Countless studies show that companies in this country are lagging in digitisation. Above all, the development of digital skills for many people is not progressing as quickly as expected. What is needed now is a speed up. There is a solution: Hybrid Discovery (HD) Workshops from TCJG

There are many offers for the development of digital competence

 It cannot be said that there is a lack of initiatives and concepts or even measures to develop digital literacy. Never has the range of online and face-to-face training courses been as extensive as it is today. Obviously with a continuing upward trend. Today, private individuals can choose from a wide variety of learning formats. Meanwhile, e-learning is becoming more and more clever, with and without gamification elements, videos in explanatory or teaching mode, learning trips in peers with direct access to well-sorted content, hosted on platforms of varying attractiveness. In addition, there are in-house training courses of various kinds, in which digitalisation is still “trained” in live formats. Or one can find really great staged presence Future Learning Labs.

By the way: We have been looking around here and there over the last few months and are happy to share our experiences.

And yet CEOs of companies complain that a sustainable change in the behaviour of many people falls short of expectations and of necessity. In fact, knowledge in the field of digitization is often already available, but it is hardly ever applied.

Let’s think of Corona as an opportunity

The current challenge that is illustrated in connection with “Corona” makes it clear: it would be beneficial for people to be fit in and with digital forms of work. As a result of “Corona”, entire workforces may be forced to work from their home office at short notice. This can go well and minimize the expected economic damage. All that is required is that everyone is suitably qualified and motivated.

In this respect, we can also see “Corona” as an opportunity and driver in the development of digital competence. What could be postponed for a long time now creates a concrete pressure to act. Digital, networked collaboration.

In change management, one would say that the sense of urgency” is now becoming visible. This is one of the success factors for successful change. As a rule, digitalization is defined as a central strategic field in companies today. It can therefore be assumed that a pronounced digital competence also pays off on a powerful vision. A further success factor. Nothing stands in the way of change. Now it is simply a matter of doing the new.

Use the opportunity to speed up digital competence

The time is now to take the implementation of digital work seriously. From the current need to maintain more virtual than F2F contacts, the quick win can now emerge to strengthen the competence of digital working and learning through a targeted offer of suitable and inspiring formats. This initially includes the consistent implementation of well-structured conference calls via Skype, teams, WebEx, GoToMeting or zoom. And certainly, also the increased use of document sharing e.g. via SharePoint or GoogleDrive, should be mentioned here.

However, the TCJG format of the HD (Hybrid Discovery) workshops goes far beyond this. These are 0.5 – 2 day hybrid workshops in the area of Learning & Development. On various topics, such as communication, self-organization, sharing & collaboration and others. In these primarily virtual workshops, presence units are integrated into the participant’s workplace. This format provides for learning and collaboration in a virtual group, but at the same time ensures that social workspace learning takes place in real time. The basics of didactics (sensitization, information, practice/application and transfer) are considered as well as a high experience value and fun factor.

Really good reasons for HD (Hybrid Discovery) workshops

This format cleverly combines the introduction of people to digital tools and their natural application or use. In teams or alternative systems, people simply work. Playful moderation is achieved by changing various tools and these are immediately applied. Whether it is tandem work in a team call, small group work in the break out rooms of zoom or a joint brainstorming using a worksheet in OneNote. To name just a few examples of the MS Office 365 world. Then you don’t need your own MS Office 365 user training anymore. In the workshop the tools are simply used on an ongoing basis.

Not to forget your own mobile phone, which uses a (secure) messenger to control mini work phases or breaks, to deliver work orders or to play back work results from the workplace to the virtual group via audio/video recording.

And this is only the added value in the area of virtual media competence. Above all, it is also worth mentioning the development of the participants’ ability to work collaboratively and to share knowledge or experience at the workplace. By means of these workshops, a contribution can also be made to the development of cross-functional networks or new relationships can be created across silos. Participants are encouraged to set up a space at their workplace where they visualize the results of their work developed in the virtual group. This space remains available after the virtual workshop and serves as a tool for implementing the learning content.

Finally: without much thought or discussion, digital work becomes normal and self-evident with this format. An incidental speed up of digital competence.

What does it take? A laptop, a mobile device and a human being.

We do the rest, or we show you how to do it.

HD Workshops from TCJG – Speed up!

Please feel free to contact us.


Learning Journeys are a journey into the world of new learning. They comprehensively reform the personnel and organizational development process and combine many innovative and modern learning concepts of tomorrow – today. We have also embarked on a journey to take a look behind the scenes of the “Learning Journey” format: Come with us!

The first stage of the Learning Journey of learning

Everybody who has pressed the school desk, or the lecture hall knows this: One speaks monotonously and unagitated in the style of a frontally reader and the other listeners find it difficult to follow or even keep their eyes open. The frontal lecture was gradually replaced by a seminar, a workshop or interactive training. However, although interaction and direct participation made time pass faster, a sobering realization remained: only certain competences can be imparted through such formats, they cost a lot of resources and actually only make sense if the entire group of participants starts from scratch (or another common starting point).

In times of fast-moving change and constant adaptation, it was not far from the idea to digitise these formats because of the high commitment of resources. Webinars, podcasts or virtual classroom trainings were expected to increase efficiency in learning – after all, participants no longer had to travel to get in touch with learning. Unfortunately, these concepts soon reached their limits. A lack of individual consideration, external employment, of topic transfer and technical challenges added to the already known difficulties. The problem that curricular learning is only partially effective with heterogeneous levels of knowledge was not tackled in the first place. Not to mention the sustainability of learning.

The alternative route also had its pitfalls

At the same time, the realisation developed that knowledge content and skills in particular do not have to be acquired in presence or interpersonal interaction. e-Learning was born as a virtual brother to the good old textbook. Worldwide and at any time access to the learning content, learning on demand thus. And all you need is access to the internet. Many companies invested horrendous sums to implement their own e-learning concept in their in-house Learning Management System (LMS). Of course, with excitingly prepared and as interactive and multimedia as possible content.

The problem? The laboriously created content is always obsolete and outdated after a short time. In addition, it is often not so easy for employees to find “just in time” and “tailor-made” answers to everyday questions in the e-learning tools. Changes are usually time-consuming and costly, especially if an external service provider is involved. In addition, it quickly made the rounds that knowledge competences are only part of the necessary tools for people – primarily it is also about ability (application competences) and will (attitude competences, the much-quoted mindset). And that is where e-learning has its limits.

What is a Learning Journey now?

A smart combination of the two approaches, digital and analogue learning. And this on a temporary basis, from 12 weeks to 24 months or more, depending on the topic.

The topics can range from a limited field (e.g. “communication”) to a holistic program (e.g. “leadership development”). The concept of the Learning Journey makes it possible to design different learning architectures.

Learning Journeys solve the problem of previous learning by combining the advantages of individual successful formats and principles. These are workplace-based learning journeys that provide individual and multi-method learning nuggets and at the same time enable collaboration with other learners as well as experiential learning. They take into account interindividual differences in knowledge, ability and willingness and accompany learners on their individual learning path in a maximum of self-determination. Thus, they consider fundamental motivation principles.


Guide to the next stage of the Journey of Learning

Learning journeys of the current zeitgeist combine personnel and organisational development. What starts with an individual learning path and the development of individual employees can, of course, be rolled out to the entire organisation and has an influence on the working and learning climate, cooperation and networking within the organisation and, of course, on innovation and creativity. And last but not least, the added value of the entire company.

Such a journey follows clear principles. It is subject to a closed time frame, combines several formats in a blended learning approach and is set up as a workspace learning format. Employees should no longer learn instead of working; they should rather learn at work and in their own company. However, this also means being able to learn practical applications, knowledge and certain skills on demand. Learning in itself follows thereby the 70:20:10 principle, which proceeds from the assumption that in approximately

– 70% of our learning through own experiences through challenges and tasks

– 20% of our learning through exchange and collaboration and advice from others

– and 10% of our learning takes place through classical further education and training measures.

The different learning levels can be translated to different components of Learning Journeys. Jennings and Wargnier already suggested ways to apply this in their further development of the 70:20:10 approach.

These principles apply to the learning of the individual as well as to the learning of the organisation.


How exactly does a Learning Journey look like?

Ideally, a Learning Journey starts with a “kick-off” and ends with a “final event”. After all, achievements must be “celebrated”, online or offline. Within this framework, the development path for gaining learning experience at the workplace is accompanied by Community Learning as well as on- and off-site workshops. Collaborative learning takes place throughout the learning group and in peer groups. Virtual or live. Supported by small learning assignments and the provision of user-generated content. Learning experience is also acquired through e-learning content, practical projects at the workplace or, for example, excursions. Ideally, learners can decide for themselves which nuggets they want to work on and when. The individual learning experience can optionally be reflected by process-accompanying coaching. The duration of a Journey can be individually arranged. From 12 weeks with regular sprints, as is known from “Working out Loud“, to qualification trips lasting several years.

Especially compact journeys of 12 weeks have proven their worth.

And in “real” …

In theory, this sounds like a holistic and promising approach. But what can such learning journeys look like in practice?

Here are three examples:

Leadership & Management

The “Leadership & Management Programme” is an international qualification for middle management in stationary retail in the premium segment, which addresses classical and future competencies. It is a pioneer of new learning and working, which follows the principle 70:20:10 and shapes the development of a new learning culture by means of forward-looking learning formats.

Based on a competence analysis, an individual learning path (Learner Journey) is mapped for each participant, which essentially extends over approximately 24 months. Individual learning nuggets developed by the customer for this target group are available for the development of each competence. These can be worked on independently “on demand” and the acquisition of competence is proven promptly (mini test). Learning content is processed using innovative formats. These include community learning, virtual coaching, workspace learning (e-learning, practical projects), virtual classroom training and presence workshops. The Learning Journey starts with a future conference and a development centre, is mapped via a credit point system and ends with a graduation event. Each participant then remains a member of the leadership community, which functions as a supporting pillar of the Learning Organization.

Multipliers Fitness

Multipliers are people who pass on knowledge to others in the company. With their help all participants of a company can be reached when it comes to “Future Fitness”. But first the multipliers must achieve “Future Readiness”.

And this is how it works, for example:

The Community Learning Platform provides participants with initial information about the program. They then take part in a three-day on-site workshop, a discovery centre to determine their individual qualification needs, receive individual feedback and complete their first learning nuggets. The learners then embark on their individual learning path, which consists of self-directed learning units flanked by virtual classroom training and, on demand, on-site workshops. At the same time, each multiplier develops its own case with a qualification unit containing innovative media and formats and iterated with the peer group. The final part is a two-day future workshop with a deep dive into innovative qualification formats and a training centre in which the individual cases are “tested”.

What Learning Journeys can do

Learning Journeys can help to transform a company into a Learning Organization. They inspire collaboration and exchange as well as cross-departmental and interdisciplinary networking. They are clearly more than highly effective learning, development and qualification measures. The implementation of Learning Journeys lays the foundation for a new learning culture within the organization. They act as a grassroots movement of knowledge sharing through collaboration and user-generated content.

This enables the entire organisation to be innovative, creative and able to connect to the challenges of the future.


Virtual coaching claims an increasingly important role in the context of modern qualification concepts. Why is coaching so important in tomorrow’s learning? Does coaching over the telephone or the Internet have any effect and if so, how does it work?

The learning of the future – different formats and methods

The demands on modern and innovative learning concepts are enormous. A wide range of skills needs to be developed in a varied and efficient way. At best, the learning formats should be effective, sustainable and up-to-date. In addition to increasing knowledge, the focus is and will be on developing mindsets or attitudes and sustained learning transfer. Working on our own attitudes is rather difficult, as this requires actively working on some of our deep convictions.

Each learning format has a different focus. E-learning primarily addresses the development of knowledge competencies. Classical classroom workshops or trainings focus more on the application of knowledge. Community learning is intended to ensure that knowledge is shared more effectively within the group and that an exchange of experience and collegial supervision take place. It makes a significant contribution to ensuring the transfer and integration of what has been learned into everyday life.

Aim and effectiveness of e-Coaching

And what is the significance of (virtual) coaching? It is the ideal format to activate the volition of a learner. But it is about more than just motivation. Coaching can develop personality, stimulate self-reflection or encourage a change of attitude. It is also an excellent choice for flexible learning support.

As part of Future Learning , coaching usually takes place virtually, i.e. via telephone or video conference. Thus, compact coaching sessions offer a way to maintain an ongoing coaching schedule over time regardless of distance, eliminating the need to travel. This makes virtual coaching extremely time and cost efficient. This, in turn, facilitates real long-term support for any learner.

Is virtual coaching effective at all? We have known for some time that coaching in itself is effective (Grover & Furnham, 2016). Also virtual or telephone coaching has an effect. According to current studies, there are no significant deviations compared to live coaching (Jones, Woods & Guillaume, 2015).

So it is no small wonder that this qualification format is more and more en vogue.

Fields of application and effect mechanisms of online coaching

When can virtual coaching be used?

It is always the format of choice when the focus is on supporting qualification programmes that are designed for the longer term development of individual learners. As this case shows, the coach acts as a link between the learner and his learning progress. It is the go-to method when learner and coach are spatially separated and regular live sessions cannot be realised.

In principle, coaching, even in virtual format, can be applied to these topics:

  • Process monitoring and process reflection
  • Target definition and target-process evaluation
  • Self-reflection and reflection on content
  • Review of competences and learning objectives
  • Development of learning successes and fields of development
  • Introduction of, implementation of and support for exercises
  • Personality development
  • Mindset Change, work on attitude and volition

Virtual coaching has a similar effect as a face-to-face format. Through the working relationship, empathy, esteem and increasing trust, learners can usually get involved with the content and development steps can be experienced. Structuring the process, asking questions and discussing exercises, goals or own topics leads to reflection and a deeper processing. The resources of the learners are usually strengthened. In addition, positive effects on a variety of psychological factors such as self-efficacy can be demonstrated.

Virtual coaching has proven to be particularly beneficial when coach and coachèe meet in person at the beginning. Although this is not absolutely necessary for the success of the coaching, it is certainly an excellent support.

Of essential importance is that the coach is experienced or suitably qualified in virtual work. Implementing coaching effectively via computers is an art of its own that needs to be practiced. After all, two levels of communication are severely restricted, body language and mood/atmosphere. This means that the linguistic design of the process is of even greater importance, as is the case in coaching anyway.

Virtual coaching – the heart of Future Learning

The importance of coaching for FutureLlearning will certainly continue to grow as it supports learners in two different ways:

  • Continuous monitoring of the individual learning process: In regular “coach calls” learners can clarify questions, structure their individual development process or check competence development. In a digitalised programme, coaching takes over what digitalised tests, artificial intelligence or e-learning cannot yet do.
  • Personal accompaniment of the human being: However, in an optimally designed and efficient qualification programme, people usually seek personal relationships and contact. Reflection and appreciation can hardly be experienced through the web. This social part of the development work can only take place in a person to person connection.

Virtual coaching thus combines economy and efficiency with the human component in the learning of the future. Attitudes and mindsets can thus be successfully addressed and developed.

Also worth reading in this context could be our Blog Coaching – a powerful instrument of individual change.

This blog was written by Nicklas Kinder, who is currently writing his dissertation on the topic “Coaching” at the University of Salzburg.