The quarterly publication of the International Legal Technology Association
Issue link: http://read.uberflip.com/i/21494
“Within five to ten years, we believe that traditional classroom technology training as we know it will become extinct in law firms.” up using technology and the Internet on a daily basis. This is a generation known for: • Rapid adoption of technology; • A general disregard for IT policies and standardization; • A strong desire for a personalized experience; • A collaborative and relationship-based work environment; and • An openness in mentoring and professional and personal development. What demands will this next generation of lawyers, support staff, technologists and clients place on the availability of technology and learning within law firms? Multiple questions come to mind as we explore these areas of change and we begin to think about . . . what DOES Next Generation Learning look like for a law firm? We believe tomorrow brings a whole new approach to formal learning within law firms. And, perhaps even more significant, we believe informal learning in law firms will be paramount to the new technologies and user generations coming onboard in the months and years ahead. What does formal learning look like in the Next Generation? We believe formal learning moves away from the classroom and into the “situation room.” Instructor-led learning will become situational in nature, rather than driven by monthly course catalogs and training offerings, and will be based on process, workflow and specific learner needs. The concept of turning trainers into performance consultants has been floating around for the past couple of years, but few firms have fully embraced such an approach because traditional classroom training is, well . . . traditional. And law firms hold tight to their traditions. But with the Next Generation law firm coming along, and with an increased need to train legal staff and lawyers in new concepts (e.g., project management) and efficient work processes, the notion of consultative, targeted learning tied to daily workflow becomes increasingly valuable. Hunton & Williams of Richmond, Virginia provides an intriguing and innovative case study in how they have developed practice consultants to deliver this very type of targeted learning to practice teams. Committed to finding a way to bring technology investments to maximum utilization, Hunton & Williams established their Practice Support Group in 2006. The idea was to create an environment where technologists become “embedded” in the legal process and educate legal teams on how technology can deliver competitive advantage at appropriate points in the life cycle of a matter. They observe the legal teams in their environments, identify areas within the workflow where technology can make a difference, and then develop a tailored training and development plan for each group. As these internal technology consultants become “part of the team,” they are involved and invested in the success of the legal team and the matters they handle. And with each engagement, these internal consultants learn more about the practice of law and are better equipped to identify the needs of the legal user. Ana Schuett, Practice Technology Support Manager, explains, “Our group has focus and a clear mission to provide the services of technology experts who understand the legal process and are invested in supporting the needs of the practice groups at Hunton & Williams.” The team has found that innovative ideas applied to day-to-day situations truly can make a difference. The classroom won’t go away altogether. Technology rollouts and major upgrades are still best served by formal, hands-on or demo-style learning, though one could argue that large rollouts will become less common with the next generation of technology. But even in on-going skills development, there is still a time and place for guided, instructor-led, classroom learning, as many people do learn best this way. The classroom experience will need to adapt to leverage peer-to-peer learning and community building within the classroom and to accommodate the learning needs and styles of a multi-generational workforce. Furthermore, we believe that new technologies will allow for more feasible remote learning with better visualization and connectivity between and among learners and educators. Peer to Peer the quarterly magazine of ILTA 53