2. WHAT IS A HIGH-IMPACT LEARNING CULTURE
A HIGH-IMPACT LEARNING CULTURE IS AN ORGANISATION-
WIDE BELIEF THAT THE ORGANISATION’S MISSION, STRATEGY
AND OPERATIONS CAN CONTINUOUSLY BE IMPROVED
THROUGH AN ONGOING PROCESS OF INDIVIDUAL AND
ORGANISATIONAL LEARNING.
4. WHY?
• WORKFORCES ARE BECOMING MORE DIVERSE IN TERMS OF
• SKILLS
• GENERATIONAL RANGE
• GEOGRAPHICAL LOCATION;
• INCREASING LEVELS OF LEGISLATIVE COMPLIANCE;
• INCREASE COMPLEXITY IN BOTH WORKFORCE AND CLIENT BASE;
• INCREASING NEED TO MATCH SKILLS TO ROLES FOR CONTINUOUS
IMPROVEMENT AND SUCCESSION PLANNING;
• INCREASED NEED TO ENGAGE A WORKFORCE.
5. HIGH-IMPACT LEARNING STRATEGIES
4 KEY ORGANISATIONAL STRATEGIES
• STRONG ORGANISATIONAL COMMITMENT TO LEARNING;
• INTEGRATED LEARNING AND PERFORMANCE MANAGEMENT;
• CLEAR AND WELL-STRUCTURED CAREER DEVELOPMENT
PROGRAMS; AND
• A STRONG CENTRALISED LEARNING AND DEVELOPMENT
PRESENCE.
6. HIGH-IMPACT LEARNING PRACTICES
5 KEY PRACTICES
• LEADERS SEEN AS BEING OPEN TO ‘BAD NEWS’;
• ENCOURAGING ASKING QUESTIONS;
• CLEARLY DEFINED DECISION MAKING PROCESSES;
• EMPLOYEES POSITIVELY CHALLENGED BY TASKS OR PROJECT THEY
UNDERTAKE; AND
• EMPLOYEE INFLUENCE OVER THEIR OWN JOB TASK ASSIGNMENTS.
7. Creation of a
Learning Culture
Align Learning
with
Organisational
Needs
Integrate
Learning with
Organisational
Processes
Provide
appropriate
Learning
opportunities
Manage
Learning
Effectively
Support
Learning
Transfer in the
Workplace
Evaluate
Learning
Developing a Learning Culture
8. CREATING THE CULTURE
IN ORDER TO DEVELOP A HIGH-IMPACT LEARNING CULTURE THERE
5 ELEMENTS WHICH ARE VITAL;
• A ROBUST, STRUCTURE ORGANISATION-CENTRIC MANAGEMENT
SKILLS DEVELOPMENT PROGRAM;
• A FOCUSSED APPROACH TO LEARNING DELIVERY THROUGH (OFF
THE JOB) FORMAL AND (ON THE JOB) INFORMAL LEARNING
CHANNELS;
• FLEXIBLE, COMPETENCY BASED, INTEGRATED STAFF LEARNING
PATHWAYS; AND
• KNOWLEDGE TRANSFER VIA SUBJECT MATTER EXPERTS; AND
• ORGANISATION FOCUSED MEASUREMENT METRICS.
9. MANAGEMENT SKILLS DEVELOPMENT
PROGRAM
• ORGANISATIONALLY ALIGNED LEADERSHIP MODEL;
• ROBUST, COMPREHENSIVE LEADERSHIP CAPABILITY FRAMEWORK;
• LEADERSHIP AND MANAGEMENT INDUCTION AND ORIENTATION
PROGRAM;
• COMPETENCY BASED MANAGEMENT SKILLS LEARNING INFORMED BY
THE CAPABILITY FRAMEWORK;
• STRONG, RELATIONSHIP AND RESULTS DRIVEN COACHING AND
MENTORING PROGRAM; AND
10. FOCUSED APPROACH TO (OFF THE JOB)
FORMAL AND (ON THE JOB) INFORMAL
LEARNING
Bersin and Associates 2010
11. Informal
Formal
RTO Programs,
Mandatory
Training,
Inductions,
Professional
Development,
Assessment.
(Face to Face
Elearning or
Blended)
On-Demand
Management
support,
Elearning,
Documentation,
podcasts,
Video,
Assessment.
Social
Communities of
Practice,
Peer Supervision,
Mentoring,
Coaching,
Knowledge Sharing
Embedded
Executive
Programs,
Leadership,
Management,
HR
Coaching,
Mentoring,
Specialist
Student Placement
Developed and Managed by
Learning Centre
Learning Tools and Systems
Intranet and other collaboration tools
Developed and managed by
programs and units in conjunction
with Learning Centre
Developed,
Managed and
organised by
programs, units and
individuals
Program
Specific Tools
Formal and Informal Learning
OrganisationalStrategy,GovernanceandManagement Learning Programs
LearningAssessment,EvaluationandReview
12. Flexible Staff Learning Pathway
Business
Unit,
Division or
Regional
Induction
Site
Induction
Generic
Induction
Organisati
onal
Introductio
n
Qualificati
on
Outcome
(Where
applicable)
Professional
Development
Mandatory
Program
(Business Unit,
Division or
Region)
Mandatory
Training
(Legislative or
Organisational)
16. KEY METRICS YOU NEED TO MEASURE
• LEVEL 3 - JOB IMPACT: % OF STAFF WHO APPLIED KEY TRAINING
CONCEPTS;
• LEVEL 4 - BUSINESS IMPACT: QUANTITATIVE AND QUALITATIVE
ASSESSMENT OF IMPACT OF TRAINING OF ACHIEVEMENT OF STRATEGIC
PLAN;
• BUSINESS METRICS - IMPACT OF TRAINING UPON CLIENT SERVICE
DELIVERY; AND
• TOTAL COST - DECREASE IN COSTS ASSOCIATED WITH TRAINING OVER
PRECEDING YEARS, AFTER INITIAL ADOPTION OF HIGH-IMPACT LEARNING
PRACTICES.
