Performance is more than support 2016
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Applying a performance lens in this ever changing social and economic environment that now typifies the status quo may be a more effective way in engaging everyone in learning; from the board to new entrants into the world of work. Lisa introduces a guide for the future of learning - a 5-point framework for learning professionals to construct a holistic learning strategy that supports learning in their organisations.
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Performance is more than support 2016
- 1. PERFORMANCE IS MORE THAN SUPPORT – The role of learning and development today Lisa Minogue-White Director of Learning Solutions
- 2. PERFORMANC E - CONDITIONS PERFORMANCE – GOAL SETTING PERFORMANCE – COMMUNITY PERFORMANCE – TOOLS AND TECH PERFORMANCE - PEOPLE
- 3. PERFORMANC E - CONDITIONS PERFORMANCE – GOAL SETTING PERFORMANCE – COMMUNITY PERFORMANCE – TOOLS AND TECH PERFORMANCE - PEOPLE
- 5. THE CONTEXT HAROLD JARCHE ON THE FUTURE OF THE WORKFORCE “A job is not the same thing as meaningful work. Labour is replaceable, talent is not.”
- 6. WORKFORCE 2020 NEW MEDIA LITERACY SENSE MAKING COGNITIVE LOAD MANAGEMENT SOCIAL INTELLIGENCE
- 8. MAKING SENSE OF LEARNING 70:20:1 0 INFORMAL LEARNING THE LEARNING ORGANISATION COLLABORATI VE ECONOMY
- 9. CHANGES IN LEARNING STRATEGY ACCENTURE, MICROSOFT AND ADOBE HAVE ALL DITCHED ANNUAL PERFORMANCE REVIEWS – WHY?
- 10. COMPLETE VIEW OF PERFORMANCE “Performance achievement provides a holistic view of performance and potential that will inform the talent decisions we make, such as rewards and career progression.” Ellen Shook, Chief HRO, Accenture 2015
- 11. CHANGES IN LEARNING STRATEGY WHAT CONDITIONS DO WE NEED TO PERFORM?
- 14. We don’t actually manage people. We manage environments, systems and processes” Amy Brann, author of ‘Engaged’ 2015
- 15. CHANGES IN LEARNING STRATEGY WHAT CONDITIONS DO WE NEED TO PERFORM? “Putting the right people together in the right environment, at the right time, with the right tools – that’s how we catalyse learning” Tom Spiglanin at DevLearn 2015
- 16. PERFORMANC E - CONDITIONS PERFORMANCE – GOAL SETTING PERFORMANCE – COMMUNITY PERFORMANCE – TOOLS AND TECH PERFORMANCE - PEOPLE
- 17. WHAT MAKES AN EFFECTIVE CALL CENTRE? WHAT ARE THE MAIN LEARNING NEEDS? EXAMPLE – LEARNING IN CALL CENTRES
- 18. KEY TOOL 1 – BENEFITS TREE Knowledge Benefits Intermediate Benefits Organisational Benefits External Benefits know the role what customers need to know ideas shared improved innovation transfer rates of knowledge increased knowledge validated potential rapidly reached directed training reduced well learned organisation problem solving speeded up shared approaches between buildings Staff turnover down improved morale - able to serve customer improvement against targets single contact resolution rates up improved processes closer fit to customer need very aligned to customers needs higher quality products and services improved responsiveness customer satisfaction improved
- 19. VALUE CHAIN Increase d Market Share Customers and market Processes Feedback IF YOU WANT TO INCREASE MARKET SHARE, WHAT DO YOU NEED TO KNOW AND WHAT DO YOU NEED TO DO?
- 20. VALUE CHAIN Increased Market Share Better customer insights Better product fit Better delivery quaity Quicker to market More referrals and case studies Product quality Customers and market Processes References Better market intelli- gence Learning need Learning need Learning need
- 21. PERFORMANC E - CONDITIONS PERFORMANCE – GOAL SETTING PERFORMANCE – COMMUNITY PERFORMANCE – TOOLS AND TECH PERFORMANCE - PEOPLE
- 22. WENGER AND CoPs ETIENNE WENGER ON COMMUNITIES OF PRACTICE “Communities of practice are the basic building blocks of a social learning system… we define with each other what constitutes competence in a given context: being a reliable doctor, a gifted photographer, a popular student, or an astute poker player. Your company may define your job as processing 33 medical claims a day according to certain standards, but the competence required to do this in practice is something you determine with your colleagues as you interact day after day.”
- 23. Communities “form the central ‘sense making‘ elements”
- 24. WHAT TO CAPTURE IN FORMAL CONTENT Taken from Milton, N (2005) Knowledge Management for Projects and Teams (Chandos) Complex task Simple task Low codifiability High codifiability
- 25. WHAT TO CAPTURE IN FORMAL CONTENT Play the violin Ride a bike Whistle Fly a plane Manage a project Dance a waltz Build a computer Build a shed Cook a pizza Taken from Milton, N (2005) Knowledge Management for Projects and Teams (Chandos) Complex task Simple task Low codifiability High codifiability
- 26. COMMUNITY DRIVING CONTENT “the company puts in effort to solicit customer feedback and ideas to continuously improve their products.”
- 28. MEDIABRANDS TITLE: MATRIX CLIENT: INITIATIVE, PART OF IPG MEDIABRANDS Community owned the learning Formal learning scaffold with social learning providing the context and deep market insight Learning scaffold regularly updated through case studies and customer insights generated by community
- 30. TOOL TAKEAWAY commercial benefits action stage research, create and nurture stages targetshow / how oftentop 3 measuresbenefits
- 31. PERFORMANC E - CONDITIONS PERFORMANCE – GOAL SETTING PERFORMANCE – COMMUNITY PERFORMANCE – TOOLS AND TECH PERFORMANCE - PEOPLE
- 34. ONLY AS GOOD AS THE CONTEXT “For VR experiences to be worth putting the headset on, its got to be something that makes the most of you being somewhere”
- 35. ‘UBERISATION’ OF LEARNING Use the strengths of each device Just in time Build communities Feedback and engagement Elegant design
- 36. PERFORMANC E - CONDITIONS PERFORMANCE – GOAL SETTING PERFORMANCE – COMMUNITY PERFORMANCE – TOOLS AND TECH PERFORMANCE - PEOPLE
- 37. CATALYST - A DEFINITION catalyst noun cat·a·lyst ˈka-tə-ləst : a substance that causes a chemical reaction to happen more quickly : a person or event that quickly causes change or action
- 38. UNDERSTANDING THE PERFORMANCE CHALLENGE “A problem well stated is a problem half solved” Taken from an article by Jane Bozarth - ‘9 critical elements of performance support’ 2015
- 39. UNDERSTANDING PERFORMANCE A MANAGER ASKS TO BOOK A MEMBER OF THE TEAM ON A DECISION-MAKING COURSE FOLLOWING A PERFORMANCE REVIEW MEETING – WHAT DO YOU DO?
- 40. UNDERSTANDING THE PERFORMANCE CHALLENGE Start a conversation on what factors are required for effective decision making and you’ll get a much more relevant solution
- 42. A CATALYST AS CONSULTANT PARTNERSHIP AND DEEP DIVE
- 43. GETTING TO THE REAL ISSUE No more order takers – that goes for suppliers too
- 44. Q A& Q & A SESSION
- 45. willowdna.com info@willowdna.com @willowdna linkedin.com/company/willowdna youtube.com/willowdna +44 (0117) 3707735 Bristol and Bath Science Park, Bristol, BS16 7FR United Kingdom
Editor's Notes
- In a well cited paper from 2013 titled ‘ The future of employment: how susceptible are jobs to computerisation?’, Carl Benedikt Frey and Michael A. Osborne from the University of Oxford, concluded that 47% of job categories are open to automation within the next twenty years. Now this may be a rather worrying figure, however the paper also recognises that some jobs—especially those currently associated with high levels of education and high wages—will survive. Although what’s more interesting is to reflect on the skills that will become the most valuabl
- The skills we will need to adapt and survive in an increasingly complex world
- most recent book, More Than Blended Learning, Clive Shepherd emphasises that in today’s working world ‘an analysis is nor for ever’. His advice here is worth taking to heart: ‘Be prepared to revist your analysis because situations are always changing and new information comes available all the time. Design is – and should be – an iterative process as you strive to ever more closely meet the needs’.
- Taking Clive’s point on board, this makes the conditions all the more important; anchoring your organisation to one particular approach is simply not tenable or relevant. Once we accept this it really can be rather liberating!
- BBC article – go to website
- This helps explain the business case
- General consensus is that successful organisations are those that communicate their strategy well and have clear objectives – everyone in the workflow knows what they need to do. But knowing what I have to do as set out in my objectives is not the same as knowing how I’m going to do it. It is here that the learning team have an important part of play. Creating learning paths that provide a framework for key skills development, needed to achieve business objectives, helps to put strategy into practical context. High quality learning suppliers can devise the right blend of content to do this, advising and leaving room for curated content, user generated content and dialogue to build in the flexibility and space for adaption as needed. This is particular important because of course, objectives do not exist in a vacuum; once set, the world does not set itself around them.
- By sense making, Julian is referring to storytelling and contextualisation
- Think about the nature of the project, what does it comprise of, how easy is it to describe, replicate Put this on padlet
- Think about the nature of the project, what does it comprise of, how easy is it to describe, replicate
- Still skeptical about the power of community – take a look at xiaomi. If they can build one of the most successful tech start ups in history, why would you not open up your learning solutions to the community.
- The diversity of learning sites in a community enables it to adapt and survive
- Here picture of dinner party and art studio
- Wired magazine debating VR
- Taxi image for uberisation of learning – think mobile, think just in time, build communities where connections can be made, curate, feedback, elegant design
- What evidence do we look for to confirm our understanding of the performance problem? How often do we treat symptoms versus performance problems?
- What evidence do we look for to confirm our understanding of the performance problem? How often do we treat symptoms versus performance problems?