Dommel Valley Group Symposium 2010 Keynote handout

1. martyn.sloman@trainingjournal.com www.trainingjournal.com www.martynsloman.co.uk 1
Nine principles for the L&D professional
The recommended activities for the L&D professional
1 Trust your judgement
2 Understand the difference between training and learning
3 Disregard anything that was written in the last century
4 Distinguish between context and processes and seek to understand both
5 L&D builds organisational benefits through higher value products and services
6 Value lies in the eye of the beholder
7 Try to develop the learning culture
8 Different interventions have different strengths and weaknesses
9 L&D is a craft activity which takes place in context
Against this understanding a new sequence of activities is needed if L&D professionals are to make a significant
contribution to the organisation. The recommended activities are:
determine the skills needed to deliver value•
investigate how they are best acquired/developed•
ask ‘Who are the key stakeholders in shaping the learning process?’•
seek to develop a learning culture•
design, deliver and monitor the interventions that promote learning.•

2. martyn.sloman@trainingjournal.com www.trainingjournal.com www.martynsloman.co.uk
A skills classification
How skills are acquired/developed
Product/business knowledge
Technical know-how Theoretical knowledge
Basic skills
Literacy skills
Physical skills
Numeracy skills
Applications of soft/inter-personal skills
Communication (internal)
Coaching and feedback
Negotiation skills
Being assertive
Collaborative skills
Communication (clients)
Fault checking skills
Influencing skills
Empathy skills
Application and use of higher skills (showing attitude, approach, ingenuity)
Managing change
Planning skills
Taking initiatives
Networking skills
Problem-solving skills
Being resourceful
Being creative
Studying for academic qualifications
Being coached and mentored by others
Studying for technical/vocational qualifications
Studying manuals, books, videos CD-ROMs or online materials
Attending a formal training course with current employer
Accessing information from the Internet
Doing this job or similar work on a regular basis
Attending a formal training course with previous employer
Watching and listening to others at work
Doing activities unrelated to work

3. martyn.sloman@trainingjournal.com www.trainingjournal.com www.martynsloman.co.uk 3
The ladder of progression
Fragmented Formalised Focused
Employer
(i.e. senior
management)
No link perceived between
business success and
learning. May support
individual requests for
learning opportunities on an
ad hoc basis.
Supports professionals
by actions such as
signing off training
policy, approving
budget. May introduce
development planning
or carry out succession
planning for the Board.
Supports and challenges to
ensure learning takes place to
support organisational strategy
and to develop talent for the
future. Well aware of learning,
training and development
initiatives.
Line manager Does not see learning as
his/her responsibility though
may respond to individual
ad hoc requests.
Meets with HR to
discuss training needs
of self and own team.
Takes part in formal
appraisal processes,
coaching and training
programmes.
Ensures that self and all team
have the means to acquire the
knowledge and skills to achieve
targets. Initiates (with HR)
processes to ensure that learning
takes place where needed.
Supports a range of learning
opportunities for staff.
Individual
learner
Acquires the skills and
knowledge required for job
role and waits to be told
what is next.
The more ambitious may
look for opportunities for
learning to follow personal
aspirations, learning in own
time and sometimes at own
cost.
Needs identified at
appraisal with manager.
Takes part in courses
offered as part of the
formal organisational
plan. May learn on or
off the job.
Learns as part of role
development guided by line
manager and HR. Has formal
development plan and discusses
past and future learning at
appraisal.Takes part in formal
and informal learning, with line
manager, others, on or off the
job. May also act as coach or
mentor to others.
In-house
training
professional
Supports individuals or line
managers who seek them
out. Delivers statutory
training courses and
evaluates reactions.
Develops and
communicates training
plans to meet the
needs identified at
appraisal. Ensures that
training is delivered
efficiently and meets
the identified needs.
Consults with senior and line
managers on the best ways to
meet learning needs. Ensures
that all have formal learning
plans, that line managers and
others have the skills to coach or
mentor. Supports learners and
encourages the adoption of new
learning methods. Ensures that
learning happens at optimum
times and locations. Evaluates
learning and organisational
outcomes.