Learning and Development in Organizations

© 2016 SEDLÁK & PARTNER 22
Learning and Development
Presented by:
Guest Professor
Robert A. Sedlák
East China Normal
University (ECNU)
Shanghai
Marion
Groneberg
Chief Consultant
Change Management

Content
3/16/2016
02 Benefits 08
03 Key Questions 11
05 Background Information 15
04 Procedure 13
01 Introduction 04

Content
3/16/2016
02 Benefits 08
03 Key Questions 11
04 Procedure 13
01 Introduction 04

© 2016 SEDLÁK & PARTNER 553/16/2016
 Employees demand individualized and
digital learning experiences
 Therefore, mobile, flexible, and
convenient learning formats are
necessary
 Targeted learning on demand is getting
more important
Personal Learning
Social
Learning
Individual
Learning
Targeted
Learning
Organizational
Learning
Organizational Learning
Learning
Trends and Premises
Learning and Development

Every personnel
development program that
does not equally take into
account organizational
development is
a waste of time.
3/16/2016
Robert A. Sedlák Guest Prof. East China Normal University Shanghai

Integration of organizational and personnel
development
 The organizational integration of individual learning programs is key for the
effectiveness of personnel development measures
 In a globally interlocked business world that is constantly changing the
ability and willingness for lifelong learning is a crucial factor for success
 A tailored Learning Architecture enables your employees to learn while
performing and to perform while learning
 Our Blended Learning Concept guarantees a learning on demand ,
irrespective of location and time; furthermore, it ensures organizational
linkage through an accompanying process reflection in face-to-face events
 With the smart combination of targeted learning offers and real life
challenges your company becomes a “learning organization”
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Content
3/16/2016
02 Benefits 08
03 Key Questions 11
04 Procedure 13
01 Introduction 04


Benefits Learning Architecture
High levels of efficiency through the linkage of organizational and personal
learning1
Situation-related and targeted HR development based on concrete
organizational challenges instead of HR development without specific
requirements
2
Increased probability of organizational development success through the
integration of required personnel development measures4
High practical relevance enables resource-efficient learning –
“Perform while learning, learn while performing.”3




Ongoing adjustment of the learning architecture to current developments and
changing requirements through targeted reflection and continuous efficacy
monitoring
5
Blended Learning concepts enable the integration of organizational and
personal learning with an optimal mix of learning resources6
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Benefits Blended Learning
Flexible and individual learning processes, irrespective of time and location
at own individual pace and according to desired extent1
Optimal use of cost-intensive face-to-face events for interactions, reflections,
and decisions during personal exchange2
Establishment of new communities oriented towards learning requirements
through personal, web-based networks4
Collection, aggregation, and compression of information for organizational
decision processes supported by multimedia solutions3



Possibility to react quickly to changed requirements with the resource-oriented
provision of learning5
3/16/2016

Content
3/16/2016
02 Benefits 08
03 Key Questions 11
04 Procedure 13
01 Introduction 04

Key Questions: Learning and Development
 What organizational challenges have to be addressed and what personal
competences are required in this context?
 How can it be ensured that organizational requirements are interlinked
with personal learning?
 What are the specific needs for personnel development of single target
groups?
 How can we increase the perceived value of our learning offers for the
involved target groups?
 How are organizational and cultural aspects included in the design of
personal learning offers?
 How can we develop an offer that creates the desire to learn, is
innovative, and involves the management – from consumer towards a co-
creator of the own development?
 What is the right mix of face-to-face learning and digital learning offers?
 What learning formats are necessary to ensure a learning on demand?
3/16/2016

Content
3/16/2016
02 Benefits 08
03 Key Questions 11
04 Procedure 13
01 Introduction 04

© 2016 SEDLÁK & PARTNER 143/16/2016
1 Concretization of organizational challenges
6
Implementation und accompanying efficacy monitoring based on
the company-specific, defined criteria
2 Determination of involved target groups
3
Concretization of required personnel competences and identification of
development needs
4
Determination of necessary steps for the implementation of organizational
development measures regarding content and time
5
Development of a tailored learning architecture using innovative
learning formats based on Blended Learning
Procedure

Content
3/16/2016
02 Benefits 08
03 Key Questions 11
04 Procedure 13
01 Introduction 04

Learning Architectures
The format for sustainable change and development
3/16/2016

Each organizational challenge that requires both
 the learning of the involved actors as well as
 a change of the existing organizational processes, routines,
and structures
can be effectively addressed with a tailored learning
architecture.
3/16/2016
How do we define Learning Architectures?

We define Learning Architectures as …
3/16/2016Source: Own illustration according to Oswald & Wimmer, 2009.
Interlocking
Organizational Development
Processing Architecture
Personnel Development
Qualification Architecture
Organizational Level
Processing organizational
challenges supported by
individually learned contents
Individual Level
Individual learning based on
organizational challenges
A learning architecture involves the effective integration of
organizational development and personnel development,
thus enabling a synchronization at both levels.

Coping with complex problems
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The organization needs a
fundamental further
development in its
established structures
and processes
Important players in the
organization have to
enhance their key skills
with regard to
organizational changes
simultaneous

Interlocking structure between
organizational and personnel development
 The interlocking structure ensures that
individual / collective learning effectively
supports the addressing of organizational
challenges
 In this context, two key questions have to
be answered:
– What is necessary regarding the knowledge,
desires, and ability of the involved players in
order to successfully support the addressing
of organizational challenges?
– What arrangements have to be made and
what conditions have to be created to ensure
a sustainable individual learning of the
involved players in the organization?
3/16/2016
Organizational
Challenges
Processing
Phase I
Processing
Phase II
…
Organizational Development
Personnel Development
Qualification
of Processing
Phase I
Reflection
Processing Phase I
+ Qualification for
Processing Phase II
…

Start the implementation and ensure the
accompanying monitoring
3/16/2016
 Planning and execution of a process-
related reflection
 Design of necessary communication
settings and decision structures
 Introduction and preparation of the
involved key players
Goal: Maintain the learning capability of the process
InterventionPerception
Reflection

Exemplary learning architecture
3/16/2016
Anonymized
Practical Example
Synchronizationofthe
ImplementationStatus
TheoryPractice
Timeline: 12 – 24 months
Leading into
the Future
Change
Management
Cost and
Performance
Management
Cooperation,
Competence &
Stakeholder
Management
Personnel
Manage-
ment
Target Group 1
Target Group 2
Target Group 3
Target Group 4
Target Group 1
Target Group 2
Target Group 3
Target Group 4
Target Group 1
Target Group 2
Target Group 3
Target Group 4
Target Group 1
Target Group 2
Target Group 3
Target Group 4
Target Group 1
Target Group 2
Target Group 3
Target Group 4
Organizational
Development
---
Processing
Steps
Personnel
Development
---
Qualification
Modules
Change and development measures to address organizational challenges (e.g.
strategy development, strategy implementation, restructuring, merger, radical
change processes)
Interlocking &
Reflection
Interlocking &
Reflection
Interlocking &
Reflection
Interlocking &
Reflection
Interlocking &
Reflection

Organizational reference of learning architectures
3/16/2016Source: Deiser, 1998, p. 36-49.
Focus on strategic change
Linking Strategy to Business Processes
low high
1111
3
4
2
3
Text books,
general behavior training
Customer-specific content,
behavior training with real life
teams
2 2
3. Learning linked to
internal change
initiatives
4. Learning linked to
strategic business
initiatives
5. Learning linked to cross-
organizational partnering
Transcending the boundary
between training and workshop;
Focus on implementing change
between training, workshop, and
project work;
Focus on creating and managing
strategic change
between internal competence
development and the
optimization of business rules
with customers, suppliers,
alliances, etc.
Focus on individual skills
Focus on organizational change
1. Standardized learning
2. Tailored learning

Blended Learning
An intelligent combination of digital learning offers and efficient face-to-face
events for organizational anchoring of learning successes
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Digital Learning Environment
(LMS)
Organizational
Learning Organizational Challenge
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Check-
point I
 Status quo
 Synchronization
 Status quo
 Synchronization
Kick-Off
 Target definition
 Definition of
learning areas
Online Assessments
Serious Games
Digital Learning
MaterialE-Learning
Podcasts
Simulations
Knowledge Database
Corporate WikiForum
Webinars
Web-Tutoring
FAQ
Chat
Simple Shows Learning Nuggets
Learning Videos
Blended Learning
Personal Learning
 In digital learning
environment
 Resource-oriented
 Synchronous/
asynchronous
 Implementation of the
based on the individually
learned knowledge Monitoring / Mentoring
Learning
Phase
I
Learning
Phase
II
Learning
Phase
n
Interlocking
 Process reflection
 Permanent observation
and synchronization of
personal and
organizational learning
processes
 Adjustment of the
learning architecture, if
required (maintain its
learning ability)
Development Phase I Development Phase IIIDevelopment Phase II Development Phase IV
Check-
point II

Personal Learning
Learning Process
3/16/2016
1
23
4
Organizational Challenge Organizational Challenge
Social
Learning
Reflect on the newly
acquired knowledge, share
and deepen it in practice
Individual
Learning
Target-
oriented
Learning
Development Phase I Development Phase II
Organi-
zational
Learning
Organizational Learning
Learning
Derive personal
learning needs
from organizational
challenges
Select and
implement tailored
learning offers
Implement the personal
further development for
successful management of

Five Criteria for successful Blended Learning
1. Self-directed learning at an individual pace
Online-based learning phases enable self-directed learning, irrespective of
location and time
2. Knowledge construction and practical intensification
Only outside of the often very tight time windows the learners find time for
intensive exercises and to deepen their knowledge
3. Learning success control and evaluation
Continuous evaluations of learning methods and control of the learning
success document the learning process
4. Learning support and tutor-based supervision
Learners need clear structures as well as an orientation and feedback in the
learning process
5. Communication and collaborative learning
In traditional presence phases, more time is available for methods and
contents that enable valuable experiences through a direct personal exchange
3/16/2016
Individualized learning
phases:
- When time resources
are available
- When questions arise
in everyday work life
Learning contents are
selected from an “offer
pool”
Learning successes and
the use of learning offers
are statistically
documented
Communication of the
learners via digital
channels is didactically
supported and
stimulated
In workshops and face-
to-face events, fix points
are consciously set to
create a common
understanding of the
learned and changes

Digital World of Learning
Targeted learning offers on a tailored learning platform
3/16/2016

Digital World of Learning
Functions of the tailored SEDLÁK & PARTNER Learning Management System
3/16/2016
Easy Admin-
istration and
Role
Management
Virtual
Classrooms
with specific
contents & tools
Interactive
Knowledge
Database
Integration
of
Newsfeeds
Assessment
System
Blog &
Podcast
Digital
World of
Learning
Discussion
Forums,
Chats, and
Webinars
Online
Survey
System

Learning Software
Exemplary content for virtual classrooms
3/16/2016

Exemplary Learning Software Formats
3/16/2016
E-Learning is a rather unspecific
but popular term for computer-
based learning software of any
kind.
When we are talking about e-
learning we mean the classic,
web-based learning modules
with stimulating and simple but
also adequate interactive
elements, e.g.
- Checkboxes (single and
multiple choice)
- Drag-and-drop elements
- Rankings
- Simple interactive animations
At SEDLÁK & PARTNER,
learning nuggets are digital
learning units that are designed
for mobile usage.
In this context, we are focusing
less on the technical
requirements but more on the
media-didactic conception of
such learning units.
Short, not too difficult, but still
valuable: Learning Nuggets.
In contrast to e-learning, the
variation of interactive elements
is lower – still, the frequency of
interactions is considerably
higher.
E-Learnings
Simple shows and video
tutorials are an efficient method
to convey learning content to
target groups in a simple way.
In virtual learning spaces, they
are particularly suitable to
complement activating and
interactive learning software.
Simple shows allow to make
complex contents
understandable in a desired
manner.
Video tutorials have proven to
be sound particularly in the area
of IT trainings based on the
direct link to the application
software.
Simulations
Neurological studies showed
that the combination of
experience-oriented and
situational learning is
particularly successful as it
involves all senses and has a
concrete connection to the
reality. Therefore, learned
contents or competences are
more easily remembered and
applied in critical situations.
Especially in cultural change
processes or general change
processes the simulations are
suitable for an exciting and
perceivable reflection of
learning processes.
Learning Nuggets
Simple Shows and
Video Tutorials

We would be pleased to show you practical examples
for a successful cultural change!

Guest Prof. Robert A. Sedlák
 For over 25 years CEO and chairman of
SEDLÁK & PARTNER International Consulting
Group
 Areas of expertise
– Expert on “Foresighted Self-Renewal" for
organizations
– Development of sustainable visions for
organizations and their successful implementation
– Design and support of genotypical change
processes especially in family businesses
 Guest Professor at ECNU (East China Normal
University), Shanghai
– Topics: Newer System Theory and Learning
Management Systems in the context of teachers’
qualification
– Director of the “ECNU-S&P Research Center for
ICT-Enabled Systemic Changes and Innovations”
in Shanghai
3/16/2016

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Shanghai
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E-Mail info.sh@sedlak-partner.de
www.sedlak-partner.com
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Calle de Numancia 20 | 08029 Barcelona, Spain
Tel. +34 6935 18470
E-Mail info@sedlak-partner.de
Barcelona
3/16/2016

Learning and Development in Organizations

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