Keynote to the DEANZ conference 2016 on bridging the academic/corporate divide

1. © Synapsys 2015
Phil Garing Synapsys NZ Ltd
DEANZ Conference 2016
Learning and development
in a commercial context
– making the connection

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Covering
1. Context: What’s driving the momentum for Learning
and Development?
2. What’s the commercial/Government response?
3. Joining the dots; how Higher Education can connect
4. Measuring the impact of learning in the workplace

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Synapsys

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What’s driving
Learning & Development?

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The emergence of the CLO

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The emergence of the CLO

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But why?
Do more with less
… and find new revenue streams
Global challenges:
Our competitive advantage
… is our people
Pre-requisite for survival
… our responsiveness to change
Innovation
… is our point of difference

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The new face of
Learning and Development
From: ‘An expense line with
opaque benefit’
To: ‘A strategic tool that
needs sharpening’

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What’s the response?

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#1 Investment approach
We need
investment
We need a
business
case
We need
to justify
investment
We need
evidence
of ROI
We’re
delivering
value!

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#2 The flipped curriculum
From:
Get the qual
Change how you work
Benefit to the organisation
Attend the
programme You fit in here 

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#2 The flipped curriculum
You fit in where?
Develop the programme
Define the change
Define the benefit
Measure the impact
To:

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Healthcare of New Zealand
• 8 Entities
• 6000 staff, 30 locations,
supporting 17000 people
community health, rehabilitation services, disability
support, mental health, specialist behaviour services,
education and training, a specialised pharmacy, medical
alarms and other healthcare monitoring technologies

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#3 Taking 70/20/10
more seriously
Buddy
who?
70/20/10 On job Observation Training
Investment 5% 5% 90%

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Level 1
Experiment
• Early adopter
• DIY
• F2F admin
• Specific group
• Other shareholders
Level 2
Expand
• Early adopter
• DIY
• F2F admin
• Specific group
• Other shareholders
Level 3
Align
• Early adopter
• DIY
• F2F admin
• Specific group
• Other shareholders
Level 4
Strategic tool
• Early adopter
• DIY
• F2F admin
• Specific group
• Other shareholders
#4 Redefined the vision for the
Learning Management System

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Level 1
Experiment
• Early adopter
• DIY
• F2F admin
• Specific
group
• Other shareholders
Level 2
Expand
• Early adopter
• DIY
• F2F admin
• Specific
group
• Other shareholders
Level 3
Align
• Early adopter
• DIY
• F2F admin
• Specific
group
• Other shareholders
Level 4
Strategic tool
What How
• HR strategic tool:
performance
management
• Career progression
• Targeted performance
improvement
• Etc.
• Matrix management
• All levels engaged
• Emerging technologies
folded in
• Informal learning
Trigger
• Technology change
• Culture change

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From completing courses….
Learner
Audience
member
Course
access
Course
completion

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…to developing capability
This is not
Proof – it is
evidence!
Your manager
You
Your team Your team Your team
Course
Mentoring
Informal
On job
training

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Building and Construction
Industry Training Organisation

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“The goal is no longer to
craft a learning program but
to move beyond programs
to curate the learning
experience.”
“The most fundamental shift to
make is to think of learning from
the perspective of a user’s daily
experiences and career
aspirations, rather than series of
processes and programs that the
learning function wants to roll out.

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The opportunities
for higher education
Learning Technologies Seminar Series

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#1 Speak the language;
meet the need
Application
Knowledge
OutcomeProcess
Learning &
Development
2020
Learning &
Development
2010

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#2 Think about integrated
service offerings
We have a problem.
We want: Evidence
of a learning
intervention that
fixes it.
Course/
Structured
learning
On-job
application
Research
engagement
Measurement
and Reporting
Informal/unstructured
offerings

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Industry
engagement
Teaching
faculty
Whole of organisation response
Research
and
evaluation

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http://simonpriest.altervista.org/LT.html
#3 Speak
directly to
the learner

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#4 Learn from commercial?
Recurring challenges in TEIs:
• Reframed thinking at Programme design level
• Course design – new paradigm
• Mixed team development models
• New skillsets for effective blended learning delivery
Ask not what you can do for Corporate…….

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Learn from commercial?
Teaching skills
Subject expertise
Research support
The professional development model, is it adequate?

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…to developing capability
This is not
Proof – it is
evidence!
Your manager
You
Your team Your team Your team
Course
Mentoring
Informal
On job
training

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Measuring the impact

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Kirkpatrick 1
Kirkpatrick 2
Kirkpatrick 3
Kirkpatrick 4
Learning &
Development
2020
Learning &
Development
2010
Learn the language;
meet the need
Application
Knowledge
OutcomeProcess

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Emergent tools
High end solutions
are coming based
on big data and
analytics
Phillips Learning
Analytics

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Interaction Analysis Risk; social and academic
Xray Learning Analytics

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Social learning:
#2 70/20/10
In the workplace,
• 70% of learning
happens on the job
with others
• 20% happens by
observation
So 90% is informal
Lombardo and Eichinger 1996

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Emergent tools
Digging deeper
in data is not
always the
complete
answer.

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Drivers of application to job
• Facilities
• Facilitation
• Resources
• Administration
• Climate
• Performance
support
• Content
maintenance
• Internal capability
• Alignment with
strategy
• Enabling systems
The Learning
experience
Behavioural
change
Sustainability

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ROI – Application to job

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Z Energy
Otago Polytechnic
Z Factor
workshops
run by
retailers
Capability
development
for new delivery
methods

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Partners or suppliers?

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phil.garing@synapsys.co.nz