As a Learning & Development Coordinator, one of the most challenging questions is get asked is about computer skills. “Coco,” my colleagues will say, “I’m no good with computers. I want to improve.“ Or: “I’ve just completed a one to one with one of my staff members, and they would like some support to develop their IT skills. Can you help?”

Of course. I can always help. But this type of request is among the most complex ones I receive (and therefore, in my opinion, one of the most interesting ones).

The first question I always ask: where is your starting point? Using a computer involves a huge variety of tasks and it’s important not to assume knowledge. “Surely everyone knows how to do this” is not a helpful assumption. Some people don’t know how to write an e-mail, or how to navigate the internet, or even how to turn a computer on. They may want to learn how to do this, but no one likes being patronized, or made to feel stupid. As an aside, check your prejudice. It’s not always older people who struggle. In my experience Generation Z, while confident smartphone users, are often bewildered when confronted with desktops upon starting their first office job. Never assume a learner is an IT whizz simply because they are young. Or lacks IT skills because they remember the days of MS-DOS.

Secondly, what do you want to learn? After some gentle questioning, most people want support with using Microsoft Office (usually Excel). At this point it’s my job to assess a learner’s needs, learning style, budget and other limitations (time is usually a bottleneck). I regularly work with training providers who offer in-depth coverage of virtually every software you can think of. Having completed an Introduction to Excel training day myself, I’m convinced that this type of training can be very beneficial to some.

But these courses have their downsides. They are expensive. They take at least a full day to complete. And even the best ones are generic: they will cover skills my specific learner will not need while not covering skills they do need. I always explain this to learners and sometimes they decide that a formal training course is not for them (at least not at this stage). But some people suffer from what I call (and I may well end up trademarking this concept) certificate fetishism. Whether the course is actually a good use of anyone’s time and money doesn’t strike them as important. As long as they receive a certificate they can show to their manager or prospective employers, surely all is well?

Well, not necessarily. This problem is a common one in the learning & development world, especially when it comes to thorny subjects like equality & diversity, or complex ones like project management. But I’ll save that topic for another post.

So if I think formal training courses aren’t for everyone, what do I suggest? I’m all about helping learners complete training that is useful to them, meets the needs of the business, and is cost-effective. Sometimes that means guiding learners towards self-paced training options which, while they don’t always result in a certificate they can hang above your desk, will equip them with genuine skills that help them thrive in their chosen career.

A final example is my own learning journey. I’ve been learning myself how to code for a while now and I’ve recently decided I want to explore additional skills (mainly advanced Excel and Power BI). I’ve spent enough time in formal education to know that I need opportunities to immediately practice what I’m learning. This way I can be assured I understand what I’m learning and can apply my skills directly to my role. Of course I’m not the standard everyone else should follow, and many learners may appreciate a more structured learning approach. What I’m getting at is that just booking a learner onto a course without asking some basic questions first is probably not going to lead to the best possible result.

But if that’s the case, what are our alternatives as L&D professionals? I’d love to hear from colleagues who find themselves dealing with similar questions. How do you support learners who may not even know what they want to learn, may not have the patience or means for formal training, but do know they have a learning need they want to explore?

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