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Changing the Game in Graduate Development
The document discusses ways to improve graduate development programs. It suggests refocusing the traditional 70/20/10 model, where 70% of learning is on-the-job, 20% is formal training, and 10% is social learning. The presentation advocates increasing on-the-job learning and involvement of managers to support development. It also discusses using principles of gaming and engagement dynamics to better engage graduates and measure return on investment. Examples of success and areas for improvement are provided.
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Changing the Game in Graduate Development
- 1. Changing the gamein graduate development Presented by: Nathan Clark & Christopher Gilpin Development Beyond Learning (DBL) Refocusing the 70/20/10
- 2. Changing the gamein learning and development
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- 5. Who is DBL? •Forward-thinking, specialist provider of professional development solutions for leaders, managers and young professionals. • We create programs that are high impact, geographically scalable and responsive to changing business needs • 2015 marks DBL’s 10th anniversary – established in Sydney, Australia. • London office is 18 months old growing from 2 to 17 UK/European clients since launch.
- 6. The three bigquestions 1. How can you increase the engagement of a participant in a development program? 2. How can you involve managers, leaders and/or mentors to support development on the job? 3. How can you measure ROI in the graduate development process?
- 7. How can youincrease the engagement of graduates? • Work-load and commitments • Time away from desk • Varying motivation levels
- 8. How can youinvolve managers, leaders and/or mentors? • Busy schedules • Varied skill-sets and abilities • Multiple lines of reporting
- 9. How can youmeasure ROI in the development process? • What do you actually measure? • Data availability • How to report effectively?
- 10. The rise ofthe millennial and their progression to leadership and management • By 2025 millennials will represent 75% of the workforce • 27% of working millennials are managers, 5% are senior managers, 2% are executives • 38% of the workforce is already led and managed by millennials
- 11. The rise ofthe millennial and their progression to leadership and management “In the near future millennials will occupy every consequential leadership position in the world, be it in business, academia, government, or in the non-profit sector. Will they be ready to lead?”
- 12. The rise ofthe millennial and their progression to leadership and management What we all know about millennials in 30 seconds… • value development and eager to progress. • desire feedback, collaboration and connection. • define workplaces as places where they are productive. • value user generated content and knowledge sharing. • 49% check their smartphone or mobile device every ten minutes.
- 13. The future ofgraduate development
- 14. The future ofdevelopment We believe future development strategies must equip graduates to lead and operate in constantly changing environments – in more agile, scalable and impactful ways.
- 15. Re-imagining of the70:20:10 Model 70% 20% 10%+ } On-the-job Learning & Development } Formal Learning & Development
- 16. Re-imagining of the70:20:10 Model
- 17. What we’re seeinginternationally • Define what successful application of desired skills looks like. • Manager or leader-supported and verified on-the-job activity • Visibility of developmental activities to the wider business. • Equip the right people with the right tools to encourage ongoing on-the-job learning experiences • Using gaming principles to engage, measure and support • and lastly….
- 18. “Show me astat, and I’ll show you a happy stakeholder” Data. Data. Data.
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- 20. What has beenlearned about gaming in non-gaming, corporate contexts? • 79% of survey participants said they would be more productive and motivated if their learning environment was more like a game (TalentLMS) • Gamification will be the primary mechanism that that 40% of the Global 1000 organisations will employ to improve business operations (Gartner Research) • More than 50% of corporate processes will become gamified (Gartner Research)
- 21. A different setof design principles Staged Progression Collaboration Points Loss Aversion Status and Influence Identity Development Achievement Recognition fast becoming known as ‘Engagement Dynamics’
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- 31. Communication Report Mel Roarke Melwas rated as being “Professional”. Her cohort rating is as follows: Mel is in the top 50% of her cohort on this subject. The rating details are as follows: Based on the feedback from her manager, Mel’s communication has been rated as “Professional” because she displayed certain qualities in their initial meeting (outlined below). Although there is still room for Mel to improve in the future, this is a great start to her graduate program. Qualities exhibited during the meeting: Speaks Clearly Confirms Understanding Transmits information clearly & logically Adapts communication style to meet other person’s style What does your graduate currently do well with their communication? Mel conducted herself in a professional manner. She is great at clarifying points by relaying information received. What could your graduate improve on as it relates to their communication? Ensure that she takes time to listen completely and not interrupt unintentionally. 24% 51% 19% 5% Unprofessional Not so Professional Professional Highly Professional Measuring ROI
- 32. The three bigquestions How can you increase the engagement of a participant in a development program? How can you involve managers, leaders or mentors to support development on the job? How can you measure ROI in the development process?
- 33. Putting this intopractice Start simple1 Integrated learning, not interventions Business-led learning Work backwards from behaviours Arm managers to be successful 2 3 4 5
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- 36. Changing the gamein graduate development Presented by: Christopher Gilpin & Nathan Clark Development Beyond Learning (DBL) Refocusing the 70/20/10