In a recent article we explained our approach to learning - the ‘Discovery Method’. Here, we thought we’d share some interesting stats and information with you that’ll demonstrate how and why we’ve adopted such an approach. Did you know, learners retain… 75% of what they learn when they practise it. 50% of what they learn when engaged in a group discussion. 30% of what they learn when they see a demonstration. 20% of what they learn from audio-visual stimulation. 10% of what they learn from reading. 5% of what they learn from lectures (psychotactics.com) Interesting stuff, right? Clearly, the more active an individual is in their learning, the more likely it is to stick in their minds - and that’s the definition of a successful training programme. Yet all too often, traditional learning environments are not structured so as to encourage putting what we learn to good use. In classrooms, we’re usually asked to soak up information passively - paying little attention to any real life application that it may have. In fact, with formal training, the only time the knowledge gets applied is when we’re forced to recall it in order to pass an assessment or exam! Have you ever sat through a lecture or a classroom training session and wondered what you were doing there? You can often get the feeling that you would have benefited equally by getting hold of a copy of the lecture notes or finding the curriculum online. Simply restating or rephrasing information that is already available in other formats is not the most effective way of learning, and it certainly doesn’t present learning as an attractive or inspirational activity! There are a bunch of studies (Cavus et al. 2007; Dinov, Sanchez and Christou 2008; Gao and Lehman 2003; Zhang 2005) that offer evidence supporting the hypothesis that the more control a learner has over their learning process and the more active they are (through either active or interactive learning experiences, like in our conceptual framework) the larger the learning gains. Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals (Barbara Means, International Department of Education Report). Consider this. How long would you stick by a removals company that lost 80% of your goods whilst in transport? Would you keep going back and forth, spending more money to make sure you were able to transport everything you need? Or would you look for a more effective method? The answer is obvious - you would look for a different means of getting the job done. Why should it be different in the training environment? In the training world, classroom learning is predominantly made up of lectures, reading, and some audio-visual content. It may also present students with demonstrations and the occasional group discussion (though time limitations often curtail this). It rarely ever gives students an opportunity to ‘practise’ right behaviours. In essence, those who undergo classroom training will be lucky to retain 30% of what they have learned. On the other hand, those who put what they have learned into practice - as the Discovery Method demands - will retain a lot more information. The use of role-plays and simulations has also been shown to boost learning performance. In 2008, a study was produced that detailed the impact simulations within a web-based environment had on knowledge retention. The findings proved that computer based simulations helped to aid the learner’s performance and improve knowledge gain when compared with online instruction with no simulation (Castaneda, 2008). There may be some who remain unconvinced. Old methods of learning and knowledge retention have worked up until now, so why change things? Business training campaigns have been successful without embracing a learning methodology that puts practice front-and-centre. It’s worth questioning, however, exactly how successful these campaigns have been. What level of knowledge retention was achieved? Was the ROI lower than training campaigns that have adopted a more forward-thinking learning methodology? The answer, in most cases will surely be ‘Yes’! Find out more about how engaging learning boosts organisational training by downloading our white paper:  

Do you believe that learning platforms should engage your learners? That they should be motivated to log on; that they should enjoy the entire learning process? We at Growth Engineering most definitely do - we’ve seen it happen for our customers enough times that we fully support the fact that online learning can be fun, engaging and drive business change. Check out this video (starring real GEople!) to find out more about how we use technology to supercharge learner engagement: As you can see, the Academy Learning Management System is a behemoth of functionality, gamification, social learning and engagement-boosting extras. Want to find out more? The next step in your learning journey has to be the Growth Engineering Academy LMS Grand Tour! Just click the button below to sign up for a webinar slot: Ps. If you don’t have time to tour the Academy LMS (poor you!), why not download this research paper instead? Gamification and Engagement on Learning Management Systems.  

When learning is done right, amazing things happen. Awesome online training programmes supercharge learner engagement, create enthralling and exciting learning environments, encourage social and collaborative learning and engineer real, lasting organisational change. It almost sounds too good to be true, doesn’t it? How do mere mortals create such incredible online learning roll-outs!? Well, it helps if you think of these Learning and Development professionals as magicians. Their ‘magic’ is a little ol’ thing called gamification. In a nutshell, gamification is the application of gaming mechanics to non-gaming scenarios - it involves incorporating gaming elements like badges, points and leaderboards to make activities more enjoyable and fun. In training terms, this ‘magic’ can be sprinkled on all sorts of activities: -       logging on to the Learning Management System for the first time will gain learners a badge -       opening up an eLearning module will gain the learner some points -       completing the eLearning module will shower them in hundreds of points! -       The more learners do, the more points and badges they get, which accumulate to increase their standing on their LMS leaderboard As you can see, gamification on Learning Management Systems is a bit of magic that increases engagement and encourages learners to interact with their LMS more. But ‘magic’ doesn’t only involve fun and games. Oh no! When it comes to online training, Learning and Development professionals have a lot more up their sleeves! Vibrant videos Using videos to engage is nothing new. Videos are able to capture a learner’s attention by appealing to more than once sense - sight and sound - and can generate excitement about topics that might traditionally seem quite stale and boring. Videos are great for catapulting the learner right into the heart of the topic, and is vital for some situations whereby real-life learning would be difficult, costly or dangerous - watching a video about the perils and pitfalls of a hazardous waste mishap will appeal far more to a safety-conscious organisation than actually demonstrating it in real life! Sumptuous stories Stories are an ancient method of teaching and learning - from telling stories using cave art to complex 1,000-word novels, stories convey information, meaning and, at their core, are a representation of a series of events. With the advances in online learning technology, story-based learning really is the way forward. Picture these two eLearning scenarios all about fire safety and tell me which is more engaging… eLearning Module One In case of a fire, pull the fire alarm, alert your colleagues and evacuate the building. If the fire is small and you feel safe, attempt to extinguish it using the correct fire extinguisher: Red Label: Water - do not use on electrical fires. Cream: Foam - do not use on electrical fires. Blue: Dry Powder - safe to use on electrical fires. Black: CO2 - safe to use on electrical fires. End of module test: Q: Which fire extinguishers should not be used on electrical fires?   eLearning Module Two Robin, a sales manager at Dowling Wood, has just discovered a small fire in the storeroom of his office. With 20 people in the office, it’s important that Robin not only makes sure he is safe, but all his colleagues, too. Robin is quick to act: he presses the fire alarm, shouts to his colleagues to make their way out of the building and assigns someone to call the fire brigade. He knows there are four fire extinguishers in the hallway which can be used to put out fires: Red Label: Water - do not use on electrical fires. Cream: Foam - do not use on electrical fires. Blue: Dry Powder - safe to use on electrical fires. Black: CO2 - safe to use on electrical fires. Pop-up question: Robin ventures into the storeroom and determines it is safe for him to attempt to put out the small fire himself. Upon closer inspection he sees that a cardboard box on top of an electrical adaptor is on fire. Which fire extinguisher should he use for such a situation? Can you see the difference? Sprinkling some magical storytelling techniques onto an eLearning module will transform it from a dull block of text into a journey of discovery. Want to find out more about the magic that L&D managers can wow their learners with? Click the button below to download our white paper for free!  

Think all the hard work is over once you’ve planned your online training programme? Nope! That’s the easy part - now you have to convince your employees to actually log on! Luckily, we’ve got a few tricks up our sleeves that help make securing learner engagement a doddle. Here they are: 1. Make learning fun If things aren’t enjoyable, what are the chances that we’ll make the effort to do them again and again? Your employees won’t fall in love with their new Learning Management System if it conspires to make learning boring, dreary and dull! But if you make the effort to create a fun learning environment with exciting learning content, you’ll find your learners will be much happier, more productive and eager to take up the learning challenges you put in front of them. To make learning more fun, you need to ‘gamify’ your online training program. Click here to find out how to use gamification in online learning! 2. Create a super support system Bugs happen. Even Apple has to release software updates to solve problems - it’s no surprise that online learning companies need to squash bugs, too. But there’s an important thing to remember when companies are open about support, software updates and fixes - it means they care and take pride in their work! If learners spot a bug on the Academy Learning Management System (that’s our LMS, by the way - the #1 Gamified LMS on the market!), it’s easy to submit a support ticket. They just have to fill in a few simple details like what page they’re on, what was meant to happen and what happened instead, and their ticket is zinged along the fibre to land in the LMS Admin’s ‘to-do’ list. And you know how we say learning should be fun? Well, we think the Admins should have a good time too - that’s why we’ve gamified the Support Centre. Academy Admins can track how many support tickets have been submitted, who dealt with them and how many were passed on to the Growth Engineering development team. Whoever fixes the most bugs themselves reaches the top of the leaderboard! And, of course, any more serious problems that crop up can be dealt with right away - we offer 24-hour support. We’ve got your back. 3. Get social Are you more likely to go to the cinema on your own, or with friends? Do you prefer solo holidays or do you like going with your loved ones? What’s more appealing to you: going to the pub alone or with a bunch of comrades? Things are more fun when we do them together! Don’t forget to encourage your learners to interact with one another on their Learning Management System - that way, they’ll keep each other on track and their shared sense of purpose will supercharge engagement and motivation. 4. Beef up your reporting To engage with their training, learners need to know how they’re doing. If they don’t know how they are progressing, whether they’re learning the topics fully and improving their knowledge, you can’t expect them to put their all into their online learning programme. Therefore, in order for your training roll-out to be a success, you’ve got to report like a winner. Not only will the progress reports get your learners engaged with the training content, but it’ll please senior management no end to see the results of the roll-out straight away! 5. What’s in it for the learner? People! Make sure your learners know how their training programme is going to benefit them. It sounds simple, but knowing just what they’re going to get out of the training is very motivational. Will your employees learn new skills? Tell them which! Will they improve their progression prospects? Let them know! Will they gain accredited qualifications? Give them information on the awarding body! Whatever you do, don’t forget to make sure learners know how their hard work will pay off. Want to find out more? We put together a free research paper all about how online learning can secure an impressive return on investment. Find out more by clicking the button below!  

In a departure from our usual Learning Hero Friday, this week, we’re focussing on someone a little closer to home. We’re not too proud to blow our own trumpet every once in a while, but we think it’s also important to recognise those people who take the leap into online learning and who join us on a journey of developmental change. Without these Learning Pioneers, we couldn’t have become the agents of innovation we are today. So without further ado, let’s take a look at one of those brave L&D visionaries. This week, our Learning Pioneer is Noel Jolly, Head of Human Resources and Development for Steinhoff UK Retail. Steinhoff is an international retail business employing over 90,000 people worldwide. Although Steinhoff UK is a small part of the business, they are still a major retail presence, bringing beds and furniture to thousands of UK homes with brands like Bensons for Beds, Harveys and Cargo. A huge challenge When Noel Jolly first contacted us, he was responsible for the training and development of all Bensons’ staff. At the time, Noel had a huge challenge on his hands. When he first joined the world of retail furniture sales in 2003, he was in charge of development for between 30 and 40 stores across the UK. After merging Bensons with Bed Shed and Sleepmasters, the business grew rapidly and he found himself responsible for over 500 units. Noel and his team tried to visit all of the branches to communicate a consistent sales approach. "Delivering face-to-face training was fine," says Noel. "We got around the country, from Inverness to the south of England, and almost killed ourselves trying to do that."  It soon became clear that this approach was time consuming and costly, not to mention physically impossible. Since the businesses had come together, Bensons also had to contend with an increase in their attrition rate, which meant that employees were being replaced faster than they could be trained. Noel’s team couldn’t communicate the message of the sales process at the speed they needed to with their existing training model. The only solution was to take their training online, ensuring that new starters could understand the process from day one. Bensons Academy to the rescue! Bensons Academy solved the problem of logistics, but Noel still had some lessons to learn. He soon discovered that it’s not enough to load some content on the LMS and leave the learners to complete it. To get the most out of the system, the employer has to put in as much effort as the employees do. This means constantly updating the content, engaging the learners and keeping everything bright and fresh. This is also where gamification came into it - if something was going to take Bensons’ employees away from selling and earning money for the business, it would have to be fun - "We had to give them something that really caught their attention, drove their imagination and made them want to play along and want to do something." Noel took the steps he needed to, and implemented an online learning solution that engaged Bensons’ employees, and the benefits speak for themselves - "We were making a double-digit million pound loss and now, in a market that has been suffering terribly, we’re making a double-digit million pound profit". But the sum benefit of Bensons Academy can’t be measured in money alone. The program has boosted engagement levels and it’s really changed the way people feel about the company. In this online environment, people can see their colleagues and they can watch the league tables. This social platform has really transformed the company culture and it has made everyone feel more like they are part of a team. None of this would have been possible if Noel hadn’t sought the right solution and seen what was possible with a Gamified Social Learning Management System. You can hear him describe his journey in full on GE TV - our brand new TV station, where you can find all sorts of interviews from other L&D heroes. If you want to find out how gamification can transform your business, download our white paper below.  

At Halloween, the Growth Engineering team dresses up. Ghouls, goblins, skeletons, zombies and witches will enter the office on Friday the 31st October. To keep with the spirit (badumtsssh) of the day, this article is all about the special ‘tricks’ and ‘treats’ that you can use to get learners engaged with their training programme. Are you feeling brave? Then let’s begin… Muahahahaha. Trick 1: Make Learning Social It’s a statistic terrifying enough to make any L&D professional quake in their boots and reach for the holy water: only 10% of our knowledge is gained through ‘formal’ learning practices, yet most organisations are putting 100% of their investment into this kind of training! In fact, rather than in classrooms where learners are encouraged to be quiet and work on their own, most of our knowledge is gained when we learn socially. This ‘informal’ learning involves on-the-job training (70% of knowledge gained) and learning from others (20%). Therefore, one ‘trick’ that I’m ‘treating’ L&D professionals to is this: make learning online a more sociable experience and reap the rewards! Encourage learners to communicate with one another, collaborate on projects, seek and offer advice, and share related content that might interest others. This’ll have your intellectual capital rising from the grave in no time! Treat 1: Reward Learners for Their Hard Work How long would a ghost haunt a castle if its occupants were impossible to scare? After a few days or months of trying its best to terrify the bejeebus out of the house guests and receiving nothing but, "Do you hear something, dear?" "No, dear," in reply, it’s likely the ghoul will give up and stop trying. In the same way, if learners aren’t acknowledged or rewarded for their hard work in learning new things, how long will it be until they give up completely? We reward ghosts with a shriek and trick-or-treaters with sweets, and we need to reward learners too: remuneration, real-life gifts and rewards, virtual achievements, points and badges - all these will help to get the learners continuing their learning journeys and enjoying the process. So chase the cobwebs away and delight learners with gamification - more about that here! Trick 2: Tell a Story Stories are an ancient method of teaching and learning - from telling stories using cave art and complex 1,000-word novels to trading horror-filled tales around campfires, stories convey information, meaning and, at their core, are a representation of a series of events. Therefore, to really capture learners’ attention and get them understanding a topic, it’s useful to set the scene and tell a story. Consider these two eLearning scenarios: "Prior to entering a meeting, Salesperson A decides they would like to seal the deal with £500,000, intend to get £470,000 and absolutely must get £450,000. The contract is signed for £470,000. Question: What negotiation model is this and what was the outcome?" VERSUS "Dracula is out trick or treating and he’s trying to get the Damsel in Distress at Number 10 to hand over more chocolate bars at her front door. He approached the house with three numbers in his head: 2, 4 and 6. He considers these the number of chocolate bars that he must get, intends to get and would like to get. After much begging, pleading and sharp-toothed snapping, Dracula convinces the Damsel in Distress to give him 4 chocolate bars. Question: What negotiation model was Dracula practising and what was the outcome?" If you were faced with these two scenarios in an eLearning module, which do you think would be more engaging and which might send you into an early grave? Exactly… Treat 2: Use Potions to Turn Learners into Stars Frankenstein created his monster out of arrogance; to prove he was like a god. The quest for eternal youth caused calamity for Meryl Streep, Goldie Hawn and Bruce Willis in Death Becomes Her. And, of course, Jeff Goldblum’s transformation in The Fly was due to his desire to perfect teleportation. Clearly, we all like to be thought of as an expert sometimes. But, unlike in horror films, seeking fame and stardom doesn’t have to end in tragedy! With the right tools, learners can be seen as experts in their own topic of interest, which engages them to act as teachers, helping others to further their knowledge. Gamification helps to make this a reality: leaderboards dedicated to certain topics can show which learners know the most about that area of interest. Trick 3: Competition isn’t Scary One main complaint we often hear about gamification is that it drives competition and ‘competition doesn’t work in learning’. Really, now? Maybe this is the case for Learning Management Systems that don’t connect gamification with learning objectives - awarding a badge simply for staying logged in for 20 minutes, for instance. But when gamification is properly connected to learning, the competition that it evokes is an excellent motivator… Wendy Witch has been on holiday. When she logs back into her Learning Management System after her time off, she sees that she has been knocked off the top spot on the LMS’s leaderboard. "Oh no!" she exclaims. "That darned Valerie Vampire is sucking all the points from the LMS!" To regain her standing, Wendy gets on her broomstick and zooms to the next eLearning module. She’s jetlagged from her trip but she decides to power on through the pain, and soon enough she has a cauldron full of knowledge stirring around in her brain, simmering away. The badges and points she gets for completing the eLearning module send her soaring back up to the top spot on the leaderboard. "That’ll show Valerie Vampire! Ahahahaha!" she cackles. Treat 3: Do You Want to Play a Little Game? No, we’re not suggesting you ‘Saw’ your learners’ feet off, slice their eyes open or force them to search in their colleague’s stomach contents for a key. But using elements of gaming within learning can have a whole host of benefits for the organisation and your learners. To find out more about how gamification in online learning will shake the cobwebs away, turn learners into stars and allow them to smash any and all obstacles that stand in their way, fill in the form below!  

It’s a fact of life that we humans get used to things quite quickly. We drive to work on autopilot, not remembering how we got from A to B. We zone out while listening to the news. We struggle to concentrate when revising. Why is this? Well, research suggests that it’s because we are more likely to remember things that are novel, i.e. unexpected, surprising, new or unusual. We’d remember our drive to work if something new or exciting happened - like if the daffodils had suddenly sprouted, or there was a road closure, or we had a near miss. Novelty The hippocampus is one of the most important brain regions when it comes to discovering, processing and storing new sensory information. New or exciting stimuli activate the hippocampus more than familiar stimuli, which is why we remember novel experiences more easily than everyday occurrences. Here’s how it works (be sure to head to Scientific American for the whole story in more detail): The hippocampus compares incoming information with stored knowledge. If there is a disparity, the hippocampus sends a pulse of dopamine to the substantia nigra and the ventral tegmental area. These, in turn, send dopamine back to the hippocampus. You can probably guess what happens next: the excess dopamine creates stronger connections, leading to long-term memory of the event which triggered the reaction. Novelty in Learning When it comes to learning, we want to be sure that learners remember what they’re being taught. Otherwise, what’s the point, right? If learners don’t recall information then the whole training programme was a waste of time and money. Therefore in order to achieve a greater understanding via improved recall, it’s important to sprinkle surprises - or novel experiences - into eLearning modules and online learning platforms. Gamification in Learning Gamification is one way to do this. ‘Surprising’ learners with badges, points and achievements will trigger this dopamine reaction, creating links in the brain which will help us remember information. But that’s not the only effect of dopamine - it’s also the neurotransmitter which gives us a buzz and lets us enjoy certain activities. More about that in a future blog post. eLearning Surprises In addition to gamification, learners can be surprised in other ways, too. Take, for instance, the use of humour or inventive storytelling in eLearning modules. Rather than being faced with a boring, standard scenario, an interesting or ‘novel’ scenario will capture learners’ attention and get them to remember what they learnt. Let’s see how this might work: Boring scenario: Mr Salesman knows that needs to sell his product at £340 to meet the profit margins. He’s struggling to get the customer to agree to anything higher than £310. What tactics should he use to make the sale? Superduperfun scenario: In order to keep saving the day, Superman needs a new superhero suit. His is pretty tattered and torn from all his exertions. He needs £340 for his new suit but the Mayor is only willing to offer him £310. What tactics should he use to persuade the Mayor to give him more? Can you see the difference? Thinking in terms of an unknown, faceless salesman might be more relevant to the job role, but learning about sales practices by putting yourself in Superman’s shoes is much more enjoyable and interesting! Want to find out more about how to get learners truly invested and engaged in their training? Download our free research paper by filling out the form below!  

This Halloween, things for Rodger, a Learning and Development Manager, will never be the same again… His intentions were good. Great, even. All he wanted to do was provide his learners with a Learning Management System that would do its job, teach his employees new skills and secure a good return on investment. But something went tragically wrong. The legacy LMS Rodger chose caused a Zombie Learner outbreak and now the office is overrun with drooling, brain-dead ghouls, hungry for human flesh and hating their LMS. They’re bored, demotivated, disengaged and have the taste for blood… What will Rodger do? Is it too late to save his learners? Watch the video below to find out… Want to find out more about how to cure the zombie learner virus? Click the button below to download our free white paper all about how get learners engaged and motivated!  

This week’s Learning Hero is Jane Hart! As a writer, speaker and advisor, Jane has been helping businesses and Learning and Development managers bring their systems and processes up to date for over 30 years. Her mission is to help organisations to move beyond eLearning and effectively embrace the possibilities of social and collaborative learning. When it comes to social learning, Jane Hart knows what she’s talking about. A lot of L&D managers aren’t so insightful and they make the mistake of haphazardly integrating social networks with their training, or trying to create a discussion area on their LMS. In these cases, learners are often forced to use social media in their training and the success of the initiative is measured by the level of engagement. Firstly, this doesn’t offer much of an incentive for learners and secondly, enforced engagement is hardly going to provide accurate data. Jane rightly points out that social learning isn’t new - humans have learned socially since the beginning of civilisation. The challenge for L&D managers is to use the new technology offered by social networks to encourage collaborative learning and bring out the learners’ natural urge to share their knowledge. This is something that already happens in every workplace in the world (except perhaps the secret services) - ‘Social Learning’, as it’s understood in the online learning world, is the task of replicating that on a Learning Management System, thus using it to its full potential. As the founder of the Centre for Learning & Performance Technologies (C4LPT), Jane has her finger firmly on the pulse of new developments in learning technology. C4LPT is one of the world’s most visited learning sites on the Web and it is full of great resources for learning professionals everywhere. Every year, Jane compiles a list of the Top 100 Tools for Learning as voted for by the L&D professionals who use them the most. Aside from hosting a virtual L&D toolkit, C4LPT also features Learning in the Modern Workplace, Jane’s blog and the number one most socially shared Learning and Development blog according to the CMOE (Center for Management & Organization Effectiveness). The blog is regularly updated, so you will never be short of some fresh insights! When Jane isn’t writing or advising, she gives talks at conferences, all over the world, as well as running online workshops. You can keep updated with the latest news by following Jane on Twitter, Facebook, LinkedIn or Google+. As Jane has pointed out, it’s difficult to implement an effective collaborative learning environment on a Learning Management System - particularly on one that hasn’t been designed for that purpose. Our Academy LMS has been built from the ground up to boost engagement and enable social learning with features that make it feel like a perfect marriage between a social network and an online learning platform. To find out how we do it, download our white paper below.  

We were overjoyed in September when was announced that Growth Engineering were shortlisted for FIVE prestigious E-Learning Awards. It came hot on the heels of gaining three Brandon Hall Excellence Awards (read more about that here), so you can say that September was a great month for us! The E-Learning Awards is put on by e.learning age, the company behind the excellent e.learning age magazine, which we’ve featured in a fair few times. The E-Learning Awards ceremony is always a great event, but this year may surpass the others as the Awards will be celebrating its tenth anniversary. Let’s take a look at the five E-Learning Awards we have been shortlisted for: Best e-learning project: UK private sector (in association with Bensons for Beds) We created Bensons Academy with Bensons for Beds, Britain’s largest bed retailer with over 270 stores and 1,800 employees. The Academy boosted employee engagement, reduced attrition rates from 50% to 23% - saving the company £1,350,000 a year - and reduced training costs by £500,000. Best online distance learning program (in association with Azlan Tech Data) Growth Engineering and Azlan (the Enterprise Specialist Distribution division of Tech Data, wholesale distributor of technology products) came together to create Tech Data Academy, which was an incredible success. The results speak for themselves: one individual who received sales training delivered an increase of 678% in sales across six different customer accounts - a truly remarkable feat - and proactive users on the Academy outperformed inactive users by 75% in terms of sales growth. Best Learning Management System implementation (in association with Brakes) The Brakes Change Academy was created to smooth the process of a company-wide systems change within the organisation. Following the training, employee knowledge of systems change increased by a whopping 90%. E-Learning development company of the year E-Learning Age outstanding learning organisation award As you can see, there’s a lot to be proud of! Juliette Denny, Managing Director of Growth Engineering, said: "It’s fantastic that our clients are being recognised in this way - we may lay the foundations by providing the technology, but it is our customers that truly push their Academies forwards and secure success. We’re delighted to be recognised alongside them, and as for our individual award shortlistings… Well, we won Silver in E-Learning Development Company of the Year last year, so it’s spectacular to be shortlisted again!" The results will be announced at an exclusive gala awards evening on Thursday 6th November, so keep your eyes peeled for updates! We’ll be Tweeting during the event using #elawards, so don’t forget to follow us: @growthengineer Want to find out more about what we can do for your organisation? Download our white paper by clicking the button below!