All Posts in leadership development

January 19, 2021 - No Comments!

The Power Of A Compelling Vision For Your Team

Author Aditi A Kashyap

"If you want to build a ship, don't herd people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea."

-, Antoine de Saint-Exupery, French writer

compelling vision for the team

As a leader, you need to actively keep your and your teams' efforts aligned to the broad organizational vision. If you don't, your team will consist of rudderless employees who don't understand where the company is going or what they are trying to achieve. They will struggle to engage in their work, collaborate effectively across teams, and make informed decisions quickly.

When a leader has a clear foresight as to where he wants to steer his ship, the people who work for the leader are in a far more comfortable place to understand that their efforts are fruitful, and it gives them the confidence that they are heading in the right direction. According to a Harvard Business Review survey, 72% of the respondents expected their leader to be forward-looking and a visionary.

A leader with a clear vision can engage both the imagination and his people's energies. As Peter Drucker notes, "An effective leader knows that the ultimate task of leadership is to create human energies and human vision." Tying the vision to what the organization and its people value most helps garner everyone’s commitment to realizing it.

Here's why a leader needs to create a compelling vision statement and follow through with it.

  1. Gives the team direction
  2. Motivates the team members
  3. Allows better planning and execution
  4. Helps track progress


  1. Gives the team direction – The team always looks up to their leader for direction and guidance. You need to continually reiterate the vision and align individual goals to ensure that all energies are unified in the same direction. Every strategy you devise and every task you undertake has a purpose. Aligning each activity's very purpose to the larger organizational vision makes it meaningful and helps realize it.
  2. Motivates the team members – Well-aligned and clear goals motivate team members to deliver better, especially when they help identify and map their individual efforts for a larger cause. Being able to see what they contribute to gives them a sense of fulfillment and pride. Creating a supportive environment by providing resources such as materials, assistance, and information can further motivate team members.
  3. Allows better planning and execution - The leader should come up with a development plan to achieve the set objectives. Before devising a plan of action on achieving the goals, leaders must evaluate each team member's skill and motivation levels. Assigning the right team members to the appropriate assignment should be a project goal for team leaders.
  4. Helps track progress - To assure the success of a project, team leaders should monitor each team member's progress and the project's overall progress. Evaluating the group's success at various stages in the project ensures the team stays on track and reaches a conclusion on time and within a budget. The goal of team leaders is to ensure the project is moving forward towards completion.

Keep in mind the following points when developing a vision statement for your team:

Make the vision statement clear and easy to understand

The vision statement should be concise and no longer than a sentence or two. It should be specific and must align with the company's long-term vision.

Bridge the present and the future

Your vision statement should provide a picture of the future. It helps describes your organization's direction or goal and the means of accomplishing it. It guides the work of the organization. The vision should be compelling enough to inspire, motivate, and engage people.

Make it ambitious

An ambitious vision statement that is not limited by current circumstances or by what is perceived as possible indicates that your organization aims high and demands high-performance standards from the team members. Use powerful words and vivid phrases to articulate the kind of team you are trying to become.

Clarify direction and purpose

Clarify the team's current state and the envisioned future state. Create systems that will enable your team to track their goals and progress. This creates a culture of accountability around the vision that has been set.

Set a standard of excellence

Reward behaviors and performance of those who are consistently meeting targets. Besides, as a leader, you need to lead by example. Emulate those behaviors that are required to drive optimal performance in the team.


One of your main tasks as a leader is to motivate your team members to collaborate and get things done that help achieve the overall organizational objectives. It would be best if you spent sufficient time creating a compelling vision for your team that aligns with the organization's vision to ensure that the team focuses on common goals and works together to accomplish them.


KNOLSKAPE is one of the fastest-growing experiential learning tech companies in the world. KNOLSKAPE accelerates employee growth and Development using an award-winning portfolio of simulations and  in-depth talent analytics. KNOLSKAPE is a 110+ strong team with offices in  Singapore, India, Malaysia, and USA serving a rapidly growing global  client base across industries such as banking and finance,  consulting, IT, FMCG, retail, manufacturing, infrastructure,  pharmaceuticals, engineering, auto, government and academia.  KNOLSKAPE is a global Top 20 gamification company, recipient of  Brandon Hall awards, and has been recognized as a company to watch  for in the Talent Management Space, by Frost & Sullivan, and as a disruptor in  the learning space, by Bersin by Deloitte.

March 15, 2019 - No Comments!

L&D priorities for 2019 – 8 goals to master this year

L&D priorities for 2019 – 8 goals to master this year


We’ve been in the learning and transformation space since the past 10 years now. In this time, we have worked with over 370 customers across various industries and geographies. Over the years, L&D priorities have changed slightly. While business is changing at a rapid pace, organizational learning hasn’t been able to match up just yet.

To help L&D teams accelerate employee development and align with business, we have outlined 8 top priorities that L&D teams struggle with and must master in 2019 to become true partners to business in their organization’s digital transformation journey.

#1 - Making learning and development employee-led

The smartphone generation, which is over 86% of us, are addicted to our mobile phones. In fact, studies show that 8 in 10 employees carry a smartphone.

Why is this relevant to learner-driven, self-paced learning?

It is because the same studies show that:

  • the average amount of time employees spend on their mobile phones is 5 hours.
  • by 2020, mobile phones will surpass TVs and Laptops as the most attractive medium.
  • employees already benchmark experiences against their experience on the smartphone.

Smartphones, social media and the internet have allowed us to access information at the click of a button. Therefore, while information is freely available, understanding and interest in different topics is unique to everyone. As a result, learning today cannot have a ‘one-size-fits-all’ approach.

While L&D teams are busy creating learning calendars for the year, employees are busy looking externally, while they take their learning and development into their own hands, either relying on Google and Wikipedia or going on the hundreds of eLearning platforms to take up courses.

What organizations need to be focusing on instead is:

  • Foster a learning culture, where employees are relentless focused on learning, self-improvement and development from the get-go.
  • Create the infrastructure for self-led learning, comprising a platform, content, as well as the opportunity to connect to coaches and mentors.
  • Design each employee’s career growth chart, which tells employees their viable growth within the organization, both horizontally and vertically, as well as a path to help them reach their various milestones.

#2 - Adapting learning strategy for the millennial workforce

Millennials have been a part of the global workforce for longer than 15 years. Yet, organizations still struggle to interact, train and engage with them. Millennials clearly articulate their needs. Organizations, however, struggle because what millennials desire drastically differs from what previous generations desire.

What L&D teams need to keep in mind is that:

  • Millennials seek work-life integration, not balance.
  • Millennials want more out of life than just being slaves to work
  • Millennials believe in working smart, not working hard
  • Millennials believe in a learning cycle that allows then to learn-implement-measure and repeat for sustained learning
  • 71% of millennials say that the internet is their main source of news and information
  • Millennials care heavily about their well-being, wanting to be healthy and active

It is important to keep these points in mind when creating a learning strategy or even a learning calendar. Being seated in a classroom for hours on end goes against several beliefs mentioned above. In perpetuating this archaic mode of learning, organizations are not just leaving millennials less engaged, they also run the risk of high attrition.

So, what’s the no. 1 tip to millennial learning?

Adopt technology. Millennials are quick to try out new technology. Google is their textbook and social media constitutes their primary mode of communication. In short, millennials are connected. ALL. THE. TIME. So, why not make use of an existing system that boasts of a high adoption rate?

It is important to remember, however, that integration is supremely important. Millennials are used to going through multiple social networking sites, because they are connected. A photo uploaded on Instagram can be synced to Facebook as well, increasing visibility and interaction in just one swipe.

At the end of the day, millennials live in a paradox of wanting options while also seeking a curated experience that is unique to them. Therefore, a networked-platform is crucial. Machine learning and artificial intelligence are making waves in enabling this. Are you on the bandwagon yet?

#3 - Enhancing learner engagement:

Research shows that 16 out of every 20 employees opt for learning and development. These individuals say that it improves employee engagement. In effect, ensuring that learning initiatives are mapped out for employee development can immediately boost employee engagement.

To main employee engagement, and more importantly, to improve learner engagement, certain additional measures need to be taken. While 80% of employees are interested in learning and development, a majority of these individuals are high potential and high performing. They want to scale the ladder quickly. For organizations to retain these individuals, catering to their need for hyper-personalized, self-paced, high impact learning is imperative.

How do you know if your learners are highly engaged, or engaged at all? This is a thought that applies to everyone in the workforce, irrespective of the labels that are attached to them. Here are some questions to ask yourself:

  • Is the learning real, relatable and just-in-time?
  • Is the learning personal and relevant to the learner’s context?
  • Is learning interactive?
  • Does the learning consist of a feedback mechanism?
  • Does the learning intervention fulfill the objectives effectively?
  • Is the learning creating demonstrable improvement in skill and change in behavior?
  • Is the learning providing learners with all the tools necessary for success?

Make it a point to ask the learners these questions, rather than assume the impact learning is creating. At the same time, remember that while consistency is important, novelty is also recommended. Therefore, it is important to constantly tweak your learning strategy as market trends and learner needs are constantly changing.

#4 - Increasing engagement of line-managers

Let’s establish the definition of a line-manager first. For the purpose of this blog, we define a line-manager as anyone who leads a team while reporting into a manager. Therefore, anyone from a first-time manager to mid-level managers fall under the category of line-managers.

Line-managers play a crucial role in the growth and transformation of an organization, as they carry the burden of being the link between the organization’s senior leadership and the front-line personnel. This puts them in a very precarious position. Some might say that line-managers sometimes become the punching bags, having to juggle the needs, desires, expectations and challenges of their teams as well as their leaders and the organization.

It is, therefore, important that line-managers are engaged. A motivated line-manager is then able to motivate and influence not just his/her team, but also peers and senior leadership as well. At the same time, line-managers are also tasked with handling the dynamic business requirements of the VUCA world.  Therefore, it is important to acknowledge that the prospect of an organization’s success depends on the robustness of this team.

It is easy to get bogged down by this level of responsibility. What is it that organizations need to do to increase engagement of this specialized category of employees?

The answer is quite complex:

  • Not every people problem is a training problem. Yes, training does help in certain areas, but not always
  • Rewards, awards, recognition is also a common incentive given, but this rarely works

The problem, quite often, lies in a feeling of ‘carrying the world on my shoulder’. If line-managers are expected to take care of others, who is taking care of the line-managers?

What line-managers need is a support system where they can address their issues and seek guidance. Assigning a mentor or a coach is incredibly helpful to ensure that line-managers are motivated, engaged, high-performing and able to deliver value to business and to people.

#5 - Maximizing return on learning

Before we get into the specifics of maximizing returns on learning, it is important that your response to the following question is a ‘YES’:

Can you objectively and quantitatively prove the impact and returns of your learning interventions?

What do we mean by this?

  • Can you identify and prove a quantifiable business impact from a learning intervention?
  • Can you identify and prove a demonstrable behavior change due to a learning intervention?

If your answer to the above questions is ‘No’, then you need to stop reading here.

If, however, your response is ‘Yes’, then is the return on your learning investment justified? Are you getting a good return on your training investment?

More often than not, organizations believe that they are spending more money than it is worth on training, because the returns are either untraceable or unjustifiable. Let’s lay to rest this myth that there is such a thing as spending too much on training.

Learning is a lifelong initiative. Therefore, it involves a significant investment of time and effort, and some money. A monetary return on the investment is the most difficult to identify, because the return is not always immediate. After all, learning is effective when there is a change in the way one thinks, acts, feels and behaves. Therefore, there are more pressing questions that one must ask to determine the true return on the learning investment:

  1. Ask learners:
    • Was the learning worth the investment of time?
    • Did the learning delivery accommodate their personal learning style?
    • Was the learning engaging?
    • Did the learning meet their learning expectations?
    • Will they confidently be able to apply learning on the job?
  2. Ask managers:
    • Did learners put their learning to use on their job?
    • Are the learners able to pass on their learning and skill to others?
    • Have the managers seen a demonstrable change in the way that the learners think and act after the learning intervention?
  3. Analyze whether there has been:
    • An increase in employee engagement and motivation
    • An increase in efficiency and output
    • An increase in customer satisfaction and relationship
    • A reduction in waste and an increase in revenue

As you can see, the answer to measurable ROI is neither a straightforward nor an easy one. It requires a fair bit of effort and analysis to come to any sort of conclusion. Technology and data, however, help with a significant part of this analysis.

#6 - Tracing application of skill learnt through training at work

Another major challenge with training intervention, irrespective of how long they are, is that once it is over, there is no follow-up. Six months from the completion of the learning intervention, does L&D know:

  • How much information the learners have retained?
  • If learners have developed the skills?
  • If the skills developed have sustained?
  • If skills learnt are being applied in the workplace?

Often, the answer is no, and this is quite unfortunate. Tracking whether learners are able and willing to apply their learning on the job is important as it helps:

  • Determine the return on learning investment
  • Enhance employee engagement
  • Create a strong learning culture
  • Promote self-led learning
  • Provide opportunities to practice and improve

Bite-sized refresher courses and quizzes, business impact projects, mobile-based engagement and social learning activities such as discussion & advocacy forums, mentorship and cross-functional collaboration all help sustain continuous learning, ensuring that knowledge is sustained and skill development is effective.

#7 - Aligning L&D with organizational goals and strategy

There is a misconception that Digital is about technology. People form a significant part of the digital revolution. The difference is that the way in which people will operate in the Digital Age is significantly different from ever before. Therefore, employees are expected to develop a whole new skill set and do so rapidly.

What skills and why is it important? (Read more: KNOLSKAPE CEO describes the recipe for personal success in the face of Digital Revolution)

The success of a business is dependent on the capabilities of its people. For an organization to meet its objectives, it is important that its workforce has the right mindset and capabilities to achieve goals. Changing business requirements means a change in the learning needs as well.

For L&D teams to be true partners to business and effectively support business requirements, learning must align to fulfill business requirements. However, research shows that L&D is not always viewed as a strategic priority:

  • While78% of leaders surveyed believe that their L&D plan is in line with their business strategy, only 65% believe that their learning strategy is responsive to changes in the external environment.
  • Only 59%of the leaders surveyed feel that learning interventions at their organization help employees fulfill their current KPIs.
  • While 67%of respondents agree their L&D team can anticipate the training that may be required to meet the future demands of the business, only 40% Of respondents feel the L&D team has done a SWOT analysis of their business model.

KNOLSKAPE’s ‘Bridging the Outcome Gap: Aligning Learning Needs to Business Requirements’ report highlights four key challenges as well as expert views on how to overcome them (Read the full report: Bridging the Outcome Gap).

#8 - Aligning L&D practice with future requirement

The speed at which the business ecosystem and requirements are changing is alarming. Organizations, leaders and L&D teams must be cognizant of these changes, while predicting what is likely to happen next. With technology and digital rapidly overtaking several roles and processes, employee skills also require a major overhaul.

The challenge?

Employees need to be prepared for the future while they fulfill current requirements. Therefore, it is a constant juggle between the NOW and the NEXT. This is a struggle that is likely to never go away, because changes are taking place faster and faster each day.

New challenges, however, require a new approach. After all, as has been proved time and again, what has gotten us here will not take us forward. The Deloitte report on Global Human Capital Trends stated that nearly every CHRO surveyed reported that “their companies are not developing skills fast enough or leaders deep enough” to meet the challenges of the Digital Age.

Therefore, it is obvious that one key skill that is needed is that of Agility. This is something that L&D teams themselves must inculcate first, before developing it in employees. What does this mean?

  • L&D needs to get comfortable with the idea of constant change and get ahead of it rather than waiting for change to happen before they respond to it
  • L&D needs to develop design thinking skills, the ability to create and test innovative ideas to solve their talent problem
  • L&D needs to look at skills as part of a large network of application, rather than independent abilities to master
  • Most importantly, L&D needs to have a coherent understanding of digital and how it impacts them, their employees and business

Across the next few months, we will share research, tips and tricks for L&D teams to master these priorities. Subscribe to the KNOLSKAPE blog and be the first to know when new content is available.

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  • January 17, 2019 - Comments Off on Leading Without Authority

    Leading Without Authority

    Leading without authority

    With flattening hierarchies, an increasing number of leaders are occupying roles without formal, positional power and are required to positively engage with, influence, and lead others without being directive or coercive. A look at this leadership trend! By Rajiv Jayaraman & Subramanian Kalpathi.

    Find out how leading without authority can be practiced from this exclusive article.

    Download the full article

    January 10, 2019 - Comments Off on Thought Leadership – Creating a positive difference

    Thought Leadership – Creating a positive difference

    Author –Jayashree G

    Thought leadership

    “Thought leadership” has become a buzzword today. Individuals and corporations alike are dipping their feet into the ocean that is thought leadership. However, is the meaning of thought leadership really clear? Is it part of Leadership or is it completely different, diverse and dynamic? Let us take a look at different definitions available:

    Thought leaders are informed opinion leaders and “go-to“ people in their fields of expertise.”

    A thought leader is an individual or a firm that is recognized as an authority in the field and whose expertise is sought”. Thought leaders are considered as well informed, well aware entities that are looked up to for their expertise and opinion.

    A thought leader is someone who looks at the future and sets a course for it that others will follow”. Well, aren’t all leaders visionaries and take initiatives and do things in different ways and have many followers?

    Thought leaders are people with ideas that merit attention” - Don’t we all think that every one of our ideas merit consideration?

    Given these definitions, the concept of thought leadership has been nagging me for a very long time. I started reading up about it and discussing it with friends. If a person comes up with a thought or an idea, has a strong conviction about the idea and propagates the idea, has many people believing and following that idea - can he be called a thought leader? If such is the case, even a dictator like Hitler can also be called a thought leader because he had millions believing in his idea of anti-Semitism and following the idea. Was he a thought leader though? That is up for debate.

    To me, thought leadership is more than just a different idea, a business tool, having a great following, having conviction or the amount of experience one may have. It is much more dynamic. It is about bringing a positive difference; making a positive impact. It need not necessarily be anything earth shattering. As author and leadership speaker Drew Dudley puts it in his TED Talk ‘Everyday Leadership’, “we have made entire concept of leadership into something about a great idea, changing the world. In this we might have lost those moments of smaller ideas and their essence.”

    Thought leadership is an act of visualizing a very creative way of doing business/ finding solutions. It is about conceiving a future and bringing it to fruition in the real world. You need to have good knowledge of the industry, a good understanding of what works and what doesn’t, processes followed and ideas failed- an informed judgment to be made. It takes time and careful study of factors influencing the industry.

    A more practical approach to this may be that anyone, irrespective of cadre/ stature, can be a thought leader. The concept need not necessarily be original. If you come up with a new idea, synthesize it, make it relevant and engaging, create a value addition and get the buying for it- may be that is how thought leadership works. For instance, an idea which makes the existing process/ service much simpler and more effective.

    I have heard a story that a car manufacturing company came out with a model of a brand-new car with unique features. When it was time to bring it out to the showroom, they found out that it was just a couple of inches more in height than the gate way. Finally, they flattened all the tires and pushed the car out, without any scratches to the car. The idea came from the boy whose task was to fill the air in the tires. This could give a new dimension to how we look at thought leadership.

    Some business enterprises consider it a good platform for Brand positioning in the market and critical for success. However, this may not be a simple platform. It may require a holistic approach, a thorough research and planning endeavor may be necessary before considering an idea as unique. Some factors to help may be:

    • Be clear about why you want to bring this strategy/ idea - what is the needle movement you want to see with this idea - as Simon Sinek puts it, “People don’t buy because of what you do but because they believe in why you do it”
    • Answer how your idea may make a difference - both qualitatively and quantitatively
    • Interact with your end user - share ideas - A Design Thinking mindset may help- see, hear and feel what people need
    • No ego trips for you - Open your mind to accept criticism - that’s when new ideas pop-up; listen carefully, observe and learn
    • Highlight the emotional angle of your idea, if there is one - even in this increasingly business-like environment, it holds its own place
    • Above all, if someone has to accept you as a thought leader, you must earn their TRUST

    Let us look at some examples which stand out with creative ideas, making an impact on people and life-styles thus making them Thought Leaders:

    Ritesh Agarwal - At the age of 21 years, Ritesh conceptualized and formed OYO rooms, whose business model is to tie up with small and medium hotels across India to provide budget accommodation to customers. The organization owns zero physical property yet has a higher valuation than luxury hospital brands in India such as Oberoi or Taj groups.

    N R Narayana Murthy – The legendary founder of Indian IT Giant Infosys realized that India can be a great service provider. The result? Infosys, founded in 1981 became the first Indian company to be quoted in NASDAQ in 1999, giving employees stock options to the company and putting the Indian software industry on world map while pioneering many other flourishing companies. Imagine the power of that idea- IT industry has given jobs to 40 lakh people (direct and indirect) and the country earns a foreign exchange of $100 billion.

    Dr Satyanarayan Pitroda - popularly known as Sam Pitroda, he is a reputed scientist and the inventor of the Electronic Diary in 1975, instrumental in revolutionizing the Indian Telephone industry. His company, C-dot laid telephone infrastructure across the length and breadth of India. His institution played a key role in training thousands of young engineers who later played key roles in the mobile phones era.

    Dr Verghese Kurien - known as “Father of the White Revolution”, formed the first cooperative dairy farming society – Gujarat cooperative milk federation, where the farmers were the major share-holders. He made dairy farming India’s largest self- sustaining industry and largest rural employment provider. His venture paved way for many other states to establish their own milk federations.

    Elon Reeve Musk: A global leader whose innovative ideas are on the verge of changing the face of technology and the way we live in future. Tesla, one of his most popular innovations, with fully electric vehicles, is a major step to reduce dependency on fossil fuel and emission of carbon di oxide. His path breaking Space-X aims at giving the experience of commercial space travel at reduced cost and even colonization of Mars - may be one more Noah’s Ark story in the making. The online payment giant PayPal is also Musk’s brain-child, conceived as in 1999 and later merged with Confinity. His inventions come with the hall-mark of superior technological innovation, making life easier for users- be it the idea of Solar city, or electric jet or OpenAI.

    Walt Disney: Created the internationally loved brand and characters and captured millions of hearts worldwide. His unique way of entertainment and story- telling through animation enthralled young and old alike.  He paved way to numerous animation movies/shows in various countries, making it not only a wholesome entertainment, but also a huge corporate business.

    Kerry Packer: Cricket is not the game it once was- the format, the equipment and the entire dynamics of the game have changed greatly in the past few decades. World Series Cricket was essentially about broadcasting rights and media magnet Kerry Packer was instrumental in swinging some important decisions of huge commercial impact. He took business risks, faced opposition from governments while these changes were implemented.  World Series Cricket popularized day-night format, played under flood lights with a white ball. Since then the aggressive game, use of microphone effects, and on-screen TV graphics have revolutionized the TV coverage of the game, taking the popularity of the game to new heights

    In the future, with ideas such as ‘driverless cars’ taking centre stage, the experience of finding cabs, driving, traffic and driving will be very different - removing the need to haggle with drivers, automatic control over traffic and fewer parking hassles in big cities.

    Thought Leadership, therefore, is not just a business strategy or a success story. It has a huge impact on socio-economic structures, marking a difference in life-styles and the well-being of people as illustrated in the above examples. There is primarily a human angle to all these revolutionary ideas.

    Whether you use the concept of thought leadership as a marketing tool for your own organization, or as a strategy to better decision making or as a success statement in the industry- “Thought Leadership is not about being known... it is about being known for making a difference”



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  • January 7, 2019 - Comments Off on Enabling Learning the E-Way: The Promises and Pitfalls of eLearning

    Enabling Learning the E-Way: The Promises and Pitfalls of eLearning


    eLearning consists of a suite of learning methods that are enabled by combining technology with content in order to provide a rich learning experience to an individual.

    Historical Development

    Since the early ages of human progress, technology has been extensively leveraged for delivering content to learners: right from development of paper which allowed oral learning to be converted to written words that could then be passed on from one generation to other; development of a printing press that allowed large scale production of written content; mechanisation of the press to scale production of printed content; electronic devices such as radio, television and, later, computers that enabled more and more content to be delivered in far more engaging manner.

    Digitisation technologies developed in the early 70s allowed mixing of multiple modes of content - text, audio, visuals, and animation to make content richer and easy to communicate/comprehend. Compression technologies allowed this multi-model content to be delivered across variety of devices and channels. Today, large scale storage, high speed networks, super-fast processors and high resolution interfaces has made digitised content omni-present, on-demand and some what ostentatious.


    To a large extent human development can be attributed to continuous learning adopted by homo sapiens. This need was fulfilled over ages by all the progress mentioned above. However, during all this the learning method (or pedagogy as it is referred to amongst academicians) has predominantly been driven by a teacher. He (the teacher) was, most often, more informed and experienced in communicating with the learners so as to help them make sense of a world around them. This teaching method was based on a common requirement across a large group of people with its inherent diversity of comprehension and assimilation skills. As a consequence, some learners were unable to satisfy their need for enhanced inputs or higher order concepts. Ironically, the weaker learners were also not satisfied since the same inputs were unable to meet their requirements of pace or depth. However, since a teacher had to satisfy a larger population the breadth, pace and depth of content was pegged at an average learner. This lacunae was mostly filled by additional personal efforts on the part of learners from two extremes mentioned earlier. This was an accepted practice at institutions of middle and higher education, and offered workable outcomes.

    However, when it came to vocational training, particularly with an intention to enhance proficiency of a worker, the need to focus on individual learner was critical since it had a direct impact on the results delivered by an individual. This resulted in exploration of several mechanisms to offer learner oriented content. One such mechanism was identifying common needs of several learners and creating content or delivery or both especially for them. Another was to provide companions or “buddies” on the job who would be responsible for providing personalised inputs as relevant. A third method has been to let a learner select a third-party provider who could offer inputs as pertinent to this learner. These have been the most prevalent methods of providing customised / personalised learning. However, even these have their own shortcomings. The topmost being the pace of learning. As a learner one could not set the pace of one’s learning and therefore had to either work hard to catch up with the rest or be bored. Another challenge was availability of content as and when it was required to for a specific application. A third concern was contemporariness of content to keep pace with developments in a given body of knowledge.


    eLearning was conceptualised as a solution to meet the above mentioned expectations of a learner. It offered personalised (individualised), self-paced, highly engaging content delivered conveniently on multiple interfaces (mobile, desktop, tablets, TV etc) enabling a learner to consume this content as and when they wanted. The promise of eLearning was greatly exciting for all stake-holders. The early eLearning content was essentially derived from stock content taken from then prevalent learning methods, but digitised and with an added control of stop-start-play-repeat. It essentially worked on a need to control pace of content delivery. The innovators and early adopters found great value in it and therefore created a positive word-of-mouth influence on learners constituting the early majority. These group of learners found incremental value in early eLearning content, but were not completely satisfied with its ability to address the very challenges that led to its creation. Amongst the many concerns they had was the complete lack of compassion for the learner and the impersonal delivery of content. The common comment was “It feels very mechanical to learn like this!” Or “Doesn’t allow me to ask questions that would enhance my understanding.” This was quite a revelation. Something surely was not right, but eLearning per se had begun to take root. What was required was a better understanding of how to live up to the inherent promises of eLearning.

    eLearning 2.0

    Several studies on effectiveness of eLearning solutions indicated that the feedback 3456 amongst learners (as mentioned above) was consistent and did not vary by the quality, depth or breadth of content. It was then identified that while “self-paced” was a “necessary” requirement, it was not “sufficient.” Several research hours were spent in understanding what would contribute to the “sufficiency” criteria.

    One of the many causes that research , revealed was “learner inertia.” eLearning, because 78 it was meant to provide “self-pace” expected the learner to keep coming back to the content and continue from where she left it. This required discipline and diligence on learner’s part which was unfortunately not predictable or consistent. Research revealed 9 while learners were happy to learn on their own, they would quit the moment a hurdle was faced - a concept not understand, a context not explained, or an application not easily fathomed. They would look for hand-holding at that moment but didn’t find it. Education experts explored several new pedagogies to create alternatives for this hurdle

    Following were some of the models that emerged:

    • Live Streaming - a real person delivering to a real audience telecast to a wider group of people through internet and satellite transmission;
    • Live Virtual Classroom - an internet based classroom where everyone- teacher and learner, join this classroom and a session is delivered; Tutor-led eLearning - where a teacher records a real session to explain content supported by digitised content shared through various eLearning delivery mechanisms.
    • Blended Learning - where eLearning content is combined with a facilitator-led session, to provide enhanced scope for detailing,
    • And presently the most widely used “Massively Open Online Courses (MOOCs),” where a recorded session delivered by an expert teacher is streamed to a virtual classroom of participants who simultaneously join this class from across geographies. While the facilitator is not present in real time, the participants are and, therefore, have an option to interact with each other. Assignments and tutorials, led by the facilitator, provide the impetus to keep continuous engagement.

    This was the emergence of the new era of eLearning. As learners became more adept at using above mentioned methods, and as their need for “Just-In-Time” learning went up, their expectations also went up . Learners were unwilling to be tied to their workstations 13 or laptops to consume their content. With tablets and mobile devices become increasingly capable, the demand for “content-on-the-go” has increased. Further, to provide for restricted screen sizes, the overall content-mix is required to be redefined.


    The current demand from learning is content adapted to “attention-span” of the learners. Increasingly, the various social channels of engagement have reduced the consumption quantum per. “Bite-sized,” “Mobi-sodes,” “Nuggests-of-Wisdom” are the new norm in eLearning. Moreover text is slowly being replaced with visuals / animations / audio. Gamification is another buzzword in eLearning. It essentially describes the creation of a competitive atmosphere amongst people consuming eLearning by offering them virtual or social credits, leaderboards to check competition, peer-recognition labels (stars, hierarchy of expertise, influence-levels etc.), real privileges on achievement of milestones, recognitions, rewards and the works


    A former colleague in an article he wrote while at the Tata Management Training Centre, 14 Pune, argues that organisations endeavouring eLearning must pay attention to the following in order to make their eLearning journey relevant and deliver return on investment:

    • Defining short and long-term objectives for eLearning
    • Identifying learner profiles and their learning styles
    • Ascertaining and developing eLearning worthy content
    • Adaptive delivery mechanisms for eLearning
    • Evaluation and continuous enhancements

    Que Sera.. Sera

    As the song goes “… whatever will be.. will be” applies to eLearning too. With new technologies such as Artificial Intelligence (AI) and Machine Learning (ML) , Natural 15 Language Processing (NLP), Sentiment Analysis and Cognitive Computing, we might have situations similar to the very popular movie “The Matrix” where the hero is able to learn to fly a helicopter just by directly downloading a program to his brain. While this might sound far-fetched so was flying once upon a time, but look how far we have come. Happy to hear from you what you think “…will be?”

    The author is a freelance consultant in the area of technology, innovation and leadership and regularly facilitates workshops for middle and senior management on the topics of Innovation Culture, TRIZ, Design Thinking, Innovation Tools and Methods, Business Simulation based sessions for Managerial Performance enhancement etc. He can be reached on LinkedIn:


    1 Conole, Grainne (2004). E-Learning: The Hype and the Reality. Journal of Interactive Media in Education,

    2 Beetham, H. (2005). e-Learning research: emerging issues?. ALT-J, 13(1), 81-89

    3 Noesgaard, S.S. & Ørngreen, R. (2015). The effectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-Learning effectiveness. Electronic Journal of e-Learning. 13. 278-290.

    4 Strother, Judith B.(2002). An Assessment of the Effectiveness of e-learning in Corporate Training Programs. The International Review of Research in Open and Distributed Learning, [S.l.], v. 3, n. 1, apr. 2002. ISSN 1492-3831. Available at: <>. Date accessed:25th November 2018. doi:

    5 Zafra A., Gibaja E., Luque M. and Ventura S.,(2011)“An evaluation of the effectiveness of e-learning system as support for traditional classes," 7th International Conference on Next Generation Web Services Practices, Salamanca, 2011, pp. 431-435. doi: 10.1109/NWeSP.2011.6088218

    6 Thalheimer, W., (2017). Does eLearning Work? What the Scientific Research Says! Retrieved from http:// Available at: <https://> Date accessed: 25th November 2018

    7 Rabak, L., & Cleveland-Innes, M. (2006). Acceptance and resistance to corporate e-learning: A case from the retail sector. International Journal of E-Learning & Distance Education, 21(2), 115-134.

    8 Kundi, G. M., & Nawaz, A. (2014). From e-Learning 1.0 to e-Learning 2.0: threats & opportunities for higher education institutions in the developing countries. European Journal of Sustainable Development, 3(1), 145-160.

    9Abramenka, V. (2015). Students’ Motivations and Barriers to Online Education. Masters Theses. 776.Available at: <>. Date accessed: 25th November, 2018.

    10 Mccombs, Barbara & Vakili, Donna. (2005). A Learner-Centered Framework for E-Learning. Teachers College Record - TEACH COLL REC. 107. 1582-1600. 10.1111/j.1467-9620.2005.00534.x.

    11 “New eCourse/e-book bundle: Learner-Centered Pedagogy for Library Instruction", American Library Association, September 14, 2017. Available at: <>, Date accessed: 24th November, 2018

    12 “eLearning Pedagogy” Available at: <>. Date Accessed: 24th November 2018

    13 Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.

    14 Pandit, M.P. (2014), “Corporate e-Learning: Executing e-Learning Strategy to Build a Sustainable e-Learning Environment_Management Brief Part One” Applied Research@TMTC (AR@T)

    15 Pappas, Christopher (2017),“Machine Learning And Artificial Intelligence: The Future Of eLearning” Available at: <> Date accessed: 26th November 2018

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  • December 12, 2018 - No Comments!

    KNOLSKAPE wins Brandon Hall Excellence award for the 4th year.


    KNOLSKAPE, an end-to-end learning and assessment platform for accelerated employee development wins its first ever award for its Digital BLUR™ solution, with a bronze from Brandon Hall in the Best Advance in Unique Learning Technology category. Created by KNOLSKAPE, Digital BLUR™ is a framework geared to help organizations navigate the disruptions and prepare the organization for success in the Digital Age. This is the fourth year the organization is winning a Brandon Hall Award.

    The Brandon Hall award was judged on criteria such as Product Innovation, Product features, Unique Differentiators, Value Proposition, and Measurable Results, which awarded KNOLSKAPE a bronze award for the Digital BLUR™ solution deployed at a private sector bank.

    “We have been working on the Digital BLUR™ concept for nearly two years now, based on conversations we have had with customers and research on the trends and challenges that digital disruption is creating. Winning a Brandon Hall award for something that we developed in-house is testimony to the effectiveness of the Digital BLUR™ solution. We look forward to helping more organizations navigate the Digital Age with our solution”, says Rajiv Jayaraman, CEO and Founder of KNOLSKAPE.

    Digital is core to business – Board members are tracking it and companies are willing to pay more for it. However, employees, HR teams and Business alike are fraught with uncertainty and uneasiness. The KNOLSKAPE ‘Clearing the Digital BLUR™’ solution gives them the methodology to solve their problems. Digital BLUR™ is a veritable guide for organizations to navigate the strategic challenges of the digital age. This is an academy, not a solution – it is end-to-end, and baked in for the entire organization

    Jayaraman is also in the process of publishing a book on Digital BLUR™, slated to release in early 2019. KNOLSKAPE closes 2018 with a major haul of awards and recognitions such as a Great Place to Work® in India for 2018-2019, Deloitte Fast 500 company in APAC and Top 20 Gamification Company in the World to name a few.


    KNOLSKAPE is an end-to-end learning and assessment platform for accelerated employee development. Our core belief is that desired business outcomes are achieved best when learning needs are aligned with business requirements, but traditional methodologies for capability development require a new, more updated approach. Keeping with this philosophy, we offer engaging, immersive and experiential learning and assessment solutions - strategy cascading, business acumen, change management, leadership pipeline, digital capabilities and talent assessments. Leveraging a blended omni-channel delivery model, KNOLSKAPE offers instructor-led classroom sessions, live virtual sessions and self-paced courses to suit every learning need.

    More than 300 clients in 25 countries have benefited from KNOLSKAPE's award-winning experiential solutions. A 120+ strong team based out of offices in Singapore, India, Malaysia, and USA serves a rapidly growing global client base across industries such as banking and finance, consulting, IT, FMCG, retail, manufacturing, infrastructure, pharmaceuticals, engineering, auto, government and academia.

    A certified Great Place to Work® company, KNOLSKAPE is also a global Top 20 gamification company and Deloitte Technology Fast 500 company, recipient of numerous Brandon Hall awards, and has been recognized as a company to watch for in the Talent Management Space, by Frost & Sullivan, and as a disruptor in the learning space, by Bersin by Deloitte.

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  • December 10, 2018 - Comments Off on What is most lacking in leadership training?

    What is most lacking in leadership training?

    A 2017 Training Industry report stated that the annual expenditure on corporate learning, in the United States alone, was US $90 Billion. The global figures are significantly higher. According to Bersin by Deloitte, over 35% of the total corporate learning investment is on leadership development alone. Impressive figures, right? But what do we have to show for it?

    Here are some truths:

    1. Leadership development cannot be taught in a classroom
    2. Leadership training is not effectuating enough positive change to justify the investment
    3. Organizations continue to feel that the investments in leadership development aren’t necessarily resulting in an inspired workforce, that is, leader effectiveness scores continue to be low

    The question that stands – is it worth continuing to invest such large sums of money in leadership development? The answer is, yes. It is not that organizations are investing too much or too little in their development initiatives. The problem lies in the construct of the training initiative – are you employing the right methodologies optimal for leadership development?

    Let’s look at the agenda of a typical leadership development program:


    To the naked eye, there appears to be nothing wrong with this snapshot. After all, it appears to cover the basic tenets of leadership development – personal commitment, peer interaction and feedback, and coaching. Then why is the return on investment nowhere close to the expectation?

    The answer lies in reading between the lines to understand what is ‘MISSING’ in leadership development? To answer this question, there are FIVE crucial elements missing in traditional leadership training efforts:


    We’ve established that leadership roles are high stakes, and therefore, leadership development initiatives are high stakes as well. Where current leadership trainings fail is in not allowing leaders to hypothesize, experiment and practice in safe learning environments. In fact, some studies have shown that only 10% of corporate training is effective, and it’s not because the content of the training programs is bad. As a result, often, leaders are underprepared to manage the challenges of their roles and create very little positive or lasting impact.

    The reality is that the modern workforce needs and promotes leaders at every level. The lack of experience is not a good enough reason to perform poorly as leaders. In the digital age, potential needs to quickly convert to high performance. To do so, one needs accelerated learning and practice. Practice entails making mistakes and learning from those mistakes. Unfortunately, making mistakes while learning on-the-job can produce catastrophic results.

    What are organizations doing to mitigate this challenge? Currently, not much. LinkedIn's first annual Workplace Learning Report highlights that only 8% of CEOs see business impact from leadership training programs, while only 4% of CEOs see a clear ROI. Learning experts – what are you going to do about this?


    Current leadership development programs are taking the initiative to include peer feedback and expert coaching. Seems impactful enough, right? Wrong! Where current leadership trainings fail is in realizing that the feedback given is highly subjective and riddled with biases, based on experience and exposure. Peers and coaches provide learners with feedback based on what they “FEEL” is right or appropriate, without any real scientific data to back their claims.

    Subjective feedback doesn’t provide much help in creating demonstrable, impactful and sustained changes. Instead, they often cause learners to get defensive, justifying their actions or even simply stating that they will reflect over it. In reality, these suggestions are never implemented.

    What helps leaners create positive change is in seeing the impact that their actions create, which, in discussion, is purely hypothetical. Without clear impact, how does one justify the time, money, energy and effort poured into leadership development programs? 


    As stated above, leadership development cannot effectively take place in a classroom or through discussions. Action is a key driver of leadership development. Where current leadership trainings fail is in limiting learning to the boundaries of a classroom or an online course. In reality, leadership training is no different from a professional college course that requires an internship. The internship allows students to experience what they learn in live environments. It is here that they learn the accurate nuances of their chosen paths.

    This is also true for leadership development, which is entirely about managing people, change, business and innovation, none of which can be taught within the boundaries of a training program. Do you include on-site activities and exposure in your leadership development interventions? To clarify, by on-site activities, we mean implementing learning in the learner’s actual role and business, understanding the impact of their actions and learning to manage the consequences of these actions effectively and efficiently.

    Let’s not be naïve to believe that such a suggestion is practical and easily implementable. It does require significant logistics and tactical alignment of learning and business, which can very easily disrupt business. A reasonable alternative to delivering similar results as on-site exposure is the implementation of simulations in leadership development.


    Leaders are like finger prints, in that no two leaders are alike. Therefore, a one-size-fits-all approach is redundant in leadership development. Unfortunately, most current leadership trainings adopt this approach, which easily justifies the lack of clear returns on the learning investment.

    Coaching seems the perfect answer to this dilemma. However, the advent of the digital age necessitates agility and acceleration. As a result, coaching is not always an optimal solution, as coaching is a long and sometimes arduous journey. In travel lingo, coaching is the long train ride through the scenic countryside in a time where people prefer flights to save time. In other words, coaching is a luxury learning methodology that most learners cannot afford to indulge in today; definitely not as a standalone development methodology.

    The reality remains, however, that modern leaders need hyper-personalized development plans that cater specifically to their challenges, needs and expectations. So, the question to learning professionals is, ‘Are your leadership programs catering customized to the learners’ context’? To give perspective on the gravity of this question, 62% leaders believe that their leadership programs don’t effectively meet their learner’s needs. Where do you stand on this spectrum?


    One of the biggest oversights in current leadership training is that there is too much internal discussion. The leadership community is comparatively small, and within that as well there are clusters and pockets of conversation. Unfortunately, leaders stick to their own cohorts. These cohorts are sliced and diced multiple different ways – generationally, industry-specific, and geographically are just some of the ways the leadership community is split up. It has nothing to do with their leadership capabilities.

    This behavior percolates into leadership training as well. Feedback and coaching happens within the cohort. However, we have already established that leadership is about people management, right? Where’s the voice of the people? Let’s be realistic – there is very little honest feedback that goes to leaders from the people they manage. This is either from fear of getting on the leader’s bad side, or because of respect for their age and experience. The minute your team tells you exactly what they think about you is when honest conversations are taking place. This scenario is a long shot, because it needs a lot of effort – building a trusting relationship with the team free from all conditions based on how one might feel. This is not unattainable.

    Leadership training, however, does not make allowances for this. Therefore, often leaders are left with they “belief” they are doing wrong or what their peers are telling them. Well, what are your teams saying about you as a leader? Mind you, we’re not talking about a survey form either. Do your leaders know how their actions affect the people they lead? Well, it’s high time they do.

    Think it is time to revisit your leadership development training methodology? It absolutely is! We recommend simulation-based learning. To know more about modern leadership development solutions within your organization, get in touch with us at KNOLSKAPE.


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  • October 24, 2018 - Comments Off on Business Simulations – The answer for high impact leadership skills development

    Business Simulations – The answer for high impact leadership skills development

    Simulations – The answer for high impact leadership skills development


    Have you ever wondered why pilots spend thousands of hours in simulated practice before entering the cockpit of an actual plane? Or why surgeons spend several years fine tuning their skills on cadavers, before operating on real people and animals? The answer is quite simple. Both these professions have high stakes, requiring incredible precision, and skill. What’s more important is that the entire ecosystem for is set up to support doctors and pilots to be prepared for success.  This is important because the smallest of mistakes can lead to severe consequences – the loss of lives. Unfortunately, we don’t see such dire consequences in the corporate world, yet isn’t is the case? The decisions that are made in the corporate world can make or break organizations, industries even. A bad decision, resulting in the downfall of an organization affects everyone working for the organization, their families and their livelihood. But, who makes these decisions that impact organizations, and everyone associated? That privilege lies with the leaders. Therefore, the question arises – why shouldn’t aspiring leaders in the business world go through the same kind of rigor? Why not set them up for success?

    Developing Leadership Skills through New-Age Methodologies

    Leadership development

    Today, organizations across the globe are fundamentally changing in the way they are structured, and how they operate. This has distinctly created the need for a change in the set of capabilities professionals possess, and in the way that they function within the organization. Building a strong pipeline of leaders has been a key focus for organizations for decades. However, with the changing business landscape, organizations are not realising that the traditional methods of leadership development are not as effective as they used to be. In other words, traditional learning interventions are failing to equip leaders for the modern business world.

    Much like pilots and surgeons, business leaders benefit incredibly from learning through experience. Traditional learning methodologies don’t allow much for experiential learning. As a result, pioneer organizations seek out new-age learning methodologies to develop their leaders and high potential employees to take on more responsibilities and deliver greater impact. Simulation-based learning is quickly catching up in the corporate world, given the obvious benefits and positive outcomes they have produced in aviation and medical professions.

    In the business world, Simulations ensure that aspiring leaders implement and sustain the knowledge and skill addressed during developmental interventions.  The use of business simulations helps bridge the gap between theory and practice, giving learners the autonomy to make mistakes and test various hypotheses, while providing instantaneous and personalised feedback. Learners and organizations alike obtain several benefits from engaging in simulation-based learning.

    Simulations are the present and future of leadership development

    Watch this video to know how simulations enable deep and impactful learning.

    Over the last decade, simulations have been gaining momentum as learning tools and becoming an integral part of corporate L&D strategies of organizations across industries for leadership development. This is attributed to:

    • Improvements and the larger inclusion of technology in the workplace, owing to the Digital Age
    • A seismic shift in power, authority, and influence within the workforce, resulting in flatter organizations
    • A large body of impact studies on the incorporation of simulations into learning, over the last decade

    The question remains still - What is a simulation? A simulation is a technique for practice and learning that replaces and amplifies real experiences with facilitated ones. Immersive in nature, simulations replicate significant aspects of the real world in a fully interactive manner, to develop knowledge, skills, and attitudes, whilst protecting aspiring leaders from unnecessary risks, in a safe learning environment. They provide structured learning experiences, and measure predetermined competencies and learning objectives.

    Most importantly, within a simulation, learners have the

    • autonomy to test their hypotheses and witness the repercussions of their actions on their own,
    • motivation to continue positive response inducing behaviors and change habits that are detrimental to their work and responsibilities. This ultimately leads to mastery over the leadership skills they are learning. After all, practice makes perfect!

    However, it is important to remember that the primary purpose of business simulations is not to ‘edutain’, but to transform the way that people think and behave. While this is not an easy task, it is a crucial step to altering the leaders’ mental model, facilitating the process of unlearning and relearning.

    The vast benefits of KNOLSKAPE’s gamified simulation-powered programs have shown 33% higher engagement, 67% better knowledge retention, and 23% faster skill development vis-a-vis traditional learning. The inclusion of detailed analytics and reports with every component of the learning program gives the users an insight, to map a professional’s path to leadership skills development.

    Download White paper: How simulations help achieve deep and impactful learning 


    Simulations are key to effectively developing core business skills

    The business landscape is changing. For organizations to thrive in this environment, certain core business competencies need to be strengthened, such as leadership, change management and business acumen. Why these skills particularly? It is because RAPID CHANGE is upon us. The difference between success and failure is determined by an organization’s ability to accept and adapt to this change. Change is hard, yes; but without it, we become obsolete. In the digital world, change is taking place on a large scale, affecting business models, leadership styles, relationships with various stakeholders, organizational structures, and more.

    However, change is no longer just a leadership function. In the digital age, organizational structures are becoming flatter resulting in higher autonomy of roles and responsibilities. As a result, decision-making is becoming a democratic process. With the power of authority no longer looming overhead, other forms of influence must take foreground in driving both decision-making as well as change.

    Therefore, it is the responsibility of every person working for an organization to lead themselves, change, business and others. To do so, competencies of change management, leadership and business acumen are crucial for all employees, not just leaders.

    Let’s take a closer look at how simulations help organizations develop LEADERSHIP, CHANGE MANAGEMENT and BUSINESS ACUMEN competencies in the digital age


    Change management

    Change management, like any other business skill, is a people skill. Therefore, to drive change, one must be adept at understanding the people they are working with. A simulation helps learners understand change in a way that traditional learning never could – by exhibiting theoretical models in action and the repercussions of these actions.

    Within KNOLSKAPE’s Change Quest Change Management simulation, learners are placed in the role of change agents with the objective of bringing about an organizational transformation. To do so, they are required to influence their peers within the simulation and convince them to advocate and drive the change. The Change Quest Simulation propounds that to influence people and secures their vote, one must gather:

    • the knowledge and willingness level of people to change,
    • the communication style that best works to influence each person
    • The power of influence and group dynamics within the peer group

    Within the simulation, learners perform various actions to influence others. The simulation highlights the consequences of these actions through points, feedback and needle movement in influence. This allows for the bridging of knowledge and practice that is instrumental in sustained skill development.


    Leadership simulations

    Many consider leadership to be a done and dusted topic. For most, this is a concept that has followed them for most of their lives. Leadership, however, is an evolution. Leaders today cannot say with absolute certainty that they have cracked what it takes to be a good leader. This is because the digital age calls for a restructuring in the notion and understanding of leadership. A leader in the digital world is very different from his industrial age counterpart. Digital Leaders are neither masters nor servants, as has been previously preached. A leader, in the digital age, is an equal partner navigating the curveballs that are thrown at them each day. Therefore, the service simulations offer in leadership development is of as much benefit to seasoned leaders as it is to first-time leaders.

    Within KNOLSKAPE’s iLead Leadership Simulation, for example, learners are expected to manage a virtual sales team. The leader’s responsibility, however, is to improve their team’s skill, motivation and performance levels, while managing the various curve balls of employee exits, company performance, industry volatility, competition’s performance, etc.

    Every action taken within the simulation is matched with qualitative feedback from the virtual team, which leaders are not always used to from their actual teams. In the past, we have had several seasoned leaders come to us after playing the simulation to say that they learnt several things they were doing incorrectly in their roles as leaders, which they consciously intend to change. Several others have come back to tell us the positive change that the simulation has brought to their leadership style.

    Download White paper: How simulations help achieve deep and impactful learning 



    leadership simulations

    The digital world proposes that anyone can run a business. This may have always been the case, but only recently is it being accepted as the norm. Typically, it was believed that it takes years, if not decades for professionals to learn the nuances of running a successful business – entrepreneurial spirit, big-picture thinking, understanding of finance, acknowledging and leveraging the interconnectedness of functions, and growth strategy.

    While start-up founders are organically gathering this information as they fumble their way through success and failure, larger organizations are also placing young talent in senior positions. Even in the past, senior leaders were typically from a specific background, either having worked entirely in finance or delivery and project management, for example. As a result, they were perhaps also fumbling their way around understanding how various parts of an organization and the larger business landscape work together.

    In the digital age, the business environment is far more complex and volatile. Therefore, leaders are not afforded the luxury of time in developing business acumen. Wrongful decisions taken in business can lead to dire consequences. The need for a strong pipeline of leaders within the organization means that this is a skill that needs to learn at the earliest.

    Enter simulations. KNOLSKAPE’s Build-Your-Business Business Acumen Simulation, for example, allows learners to develop the understanding and skill to:

    • Identify different growth strategies
    • Understand the drivers of profitability
    • Apply strategic thinking and execution principles to run a successful business

    The result of using simulations for core business skills? A knowledgeable, highly skilled and deeply engaged workforce.

    In short, simulations are fun, and impactful. Not convinced? Try it yourself by connecting with us.


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