In this way, being a Teacher meant having to use uncommon time management skills as well as having to be helpful and able to transfer ideas and content in an easy to understand way and, above all, having a method. We then implemented actions to spread the knowledge they acquired for the benefit of a wider audience (the so-called “Learners”). What we actually did was to find a group of fifteen colleagues (so-called “Teachers”) who wanted to focus on some previously identified issues. This will mix new methods together with more traditional training standards. It is, therefore, a real paradigm shift that gradually introduces new “organizational learning” paths that are able to leverage the self-learning potential of people and the use of online platforms in order to enable, through appropriate dedicated training initiatives, the knowledge sharing process for some specific topics. Alongside this concern, there is also the firm belief in the enormous possibilities that this transformation promises and that we intend to make the most of.
In our business context this can mean eventually not being able to meet the real educational needs that the company and people require. Last but not least, a change in individual behavior that is now reinforced and that sees us, more or less, as researchers and users of content, information, studies, in-depth analyses found on the web and that we select according to specific preferences and usefulness. But there is also an aspect of how learning things evolves and changes quickly until such things rapidly lose their meaning, validity and relevance. The digital transformation is having a profound impact on the classic standard paradigms in relation to content, learning processes and related methods of delivery and use. Everything is changing rapidly and “training”, in its broadest sense, is not far behind.
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