Making Learning Alive at Work - Ignite session and debate
 

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Slides from Brightwave's Ignite session at Learning Technologies 2013 - 'Making Learning Alive at Work'. ...

Slides from Brightwave's Ignite session at Learning Technologies 2013 - 'Making Learning Alive at Work'.

Session Chaired by Brightwave's Charles Gould and featuring leading experts in workplace learning from M&S, TUI, 20-first and Towards Maturity.

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  • The new generation joining the workforce are always online.They think nothing of googling something over breakfast, tweeting something over lunch or checking out the latest on flipboard on the train home.
  • Learning for work has gradually been moving from a monolithic event – like a residential training course - to something that’s woven into every hour of our waking livesWhat the next generation of learners expect:
  • But while expectations and all the trends point to a convergence between work and learning, our organisations are slow to react.This means that the gap between learner expectations and reality is growing.
  • [Note to graphics – can this be a photographic, perhaps abstract/blurred image that implies creativity / stimulating thinking]Opportunity for Charles to introduce Ignite format.
  • The Positioning The structure
  • The Quote from ‘Michael Marks’ – He understood the philosophy behind ‘enlightened self interest’. From the days of the Penny Bazaar trading in markets, he did his best to keep staff comfortable and happy The market stall established on 28th of September 1894By 1900, Marks & Spencer had expanded to include 36 Penny Bazaars and 12 High Street shopsQuality value service innovation and trust
  • The Quote from ‘Michael Marks’ – He understood the philosophy behind ‘enlightened self interest’. From the days of the Penny Bazaar trading in markets, he did his best to keep staff comfortable and happy The market stall established on 28th of September 1894By 1900, Marks & Spencer had expanded to include 36 Penny Bazaars and 12 High Street shopsQuality value service innovation and trustLingerie – 1st Bra 1926
  • People that make business successful – and provide the human face to the goods you are selling Demographics Pre and post war Evolution Women – sterotypes Part time hours
  • 1934 – ‘Training for the job is an essential part of any welfare scheme’ Traditional Workshop the only answer Class room basedOn the job Workbooks
  • 1909 the first staff training was introduced when Miss Gibbs was given the title of ‘travelling manageress’, a role that gave her responsibility for the training of a number of assistants so that they could be installed as manageress vacanciesCentrally designed and administeredNo dialogue Command Pushed through the hierarchy
  • Multichannel retailer The complexity of the trading environmentDiverse portfolio of trading formats
  • Diversified work forcethe M&S employee of todayOut of approx 70,000 employees... 88% are customer assistant, 12% are management (there might be more management as this is just retail figures, so you could say 80% and 20%)Average age of customer assistant is 43 yearsGender split: customer assistants: 20% male, 80% femalemanagers 40% male, 60% female. Baby Bloomers Generation X and Y
  • Diversified work forceWho is the M&S employee of todayBaby Bloomers Generation X and Y
  • Moving from CD rom We aim to be the most sustainable store chain in the worldE – learning Any time any where – accessibility from Home Creative Vs functional – Budget/ Cost/ time to designSecurity and fire wallsLimits and restrictions15 minutes of learning – what have you learnttoday?Whys have you learnt it - Reflective practice
  • Individual owning and driving their own learning, supported by their line manager Learner Led Technological advances
  • Imagine a purchasing in an environment where their is no need to visit a store – The Internet Shops with no till – Sales assistants carrying pod devises to capture your purchases when necessary Imaging personalised digital signage – Morning Jasmine can I direct you to ladies Foot wear – latest shoes with the removable heal Foods – Theatre/ Drama – you purchase the chef makes ...Vs chef makes and you purchase
  • Diversified work forceWho is the M&S employee of todayDigital Literate – One step ahead Dont meet their learning needs they will switchThe composition of the manager has changed – 1 in 3 people are professionals or managers compared with 1 in 7 in 1911 a hundred years agoAdvances in Health Care – 1911/ 15 63% of people died before the age of 60 now 12%Engaged employees in the UK take an average of 2.69 sick days per year; the disengaged take 6.19. Gallup reports that sickness absences cost the UK economy £13.4bn a year (Gallup 2006).If organisations increased investment in a range of good workplace practices which relate to engagement by just 10%, they would increase profits by £1,500 per employee per year (comparing disengaged organisations) (David MacLeod 2008/2009).59% of engaged employees say that their job brings out their most creative ideas against only 3% of disengaged employees (Chartered Management Institute /2007
  • People – Network
  • Blurred lines between – Learning for employees and information for customers iPads and tablets – opportunity as selling, learning deviseNetwork Learning My social network is my learning network Heroes – Regions – Departments Yammer twitter – Suri
  • Intuitive solutions – becomes the normCommunication – forumsHarder to track – how do you know knowledge is retained Being able to offer developmental opportunities V’s Higher education as an option
  • 9 out of businesses want to integrate learning and work – for 4 of them, this is actually something that is critical to themIn this short presentation I want to explore some of the ways in which learning technologies can help organisations to bridge the gap between learning and work
  • Towards Maturity is a…Benchmarking practice, researching the factors that lead to successful use of technology in workplace learning.Over 10 years we’ve found that those who are most e-mature are getting the best results – generating a culture of learning and sharing and delivering bottom line business benefits.This session draws on the 2011-12 benchmark research www.towardsmaturity.org/2012benchmark
  • Historically we’ve studied what successful organisations are doing & how we can learn from them.500 L&D professionals took part in our 6th study ‘Bridging the Gap’ last summerSo we now know more about how to drive the transformation of learning and encourage effective practice than ever before.
  • Everyone wants technology to deliver for them. All the drivers for investment increased from last year in absolute percentage terms, although the main shift is on delivering ‘Value for money’ rather than on reducing costs or time away from the job.
  • Learning technologies are working. They are adding value and helping to improve efficiency, with amazing impact on key performance indicators. How much improvement? The answer is Twenty-two – the one figure to remember from this session.And top learning companies are doing even better.
  • You’ll all get a copy of our infographic to see this one better, but essentially, the Purple bars show what we hope to achieve, and the blue bars what we are actually managing on average. Contrast the blues with the green bars which show that our top learning companies are realising twice the benefits – although still have a long way to go. Let’s look at 2 areas in more detail.
  • 95% want to share good practice – but only 25% report this is happening.Perhaps making the most of the technologies themselves might help – but under half are using third party social mediaOr perhaps its getting the culture right -our top learning companies are 20x more likely to encourage collaboration
  • 91% are wanting to improve talent and performance management, but less than half report that their staff understand how their work is linked to the organisation’s performance and only 1 in 5 integrate technology into their appraisal process
  • Why is it that only 1 in 5 are actually seeing an improvement in talent and performance management as a result of learning technologies? Are we using the right tools to support on-boarding and recruitment? Do we encourage learners to develop their own personal learning strategies?
  • Technologies can act as both an enabler and an inhibitor.We are opening up choices for the individual – providing LMS packed full of any time any where learning but instead of empowering learners we are overwhelming them.
  • Too many of our L&D staff are still out of their comfort zone and out of their depth when it comes to technologies. They also perceive that their learners have the same problems that they do! Indeed, trusting them to manage their own learning is not high on the L&D agenda:
  • Only 39% discuss the aims with learners before they start learningOnly 28% allow their learners to self-select their learning19% promote a culture of self-reliance not dependency19% know how their learners are using social media outside of L&D to share ideasAnd that question we considered earlier? Only 23% of managers encourage and make time for staff to study on-the-job
  • So what are top learning companies doing differently to get such results?If you managed a call centre and you wanted to be the very best, it wouldn’t be unusual for you to regularly compare your customer satisfaction scores or sales against your peers.Why should L&D be any different?If you are in the top 10% already then you want to keep & celebrate that position,  if not you want to learn how to get there!
  • We benchmark informally all the time as L&D professionals, going to conferences, attending webinars, reading journals, there are lots of ways to find out what other people are doing and learn from them. But other parts of the business are more systematic in their approach to benchmarking
  • Consider this statement. On a scale of 1 to 10, take just 5 seconds to think about the extent to which you agree for your company.Now we’ll see the Mexican wave effect – and you’ve got to be quick and ready for this. When I call your number, put your hand up
  • 1 2 3 4 5 6, 7 or moreSo look around. Don’t you want to know what these guys are doing differently?
  • Our Towards Maturity Index is derived from over 100 such performance statementsEven if you missed the 2012 study, you can still take part via our free online benchmark centre:You will gain ideas to improve performance supported by practical resources and case studies
  • Despite the pace of technological change, the issues are still the same as they were nearly 20 years ago. What can we do differently to help develop our learning culture? Help us build objective evidence to help you improve practice.The barriers holding us back from achieving success with learning technologies in 2011 are within our power to change!Thank you
  • [Note to graphics – another abstract photographic image for background here would be great]
  • Finish

Making Learning Alive at Work - Ignite session and debate Presentation Transcript

  • 1. Making Learning Aliveat WorkIgnite session and debatewww.brightwave.co.uk
  • 2. SessionChairCharles GouldManaging Director Brightwave
  • 3. Work-based learning evolvesWork 3-day F2F Self- Multimedia A mosaic residential course paced e-learning approach course at work CBTLife
  • 4. Employee LearnerUse oftechnology expectation gapand socialmedia Employer
  • 5. Ignitein 5 mins
  • 6. Introducing our panellists• Jasmine Rose - Learning & Development Manager Marks & Spencer• Jennifer Flock - Chief Operating Officer 20-First• Henrietta Palmer - e-Learning Manager TUI UK Ltd• Dr Genny Dixon - Head of Research Towards Maturity
  • 7. Making Learning @ WorkJasmine RoseLearning and Development ManagerMarks and Spencer
  • 8. Structure Past (1895-1950) (1950-2010) Present (2012-today) Future (2015-2020 and beyond) 2. Employee 3. Format of 1. Store Profile 4. Accessibility Profile Learning© Marks and Spencer plc 2011
  • 9. The Past The Present The Future M&S Store Profile Departmental High Street Stores StoresQuality Value Service Innovation Trust
  • 10. The Past The Present The Future M&S Store Profile© Marks and Spencer plc 2011
  • 11. The Past The Present The Future The Employee Profile In 1933 the Training Department was set up to help employees learn new skills and develop team spirit© Marks and Spencer plc 2011
  • 12. The Past The Present The Future The Format of Learning© Marks and Spencer plc 2011
  • 13. The Past The Present The Future Learning Accessibility© Marks and Spencer plc 2011
  • 14. The Past The Present The Future M&S Store Profile Multi Channel© Marks and Spencer plc 2011
  • 15. The Past The Present The Future The Employee Profile + Customer Profile© Marks and Spencer plc 2011
  • 16. The Past The Present The Future The Format of Learning© Marks and Spencer plc 2011
  • 17. The Past The Present The Future The Format of Learning© Marks and Spencer plc 2011
  • 18. The Past The Present The Future Learning Accessibility QR Codes© Marks and Spencer plc 2011
  • 19. The Past The Present The Future M&S Store Profile© Marks and Spencer plc 2011
  • 20. The Past The Present The Future The Employee Profile© Marks and Spencer plc 2011
  • 21. The Past The Present The FutureThe Format of LearningSpeed Personalised TargetedTechnologyEngaging Bite size© Marks and Spencer plc 2011
  • 22. The Past The Present The Future The Format of Learning - Network Learning© Marks and Spencer plc 2011
  • 23. The Past The Present The Future The Format of Learning – Martini Learning Any time Any place = Any where© Marks and Spencer plc 2011
  • 24. The Past The Present The Future Accessibility© Marks and Spencer plc 2011
  • 25. The Past The Present The Future Why does it make commercial sense? Service Costs Standards People Sales© Marks and Spencer plc 2011
  • 26. Making Learning @ work
  • 27. Questions forJasmine?
  • 28. The Bottom Line on Gender BalanceIgnite PresentationJennifer Flock 2920-first © 2008
  • 29. www.20-first.com 30© 20-first20-first © 2008 2013
  • 30. www.20-first.com 31© 20-first20-first © 2008 2013
  • 31. www.20-first.com 32© 20-first20-first © 2008 2013
  • 32. www.20-first.com 33© 20-first20-first © 2008 2013
  • 33. www.20-first.com 34© 20-first20-first © 2008 2013
  • 34. 60% GLOBAL GRADUATESwww.20-first.com 35© 20-first20-first © 2008 2013
  • 35. 60% GLOBAL GRADUATESwww.20-first.com 36© 20-first20-first © 2008 2013
  • 36. www.20-first.com 37© 20-first20-first © 2008 2013
  • 37. 80% CONSUMER PURCHASESwww.20-first.com 38© 20-first20-first © 2008 2013
  • 38. 80% CONSUMER PURCHASESwww.20-first.com 39© 20-first20-first © 2008 2013
  • 39. www.20-first.com 40© 20-first20-first © 2008 2013
  • 40. DO YOU KNOW WHO YOUR CUSTOMERS ARE?www.20-first.com 41© 20-first20-first © 2008 2013
  • 41. 50% + 50% = OPTIMAL INNOVATIONSource: London Business School, 2009www.20-first.com 42© 20-first20-first © 2008 2013
  • 42. 56% BETTER PROFITABILITY 41% BETTER RETURN ON EQUITYSource: McKinsey, 2010.www.20-first.com 43© 20-first20-first © 2008 2013
  • 43. PROMOTION TRENDS Men >80% 50% / 50% Women <20%www.20-first.com 44© 20-first20-first © 2008 2013
  • 44. PROMOTION TRENDS Men >80% 50% / 50% Women <20%www.20-first.com 45© 20-first20-first © 2008 2013
  • 45. IMBALANCE AT THE TOPwww.20-first.com 46© 20-first20-first © 2008 2013
  • 46. DO YOUR MANAGERS GET IT ?www.20-first.com 47© 20-first20-first © 2008 2013
  • 47. www.20-first.com 48© 20-first20-first © 2008 2013
  • 48. Questions forJennifer?
  • 49. Henrietta PalmerDigital Learning ManagerTUI UK & Ireland Page 50
  • 50. TUI UK & Ireland •Retail Outlets •Contact Centres 19,000 •Overseas People •Airline •Head Office Page 51
  • 51. Retail 850 Retail Outlets + Superstores 5 Contact Centres 5 Million Holidays & Flights sold a year Page 52
  • 52. Overseas 3,500 people Across 80 Countries Page 53
  • 53. Thomson Airways •UK’s biggest holiday airline •Fly from up to 22 UK airports •Fleet of 65 aircraft •Fly to 100 destinations Page 54
  • 54. Head Office 1,750 People in Head Office Environments Page 55
  • 55. TUI Travel PLC • Operating in 180 •HQ in UK countries •49,000 • 30M customers employees • 27 key source markets Page 56
  • 56. Benefits Page 57
  • 57. In-house v external Page 58
  • 58. Sustainable Design Page 59
  • 59. Sustainable Design Page 60
  • 60. Sustainable Design Page 61
  • 61. Sustainable Design Page 62
  • 62. Sustainable Design Page 63
  • 63. Multi-platform Page 64
  • 64. Meeting Learner Need Page 65
  • 65. Meeting Learner Need Page 66
  • 66. Meeting Learner Need Page 67
  • 67. Meeting Learner Need Page 68
  • 68. Summary Page 69
  • 69. Questions forHenri?
  • 70. Exploring the gap What we want vs. what we getTowards Maturity Benchmark 2012-13 gennydixon
  • 71. Towards MaturityBenchmarking good practice since 2003 Benchmark Research 2200 organisations 3000 learners Why are some organisations more successful than others? 72
  • 72. The Towards Maturity 2012 Benchmark6th survey in 2012 73
  • 73. We want so much more... • Share good practice • Respond faster Increased a lot! • Improve talent • Increase productivity • Improve qualityIncreased • Comply with new regulations • Greater value for money 74
  • 74. 22%
  • 75. What difference does maturity make? Defining Need Building Capability Learner Demonstrating Context Value Ensuring Engagement Work Context TM Index 30%
  • 76. 4 out of 5 learners are happy to share95% want to increase sharing good practice Image courtesy of pakorn via freedigitalphoto
  • 77. Sharing good practice Under half Use social media or allow full access to the internet95% 20x more 25% 25% likely to actively encourage collaboration 79
  • 78. Organisation strategic vision Organisation goals Business unit goals Team goalsIndividual goals
  • 79. Improving talent and performance management 1 in 5 Support on-boarding and recruitment 27x more likely 20%91% to encourage staff to develop their own 20% personal learning strategies 81
  • 80. Tools of the tradeRapid application development PodcastingMobile E-portfolios3rd Party social media Virtual worldsSharePoint Serious gamesVirtual meetings Virtual classroomsOff-the-shelf e-learning In house social media 82
  • 81. What (or should we ask WHO) are the top barriers inhibiting development of the learning culture? Image courtesy of pakorn via freedigitalphoto 20126 out of 10 report Learner skills to manage own learning
  • 82. It’s time we understood our learners better39% 19% 23% 28%
  • 83. Benchmarking• Review and measure own practice• Compare with top learning companies• Act and implement improved practices
  • 84. Line managers encourage and make time1 for their staff to study on the job 10 REVIEW Let’s benchmark
  • 85. Line managers encourage and make time1 for their staff to study on the job 10Scoring 7 or more:• Average: 1 out of 5• Top learning companies : 1 out of 2 COMPARE Let’s benchmark
  • 86. TM Index www.towardsmaturity.org/mybenchmark“Time invested in benchmarking isnever wasted – it helps usbuild performance andfuture-proof our L&D strategy.”Rachel Sparrow, EDF Energy
  • 87. “Learning should be integrated into the doing, as part and parcel of everyday work. It should also be energising, stimulating and fun. Getting the best out of everybody, including yourself to meet the challenges ahead.” David Skyrme, October 1995. ACT! Connect with us! genny@towardsmaturity.org laura@towardsmaturity.org LT Stand 99 www.towardsmaturity.org2012-13 Benchmark Reportwww.towardsmaturity.org/2012benchmark
  • 88. Questions forGenny?
  • 89. Paneldiscussion
  • 90. Thank youwww.brightwave.co.uk / @brighttweet
  • 91. Come andsee us onstand 146www.brightwave.co.uk / @brighttweet