3
This is further complicated by:
• Geographic and language diversity and an audience
distributed across numerous time zones making it
harder to deploy learning solutions contemporane-
ously at scale.
• Accelerated rate of operational technology change
meaning rapid obsolescence for learning content.
• Ongoing production demands competing for time
allocated to learning therefore requiring flexibility
around when, how and where employees learn.
Working with the constraints described above, it is
important that we adopt an expansive definition for what
constitutes learning, that leverages the inherent strengths
of a global organisation with access to extensive knowledge
and experience across the workforce. Recent research by
consultancy Red Thread offers a picture of the diversity of
learning opportunities available to organisations and their
employees today (Figure 5).
Versions of many of the learning mechanisms described
in Figure 5 are in application across Rio Tinto today.
However, this paper focuses specifically on three programs
that respond to the inherent learning challenges and lever-
age organisational strengths. The design of these programs
needed to be:
• Adaptive to a vast diversity of learning needs
• Available to a global audience with different cultural
and language needs
• Accessible across different work environments and
able to fit within assorted demanding work schedules
• Able to draw upon the vast expertise contained within
the large global workforce of technical professionals.
Source: Rio Tinto
Figure 3. The Rio Tinto Purpose, Values and Objectives
Figure 4. Learning needs complexity and associated learning delivery method
This is further complicated by:
• Geographic and language diversity and an audience
distributed across numerous time zones making it
harder to deploy learning solutions contemporane-
ously at scale.
• Accelerated rate of operational technology change
meaning rapid obsolescence for learning content.
• Ongoing production demands competing for time
allocated to learning therefore requiring flexibility
around when, how and where employees learn.
Working with the constraints described above, it is
important that we adopt an expansive definition for what
constitutes learning, that leverages the inherent strengths
of a global organisation with access to extensive knowledge
and experience across the workforce. Recent research by
consultancy Red Thread offers a picture of the diversity of
learning opportunities available to organisations and their
employees today (Figure 5).
Versions of many of the learning mechanisms described
in Figure 5 are in application across Rio Tinto today.
However, this paper focuses specifically on three programs
that respond to the inherent learning challenges and lever-
age organisational strengths. The design of these programs
needed to be:
• Adaptive to a vast diversity of learning needs
• Available to a global audience with different cultural
and language needs
• Accessible across different work environments and
able to fit within assorted demanding work schedules
• Able to draw upon the vast expertise contained within
the large global workforce of technical professionals.
Source: Rio Tinto
Figure 3. The Rio Tinto Purpose, Values and Objectives
Figure 4. Learning needs complexity and associated learning delivery method