Are You Equipped to Lead L&D Into the Future?
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Are You Equipped to Lead L&D Into the Future?
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This presentation explores the new skills required by L&D in a VUCA business world and how to build them. It was delivered by Ruth Stuart, (L&D Research Advisor, CIPD), Laura Overton (MD, Towards Maturity) and Lisa Johnson, (Assistant Director Information Services, Barnardos) at the CIPD L&D Show in London 14th May. It draws on the reports, 'L&D: Evolving Roles, Enhancing Skills' research by CIPD and Towards Maturity and the 2014-15 Towards Maturity Benchmark Report. www.cipd.co.uk www.towardsmaturity.org/benchmark
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Are You Equipped to Lead L&D Into the Future?
- Are you equipped to lead L&D into the future? 14th May 2015 Lisa Johnson, Barnardo’s Laura Overton, Towards Maturity Ruth Stuart, CIPD #LDSkills
- Session overview • Your challenges • Key drivers of change affecting L&D • Lessons from top learning organisations • Transforming learning in Barnardo’s #LDSkills
- What challenges are you and your L&D team facing? Are you equipped to lead L&D into the future? #LDSkills
- VUCA Volatile Uncertain Complex Ambiguous The only constant is change … @RStuartCIPD #LDSkills
- External drivers • Globalisation • Economic downturn and austerity • BRICS nations Social & cultural Economic Science and technology • Demographics • Changing values • Multiple careers • Pace of change • Cross-discipline tech • Automation @RStuartCIPD #LDSkills
- Organisational impact Agile Adaptive Ambidextrous As a result of the VUCA environment organisations must be: @RStuartCIPD #LDSkills
- To enable this L&D needs to be … Affecting & Aligned Versatile Ubiquitous Savvy @RStuartCIPD #LDSkills
- What does this mean in practice? … @RStuartCIPD #LDSkills
- …Roles are evolving From delivering courses to supporting performance @RStuartCIPD #LDSkills
- Business alignment Using metrics effectively Learning at the point of need …Our focus is changing Social learning Content curation Behavioural science @RStuartCIPD #LDSkills
- …We need to invest in new capabilities L&D skills Considered a priority Currently have this in- house Using social media effectively 93% 15% Programme evaluation 96% 41% Blended learning delivery 96% 47% Supporting learners online 96% 36% Digital content development 91% 31% Marketing and stakeholder engagement 91% 42% Business planning 87% 47% Towards Maturity 2014-15 Benchmark (views from 600 L&D leaders) @RStuartCIPD #LDSkills
- Which capabilities do you and your team need to build? #LDSkills
- LauraOverton #LDSkills 9 out of 10 L&D professionals want more. But only 3 in 10 are delivering
- TM Index THE TOP 10% New for 2014/15 Defining Need Learner Context Work Context Building Capability Ensuring Engagement Demonstrating Value Benchmarking Who is reporting the best L&D outcomes? What are they doing differently? TheTowardsMaturityModel
- DELIVERING RESULTS Improved application of learning in the workplace Faster response to changing business conditions Increased productivity on the job TOP DECK Average 2x revenue improvements 50% improvement on attrition 25% increase in staff engagement LauraOverton #LDSkills
- DELIVERING RESULTS Improved application of learning in the workplace Faster response to changing business conditions Increased productivity on the job TOP DECK Average What are the Top Deck doing differently?
- Top Deck make alignment to business needs a priority 100% agree L&D activity is aligned to business Compared to 56% on average
- …it doesn’t matter where you sit Alignment is king …whether it is a performance issue or a skills issue our job is to solve business problems problems Sarah Lindsell, Pwc
- Top Deck support the full learning continuum 100% agree they support learning beyond the course Compared to 53% on average
- Top Deck Harness Technology Allocate twice the budget to technology 35% of L&D budget vs 19% on average
- 2x User generated External video Blogs Curation Content in the cloud Badges
- Data Driven Decision Making Less than 25% Audit the skills of L&D teams Use learning analytics to improve service Use benchmarking as an L&D performance improvement tool “ 7 out of 10 engage with data driven decision making
- Introducing change is never easy. For us it started by presenting our existing L&D staff with clear independent evidence from both learners and experts showing showing that we needed to change. Col. Garry Hearn, MOD “
- Top Deck are active in building priority L&D capabilities today 50% more likely to provide CPD opportunities for L&D staff 87% 89% 89% 91% 91% 93% 96% 96% 96% 47% 34% 49% 42% 31% 15% 47% 36% 41% 79% 56% 68% 70% 44% 50% 81% 71% 70% Business planning Delivery via virtual classroom Instructional design Marketing and stakeholder engagement Digital content development Using social media effectively Online or blended learning delivery Supporting learners online Programme evaluation Current skills in house (top Deck) Current skills in house (avg) Considered a priority
- WHAT ARE THEY DOING DIFFERENTLY? Improved application of learning in the workplace Faster response to changing business conditions Increased productivity on the job TOP DECK Average Top Deck organisations: Align to need Support the full learning continuum Harness Technology Use Data to Drive Decisions Build priority skills today
- Pre 2000 All Classroom or On-site 2000+ eLearning 2003+ Self Service 2005+ Virtual Classroom 2013+ Performance Support 2014+ Social & Curation Barnardo’s journey… Pic & Mix to ‘meet the need’
- How we learn... Twitter eBooks Webinars Conferences MOOCs Blogs Seminars Meet ups YouTube Courses eLearning Sharing Development days
- New Experience it Potential Train the Trainer Play Build confidence Apply & Refine Share & coach Review & adapt Team development
- Impact… Improved business relationships Greater alignment Motivated and skilled team Reach more learners Reduction in helpdesk calls Willingness to participate in new initiatives Business come to us for help External recognition – industry awards
- be prepared to change and adapt be bold, be fearless, be the best you can be!
- What can you do differently to build priority skills? #LDSkills
- Get in touch lisa.johnson@barnardos.org.uk laurao@towardsmaturity.org r.stuart@cipd.co.uk cipd.co.uk/Ldskills #LDSkills
- Reference Materials) L&D: Evolving Roles, Enhancing Skills (CIPD & Towards Maturity) Modernising Learning: Delivering Results (Towards Maturity) Evolving L&D at Barnardos
Editor's Notes
- F3 11.15- 12.30 Are You Equipped to Lead L&D into the Future? The session will cover: · L&D’s place in the VUCA world and its role in meeting future business challenges · driving organisational agility through effective L&D – Driving agility within your organisation by utilising L&D tools effectively · how to build confidence in emerging L&D skills and capabilities. – Responding to evolving learning needs by building confidence in emerging L&D skills and capabilities You will take away: · insights into the secrets of top performing learning teams and how to implement key learnings within your organisation · strategies to prepare for future business needs by developing a dynamic and adaptable L&D team · practical tips to create L&D transformation which aligns with business priorities Ruth Stuart, Research Advisor, CIPD, Laura Overton, Founder, Towards Maturity Lisa Johnson, Assistant Director Information Services, Learning and Communication, Barnardo’s
- Challenges: 10 Ruth: 10 mins Capability to build: 10 mins Laura and Lisa: 25 mins What will you do? & Q&A 10 mins Action point: 5 mins (end on this) Total: 70 mins
- 10 minutes Laura to facilitate Discuss with each other in groups of 2/3s (5 mins) Question to be loaded onto slido for people to post feedback 5 mins to share thoughts from the room 2 flip charts on stage. 2 people capture answers, 1 person facilitates the discussion Conference organisers manage roving mikes
- Ruth The world of work changing. So how can we make sense of all this change. This simple phrase helps: VUCA. Volatility: The external environment is unstable and presents challenges that are unexpected at great speed. Uncertainty: Unprecedented trends in the external environment mean that long-term trajectories are more difficult to predict. Complexity: The external environment has many interconnected parts that can be overwhelming and confounding. Ambiguity: The external environment is hazy, with many unknown unknowns, and cause-and-effects are unclear.
- Ruth The only constant is change. We live in a fast paced, ever-changing environment. Many analysts agree that the rate of change is unprecedented and exponential. So what’s driving this? In December 2014 we published research exploring the key drivers for change in organisations. It was conducted in collaboration with Dr Mark Loon, University of Worcester and included a global literature review of the key trends affecting organisations. Economic Globalisation Growth of the BRICs nations Economic downturn and austerity Economy: The global recession had a massive impact on organisations. Not just in terms of business and funding, but also in management. Many leadership teams had never had to manage an organisation in a recession before. This presented challenges. Connected to the economy we’ve also seen a mass loss of confidence in some of the institutions that were previously infallible. Globalisation: Globalisation is hear to stay, as we live in an increasingly connected world. Major economies are very interdependent with one another. Global flows are now worth $26 trillion, or 36% of global GDP. According to the IMF China has just overtaken the US as the world’s largest economy. 2 Social and Cultural Demographics Changing values Multiple careers There are also major demographic shifts. There will be 9.2 billion people on the planet by 2050, partly due to enhanced longevity. Organisations will start to see Generation Z join the workplace in a few short years. This group has never known a world without the internet or mobile phones. They’re tech savvy and have always had access to mountains of data. They also have a sense of social justice and philanthropy that comes with growing up during the recession, the war on terror and climate change. 3 Science and technology Pace of change Cross-discipline technology New methods of organising work Technology: The pace of advancement in science and technology is unparalleled. Many of us have experienced this first hand. 10 years ago facebook launched. Twitter is 8. The iphone is just 7 years old. But these developments are also changing the nature of competition. Global Micro businesses are now emerging, and entrepreneurialism is growing due to the availability of technology. Coopetition, rather than competition is emerging, as organisations form alliances of businesses. There are also many developments which may impact work. It is now possible to fingerprint individuals by their typing style, remotely identifying a person taking a MOOC. Robotics are constantly advancing, and it’s predicted that advanced analytics will automate many forms of knowledge work that exist today, such as strategy formation. Technological developments are also increasingly cross-discipline, meaning that it’s harder to predict new developments. For example nanotechnology
- Ruth In order to survive and thrive in this VUCA environment, organisations need to be: Agile: Dynamic capability to change strategic direction and organisational competencies Adaptive: High levels of absorptive capacity. Attuned to the external environment and awareness for the need and type of change Ambidextrous: Able to concurrently exploit current capabilities and be explorative in breaking with the past and be ready for new trajectories of development
- Ruth So what does this mean for L&D in organisations. Our research identified four key capabilities for L&D of the future. Savvy: Business, organisational and context savvy. Commercial acumen in understanding the organisation’s business model. Affecting and aligned: L&D help to shape organisational strategy, but must also be aligned to its present and future needs. Includes alignment of culture Versatile: L&D is flexible an versatile. Able to quickly react and operate across different organisational landscapes. Able to competently play different roles. Ubiquitous: omnipresent in different landscapes: such as organisational divisions, strategic and operational levels
- Ruth
- Ruth Business alignment: Many L&D functions are seriously exploring how they can better align with business needs. It was the number 1 focus for the last 12 months, and next 12 months in our annual L&D survey of over 1000 practitioners. Using metrics effectively: Alongside business alignment, effective L&D functions want to know their business impact. They are increasingly using business metrics and ROI to calculate effectiveness. For example Mattel, the toys manufacturer are increasingly measuring behavioural change, rather than number of training courses or hours completed. (360, manager involvement, before/after). This can also mean using pilots effectively to measure impact. Learning at the point of need: Many L&D functions are focusing their activities, not on year long programmes which take 6 months to develop, but bitesize learning which can be accessed in the work flow. For example the charity Barnardo’s have introduced embedded performance support into their technology applications to support learning on the go. Behavioural science: Many L&D functions are looking at how they can use behavioural science (such as neuroscience), to inform their approach to learning design and leadership development. For example Volvo have applied principles of effective learning and memory formation to their training delivery. BT have focused their leadership programme on how the brain responds to train. Social learning: Many organisations are starting to focus on social learning (whether that be bringing groups of learners together for discussions, or making use of internal and external social media networks. For example Santa Fe, an international relocation company have started using social learning extensively. Anyone can upload content to a site, which can then be discussed throughout the organisation Content curation: Many L&D practitioners are realising they don’t need to create content from scratch. Instead they can curate it, both from in and outside the business. This also means using subject matter experts, to deliver L&D interventions. If a business leader is an expert influencer, why record them and share the expertise via the company intranet. For example PwC are now focusing learning initiatives less on large scale programmes and smaller events, supported with curated information such as Videos or interesting PDFs.
- Ruth TM benchmarking data Explain table Huge gap in skills considered a priority and those which L&D professionals report to have in house
- Ruth to facilitate 5 mins to discuss in groups 2/3. 5 mins to share back to the group
- With the help of technology over 9 out of 10 L&D leaders are looking to: Enable the business to deliver competitive advantage and boost agility 91% want to provide a faster response to changing business conditions 93% want to improve the way they support organisational change Build performance 93% are looking to speed up the application of learning in the workplace 90% want to boost on-the-job productivity 91% are looking to reduce the time to competence Support continuous learning 95% are looking to increase the sharing of good practice 90% want to better adapt programmes to individual need/context Build talent 91% want to improve the induction process 93% are looking to improve talent/performance management Engage learners 96% want to increase learning access and flexibility 90% are looking to improve employee engagement with learning
- Definition: Benchmarking is the process of comparing key performance indicators for one organisation with the indicators of others who are considered to represent the industry standard or best practice for that field. For the past 10 years the Towards Maturity Study has concentrated on identifying the business impact of learning innovation and has uncovered 6 workstreams of behaviour that are consistently
- In terms of bottom line results they are also reporting double the revenue increases compared to peers as a result of learning 50% improvement on attrition rates 25% increase on staff engagement But what are the top deck doing differently and what can we learn from them?
- In terms of bottom line results they are also reporting double the revenue increases compared to peers as a result of learning 50% improvement on attrition rates 25% increase on staff engagement But what are the top deck doing differently and what can we learn from them?
- 97% top deck agree learning is delivered on time and that learning deliver the skills the business needs (compared to 47% and 57% respectively) 88% say that if something is important, then the intervention will be resourced correctly not budget and team size or even where you sit in the business (eg HR vs Line)
- 97% top deck agree learning is delivered on time and that learning deliver the skills the business needs (compared to 47% and 57% respectively) 88% say that if something is important, then the intervention will be resourced correctly not budget and team size or even where you sit in the business (eg HR vs Line)
- They are 2x as likely to agree that their role is helping people make sense of change
- They are 2x as likely to agree that their role is helping people make sense of change
- They are 2x as likely to agree that their role is helping people make sense of change
- The evidence shows that there are new opportunities for demonstrating L&D value at board level and for engaging staff more effectively. Lets look at the board room first
- The evidence shows that there are new opportunities for demonstrating L&D value at board level and for engaging staff more effectively. Lets look at the board room first
- They are 2x as likely to agree that their role is helping people make sense of change
- In terms of bottom line results they are also reporting double the revenue increases compared to peers as a result of learning 50% improvement on attrition rates 25% increase on staff engagement But what are the top deck doing differently and what can we learn from them?
- I joined B’s back in 1997 as a classroom trainer along with 2 other trainers tasked with travelling the UK training people on MS Office and B’s IT systems. Within six months I was asked to lead and grow the team, took this on and by 2000 I had a team of 12 IT Trainers delivering f2f training 5 days per week and supporting just upward of 5000 IT users across 300+ sites in the UK & NI. Today our IT infrastructure has grown to 10,000 IT users spread across 1900 sites and we are now a team of five trainers. We have had to learn how to do things differently and over the past 15 years have been on a continuous journey of transformation where we have grown together, learned together and shared a passion for both learning and technology. Our journey over the years is illustrated here. This changes we have made haven’t happened overnight….it has been a journey where we have incrementally added to our toolkit, where we have tried things, learnt from our mistakes and refined things to survive and meet the needs of the business. As a team we are all committed to self development and have made significant investments in our own learning using time rather than money to ensure that we stay abreast of changes in our business, changes in the approaches to L&D and changes in technology. Through this learning and the business requirement for us to deliver more with less we recognised early on that we had to change our approach to delivery and invest in some key learning technologies. The result of these investments has seen us transition out of the classroom and into a world where more than 80% of our delivery is currently via virtual classrooms supported with a range of additional online resources such as eLearning, embedded performance support, wikis, guides, video demos, blogs and social interactions. This transformation to using a mix of technology based and traditional methods means we can reach more learners with less resource and using analytical tools can demonstrate a measurable impact on the business.
- How did we do it…. Limited development budget for team – use wisely We explore freely available content online – social sites e.g. twitter, linkedin, G+, blogs; free eBooks; free eLearning; free video (YouTube); free webinars; free MOOCs; free seminars, conferences, informal meet ups We carefully select conferences that offer content related to our needs. Attendance is rotated around the team. Person attending curates resources and shares key learning with those that couldn’t attend online and in person at our team meetings. We identify potential opportunities and agree on the ones we want to progress. Hold 30-45 minute virtual team meetings weekly plus face to face meetings every 6-8 weeks – always make time for sharing ideas, having discussions and learning from each other. Assign development days – opportunities for each trainer to explore something new. Whatever they want as long as what they are doing can be aligned back to the needs of the business and help us improve what we do. Important to recognise that not everything they try will come to something….they might try it/research it and identify its rubbish or not suitable for us. That’s ok – the key is that we’ve explored it and identified this. Out of the above will come a springboard of new ideas or approaches that we could potentially use and that is where our development cycle comes into play.
- Our development cycle ... NEW – is the skill gap, need or new idea we want to explore/develop EXPERIENCE IT – before we subject our learners to anything we like to try it out. We work closely with the business to understand their environment, challenges and priorities so anything we want to implement has to work for them. We immerse ourselves in the new process/approach as a learner and from their can identify…. POTENTIAL – is this something that would work in our organisation, for our learners and therefore an area where we need to develop our own skills and knowledge? TRAIN THE TRAINER – if yes – we identify one or more members of the team to take the lead and depending on the requirement look for a formal approach to development or source something less formal. Some will cost, some won’t. PLAY – crucial to ensure that there is time to explore the new method/product especially where this is a new learning technology. Play helps the BUILD CONFIDENCE needed to think about how to APPLY the learning and use the new method/process effectively with our learners. Example: The initial trigger for us to start looking at virtual classrooms was seeing our technology colleagues using a remote desktop to share technical issues with our suppliers and receive support. This sparked an idea….could we use this same technology to share our desktop with users in a learning context? How would it work? What would the experience be like for a learner? Got our hands on the tool, had a play, started think about its potential. Signed up for some free webinars and this experience helped us recognise that there was potential and helped us experience what this was like as a participant/learner. Shared our experiences in our team meetings and agreed that this was a technology that could help us transform the way we approached delivery. Two of us completed the online tutor’s course - the equivalent of the LPIs COLF course – one was me as the team leader – I had to fully understand the product to effectively develop a strategy that incorporated its use and understand fully what I was talking about to sell this to the business Following the training we delivered sessions to other members of the team. They shared their experiences as ‘learners’ of what worked/what didn’t until we were confident that we had something to try with users. We engaged a group of learners, took further feedback and used this to refine the approach before we launched it to the rest of the organisation. SHARE/COACH – following a successful launch we started to train the other members of the team in-house at no additional cost giving them the same opportunity to play and build confidence before taking the plunge. At this point you could just think that’s it…job done…all the trainers are trained and using the technology and all is well. We add a further… REVIEW & ADAPT stage – in the example of introducing VCs, with the whole team able to use this approach we implemented a continuous improvement plan whereby we monitored take up and learner feedback quarterly so that we could ensure we were offering the right VCs & we monitored metrics to our helpdesk to identify needs and impact. At the same we would capture the feedback from learners and use their voice to market this new offering and engage others. We use the above cycle for pretty much everything we do. It doesn’t have to take months to follow…depending on what you are learning you could go through this process within a few days.
- As a team of five supporting 10000 users across 1900 sites on over 60 different IT applications we have to be ready to meet the business needs, we have to learn quickly and quickly and be able to adapt anything that is doesn’t work. We are like chameleons – even though we have changed a lot already, we are still always learning and will always be changing. We adapt constantly to the changing needs of the business, changes in the environment, changes in technology and changes in L&D approaches. As Ruth said earlier “change is the only constant” and if we don’t change and stay abreast of what really matters to help our people perform we will be surplus to requirements!! You have to be bold, be fearless and be the best you can be – develop yourselves, develop your teams, prepare your learners and be the type of leader ready to take on whatever todays VUCA environment has to throw at you!
- Lisa/Laura 5 mins to discuss with the person next to you 5 mins to feedback to the room Take questions as we go