which will enhance employees’ experiences of working life. What THREE distinct points would you make? Justify your answer.

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Question 2 You have been asked to advise your senior management team (SMT) about how your organisation can support the use of technology in the workplace in ways which will enhance employees’ experiences of working life. What THREE distinct points would you make? Justify your answer.

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The AI era is here, and leaders across learning and talent development have a new mandate: help people and organizations rise to opportunity with speed and impact.

As AI reshapes how people learn, work, and chart their careers, L&D sits at the center of organizational agility, delivering business innovation and critical skills. This report combines survey results, LinkedIn behavioral data, and wisdom from L&D pros around the globe to help you rewrite your playbook for the future of work.

Read on for data, advice, and bold ideas.

The door to the C-suite keeps opening wider. Learning is critical in the age of AI, and L&D is well-positioned to lead important conversations about business impact.

Likewise, company leaders are aware that learning is a worthy investment. According to the LinkedIn Executive Confidence Index, in the next 6 months, 9 out of 10 global executives plan to either increase or keep steady their investment in L&D, including upskilling and reskilling.

Before we examine what's accelerating skills agility, let's look at what's not adding speed. For the third year in a row, most weighty initiatives (expensive, one-size-fits-all programs that aim to reskill hundreds or thousands of employees at once) are still at the planning and activation stages. Each year, fewer than 5% have advanced far enough to measure success.

The Harvard Business Review sums it up well: "Among [companies] that have embraced the reskilling challenge, only a handful have done so effectively, and even their efforts have been subscale and of limited impact."

This year's research delves into the state of career development across the globe, finding that about 40% of organizations have mature career development initiatives - meaning they invest in career programs that yield positive business results.

Companies in this category prioritize learning (68% have online learning programs). They also offer programs that put individuals' career goals front and center (leadership development, shared internal jobs, mentorship, individual career plans, and mobility).

The LinkedIn Learning 2024 Workplace Learning Report surveyed 1,636 L&D and HR professionals with L&D responsibilities who have some influence on budget decisions, and 1,063 learners. Surveyed geographies include: North America (United States, Canada); South America (Brazil); Asia-Pacific (Australia, New Zealand, India, Japan, Cambodia, Indonesia, Singapore, Malaysia, Myanmar, Philippines, Thailand, Hong Kong); and Europe (United Kingdom, Ireland, Belgium, Netherlands, Luxembourg, Norway, Finland, Sweden, Iceland, Denmark, France, Germany, Austria).

LinkedIn Learning product research

The insight that states, "Learners who set career goals engage with learning 4x more than those who don't set goals" is based on studying a cohort of learners who initiated their LinkedIn Learning account between February 6 and February 10, 2023. We tracked engagement of these learners for the following 3 months and compared the difference in engagement levels for time spent learning between learners who did vs. did not set a career goal.

LinkedIn platform insights

Behavioral insights for this report were derived from the billions of data points generated by the 900 million members in over 200 countries on LinkedIn today. Specific analyses:

This analysis looks at the Fastest Growing Skills among L&D professionals (globally) between October 6, 2022, and October 6, 2023. "Fastest Growing Skills" are the skills that have seen the largest year-over-year growth among L&D professionals specifically. One way to interpret these findings is to view fastest growing skills as the skills that are already important today - the skills that many members in a given population are developing and adding to their profiles.

Impact of Learning Culture

To determine whether companies have a stronger or weaker learning culture, we calculated the deciles to which they belong in each of the following categories and created a simple scoring index that assigned more points to companies demonstrating these components of learning culture, and fewer points to companies not demonstrating as many components of learning culture:

Skills development: the median number of skills employees added to their profile while they were employed in a position at the company in the last 12 months.

L&D team size: identified 40+ L&D occupations and the number of employees at each company in these occupations.

Learning-related company posts: given the large volume of company posts, we used the Bernoulli method to extract random samplings of company posts in the last 12 months and quantified the number of posts that mentioned 'learning,' 'upskilling,' and 'skills' in English.

The outcomes are defined as follows:

Internal mobility: All data reflects aggregated LinkedIn member activity as of August 2023. We've defined internal mobility as any point at which an employee took a new position at the same company in the last 12 months ending August 2023. To calculate internal mobility rates, we included only companies with at least 100 transitions and calculated the median rate.

Leadership promotions: We considered all internal promotions that occurred in the last 12 months by the company and calculated the percentage of leadership promotions that took place (i.e. member was promoted to a manager role or higher).

Retention: the median amount of time that all current employees have been employed with their company.

This report was informed by insightful contributions from learning leaders around the world, to whom we owe our sincere thanks, including:

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2024 Workplace Learning Report | LinkedIn Learning

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Discover data, insights, and advice to help craft your learning and career development strategies with the LinkedIn Learning 2024 Workplace Learning Report.

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2020's Potential Impact On Long-Term Change

A pandemic in a tumultuous political season means a dramatic revolution in the way we think about work and the future of corporate learning.

Consider the following changes on the horizon [1]:

56% of companies are retooling their training programs

62% of businesses affected by changes due to COVID-19 are spending more on training in 2021

There has been a 16% increase in virtual learning (and a corresponding decrease in Instructor-Led Training)

Engagement in remote instruction is still one of the biggest concerns for leadership

Based on these figures and large-scale changes, these are 8 of our predictions for eLearning trends in 2021.

1. Continuing Monumental Adoption Of Virtual Training

No real surprise here, but the numbers are still shocking [2]. In 2017, 77% of companies incorporated some form of virtual training. By 2020, that number jumped to 98%.

This jump was made out of necessity in 2020's shift to a larger remote workforce but has other side benefits. Those companies with comprehensive training programs (read: well-developed and expertly rolled out) had 218% higher revenues per employee. They also experienced 24% higher profit margins.

If your company relied on legacy in-person or paper-training materials before 2020, you know what it's like to scramble to build an online platform for training. With more employees wanting to stay remote (see below), the monumental adoption of online training is one of the eLearning trends in 2021 that we will continue for the foreseeable future.

2. A Greater Need For "Training For Trainers"

Traditional trainers working in classrooms or delivering lectures aren't always equipped for success in an online or virtual environment. Delivering training through a screen is a much different experience and it requires a specific skillset. Due to the push for virtual training options, there has been exponential growth in the need for training that helps in-person instructors upskill to virtual environments.

Another set of skills needed? Developing the training itself. It takes a particular touch to design engaging training to be delivered virtually across different platforms. Some companies are finding that their designers need to "go back to school" too.

3. Content Curation And Creation Tools Take Center Stage

The pace of change across 2020 could be described as "warp speed." With so much on-the-fly development and quick changes to safety protocols, training requirements, and work processes, a major corporate learning trend in 2021 will find businesses turning to pre-made training materials.

For example, two content curation tools that stand out include:

1. PinPoint workforce: Offers a library of pre-built microlearning and performance support content that can be quickly implemented company-wide

2. Lessonly: Features pre-built trainings tailored to your needs (i.e., sales, customer service, remote work)

Each of these options allows companies to rapidly create training or to rely on tested crowd-sourced programs.

4. Performance Support Blurs The Lines Of Training

Performance support will change in 2021 as many people stay remote. This means that microlearning in the flow of work begins to blur the line of sitting down to a traditional training or utilizing training aids to support job performance throughout the day.

Not only does performance support give employees the tools they need to do their job, but it also allows them to share their expertise during their days. Training becomes better than the one-way street it might have been in the past. It focuses on collaboration toward a common goal between different employees, teams, or departments.

Better still, training is fully integrated. It's not a separate, seemingly unrelated add-on that becomes another thing on the growing to-do list. When used as a support tool, it's vital and valuable.

5. Mobile-First Training, Not Only Mobile-Ready

Previously, a minimum standard was that eLearning be "mobile-ready." Most trainings were built with the desktop user in mind and then modified as needed for mobile devices.

In one of the biggest eLearning trends, 2021 sees a reverse of the traditional process of building content for desktop users and then adapting it to mobile. Many courses or programs are building for the mobile experience first and then transitioning to a desktop user experience instead. This upends how we used to think about designing eLearning.

A quality mobile experience is crucial, especially as many workers are still outside the office and taking training at home. This makes it easier for businesses to deliver tools to employees when and where they need them.

6. Greater, Richer Data Sets Drive Decisions

You know the expression, "When you know better, you do better"? Better data leads to better decisions, and many companies are turning to deeper, richer data sets to gain insights into their remote workforces and tracking different metrics to determine productivity and development.

In one related tool, xAPI can replace the traditional Learning Management System (LMS) with a learning record store (LRS). The LRS doesn't just indicate that an employee has finished a training, it can also track exactly what employees did with what they learned. With this tool, managers and leaders can gain insight into what's working, what needs to be developed further, and which direction to head next.

7. Workplace Demands More Flexible Training

Another big lesson from 2020 that affects eLearning in 2021 is that many people who begrudgingly started working remotely have found that they actually like it and want to continue.

Surveys of workers have found that fully 90% of employees want to continue working from home [3] in at least some capacity. Almost 50% of workers in these same surveys indicated that they want to continue to work remotely for most or all of their time.

The changing workplace means that the future of corporate learning must necessarily become more flexible so employees can take training when they need it.

8. eLearning Trends In 2021 Are Like Every Year, But More

Some of the eLearning trends in 2021 have been around for years but became vital once the full impact of 2020 hit.

Microlearning

As noted above, microlearning tools make it even easier for employees to quickly reference skills and knowledge they need for their job. You can learn more about the different types of microlearning here.

Video Training

Video training, whether synchronous and virtual instructor-led [4] (VILT) or asynchronous and accessed when an employee needs it, is also seeing a resurgence. Synchronous VILT allows employees to work together and problem-solve too. This builds connections and community that can increase productivity even when working apart.

Virtual, Augmented, And Mixed-Reality Training

What used to seem futuristic and only for video gaming is now becoming one of the eLearning trends and predictions that was forecast years ago and is still building up real-world opportunities. Working at home means that in-person, on-the-job training isn't widely possible. VR, Augmented Reality (AR), and MR tools allow employees to work through complex simulations or scenarios wherever they are.
References:
[1] Leading and Learning During the COVID-19 Pandemic

[2] 27 Astonishing E-learning Statistics for 2020

[3] Large majority of people want to continue some form of flexible working

[4] Designing Virtual Instructor-Led Training? Here's 5 Tips To Get Started

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8 eLearning Trends And Predictions For 2021

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A pandemic in a tumultuous political season means a dramatic revolution in the way we think about work and the future of corporate learning.

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A New Paradigm For Corporate Training: Learning In The Flow of Work

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The corporate training market is over $200 billion around the world[1] and it's going through a revolution. While we often think of training as programs or courses, a new paradigm has arrived, one I call "Learning in the Flow of Work." Let me explain.

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We've come a long way from the Turing test-Eliza to Siri-ALEXA-Google Assistant since the evolution of chatbots in 1950, when Alan Turing, an English computer scientist, published "Computer Machinery and Intelligence." The journey has been long, and manifestations have been far and wide. Organizations are relying on chatbots for enabling them to provide proactive customer service and also helping them to deliver scalable, personalized solutions. Chatbots in the workplace, as trainers and mentors, can have a significant impact on learning outcomes.

In this blog, we'll discuss the different types of chatbots that are utilized based on their capability to deliver specific solutions. I will elaborate the concept further by providing a case study of a real-life chatbot solution deployment for a quick-service restaurant.
Types of Chatbots
Chatbots are classified into three types based on their capabilities:

1. Simple chatbots,

2. Smart chatbots,

3. and Hybrid chatbots.

Simple chatbots or FAQ (Frequently Asked Questions) bots have a predetermined flow or questions. They are rule-based, task-specific with minimal capabilities. When interacting with users, these chatbots do not infer anything from previous interactions or conversations. Instead, they follow predefined paths. During the chat, the user may be prompted to select options related to their query. The chatbot then identifies the next step in the conversation based on the user's current selection. These chatbots are well-structured and compatible with customer-service functions, and they can be viewed as an IVRS (Interactive Voice Response system) on the chat.

Simple chatbots are very effective for learning the tasks or operations which have unique business rules and often undergo changes, like SOPs (Standard Operating Procedures) at healthcare organizations. Compliance training can be another good candidate for a simple chatbot.

By 2024, the global chatbot market is expected to reach $9.4 billion.

Smart chatbots are AI (Artificial Intelligence) enabled and are designed to simulate near-human interactions with customers. These chatbots can hold natural-language conversations and understand intent, language, and sentiments. These chatbots need programming to understand the context. They require a lot of data to comprehend and are difficult to implement. Smart chatbots have been tweaked to create virtual assistants. Siri, Amazon Alexa, for example, accumulate knowledge from every human interaction. AI-powered bots can quickly adapt to each individual's learning needs and help them obtain a more meaningful learning experience.

Hybrid chatbots meet that middle ground. They're a combination of simple and smart chatbots. Hybrid chatbots can understand intent and context and do some rule-based tasks, making them a balanced instrument for consumer interaction. When used in eLearning, hybrid chatbots can improve both learning efficiency and user experiences.

Chatbots have seen their full potential in customer support, product support, sales support, travel booking, and more. However, chatbots in learning and development have not been explored to their full potential.

Chatbots are becoming an integral part of enterprise training. One such use case is content curation and presenting information to employees in the flow of work. In light of new technologies and easy access to constant connectivity, learners' expectations and behaviors continue to change. Learners now do not want to wait for L&D (learning and development) teams to run a training class or eLearning module. A chatbot can become the differentiator by bringing information/knowledge on-demand in the form of micro-nuggets. This eliminates the requirement for a learner to go through a complete course to comprehend a concept or acquire an inevitable fact.
Case Study: Chatbot for Quick Service Restaurant
At Harbinger Interactive Learning, we implemented a chatbot at a large enterprise.

The quick-service restaurant chain had floating staff, and hence training them on the various operations of the restaurant was a challenging task for the L&D team. The following were the significant challenges faced by the L&D team:

The information was scattered across several documents and in multiple formats.

The staff came from multiple linguistic backgrounds.

The staff used email to ask questions or seek responses to their queries, and the process was person-dependent.

To overcome these challenges, Harbinger eLearning experts implemented an AI-based chatbot solution having the following unique differentiators:

The chatbot was voice-enabled and could take queries and respond in multiple languages. This not only helped minimize individual dependency but also overcome linguistic barriers.

The chatbot was able to search through documents from many sources and deliver precise information about the document.

AI-based chatbot business benefits

Cost Advantage: The enterprise saved costs on creating courses specific to operational information. A major advantage was that the learners got information when needed, in the flow of work.

Enhanced Efficiency: The operational efficiency also increased, thereby helping the staff to serve the customer better.

Future Enhancement Plan
The solution has a potential for further enhancement.

The chatbot can be upgraded by presenting an analytics dashboard. This dashboard can monitor frequently asked questions and offer insight to the L&D team so that they can optimize their training/onboarding activities and other learning initiatives.

Have you tried creating a bot? Do share your experience with all of us in the comments below. Or if you have any questions about our AI-powered chatbot solution, please email us at info@harbingerlearning.com.

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Chatbots: A Good Way to Engage and Enable Learners

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We've come a long way from the Turing test-Eliza to Siri-ALEXA-Google Assistant since the evolution of chatbots in 1950, when Alan Turing, an English computer scientist, published "Computer Machinery and Intelligence." The journey has been long, and manifestations have been far and wide. Organizations are relying on chatbots for enabling them to provide proactive customer ...

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Funding was provided for a series of engagement events to raise awareness of cobot (collaborative robot) technology and the potential benefits it can offer the UK care sector.

Cobots are computer-controlled robotic devices worn around the waist and lower back, which support carers in lifting, holding, and moving people without assistance and with less risk of injury. In 2018, SCDIP funding was granted to the Isle of Wight to explore how carers could be better supported with the physical aspects of caring (in conjunction with Hampshire). This initial engagement reflected that carers are struggling with the physical demands of caring, are eager for new solutions, and are open to the idea of utilising robotics in care settings. Following this initial research, Hampshire developed a business case for a cobot pathfinder programme and leased six cobots, deploying them in residential and then domiciliary care settings.

The challenge

Hampshire is facing a growing volume and complexity of demand within adult social care. A deficit of 6,000 care workers is expected by 2025, and one in three packages of care are now 'double-ups' (where more than one carer is provided for a visit). Research has suggested that cobots can be used to support carers to deliver care more efficiently and reduce the need for double-up packages of care. However, Hampshire recognised the need to increase awareness and enthusiasm among social care authorities for the potential role of cobots in care, and the impacts they could have on the care workforce and budgetary challenges the sector is facing.
Key aims and achievements

Cobots ensure that carers maintain the correct posture for physical tasks.

Carers were less fatigued and felt less strained completing their care duties.

Positive feedback from carers.

Reduce the need for double-up care packages, and meet increasing demand.

Follow-on funding

Funding was provided for Hampshire to conduct a series of activities to engage with regulators, carers groups, voluntary sector organisations, and other local authorities to raise awareness of the potential role of cobots in care and share insights from their programme. This work was also designed to provide insight into the way informal carers and support organisations could access the technology, as well as encourage consideration of how cobots can be mainstreamed within the relevant UK regulatory and professional policy framework.
Activities
In its trailblazing programme, Hampshire funded the deployment of six leased cobots in residential care settings. At the onset of the pandemic, these were then redeployed into community and domiciliary care settings, allowing investigation into how cobots could be used to help manage the challenges faced by care workers and informal carers supporting vulnerable people at the time. Hampshire received positive feedback from those testing the technology and gathered evidence that the cobots physically aided carers in their role.

The SCDIP follow-on funding was then used to support engagement events and tools to disseminate the findings of this user research. This involved some work on a one-to-one basis, where the project team spent time discussing the technology and its benefits with interested parties and individuals, such as other local authorities interested in the possibility of implementing cobots. Other engagement activities included:

development of a video demonstrating how cobots can be used in care

inviting NHSX, Innovate UK, and BIS to watch the cobots in use

targeted webinars with Carers UK, ADASS, TSA

open sessions in Hampshire County Council TEC week

ongoing promotion and debate through articles for relevant publications (such as HomeCare Insight)

The project team also took this time to begin considering Hampshire's potential role in helping other local authorities to access this new technology, as there were concerns that the expense of the cobots may limit their wider accessibility.
Benefits
Hampshire's deployment of cobots in residential and domiciliary care settings allowed for testing and understanding the practicalities of using these devices, and evaluation of their effectiveness. This research found that carers were less fatigued and felt less strained completing their care duties when utilising the cobots. The cobots ensure that carers maintain the correct posture for physical tasks, something that is covered in training, but which is often difficult to maintain in practical situations. The physical benefit to carers means cobots reduce the risk of injuries and help deliver care in a more efficient way.

I felt supported, it made me use my legs not my back and shoulders... I didn't think of it as strenuous anymore.
Feedback from a reablement care worker

The research also suggested that the physical benefits of cobots could reduce the need for double-up packages of care, thereby addressing issues of growing demand for care and limited numbers of carers. The requirement for one carer rather than two may make rostering easier and allow for more regularity in the carers that patients are seeing, increasing the continuity of care.

Moreover, this reduction in the need for double-up care was beneficial in the short term by reducing the numbers of different carers required to be in physical contact with their patients, an advantage during the lockdowns and social distancing requirements throughout the Covid-19 pandemic.

Measuring success

The focus of the follow-on funding for this project was on the dissemination of the ideas and information gathered in earlier stages of funding. It is therefore difficult to measure the level of success and impact of these engagement events and tools, as the key aim has been to share findings and learnings as widely and effectively as possible. The team were, however, pleased with the numbers of stakeholders reached through the presentations, workshops, and individual conversations conducted because of the follow-on funding. The receipt of messages from other local authorities asking for more details relating to the practicalities of implementing cobots in care reflects that there has been success in encouraging interest and enthusiasm.

Going forward, the wider uptake of cobots in other councils would reflect the success of this project in sharing and convincing others of the benefits and value added of having cobots within social care.

Project benefits

Adaptability: the outbreak of the Covid-19 pandemic meant that the methods of engagement planned for this project had to be adjusted to allow for lockdowns and social distancing requirements. The team effectively adapted the engagement activities to be delivered virtually and invested more time in their explanations of the technology, sometimes in one-on-one settings, to ensure individual understanding of the potential benefits of cobots.

Wide engagement: the follow-on funding has allowed for engagement with a wide range of different stakeholder groups, including regulators, carers groups, voluntary sector organisations, and other local authorities. This has given the team a broad scope to encourage understanding and enthusiasm.

Shared learning: the sharing of learning is fundamental in encouraging wider adoption of new technology, and the engagement events are useful for other councils wanting to replicate the use of cobots elsewhere. The team felt that they had disseminated a lot of information through their engagement events. They suggested that without the follow-on funding, this learning would not have been shared as extensively and the project would have been more insular.

Challenges and lessons learned

Impact of Covid-19 on engagement events: Virtual delivery was a particular challenge for this project as the physical testing of cobot devices is often the easiest way to explain their use and ensure understanding from stakeholders. Engagement events were adapted into virtual seminars and workshops, which are not as immediately effective in simply displaying the operation and benefits of cobots.

Extra time with stakeholders: The team noted that some of the engagement was with interested parties who had very little understanding about the technology. This meant that they had to spend time, sometimes in one-to-one settings, going into detail about the cobot technology. While this was often time consuming, the team were happy to conduct this extra engagement where required.

Future potential

Following the previous stages of funding and research, Hampshire County Council decided to invest in six cobots and planned to integrate these into their wider programme of care. At the time of writing, the team are tendering to source a significantly greater number of cobots, with a view to mainstreaming the deployment over the next few years. It was acknowledged that there may be a challenge in encouraging this new technology to become a normalised part of social care practice, but the team believed that the evidenced benefits of using cobots and the presence of forward-thinking care providers in their area would encourage the acceptance of their use.

In terms of wider scalability, the team noted the importance of having a dialogue between councils to share learning and ensuring a clear understanding of what needs to be implemented for the benefits of the technology to be realised. This sharing of good practice will be key in allowing scale-up to other areas.

Hampshire noted their advantage as a larger council in being able to research and implement a large-scale and costly project such as this. The cobot technology would be more difficult to scale-up to smaller councils with lower adult services budgets. Collaboration between larger and smaller councils may be useful in allowing wider adoption of similar new technology. The team also noted that more central government funding would be needed to help and encourage these smaller local authorities embark on programmes like this.

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Funding was provided for a series of engagement events to raise awareness of cobot (collaborative robot) technology and the potential benefits it can offer the UK care sector. Cobots are computer-controlled robotic devices worn around the waist and lower back, which support carers in lifting, holding, and moving people without assistance and with less risk of injury.

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Extended reality (XR for short) - which encompasses virtual reality, augmented reality and mixed reality - uses technology to create more immersive digital experiences.In my latest book, Extended Reality In Practice, I look at a variety of sectors where XR is being used, and one of my favorite sectors is in the world of education.

In this post, I'm going to give you my ten favorite examples of how educators and researchers are using augmented and virtual reality to help students learn and engage in the classroom and beyond.

10 inspiring examples of how XR technology (augmented, mixed, and virtual reality) is being used in ... [+]
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1.Bringing science concepts to life with augmented reality.We can now use augmented reality to create a tornado, then bring the funnel right into the classroom so students can experience these destructive storms close up. Or students can take an AR tour of a beehive to see its inner workings and explore how the bees work together to support the community.

2. The SkyView app allows students to explore the universe using AR overlays of the night sky. With SkyView, anyone can point their mobile device upward to identify stars, constellations, planets, and even satellites.

3. I don't know about you, but when I was in school, we had to dissect frogs in biology class to learn about the inner organs of animals. That process was disgusting for us, and was pretty awful for the frogs, too! Now the Froggipedia app allows students to explore the internal organs of a frog via the app's AR technology.

4. Microsoft HoloLens has developed a way for medical students and clinicians to learn about the human body using mixed reality. Students can flow through the bloodstream, isolate, enlarge, and even walk inside the components of the human body to not only understand anatomy but learn how to treat different medical conditions.

5. Produced for the BBC by Immersive VR Education, 1943 Berlin Blitz in 360° uses real-life footage from a nighttime raid of Nazi Germany to help students understand what it was like to live through a significant historical event.

6. Most teachers can't take their students to Base Camp at Mount Everest or take them to visit the Louvre, but they can do both of these things with a series of highly immersive school trips with Google Expeditions.

7. If you've ever wished you could practice a speech in front of a virtual audience before walking out on a real stage, you can now put on your virtual reality goggles and do just that. VirtualSpeech helps you improve your public speaking skills with immersive, realistic virtual reality simulations.

8. Steam's VR Museum of Fine Art allows users to view world-class paintings and sculptures up close - including the Mona Lisa - without fighting with crowds or protective glass.

9. Training companies can also use extended reality in professional situations. Police departments are now using VR to train officers to deal with riots or arrest people in specific situations in an effort to make streets safer for citizens and officers alike.

10. Learning languages can feel very theoretical when you're reading books, but virtual reality educational software companies like Mondly can provide an immersive language-learning experience without having to travel to a foreign country. In Mondly's VR worlds, you can have real conversations with real people, making your language learning more powerful and more likely to stick.

Hopefully, these great examples get you excited about the possibilities of using augmented and virtual reality in education.

To get more examples of how XR is being used in many sectors today, check out my latest book, Extended Reality in Practice: 100+ Amazing Ways Virtual, Augmented, and Mixed Reality Are Changing Business and Society.

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10 Best Examples Of VR And AR In Education

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Extended reality (XR for short) - which encompasses virtual reality, augmented reality and mixed reality - uses technology to create more immersive digital experiences.In my latest book, Extended Reality In Practice, I look at a variety of sectors where XR is being used, and one of my favorite sectors is in the world of education.

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This emerging technology conducts human-like conversations with users, typically via messaging applications.
Alyssa just finished new manager training with high hopes about the months to come, eager to start applying what she learned to her new role as a team leader. At this point, if Alyssa is like most people, she'll get sucked back into work and remember about 20 percent of what she learned. She might occasionally try to conjure up the principles she learned, but they rarely present thems

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Are Chatbots the Future of Training? | ATD

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This emerging technology conducts human-like conversations with users, typically via messaging applications. Alyssa just finished new manager training with high hopes about the months to come, eager to start applying what she learned to her new role as a team leader.

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Virtual reality, or VR, is taking off in education with an increasing number of schools adopting the technology.

VR allows students to experience destinations from across the world without ever having to leave the classroom. Imagine students being able to explore the pyramids of giza whilst sat at their desks. This is what virtual reality education allows.

VR in the classroom

Most people have heard of virtual reality (VR) but many people do not know what it is or how it is used in learning and education.

VR refers to interactive content (images or videos) which enables the viewer to explore the entire 360 degrees of a scene.

Take a look at a short VR video of Roche Abbey in Yorkshire, below. You can click or drag across the video to view the entire scene.

VR video of Roche Abbey filmed by Immersion VR

How does it work?

A type of VR known as 360VR is most commonly used in education. With this type of VR, real-world locations are captured with specialist cameras and equipment. The footage is then taken back to the studio where it is produced into VR content.

Specialist camera being used by Immersion VR

The VR content can then be viewed on VR headsets or projected onto walls in what are known as immersive classrooms.

360VR can be used in education to teach pupils about the world around them. What's more, virtual reality has a unique ability to inspire and engage students.

Students can experience locations that would not be possible or too expensive to visit in person. In this way, VR can open a whole new world of possibilities to teachers and schools.

How can virtual reality improve education?

Virtual reality can improve education by providing students with memorable and immersive experiences that would otherwise not be possible. What's more, it can all take place within the classroom.

VR is accessible to every student and can be easily monitored by teachers. Virtual experiences have the power to engage and inspire students in a unique and powerful way.

Given the growth of VR within education, and the positive response from schools, we wouldn't be surprised if VR made it onto the curriculum at some point in the future. Curriculum aligned content and structured VR lesson plans have already been developed and are available in the UK.

How can virtual reality help students?

There are so many ways in which virtual reality can help students but the main points are below:

1. Students learn better through experience

VR provides students an opportunity to learn through experience, in contrast to the traditional methods of reading and writing.

2. VR has the ability to inspire

Being able to see and experience extraordinary locations within the classroom is completely unique to VR and it is inspirational to students.

3. VR sparks the imagination and encourages creative thinking

The immersive experience that VR provides is unparalleled in teaching. Students are "transported" out of the classroom and their imagination is allowed to flourish.

4. VR in education promotes peer interaction

Throughout the VR experience, students are encouraged to interact with each other. Afterwards, they are eager to share their thoughts and discuss their experiences.

5. VR engages students

Many students get bored with classic teaching methods. The modern technology of VR gets students' attention like nothing else. We find that students instantly want to try out the VR.

6. VR provides realistic travel experiences

Using VR, schools can provide students with travel experiences that would not be possible or practical. Schools can save time and money whilst providing students with incredible experiences.

7. VR in the classroom is inclusive

With VR, every student gets the same opportunity to enjoy the experience. Unlike traditional school trips that can be too expensive for parents or too impractical for their children, VR is for all students.

8. VR offers memorable educational experiences

Long after the VR has finished, students remember the experience and they are eager to reflect on it in future lessons.

Implementing VR in the classroom

There are two main ways in which VR is implemented in the classroom: VR headsets, and immersive classrooms.

What is an immersive classroom?

One of the most common and effective ways of utilising VR in education is via virtual reality classrooms, or immersive classrooms.

An immersive classroom is a teaching room in which images are projected onto the internal walls of the room. This creates a virtual environment within the classroom.

An Immersive Classroom

Students can be "transported" to a different place, without having to leave the classroom. Without the need for VR headsets, students can enjoy the experience together, and are encouraged to interact with each other.

Unlike VR headsets which some students can find difficult or uncomfortable to use, immersive classrooms are suitable for all students. The pupils are able to enjoy the VR content in a more familiar environment.

VR headsets in the classroom

VR headsets are a common, practical way of implementing VR in the classroom. With minimal cost, equipment, and space needed, an increasing number of schools are turning to VR headsets.

For a classroom of 30 students, typically up to 15 headsets are required. These are usually standalone headsets, which means they don't have to be connected to any other device, such as a computer.

Teachers are taught how to use the headsets before implementing them into a lesson.

The main benefit of VR headsets is the level of immersion they provide. Although they can be a little more tricky to use than immersive classrooms, they provide an incredibly realistic experience. An experience that students aren't likely to forget in a hurry.

VR in primary schools

VR can be effectively used in primary education, and is becoming increasingly common in the UK.

Immersive classrooms tend to be more popular than VR headsets amongst primary schools. This is because every student can be easily monitored, and young students do not need to be shown how to use headsets. This ensures that the experience is smoother and equal for all the students.

Pupils are asked to look around and talk about what they see. This provides opportunities for students to collaborate and can particularly improve interaction amongst more introverted students.

Reducing social barriers at a young age is extremely important and is one of the reasons many primary schools are turning to VR.

Virtual reality in secondary education

Within secondary education, VR headsets tend to be more popular than immersive classrooms. This is because the impact on older students tends to be greater with the headsets.

With the entire field of view enclosed, the sense of immersion with a VR headset is unparalleled. Also, unlike with primary school pupils, secondary students are better able to use the headsets, requiring less input and guidance from the teacher.

By utilising VR headsets, teachers are able to provide secondary students with a feeling of actually "being there" - this is what we mean when we talk about immersion. For many students this is an incredible experience, and it is something that really has to be tried before it can be judged.

VR for students with learning difficulties

VR can be great for those students with learning difficulties. Students can learn about the world around them in a safe and controlled environment.

As with primary school students, immersive classrooms tend to be the most popular form of VR for helping students with learning difficulties.

It is not uncommon for students to struggle with using VR headsets. With an immersive classroom, teachers can take the lesson in a much more normal way. The students are still able to look around and explore the virtual surroundings, but they can do so in a familiar way, without feeling closed in.

VR has been found to be helpful for students with autism. A study by Strickland et al. (2007) showed that children with autism could apply skills they had learnt in a virtual environment to the real world. This included skills in fire and street/road safety. -

VR can help students with learning difficulties, and younger children, about road safety

What is a virtual field trip for education?

A virtual field trip allows students to experience a location in a memorable and immersive with the help of VR. With no need for permission slips, teachers can take students to incredible places without having to leave the classroom.

Take a look at a short video montage below of footage we took at Roche Abbey in Yorkshire. You can click or scroll across the video to explore the entire scene.

VR video of Roche Abbey filmed by Immersion VR

This type if content can be viewed on a VR headset. By using VR headsets, students are able to experience a location in a realistic way, moving their head to look around and explore their surroundings.

What are the benefits of virtual field trips?

Virtual field trips are amongst the most common ways in which VR is used within education and they offer many benefits to both students and schools.

Virtual field trips are accessible

Almost every student enjoys a school trip, whether that be to a museum, monument, or even another country. Unfortunately, many students are unable to experience them, for a variety of reasons. This could be due to a disability, the expense, or transport issues, amongst other reasons.

With VR, every student can enjoy the same field trip experience together, free of charge. This level of inclusion, with 100% attendance, is simply not possible with traditional field trips.

Virtual field trips are cost effective for schools

Schools can save time and money by providing travel experiences without having to leave the classroom. Whilst many schools do not yet see virtual field trips as a replacement for real school trips, the trend is certainly towards VR.

With school budgets being increasingly squeezed, the cost savings associated with travel, tickets, and time cannot be ignored. Apart from the initial installation cost and the minimal teacher training, virtual field trips are largely free. What's more, there's no need for teachers to spend time writing and obtaining permission slips.

As well as reducing cost spent on field trips, virtual trips allow students to experience locations that would be otherwise too expensive and impractical for schools to visit. Being able to allow the entire class to experience the colosseum, is now possible.

Experiencing the colosseum inside the classroom is now possible thanks to VR

The value that virtual trips can add to schools is huge. Whilst they may not replace regular trips completely, they can reduce the need for them and provide an additional experience to students at an affordable cost to schools.

Virtual field trips are immersive and engaging

Virtual school trips offer a welcome change from traditional reading and writing. They can be used as a way of breaking a topic up or introducing a new one, and they help to retain the students' attention.

What's more, many teachers understand that offering a variety of teaching methods is important, helping students to learn in different ways. Not every student learns well with traditional teaching, and VR offers one more excellent way of engaging students.

Learning about an environment

When it comes to learning about an environment, there is no substitute for being there. Whilst regular images and videos are far better than text, this is where VR really shines. With a virtual field trip, students can actually feel as though they are at the location and can get a better sense of the scale and the surroundings.

This could be learning about history and visiting a monument or learning about the environment and visiting a nature reserve. The possibilities really are endless. The virtual content can be tailored to the lesson plan and subject, enabling teachers and schools to control the narrative.

Immersion VR on location in the Hebrides

Allowing students to imagine a location with a realistic experience often helps to get them interested in a subject. Environments that were previously out of reach can be brought to life in the classroom.

Virtual field trips and climate change

Virtual field trips are one of the most effective ways of introducing students to one of our greatest challenges - climate change.

Whilst there may be no substitute for science when it comes to climate change, getting students interested in it in the first place can be a real challenge.

By transporting students to places such as the arctic, they can start to feel a connection with the environment. This can help students to understand and care about major concerns such as global warming.

Immersion VR and education

At Immersion VR, we produce VR content for schools across the UK. We film on location at destinations around the world.

We have seen the growth of VR within education and we are excited about its future. Inspiring the younger generation is something that we want to be a part of at Immersion VR.

We produce content for both immersive classrooms and VR headsets. With our wealth of experience within the industry, we are able to tailor our offerings to the school's requirements.

VR educational content can be produced to fit around the lesson plan and the curriculum. We provide help and advice wherever we can, allowing schools to get the most out of VR.

If you would like some more information, please fill in the contact form below.

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VR for Education - The Future of Education | Immersion VR

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Virtual reality, or VR, is taking off in education with an increasing number of schools adopting the technology. VR allows students to experience destinations from across the world without ever having to leave the classroom. Imagine students being able to explore the pyramids of giza whilst sat at their desks.

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Technology and Public Policy: A Look at the Relationship

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The constant evolution of technology has had a profound impact on our society. The digital world is redefining how we do business, socialize, and even govern. Along with technology innovation comes policy changes. Technology and public policy are not only intertwined; they affect one another.

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Accessibility for eLearning - POUR guideline

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Accessibility for eLearning - POUR guideline

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https://equalizedigital.com/web-accessibility-p-o-u-r-acronym/

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When learning about accessible web best practices, you may have come across the POUR acronym which comes from four principles outlined by the W3C Web Content Accessibility Guidelines (WCAG).

The Web Content Accessibility Guidelines are internationally agreed up standards established to help content authors and developers create web content, whether a website, web application, or other digital technology, with accessibility in mind. The four principals of website accessibility that make up the POUR acronym are:

Continue reading for a more in-depth look at what each of these principles means.

Perceivable

The first letter in the POUR acronym stands for perceivable. For information and interface components to be perceivable, they need to be presentable to a user in a way that they can discern regardless of which senses they do or do not have use of.

This graphic shows the typical ways that we can perceive and interact with information on a website: via sight, sound, or, in some cases, touch.

For information on a website to be perceivable, it has to be capable of transforming from one form to another. The main content of the message has to be separate from how it is styled so that it can be perceived by users who may have no or limited use of one or more of their senses. For example:

Videos must have captions for deaf or hard of hearing users.

Audio files must have transcripts for deaf or hard of hearing users.

Images must have aternative text describing the image for visually-impaired users.

Text must be added to the page via HTML rather than CSS so that the text can still be read if styles are turned off completely.

Operable

The next letter in this acronym is O, which stands for operable. Simply put, this means that the user interface and navigation components of your website need to be able to be used by everyone, including people who do not navigate the web using a standard keyboard and mouse.

People with motor disabilities, quadriplegia, blindness, or even extreme cases of arthritis cannot use a mouse to click through websites. In this case, they must still be able to fully operate the interface of your website, and your website cannot require interactions that these users would be unable to perform or complete.

Key features of operable websites include:

Multiple ways to interact with the website.

User control over time limits/timing.

Clear instructions and error recovery options that can be controlled regardless of ability.

Understandable

The next letter, U, stands for the principle understandable. An understandable website is one in which both the information presented and the way the website functions is clear to all users.

This means that, regardless of ability, people must be able to understand not only the information in your web content, but also how to navigate the website to find the information they want, and how to use any tools or features built into the website. Understandable websites have:

Appropriately targeted language and reading level (typically at 8th- or 9th-grade reading level if writing for the general public).

Supplemental representation of information, such as:

summaries or excerpts before long articles.

written descriptions of information contained in charts or graphs.

transcripts of audio or video files.

audio files allowing people to listen to pages instead of reading them.

Understandable functionality which typically comes from elements like

consistent font styles (family, colors, and sizing) across all pages of the site.

a well-thought-out and easy to use navigation structure.

clear instructions for forms and visible form labels.

tooltips or "getting started" guides for special features.

Robust

The last letter in the POUR acronym stands for robust. Your website needs to be robust enough that it supports and can be accessed on a variety devices, including assistive technologies. This means that as technology and user agents evolve, the content must still remain accessible, and be able to be interpreted.

Ideally, robust websites must:

be functional across current and (as much as possible) future devices, operating systems, and browsers.

support some outdated operating system and browser versions, as elderly people and people who use assistive technology are less likely to always be running the most up-to-date versions of their browser or operating system.

validate against technical standards for any applicable platforms.

Incorporating POUR into Your Website

With each of these principles comes a set of guidelines and specific success criteria for meeting the website accessibility POUR principles. In order to make sure your website is POUR: perceivable, operable, understandable, and robust, you will need to take each guideline and success criterion into consideration.

For more on the principles, guidelines, and success criteria of the WCAG, read "Understanding the Four Principles of Accessibility" on the W3 website.

If you want to make sure your web content follows the principles of accessibility but you aren't sure where to start, contact us. Our team of trained accessibility consultants can help you to navigate relevant guidelines and create a website that's accessible now and for years to come.

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Web Accessibility: POUR Acronym Explained - Equalize Digital

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When learning about accessible web best practices, you may have come across the POUR acronym which comes from four principles outlined by the W3C Web Content Accessibility Guidelines (WCAG). The Web Content Accessibility Guidelines are internationally agreed up standards established to help content authors and developers create web content, whether a website, web application, or other digital technology, with accessibility in mind.

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Creating an inclusive culture powered by technology

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It’s possible to harness the power of AI and machine learning to create a truly diverse workplace, argues Madeline Bailey

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Online Training: The Advantages and Disadvantages

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Many organisations worldwide are looking at online training as a way of keeping people informed and engaged during the present pandemic. If people are unable to come together in groups or are working from home, is online training the answer? Well, it may be, in some circumstances.

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Any method of workplace learning must support individuals, teams and the organisation as a whole to build skills, capability and drive performance. As working environments become more complex, greater agility is required in responding to learning needs. It's more important than ever to apply the breadth of different learning methods available.

This factsheet defines 'learning', 'training' and 'development' and examines factors to consider when choosing which learning methods to use. It gives an overview of the various types and looks at blended approaches to learning.

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CIPD | Methods of delivering learning interventions | Factsheets

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Any work-related learning should build capability that meets business needs. Find out the key considerations for choosing between different learning methods.

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This publication sets out the key findings of a survey undertaken to assess the impact of home working on employee experience.

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Details

In July 2020, Leesman measured the home working experience of nearly 26,000 UK Civil Service employees from the 19 Government departments and agencies. Civil Service employees were invited to reply to a standardised online home working experience survey developed at the start of the pandemic by Leesman. This approach has been adopted by numerous organisations world-wide and therefore also offers the opportunity for participating organisations to benchmark and validate their results against thousands of others.

The structure of the Home Working survey is based on a framework developed by Leesman in 2010 to measure office workers' workplace experience. This focuses on the activities people do in their work and how well these are supported, what features are important to them and how satisfied employees are with them, and how employees generally perceive that the environment impacts critical outcomes like perceived personal productivity and sense of connection.

The focus of this analysis was to identify the key factors that significantly affect the home working experience for the Civil Service departments and agencies who participated, either positively or negatively.

The report presents the findings across five key themes, which investigate the factors that are driving the home working experience:

1. Impact on organisation

2. Role complexity

3. Home work settings

4. Demographic effects

5. Post-pandemic preference

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The COVID-19 pandemic has thrown a spotlight on technology as an enabler of work with many organisations turning to its use for flexible and remote working. However, these circumstances have also revealed other issues such as productivity, work-life balance, workforce engagement and wellbeing which must all be considered when new technology use is introduced in the workplace.

Taken together with the broader theme of increasing digitisation and technical advancement, organisations and people professionals need to understand how workplace technology is impacting their workforce if they are to drive and support the best outcomes for their people and business.

The Workplace technology: the employee experience report builds on several studies by the CIPD, which collectively consider the rise of new technologies and the effects they have on work and the workforce. On this page you'll find key insights from the report, recommendations for people teams and related content to help you better understand how technology can be leveraged to improve productivity, employee experience and job quality.

Download the report

Key findings

Employee perceptions of automation and its impact

A vast majority of employees think it unlikely that part (72%) or all (91%) of their job will be automated in the next year.

Only 28% employees have received training to prepare for role changes due to automation.

32% of employees who anticipate some degree of automation also expect improvements in their job quality

Impact of change in technology use on performance and employee experience

32% of employees report a change in their use of one or more technologies in the past year.

Of those experiencing a technology use change, 50% feel that they now need more skills and knowledge to carry out their role, and 40% feel that their tasks at work have become more complex.

80-93% of employees don't think that increased technology has improved business performance.

Wellbeing and work-life balance

29% employees say that use of portable devices blurs boundaries between work and home life.

30% say that their use of portable devices makes it difficult to switch off from work.

Around a quarter of employees say their work has had a negative impact on either their physical (24%) or mental health (26%).

Social media use for work has risen since 2013, increasing from 27% to 37%.

Monitoring and surveillance

45% of employees believe that monitoring is currently taking place in their workplace.

86% believe that workplace monitoring and surveillance will increase in the future.

73% of employees feel that introducing workplace monitoring would damage trust between workers and their employers.

Employee voice

Only 35% of employees and/or their representatives have been consulted on the introduction and/or implementation of new technology.

Where employees have not been consulted about technology change, only 20% are positive about the likely impact on their job quality, compared with 70% for those who have been consulted.

Recommendations for the people profession

Play a strategic role in designing and delivering workplace change involving technology.

Prioritise employee voice and act as internal advocates for the workforce in decisions about investment in new technology.

Foster trust by designing change management and communications strategies that help people transition and understand the impact of technology on their working lives. Ensure that the intended purpose, outcomes and boundaries of any monitoring are clearly explained and supported by policies.

Boost training and development through future-focused learning solutions which support workforce transition to technology use.

Develop a holistic approach to health and wellbeing that makes good use of technology. Consider how digital wellbeing can be enhanced through managing expectations around being 'visible' online or providing informal spaces for team members to check in with one another.

Taking an objective view of the impacts of AI and automation in UK workplaces

Read the report

Thought pieces

How can the people profession use its position to shape a fairer, more human-centric, post-COVID working world?

Read more here

Factsheets

How artificial intelligence (AI), robots and automation are shaping the world of work, the ethical considerations and the role of people professionals.

Read the Factsheet

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Workplace technology: the employee experience | CIPD Report

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The COVID-19 pandemic has thrown a spotlight on technology as an enabler of work with many organisations turning to its use for flexible and remote working. However, these circumstances have also revealed other issues such as productivity, work-life balance, workforce engagement and wellbeing which must all be considered when new technology use is introduced in the workplace.

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Homeworking opportunities vary significantly between industries, with 10% of employees within the accommodation and food services industry reporting having ever worked from home (in 2019) compared with 53% of those in the information and communication industry.

The extent to which an employee can work from home depends on whether a specific physical environment, tools, or proximity to other people are required for the role.

Technology can be an enabling power for homeworking, providing employees have the access to, and skills required for, technology.

The E-commerce Survey shows that in 2018, less than half of all employees were provided with a portable device for work, except in the information and communication industry where around 60% of employees were provided with a portable device.

The Office of Communications (OFCOM) found superfast broadband coverage reached 95% of residential homes in the UK in September 2019.

In the accommodation and food services, and retail industries, over 85% of businesses using social media, used it to develop brand image and for marketing purposes.

Businesses with 10 or more employees were more likely to employ ICT specialists than smaller businesses.

Back to table of contents

2. Understanding homeworking and technology

The coronavirus (COVID-19) pandemic has put an increased focus on the manner in which people work. Measures introduced by the UK government to contain the coronavirus include guidance to work from home if possible.

A new module being undertaken through the Office for National Statistics (ONS) Opinions and Lifestyles Survey (OPN) provides insight into the impact of the coronavirus pandemic on British society. During the period 9 April to 20 April 2020, the OPN found that 45% of adults in employment said they had worked from home at some point in the last week.

The Business Impact of Coronavirus Survey (BICS) delivers timely indicators to help understand the impact of the coronavirus from a business perspective. During the period 23 March to 5 April, of those businesses who responded to the Business Impact of Coronavirus Survey the average proportion of the workforce that was working remotely from their normal place was 48%.

The extent to which an employee can work from home depends on whether a specific physical environment, tools, or proximity to other people are required for the role. The technological capability of employers and employees also needs to be high enough to enable efficient home working. If technology can be accessed and used from home, it partially reflects the ability of a business to switch to remote working arrangements.

Office for National Statistics (ONS) analysis into information and communication technology intensity previously found a saturation of adoption of basic technologies, which are commonplace and integral to routine business functions. Analysis also recognised the commonly held notions about the productivity benefits of technology, within the data.

In order to examine the ability of each industry to engage in homeworking arrangements, this analysis has developed three sub-categories of technology intensity indicators:

accessibility - the ability of employees to work from home may partially depend on their ability to access the required technology for their work

usage - the use of technological services, such as social media and information-sharing software, for business purposes may facilitate homeworking arrangements

skills - information and communication technologies employment and training may reflect the workforce's technological capacity

These are described more fully in Sections 4, 5 and 6 of this article respectively.

Many of the technology intensity indicators are from the E-commerce Survey ¹. This survey samples over 7,000 UK businesses annually and measures the adoption and use of existing and emerging information and communication technology, and e-commerce activity.

Notes for: Understanding homeworking and technology

The survey covers all industries except those in:

agriculture, forestry and fishing

mining and quarrying

veterinary activities

public administration and defence

social security

education

health and social work

arts, entertainment and recreation

other service activities except repair of computers

Back to table of contents

3. Homeworking by industry

This article builds on previous analysis into coronavirus (COVID-19) and homeworking, which showed that in 2019, around 1.7 million people reported working mainly from home.

Figure 1: Around one third of employees in the information and communication industry worked from home in the week prior to the survey

Percentage of UK workforce homeworking by industry, 2019

Source: Office for National Statistics - Annual Population Survey

Download this chart

One week prior to the 2019 survey, almost one-third of employees in the information and communication industry reported working from home. Similarly, over one-quarter of those in the professional, scientific and technical activities industry worked from home in the week prior to the survey. These industries include those working in consultancy, research and development, and language translation services, which typically involve technology and may be less reliant on being located in specific premises to undertake the work. The industry also includes, however, veterinary activities, which generally require the location to be specified.

The accommodation and food services industry offered limited opportunity to work from home with only 10% of employees having ever worked from home. Jobs in these industries may require direct contact with customers within the physical environment of, for example, restaurants and bars, making homeworking less possible.

The largest industry (in terms of employment level) is health and social work. Around one-fifth of employees reported ever working from home. Employees in this industry include nurses, doctors and care providers who require face-to-face contact with individuals, restricting homeworking.

It should be noted that in some cases, just because people can and do work from home on some occasions, this does not necessarily mean that this is done on an ongoing basis. For example, this is likely to be the case in the education industry, which had a relatively high percentage reporting that they had worked from home. This may reflect certain activities such as planning and marking, which can take place at home, whereas very few people in this industry reported that they mainly worked from home.
Back to table of contents

Information and communication technologies have become more advanced and lower in price over time, however, affordability and the physical ability to access and use technology may constrain homeworking for some businesses and employees. Office for National Statistics (ONS) analysis exploring the digital divide showed that while digital inclusion has been increasing in recent years and there are some clear benefits for both the individual and wider society, some people remain digitally excluded. This is particularly the case among certain groups, including older people and disabled people.

Connectivity by industry

As society becomes increasingly connected, there is a need for businesses to better use technology. Access to technology varies across industries and is, in many cases, determined by the occupations employees fulfil. The E-commerce Survey provides insight into the usage of computers with access to the internet and the provision of a portable device for work.

The industries with the highest proportion of employees using a computer were information and communication, utilities, and wholesale trade. Around 34% of workers in the accommodation and food services industry used a computer for work. In this industry, many roles require face-to-face contact, which may not require a computer.

Having a portable device for work, such as a work-issued laptop or smartphone, may be vital in enabling effective remote working. Around 13% of employees in the retail trade industry had been provided with a portable device for work, while around 60% of employees in the information and communication industry had.

It should be noted that access to a portable device does not enable homeworking if the tasks cannot be fulfilled using the technology. This is particularly relevant for the construction industry where 37% of employees had been provided with a portable device, but this is likely to support work on-site, and it would be difficult to carry out work from home, even with this portable device.

Regional internet connectivity

Despite being an integral part of modern society, internet accessibility is not homogenous across the UK. The Office of Communications (OFCOM)'s 2019 Connected Nations report (PDF, 1.9MB) found superfast broadband coverage reached 95% of residential homes in the UK, and 86% of business and commercial properties. Superfast broadband is defined by OFCOM as having a minimum download speed of at least 30 megabits per second. In order to be able to use the technology to its full potential, internet speeds need at least to be sufficient enough to support a range of different applications.

Figure 3: Urban areas have higher proportions of residential properties with access to services above 30Mbit/s (megabits per second) from fixed broadband

Proportion of residential properties that do not have access to services above 30Mbit/s from fixed broadband by local and unitary authority, UK, September 2019

Source: OFCOM Connected Nations

Download the data

The regional difference in internet speeds affects industries differently depending on the employment share in each industry and region.

Figure 4: There is considerable variation in the types of jobs that employees undertake in regions across the country

Workforce jobs by industry and region, UK, December 2019

Notes:

1. Other includes: L Real estate activities, M Professional, scientific and technical activities, N Admin and support services

2. Data are provisional for December 2019

3. NE: North East, NW: North West, YH: Yorkshire and The Humber, EM: East Midlands, WM: West Midlands, E: East of England, LN: London, SE: South East, SW: South West, WA: Wales, SC: Scotland, NI: Northern Ireland

Download the data

Figure 3 shows London boroughs to generally have lower proportions of those without superfast broadband. In this region, around 27% of the workforce were employed in real estate activities, professional, scientific and technical activities, and admin and support services. Figure 1 shows that real estate activities, and professional, scientific and technical activities, had higher rates of homeworking than most other industries.

As previously highlighted, not all industries can transfer their workforce to homeworking because of the specific environment or settings that are required. This may be particularly applicable within the wholesale and retail trade industries in which over 10% of employees in all regions worked.

When only considering internet speed and the type of jobs most common, and in the absence of all other factors, homeworking for those who normally work in London appears more possible than in other regions.

Further analysis of employment share by industry and region is available in the spatial distribution of industries in Great Britain.

Investment in ICT and software assets

Investment in information and communication technology (ICT) and software offers insight into those industries with the greatest spending and therefore assumed availability of technology.

Figure 5: The information and communication industry invested almost double that of the utilities industry on information and communication technology and software assets per worker

Investment on information and communication technology and software assets per worker by industry, UK, 2019

Source: Office for National Statistics - Gross fixed capital formation

Notes:

Employment by industry data are from the coronavirus (COVID-19) and homeworking data.

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The information and communication industry invested £9,196 per employed worker compared with £272 in the accommodation and food services industry. The financial and insurance activities, the professional, scientific and technical activities, and the real estate activities industries rank amongst the highest in both the percentage of workers reporting working from home and investment per worker in ICT assets and software.

If investment on ICT and software was the only factor in working from home, we would expect industries with the greatest investment per worker to have the highest proportion of employees working from home. Notable exceptions include the water supply industry, which ranks highly in terms of investment on ICT and software per worker and shows one of the smallest proportions of employees working mainly from home. This could be partially explained by the type of ICT or software asset a business invests in.
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The Oxford Internet Survey 2019 ¹ provides insight into the usage of the internet across the UK. Analysis finds that internet use has stabilised at very close to 100% for almost everyone below the age of 50 years, and at over 90% for everyone with an income of at least £20,000 per year. The primary location of use remains the home, but work use, library use and mobile use have all increased. In 2019, 60% of users reported using the internet from school or work, up from 40% in 2013.

Of the people who responded to the Labour Force Survey saying they work from home in their main job, 86.7% of them use both a telephone and computer when they work from home, as in April to June 2019. Of those people that do use both a telephone and computer to work from home, 90.7% of them say that they would not be able to work from home without both their telephone and computer, as in April to June 2019. These percentages remained fairly similar over the preceding few years. This indicates that the use of telecommunications technology is almost a necessity to be able to work from home.

Notes:

1. Results are shown for the April to June quarter of the Labour Force Survey in each year, as this is the quarter in which this question is asked in the survey.

2. Figures include employees, self-employed and unpaid family workers but not government trainees aged 16 and above.

3. Figures include people who work at home, in the same grounds or buildings as their home, and people who work in different places but with their home as a base, but excludes people who work "somewhere quite separate from home".

4. Results are based upon the variables HOME which asks respondents whether they are working from home in their main job, and TELEQA which asks whether respondents used both a telephone and computer to carry out work at home. TELEQA is only asked of main respondents to the survey. For more information about these variables, see the Labour Force Survey user guidance

Notes:

1. Results are shown for the April to June quarter of the Labour Force Survey in each year, as this is the quarter in which this question is asked in the survey.

2. Figures include employees, self-employed and unpaid family workers but not government trainees aged 16 and above.

3. Figures include people who work at home, in the same grounds or buildings as their home, and people who work in different places but with their home as a base, but excludes people who work "somewhere quite separate from home".

4. Results are based upon the variables HOME which asks respondents whether they are working from home in their main job, TELEQA which asks whether respondents used both a telephone and computer to carry out work at home, and TELEQB which asks whether it is possible to work at home without using both telephone and computer. TELEQA and TELEQB are only asked of main respondents to the survey. For more information about these variables, see the Labour Force Survey user guidance

Use of social media applications for business purposes

Using social media for business activities is becoming more common. By switching marketing, recruitment and customer feedback services from face-to-face to a technological service, employees may be able to undertake these tasks remotely.

Figure 6: Over 85% of businesses using social media in the accommodation and food services, and retail industries used it to develop brand image and for marketing purposes

Proportion of UK businesses using social media applications by industry, 2018

Notes:

1. Coverage: businesses who use social media

2. Percentages will sum to more than 100 as businesses may use social media for multiple purposes

3. G Wholesale retail repair of vehicles has been split into Retail trade (47) and Wholesale trade with retail trade and repair of vehicles (45 and 46)

4. Other includes: L Real estate activities, M Professional, scientific and technical activities (excluding 75 Veterinary activities), N Admin and support services, 95.1 Repair of computers and communication equipment

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Across all industries, social media applications are most commonly used to develop a business' image or market products, with 70% of UK businesses with social media using it for this purpose. This was most popular in the retail trade, and accommodation and food services industries, being used by 87% and 86% of businesses with social media in those industries respectively. Within each industry at least one-quarter of all businesses using social media used it to obtain or respond to customers' opinions.

Homeworking is most common in the information and communication industry where over 60% of businesses using social media applications used them to develop their business image and 44% to collaborate with other businesses.

The accommodation and food services industry showed the highest proportion of businesses using social media applications. Social media in this industry was used for obtaining and responding to customer feedback and for recruiting employees by 75% and 47% of businesses with social media respectively. As previously highlighted, this industry may require work to be undertaken in a specific environment, and not all employees will be able to work from home.

Use of information sharing software

Information-sharing software such as enterprise resource planning (ERP) and customer relationship management (CRM) enables communication and collaboration across businesses by providing the sharing of information and ideas. Software allows employees to access documents, data and other collaboration tools required from remote workplaces. As a tool for effective communication and project management, the software may help facilitate homeworking.

Figure 7 shows the proportion of businesses using ERP, those who use CRM to ccollect, store and share information about customers with other internal business functions and those who use CRM to analyse information about customers for marketing purposes.

Using CRM was more common than using ERP, with almost 10% of all businesses using CRM to collect, store and share information. The information and communication, and wholesale trade industries showed a high proportion of businesses using information-sharing software. Such software may be used remotely when working from home.

Notes for: Usage

Blank, G and Dutton, W.H., with Lefkowitz, J. (2019) Perceived Threats to Privacy Online: The Internet in Britain. Oxford Internet Survey 2019. Oxford Internet Institute, University of Oxford.
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For effective homeworking, businesses must provide adequate training in technology. The skills technology intensity indicator captures the recruitment of technology specialists, and training for staff.

Office for National Statistics (ONS) analysis exploring the digital divide found the most common reason for not having internet access in the household is a perceived lack of need, followed by a lack of skills. The lack of skills has also been reported by many older people who express the feeling that it is simply too late in life for them to start learning digital skills. Almost double the percentage of disabled respondents identified a lack of skills or knowledge as a reason for not accessing the internet compared with non-disabled respondents. For effective homeworking using technology, basic skills are required across the population.

Recruitment

Recruiting technology specialists may reflect a desire from businesses to develop more advanced technological systems, and to provide technical support to other employees.

With the exception of the accommodation and food services, and information and communication industries, businesses with 10 or more employees were more than twice as likely to employ information and communication technology (ICT) specialists.

Larger businesses may have more resources and business need for employing specialists. These specialists may help facilitate homeworking by developing systems that can be accessed remotely, and by providing support across the business.

Training

The E-commerce Survey provides insight into the technology training provided, and whether this is provided to technology specialists, or to other employees who may require basic training in order to access digital systems remotely, and to work effectively from home.

Figure 9 shows how businesses split their technology training between technology specialists and other staff. For all industries with the exception of the information and communication industry itself, other staff received considerably more training than specialists. One possible reason for this may be that businesses in these industries are trying to upskill employees in technology, which can be used for more effective homeworking. Businesses may also wish to capture the productivity gains associated with technology.
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The extent to which an employee can work from home depends on whether a specific physical environment, tools or machinery, or proximity to others are required for their role. Technology, specifically designed to enable the completion of tasks remotely, also affects the ability of an employee to homework.

Access to technology and to the internet differs across industries. According to the E-commerce Survey, less than half of all employees were provided with a portable device for work, except in the information and communication industry. When only considering internet speed and the type of jobs most common, and in the absence of all other factors, homeworking in London appears more possible than in other regions. Less than 10% of businesses across all industries (except the information and communication industry) employed information and communication technology (ICT) specialists, however, such specialists were more common in larger businesses.

Across all industries, social media applications were most commonly used to develop a business's image or market products. The accommodation and food services, and the retail trade industries showed the highest proportion of businesses using social media applications.

The nature of the technology in the information and communication industry makes it most capable, in general, of homeworking. Figure 1 showed this to be the case, with over half of those employed reporting to have ever worked from home. The wholesale trade and utilities industries also have higher technology intensity, which may enable homeworking for tasks not requiring the employee is in a specific location or with access to tools unavailable at home.
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Ana Filipe Bela, Darnell Wilkinson, Ellys Monahan, Office for National Statistics.
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Technology intensity and homeworking in the UK

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Homeworking opportunities vary significantly between industries, with 10% of employees within the accommodation and food services industry reporting having ever worked from home (in 2019) compared with 53% of those in the information and communication industry. The extent to which an employee can work from home depends on whether a specific physical environment, tools, or proximity to other people are required for the role.

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With potentially groundbreaking HR technology solutions emerging, we're seeing a tech boom that is fundamentally reshaping the way we work - and how we think about HR.

According to the 2019 HCM Trends report from The HR Federation, a network of leading HR market analysts, global HR technology venture capital has topped $3.1 billion this year, more than triple the amount invested in 2017. While there's a range of technologies, some of the most interesting - and disruptive - examples are powered by artificial intelligence and automation.

"AI and machine learning are opening the door to a whole new world of possibility for the human capital space," CareerBuilder CEO Irina Novoselsky says. "Our research shows that more than half of HR managers feel AI will become a regular part of HR within five years."

Novoselsky says her company has developed AI technology that can build a job description or resume in less than a minute, and also tell companies which candidates match jobs and are likely to respond. "What is exciting is that we're just at the cusp of what this technology can do," she says.

Here are five ways that technology is changing the face of HR

1. AI is making recruitment smarter

Recruiting new hires is a time-consuming and costly process, but thanks to automation and AI it's getting easier to find skilled people who are a great fit for your company. From automated resume screeners to robot interviewers, a wave of these tech solutions for recruiting has hit the market.

"AI is starting to outperform humans at making hiring decisions in certain areas, such as evaluating hard skills," says Harj Taggar, co-founder and CEO of Triplebyte, which offers a credentials-blind process for evaluating engineers. "AI then frees up recruiters to focus more on conducting soft-skill and culture-fit evaluation in a more structured way."

Mikaila Turman, director of people at background check company GoodHire, says machine learning and AI are changing the way the company recruits, hires and onboards new employees. For example, she says, the company recently used a tech tool called Entelo to find qualified engineers in a more targeted way during a high-volume hiring period.

"We were able to reach out directly via email versus posting on LinkedIn, and subsequently increased our candidate pool," she says. "Leveraging HR technology helps us to be proactive in our efforts to get responses instead of spinning our wheels and getting nowhere."

2. Compliance is more efficient and sophisticated

Staying compliant has often been a major challenge for HR teams. Laws and regulations are constantly changing and often require vast amounts of paperwork and information.

Compliance once required organization and dedicated IT storage capacity, but cloud-based solutions have streamlined the process.

Derek Jones, vice president of enterprise solutions at employee scheduling firm Deputy, says that as technologies continue to improve and labor laws evolve, companies will increasingly turn to technology to navigate complex and sometimes politically charged compliance issues.

For example, he says, the Fair Workweek movement has emerged as a major working-class issue, with cities like New York and San Francisco passing laws that limit unpredictable work hours that can demoralize workers and make it hard for businesses to retain talent. He says companies that have employed tech solutions for this issue have been able to more effectively navigate these changing rules.

"Businesses that embrace HR technology for compliance will come out on top, with more attractive recruiting and retention efforts, as well as better working conditions that improve employee engagement and increase sales," he says.

3. Analytics drive better performance management

Performance management has long been an important HR function. HR pros have driven the process, monitoring performance, collecting supervisory feedback and facilitating regular employee reviews. HR technology has streamlined the process and eliminated a lot of unnecessary steps, but the next data-driven phase of performance management is upon us.

Betterworks CEO Doug Dennerline says HR will see a new level of data competency in 2019 with the rapid and widespread adoption of people analytics that help managers and executives make decisions about their workforce. "The raw data pulled from analytics can be used to create actionable insights and ultimately support data-driven decisions around promotions or compensation, development and success planning, and agile cross-functional team staffing," Dennerline says.

He says HR teams can apply analytics to sentiment data generated from hundreds of interactions between employees and managers as part of the performance management process. Analyzing sentiment data helps HR to identify opportunities for coaching, Dennerline says, and allows managers and employees to benchmark their performance.

"Though people analytics won't replace the human elements of HR, 2019 will see them complement humans more than ever before and become an extension of the team," he says.

4. Better analytics boosts diversity and inclusion

McKinsey & Co.'s 2017 Diversity Matters II report says there's a positive correlation between a more ethnically and gender-diverse leadership team and an increase in profits. Consumers are also more frequently looking for companies that value diversity, and that will have an impact on recruiting strategies.

Parijat Sarkar, senior director of product management for Zenefits, says that as awareness of the value of diverse teams grows, organizations will increasingly leverage workforce analytics to tackle diversity and inclusion issues.

"This is important as more companies - especially with today's political climate - are pressured to take a stance on D&I workplace issues," Sarkar says. "For example, companies can use people analytics to get a clearer view of pay gaps and discrepancies so they can do a better job to promote fair salary compensation."

As the spotlight on workplace D&I continues to grow, Sarkar says, it will put pressure on HR software vendors to offer more of these types of offerings.

5. A more strategic role for HR

Technology has given HR professionals tools that reduce the time they have to spend on administrative tasks, allowing them to focus on issues that require more hands-on attention.

Before mobile apps and cloud computing, HR was defined by piles of paperwork and a constant struggle to keep up with compliance, hiring and unending stacks of employee information. By simplifying responsibilities like recruitment, record keeping and payroll, HR technology has significantly improved efficiency, accuracy and even employee morale.

"HR's role as an administrative function will continue to shift to HR being a strategic advantage for the organization as the department continues to be supported by technology that simplifies administrative tasks and frees up our time and resources to make a more strategic impact on the organization," GoodHire's Turman says.

About the author

Cynthia Trivella is the Managing Partner at TalentCulture . She has over 20 years' experience within the field of HR Communications, Talent Sourcing Strategies and Employment Branding using industry's best practices for attracting and retaining A-Level Talent candidates. She seeks to leverage her technical and marketing expertise to successfully develop and implement short- and long-term employee communication plans and processes that increase engagement and employee performance, all tied into the employer/employment brand within organizations of all sizes.

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5 ways technology is changing the face of HR | peopleHum

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With potentially groundbreaking HR technology solutions emerging, we're seeing a tech boom that is fundamentally reshaping the way we work - and how we think about HR. According to the 2019 HCM Trends report from The HR Federation, a network of leading HR market analysts, global HR technology venture capital has topped $3.1 billion this year, more than triple the amount invested in 2017.

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The world of HR is constantly changing. One way that it has changed in recent years is through advanced technology. Technology solutions hitting the market in the next few years are slated to alleviate some of the pressure on HR professionals, workplace pros who are historically overworked and underappreciated for all they do. Through technology, operations will be streamlined in coming years, and companies will enjoy greater employee satisfaction as a result. Here are the six major HR trends that are revolutionizing the industry.

Increase Employee Engagement

Employee engagement is a key component of employee satisfaction and retention. In a G2 Crowd survey, 57% of HR professionals indicated that better employee engagement helped productive staff stay on board. So how can technology help with employee engagement?

Software programs that solicit and track employee feedback are helpful. These programs give employees an easy way to provide feedback without overloading the HR team. Because the programs itemize the data collected, they can provide actionable insight to the leadership team to make appropriate changes based on employee feedback.

Improve Company Diversity

Increased diversity within companies remains a top priority, but some companies find that it is difficult to remove their unconscious bias, either leaning too far to minorities in an effort to be diverse or leaning away from specific groups due to bias against their identity or culture. The resume screening process can create unconscious bias, which is difficult to fight and prove, yet clearly exists.

In  one audit study, researchers found that "white sounding names" were 75% more likely to land an interview than resumes that were identical but had "Asian sounding" names. Similarly, male names were 40% more likely to get an interview than female names.

Companies that are committed to increasing their staff diversity are now turning to software for help. Blind hiring technology helps HR professionals dig through the pool of potential candidates and resumes, highlighting job skills and experience and removing information about gender, race, ethnicity, and education. The end result is a more diverse candidate pool because of less unconscious bias.

Rethink Sexual Harassment Training

Sexual harassment remains a top priority for today's employers. In spite of 98% of companies having sexual harassment policies, 35% of women have reported sexual harassment in their workplaces. Typically, sexual harassment training takes place on computer modules or in-person lectures, which is not proving to be effective.

Virtual reality is hoping to change that. With immersive training that puts the trainee in the shoes of a victim, companies can better showcase why sexual harassment is such a serious issue. While this technology is still in its infancy, it is showing great promise in helping this problem.

Expand Corporate Wellness Initiatives

Companies that offer wellness initiatives that focus on things like mental health, physical health, and financial wellness are better able to serve their employees. This, in turn, creates better productivity in the workplace. When employees feel stressed on the job or have mental health concerns, they cannot give their work their full attention. In one survey, 35% indicated they missed 3 to 5 days of work a month due to workplace stress.

The focus on mental and other types of wellness in the workplace is not a new thing. What is new is the use of technology to further these programs. Wellness apps, financial trackers, and similar technology products allow companies to deliver wellness solutions to their employees without taxing HR teams too strongly.

Leverage AI Technology to Improve HR Operations

AI is coming to the world of human resources. AI technology can do everything from improving workflows to managing the huge amounts of data that come into the HR office. This, in turn, can increase the productivity of the HR team.

Machine learning is a huge component of this. Using AI technology, HR professionals can allow programs to identify patterns in data and even make decisions based on the data presented, thus improving the productivity of the HR team. This also increases the response time when issues arise in the workforce, which in turn can improve employee satisfaction.

Plan for Future Needs with Predictive Analytics

According to a 2018 report by Oracle, "Many HR teams are using data not only to describe what has already happened, but also to predict future outcomes (such as which recruits may be most successful, or which employees might be at risk of attrition)."

In fact, HR has become the biggest user of analytics among business departments, even more so than early adopters of the technology such as finance. And HR is using predictive analytics for more than just recruitment and retention efforts. Analytics is helping HR pros chart productivity and boost performance ... discover areas for improved employee engagement ... and target areas for training.

"HR is moving ahead faster than many functions in the field of 'Predictive Analytics,'" says Don Kelly, Chair for Post University's Human Resource Management program. "Many organizations are using Big data, data mining and pattern recognition applications to present potentially successful options across an array of human resource activities."

Bottom line? HR is a place where technology and humanity combine to address the needs of the workforce for today and, equally as important, for the truly foreseeable future.
With all of the technology coming to the field, 2019 is an exciting time in the world of HR. If you are interested in getting into the field of human resources, Post University's Bachelor of Science in Human Resource Management is a good starting place. With this degree, you can put your skills to work helping employees and companies work more productively through increased employee satisfaction and retention. Learn more about this degree, which opens the door to an exciting career as a human resources manager.

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6 Ways Technology Is Changing the Face of Human Resources

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The world of HR is constantly changing. One way that it has changed in recent years is through advanced technology. Technology solutions hitting the market in the next few years are slated to alleviate some of the pressure on HR professionals, workplace pros who are historically overworked and underappreciated for all they do.

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Impact of artificial intelligence, robotics and automation technologies on work | CIPD report

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Adds evidence to the ongoing debate on how emerging technologies are shaping the world of work and the arising ethical issues

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Information on Technology in the Workplace | CIPD

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Explore current thinking around technology in the workplace and the future of work, including social media and learning and development in a socially networked age.