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Bersin by Deloitte_MakingLearningStick_DTM_June2013_v2

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Bersin by Deloitte_MakingLearningStick_DTM_June2013_v2

  1. 1. 1 Making Learning Stick How Building a Continuous Learning Environment Can Improve Learner Retention David Mallon, VP – Research Deloitte Consulting LLP June, 2013 Perry Cole, Director of Sales Force Development CooperVision
  2. 2. 2 Who We Are - Global provider of leading practices, trends, and benchmarking research in talent management, learning, and strategic HR. - 60% of the Fortune 100 are Bersin by Deloitte research members, with more than 19.5 million employees managed by HR teams using Bersin Research. Broad Research Practices • Human Resources • Leadership Development • Learning & Development • Talent Acquisition • Talent Management Offerings - WhatWorks® Membership: Research, Tools, Education, Consulting - IMPACT®: The industry’s premiere conference on the Business of Talent - Advisory Services & Consulting Human Resources Leadership Development Learning & Development Talent Acquisition Talent Management
  3. 3. 33 This publication contains general information only and Deloitte is not, by means of this publication, rendering accounting, business, financial, investment, legal, tax, or other professional advice or services. This publication is not a substitute for such professional advice or services, nor should it be used as a basis for any decision or action that may affect your business. Before making any decision or taking any action that may affect your business, you should consult a qualified professional advisor. Deloitte shall not be responsible for any loss sustained by any person who relies on this publication.
  4. 4. 4 Agenda The Need for a Wider Approach to Learning Towards Continuous Learning Building Learning Environments Results, Closing Thoughts and Q&A
  5. 5. 55 The Need for Continuous Learning
  6. 6. 6 The New Workforce and New Workplace Employee Mentor Peer Partner Candidate Customer W O R K P L A C E Interconnected Dynamic Performance-driven New Leadership More Specialized New Models for HR W O R K F O R C E Multi-Generational Global Interconnected Mobile Transient New Models for Career Manager
  7. 7. 7 L&D’s Role: Myth vs Reality All Learning Needs L&D WHO MEETS THESE? HOW?
  8. 8. 8 Continuous Learning is Valued 3% 4% 8% 14% 28% 33% 36% 60% 0% 10% 20% 30% 40% 50% 60% 70% Corporate documentation User generated materials Formal training - outside provider Peers, friends, personal networks Formal training - company provided Coaching by supervisor On the job mentoring, projects, rotation On the job experience Which learning approaches drive the greatest business value in your organization? 72% of companies believe their most valuable learning approaches are informal, yet only 30% of resources are focused here © Bersin & Associates, High-Impact Learning Practices® n=1,100, www.bersin.com/hilp
  9. 9. 9 A New Role for L&D The “Enabler and Facilitator” of Learning Are you ready?
  10. 10. Business Challenge • In 2010, we introduced the Richardson Consultative Sales process to the CooperVision (CVI) sales organization • We needed a cost effective way to reinforce the learning without taking the sales professionals out of their sales territories • We needed to reinforce the learning across all levels of the sales team • Find a platform for sustainment that would be user friendly and viewed positively.
  11. 11. 1111 Towards Continuous Learning
  12. 12. 12 WE Retain When We Interact The impact of continuous learning Bersin & Associates Research High Impact Learning Organization 2008 The greater the sensory involvement, the more content learners retain.
  13. 13. 13 A Traditional Approach Some attention given to before and after… Primary emphasis and most resources given to intervention; L&D feels little to no ownership for rest. Before Intervention After L&D’s Responsibility
  14. 14. 14 A Better Approach Significant attention given to before and after. Intervention is still privileged above the others. L&D feels moderate ownership for rest. Before Intervention After L&D’s Responsibility
  15. 15. 15 A Continuous Learning Approach Attention given to all phases. Environmental vs Intervention Driven Recognition that other phases are of at least equal importance. L&D takes ownership for “learning as process”. Program Before Intervention After Program Before Intervention After On Demand Learning Social Learning Embedded Learning Learning Environments
  16. 16. 16 Continuous LearningExpert Novice Time Today’s Continuous Learning Model Traditional Training Training Event Traditional Training Training Event Job Aids E-learning courses Coaching Mentoring Social Networking Career Curriculum Communities of Practice Mobile Learning
  17. 17. 17 Social Learning Intentionally Enabled in 5 Common Ways Expertise Matching / Network Building Mobile Social Social Learning Environments Social Reflection Social Analytics/SNA Blending Social into Formal Coaching & Mentoring, Apprenticeships, Rotations Communities of Practice Environmental / Multiple Needs Tactical / Problem Solving Programmatic / Single Need Strategic / Capacity Building Transfer Support Social PM
  18. 18. Solution QuickCheck™ • Reinforces the Richardson learning and other selling initiatives • 20 Questions circulated over 6 weeks-2 questions 3X per week • Accessed on any device for convenience • Low time impact-about 5 minutes or less per day • Best practice- initiate within 4-6 weeks of learning
  19. 19. QuickCheck™
  20. 20. QuickCheck™
  21. 21. 2121 Please Share Your Examples in CHAT
  22. 22. 2222 Building Learning Environments
  23. 23. 23 Learning Environments Expanding the Definition of Blended Rather than one intact learning program, they are a blend of approaches - Made available to the intended audience - Deliberately staged to be available to the learner when needed Environments are designed for participation: - Self-sustaining – can maintain with user-submitted content - Multi-modal - content can be quickly accessed in a variety of forms - Open structure – users can define and invent uses for the environment
  24. 24. 24 LearningArchitecture Organization,Governance&Management Measurement,Evaluation&TransferSupport Disciplines Performance Consulting | Instructional Design Information Architecture | Knowledge Management | Content Development | Program Management | Change Management Community Management | Measurement & Evaluation | Business Intelligence Tools & Technology LMS/LCMS/Learning Portals | Talent Management Systems Content Lifecycles | Rich Media | Collaboration & Social Software Mobile | Performance Support | Virtual Classroom Reporting & Analytics | Assessment & Evaluation Strategy | Operating Plan | Funding Model | Stakeholders Learning Culture Building Trust | Encouraging Reflection | Demonstrating Learning’s Value Enabling Knowledge Sharing | Empowering Employees | Formalizing Learning as Process Bersin & Associates Enterprise Learning Framework® Version 2.0 Environments | Programs | Process Support Learning Solutions Learning Audiences Jobs | Roles | Proficiencies | Competencies | Preferences | Demographics | Geographies | Business Problems Approaches Instructor-Led Virtual Classroom Games Simulations E-Learning Embedded Performance Support Customer Feedback Rotational Assign. After Action Reviews Dev. Planning Social Wikis | Blogs | Forums Communities of Practice Social Networks Expert Directories Coaching | Mentoring On-Demand Search Books | Articles Videos | Podcasts Learning Portals Formal Informal Performance Consulting Instructional Design Content Development Content Management Implementation | Delivery Communications | Marketing Administration | Support Core L&D Processes Learning Strategy & Business Planning
  25. 25. 25 A New Set of Roles w/ New Skills Letting go of the “Content Design and Delivery” Role Employee Content Manager (Media)Portfolio Manager Performance Consultant Talent Management Expert Community Manager (Interactions) Connection Manager (Directories) Systems Integration Interface to IT standards Expert Directories Community Management Sharing Guidelines Cultural Reinforcement Rewards and Feedback Monitoring and Standards Content Standards Authoring Tools Content System(s) Publishing Tools Information Architecture THESE ARE NOT MODERATORS!
  26. 26. 26 A Culture of Continous Learning is a Business Strategy! Organizations with a Strong Learning Culture Significantly Outperform their peers… Innovation 92% more likely to devise novel prods & processes Productivity 52% greater employee productivity CSAT 53% better response to customer needs Costs 50% greater ability to manage costs Time to Market 56% more likely to be first to market Profitability 17% more likely to be market share leader From: High-Impact Learning Culture: The 40 Best Practices for Creating an Empowered Enterprise, June 2010
  27. 27. 27 But Such a Culture is a Product of How Business Operates, Not L&D 20% 62% 18% HILC Practice Ownership Leadership Management HR / L&D From: High-Impact Learning Culture: The 40 Best Practices for Creating an Empowered Enterprise, June 2010
  28. 28. 2828 Results, Closing Thoughts and Q&A
  29. 29. 29 Impact Measurement Framework® © Bersin & Associates – Adapted for Informal Learning Environments Adoption Utility AlignmentEfficiency Attainment Did you reach the desired audience? Did they complete or comply as desired? Who did not comply and why? How well do programs solve the workforce’s particular problems? How well did it align to the specific job-related problems and issues? Would learners recommend this program to their peers? How efficient and cost-effective How did it compare to other similar programs or competitive programs? How well did it use learner’s time? How well were program business priorities defined? How well did business units buy off on the value of this program relative to other investments? How well did you meet specifically defined client (business user or customer) objectives? These may be revenue, time to market, compliance, time to complete, etc. Satisfaction Learning 1 3 2 4 5 6 7 Individual Performance Organizational Performance8 9 Contribution Feedback Activity 10 11 12
  30. 30. Results • Reps keep up with the learning-over 95% actively engaged • Scoreboard encourages healthy competition and visibility • Offers opportunity for Sales Managers to Coach
  31. 31. QuickCheck™
  32. 32. QuickCheck™
  33. 33. What’s Next? Use QuickCheck to: • Reinforce future product launches • Sustain learning and best practices for CRM • Improve change management process In conjunction with: • Classroom learning • Coaching • Online learning
  34. 34. 34 1 • Take a Marketer’s Approach to Knowing Your Audiences 2 • Reskill the Learning Professional to Support New Model. 3 • Honor, Engage, Enable the Front Line Leader. 4 • Use Tech to Add Speed & Reach (not just efficiency). 5 • Build Learning Environments, Not Just Interventions. 6 • Leverage the Learning Power of Work Itself. 7 • Be Accountable to Changing Needs of Today’s Workplace. Closing Thoughts Supporting Continuous Learning
  35. 35. 35 Questions?Questions?
  36. 36. About Deloitte As used in this document, "Deloitte" means Deloitte Consulting LLP, a subsidiary of Deloitte LLP. Please see www.deloitte.com/us/about for a detailed description of the legal structure of Deloitte LLP and its subsidiaries. Certain services may not be available to attest clients under the rules and regulations of public accounting.. Copyright © 2013 Deloitte Development LLC. All rights reserved. Member of Deloitte Touche Tohmatsu Limited DM1
  37. 37. Slide 36 DM1 Returned from RRomney in QRM on 4/9 Mallon, David, 4/11/2013

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