Introduction to Management and Leadership Cluster 3: Lead and Develop People Show 1 Workplace learni

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Introduction to Management and Leadership
Cluster 3 Lead and Develop People Show 1
Workplace learning
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Arie D Geus

• De Geus argued for even the most standard
  process in the workplace (Eg. Strategic Planning,
  appraisals, etc.) being viewed and used as a
  Learning Process
• The ability to learn faster than your competitors
  may be the only sustainable comparative advantage

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Development Continuum for an Individual's
Capabilities
IV Organisational learning strategies to the
attempt to develop a Learning Organisation
III Quality management systems that encourage
continuous learning while encouraging the
devolution of information
II Integrated skills and training programs linked
to key organisational result
Evolution of strategies to enhance the
contribution of an individual's training and
development to enterprise outcomes.
I Fragmented skills and training programs
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Redding and Catalanello learning cycle
Plan
Reflect
Implement
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Measuring learning effectiveness

• Speed of learning the pace organisations are
  able to move through the learning cycle, the
  speed at which the organisation can complete the
  learning cycle will determine the opportunities
  available to learn.
• Depth of learning the ability of organisations
  to learn. How much knowledge is taken in at each
  learning cycle.
• Breadth of learning refers to the capacity for
  the organisation to utilise the learning or how
  extensively organisations are able to transfer
  new insights

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Creating a learning plan

• SWOT
• Strengths (What do I do well?)
• Weaknesses (Where can I improve?)
• Opportunities (What resources are available?)
• Threats (Where are the pitfalls?)

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Creating a learning plan

• SMART GOALS
• Specific
• Measurable
• Achievable
• Relevant
• Time-limited

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Types of learning opportunities

• Learning activities
• Off the job training
• On the job training
• Classroom learning
• Self-paced learning
• Coaching/mentoring
• Digital (eLearning) and distance learning

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Developing a learning project brief

• Six Steps to preparing a learning project brief
• Prepare a learning project brief
• Initial discussion with training personnel
• Break down learning plan
• Cost each element
• Outline benefits of plan
• Present proposal

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Mentoring

• Mentors are individuals committed to using their
  insights, experience and/ or competence within a
  supportive exchange in order to advance another
  individuals life or work

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Types of Mentoring

• Workplace Mentoring
• Short, isolated interventions
• Often informal or unstructured events
• Responsive to current needs of person being
  mentored and/or present situation
• A mentor-initiated intervention
• Informal Mentoring Relationships
• Voluntary
• Loosely structured, flexible
• Driven by individual needs of the person being
  mentored
• Mentor having more than one role in relationship
  with person being mentored (supervision, parent,
  friend, senior manager)

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Role of Mentor

• Uses experience to reinforce non-competency
  capabilities such as behaviours, expectations,
  culture ethics and values
• Provides an opportunity for a person being
  mentored to test ideas, tactics and strategies in
  a safe forum
• Helps in defining career and other developmental
  objectives
• Provides access to person being mentored to
  network of contacts/ resources
• Counsels and can directly coach on life, work or
  performance matters
• Helps person being mentored to develop a greater
  sense of personal capability, worth and identity

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Coaching

• Coaching is used to describe the one-to-one
  transfer of competencies in the workplace

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Value of coaching and mentoring

• Mentors can add value by
• Clearing communication channels on the learning
  process and expectations
• Supporting cost-effective use of existing
  expertise to promote or accelerate a trainees
  acquisition of competencies
• Promoting workplace practices that are known to
  workDefine boundaries and prevent overlap during
  training delivery and assessment and
• Preparing the person being mentored to become a
  future mentor

• Coaches can add value by
• Transferring immediate skills needs
• Promoting exchanges on real needs in a given
  context
• Relate expertise of the coach to the specific
  situation
• Devising deliberate strategies for an individual
• Linking workplace training and learning to
  applied tasks/ outcomes and
• Focusing on individual performance and
  development needs

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Coaches and mentors may be different

• Mentoring and coaching may involve different
  people or be separated because
• Mentoring or coaching programs are specifically
  designed to separate the activities
• An individual may not posses the competencies or
  experience to be both a mentor and a coach
• Individual employees may gain more from
  separating the interventions
• Planning of the strategies may necessitate one
  (Eg. Mentoring) remain unstructured and informal
  and the other (Eg. Coaching) remain structured
  and formal and
• Time, location or other situational variables
  impacting the person being coached or mentored
  necessitate a separation of the interventions

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Performance appraisal can assist mentoring and
coaching

• Performance appraisal can assist plan mentoring
  and coaching interventions by
• Using open communication to review training
  needs
• Seek new ideas and solutions to problems that
  hinder good performance
• Encourage employee involvement in evaluating
  their performance and where further learning
  could be useful
• Confirm where others are admired and respected
  for their overall competence (potential coaches
  and mentors)
• Maximise flexibility in how learning gaps can be
  closed and
• Reinforce development gains and success

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Evaluating learning

• Depending on the context and mode of learning
  different aspects may be assessed, including
• The training and assessment materials/ tools
• The coach or mentor
• The assessor
• Those involved in the delivery and assessment
  process
• Delivery mode (on or off the job and the learning
  environment)
• Improvements in work or personal development due
  to attainment of training outcomes
• Competencies or learning outcomes (the standards
  targeted)

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Assessment of contribution to company performance

• Return on investment
• Available skills
• Changes in skill levels and profiles (individual,
  department and occupations)Standards of
  performance and productivity are raised
• Business strategic measures and process quality
  measures are met
• Non-training causes of performance problems are
  isolated and removed
• Reduced accidents
• Improvement in products
• Improvement in personal judgement/ decision
  making

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Assessment of contribution to the learning culture

• Willingness to learn
• Integration of training as a strategic function
• Lag between learning and translation into
  performance outcomes
• Differentiation of education and training
• Use of action learning to remove operational
  problems
• Team cohesiveness
• Staff inform you when they have a training need

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Assessment of contribution to personal development

• Individuals satisfaction with personal learning
  needs being enhanced
• Motivated to learn
• Confident of own capabilities
• Ability to learn
• Speed, depth and breadth of learning

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Create learning opportunities

• The concept of the learning organisation
  reinforces the need for
• A systems level approach to the creation of
  learning opportunities
• Organisations to harness the power of learning to
  gain competitive advantage
• individuals to pursue new patterns of thinking
  and to continually 'learning how to learn'
  together

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Argyris - single loop- double loop learning
Actions
Mismatch or Errors
SINGLE LOOP LEARNING
Governing Values
Actions
Mismatch or Errors
SINGLE LOOP LEARNING
DOUBLE LOOP LEARNING
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Characteristics of learning organisations

• Learn collaboratively, openly and across
  boundaries
• Value learning
• Invest in promoting learning
• Translate knowledge into action to gain
  competitive advantage
• Reinforce the importance of an individuals quest
  for personal, life-long learning
• Encourage experimental and seemingly tangential
  learning and
• Confirm learning advantages when determining the
  bottom-line

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Stages in building a learning organisation
Work and learning are integrated
Stage 5
Learning is important enough to plan for
Stage 4
Learning is brought inside the organisation
Stage 3
Learning is treated as a consumable
Stage 2
No intentional learning programs
Stage 1
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Stages in building a learning culture
World Class
coaching mentoring
Stage 4
management of learning
Stage 3
promotion of training
Stage 2
awareness of training
Stage 1
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What is a learning culture?

• At the core of a learning culture is the fact
  individuals, organisations and societies embrace
  learning as an continuous, essential and exciting
  way to prepare for their preferred futures

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Culture The glue
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Stages in building a learning culture

• Renewal
• Continuous journey
• Redesign Renew
• Reward Reinforce

• Set the platform
• -Plan
• Coordinate
• Involvement
• Feedback

• Sustaining Momentum
• Action
• Map communcate success
• Wins
• Monitor

• Getting going
• -Prepare
• Inform
• Stimulate interest

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Getting going

• Commencing a culture change process is
  difficult, success often depends upon
• Support from executive management
• Linking cultural change to strategic plans and
  performance measurement
• Identifying and involving all stakeholders,
  including customers
• Identify champions for the introduction and the
  implementation (they maybe different personnel)
• Set achievable short term wins that reinforce
  collective and individual participation
• Communicate, communicate, .......

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Keeping going

• Sustaining the momentum when building a new
  culture is difficult, success often depends upon
• Support from executive management behaviour and
  policy reflect the culture
• Share ownership of the process and outcomes
  (avoid marginalising people)
• Linking cultural change to individual
  collective success
• Reinforce and communicate success
• Make process and involvement totally transparent
• Recognise it is an on-going process

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Progress towards a learning culture
Integration of learning into every day work and
processes
Promotion of training/ learning
Awareness that training/ learning is important
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An Integrated competency management system
PERSON Profile Individual Current Competency
Competency Inventory (Skills Knowledge
Attitude)
WORKProfile Job/ Position Competency
- Value-Adding Learning - Shared Ends -
Performance
LEARNING Profile attached to each competency
Report, monitor and renew