xCLCSem - Embracing change - better together - Laura Overton
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Join Laura as she look at practical ways to learn from each other’s experiences, successes and mistakes. Using tips from inside and outside of the sector. Let’s evaluate and learn from our mistakes rather than repeat them.
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xCLCSem - Embracing change - better together - Laura Overton
- 1. Embracing Change: It’s Better Together All content © 2015 Towards Maturity CIC Ltd. Not to be distributed or copied. @LauraOverton @TowardsMaturity
- 2. APAC 14% Americas 10% Europe 71% ME, Africa, India 5% Over 600 L&D professionals from 55 countries 40% with over 6 years’ experience of using learning technologies 37% over 5,000 staff 35% under 1,000 staff Private sector 69% Public sector 18% Non-profit sector 13% 42% multi-national organisations 17% report to a line of business outside HR/L&D 75% in a managerial role1,600 learners
- 3. Aspirations of today’s L&D teams INDIVIDUAL PROCESSES EFFICIENCY PRODUCTIVITY AND ENGAGEMENT BUSINESS RESPONSIVENESS LEARNING CULTURE PROGRAMMEORGANISATIONCULTURE Improve induction 95% Speed up implementation of new processes 91% Improve productivity 94% Adapt to individual need 94% Improve talent strategies/keep best people 94% Improve organisational performance 85% Share good practice 96% Increase self directed learning 83% Improve admin and management 95% Increase volume 91%
- 4. Some aspirations are easier to achieve than others INDIVIDUAL PROCESSES EFFICIENCY PRODUCTIVITY AND ENGAGEMENT BUSINESS RESPONSIVENESS LEARNING CULTURE PROGRAMMEORGANISATIONCULTURE Achieved by 39% Achieved by 41% Achieved by 29% Achieved by 24% Achieved by 21%
- 5. Using more technologies… …but reporting fewer benefits
- 6. What is holding us back? A. Pace of change B. Staff Reluctance to change C. L&D confidence D. A bit of all of the above E. Something else entirely! Pace ofchange StaffReluctanceto changeL&D confidence A bitofallofthe above Som ethingelse entirely! 7% 22% 13% 53% 5%
- 7. Who is reporting the best performance? What are they doing differently? Faster response to changing business conditions Increased productivity on the job TOP DECK Average 2014 T O W A R D S M A T U R I T Y I N D E X TOP DECK TOP LEARNING ORGANISATIONS
- 8. 25% 22% 12% 10% 6% 37% 30% 24% 17% 18% 42% 39% 29% 24% 19% 61% 63% 47% 42% 37% 72% 73% 63% 56% 48% Efficiency Processes Productivity Responsiveness Culture Q4 Q3 Q2 Q1 Top deck Top Deck x3 x5 X8x5x3 The Top Deck are realising the vision faster
- 9. Embracing change: What can we do together that we can’t do apart?
- 10. 0% 20% 40% 60% 80% 100% Classroom / F2F learning / training delivery Learning management/strategy Marketing and stakeholder engagement Instructional design Implementing blended learning Supporting ongoing workplace performance Facilitating social and collaborative learning Programme evaluation and data analytics Live online learning delivery Digital content development Performance consulting Skills in house - All Priority skills - Alln=477 What skills do we need?
- 11. How does your L&D team primarily build the skill you need? A. We invest in professional CPD B. We join external interest groups C. We join industry bodies D. We don’t really have a proactive plan 21% 23% 15% 42% We invest in professional CPD We join external interest groups We join industry bodies We don’t really have a proactive plan
- 12. 72%of the Top Deck provide ongoing CPD opportunities for L&D staff (48% avg.) 1 in 4 (avg.) don’t know how their L&D staff build skills
- 13. 0% 20% 40% 60% 80% 100% Classroom / F2F learning / training delivery Learning management/strategy Marketing and stakeholder engagement Instructional design Implementing blended learning Supporting ongoing workplace performance Facilitating social and collaborative learning Programme evaluation and data analytics Live online learning delivery Digital content development Performance consulting Skills in house - All Skills in house - Top Deck Priority skills - Alln=477 The Top Deck are active in building priority L&D capabilities, today.
- 14. “the process of comparing Key Performance Indicators (KPIs) for one organisation with the indicators of others who are considered to represent the industry standard or best practice for that field.” What is benchmarking?
- 17. FRAMEWORKFOREXPLORINGL&DTACTICS Defining Need Learner Context Work Context Building Capability Ensuring Engagement Demonstrating Value The Towards Maturity Model T O W A R D S M A T U R I T Y I N D E X TOP DECK TOP LEARNING ORGANISATIONS © Towards Maturity 2015
- 18. 84%of the Top Deck Analyse the business problem before recommending a solution (55% average) Defining Need
- 19. 86%of the Top Deck are proactive in understanding how their staff learn (30%average) Learner Context
- 20. 88%of the Top Deck welcome innovation & contributions from staff (51% average) Work Context
- 21. 94%of the Top Deck consider the course as only one option for building performance (53%average) Building Capability
- 22. The Top Deck INCREASE ACCESS TO COMMUNITY TO CONTENT TO TECHNOLOGY TO CLEAR COMMUNICATION AT THE RIGHT PLACE AND TIME Ensuring Engagement
- 24. Which area is the charity sector strongest in? A. Defining need B. Understanding learners C. Work context D. Building capability E. Ensuring engagement F. Demonstrating value? Definingneed UnderstandinglearnersW orkcontext Building capability Ensuringengagem ent Dem onstratingvalue? 0% 0% 0%0%0%0%
- 25. Which area is the charity sector weakest in? A. Defining need B. Understanding learners C. Work context D. Building capability E. Ensuring engagement F. Demonstrating value? Definingneed UnderstandinglearnersW orkcontext Building capability Ensuringengagem ent Dem onstratingvalue? 0% 0% 0%0%0%0%
- 26. 5.30 4.96 5.89 5.06 4.73 6.47 3.99 4.75 4.11 4.79 4.05 4.07 Demonstrating Value Ensuring Engagement Building Capability Defining Need Learner Context Work Context Lighter Tones = Charity Darker Tones = Local Government Charities vs. Local Government
- 27. 4.01 4.07 5.30 4.96 5.89 4.94 4.79 6.24 3.99 4.75 4.08 4.98 Demonstrating Value Ensuring Engagement Building Capability Defining Need Learner Context Work Context Lighter Tones = Charity Darker Tones = Health Charities vs. Health
- 28. Prioritise inputs not outputs Be consumer driven Work within wider context Prepare for change Bring others on board Use evidence to review & adapt © Towards Maturity 2015
- 29. Leverage the experience of over 4,500 L&D leaders TOWARDSMATURITY.ORG/MYBENCHMARK
- 36. If there's ONE area you need to focus on in order to improve performance in 2016, what is it? Tick ONE Choose ONE area Post this card in the box at stand H21 for access to a great resource area that will help YOU make an impact in 2016 ✓ Understanding Modern Learners Make your learning interventions engaging and develop a high-impact learning strategy Getting Business Stakeholder Buy- In Learn how to open up conversations with your leadership team to get buy-in for your learning strategy Learning Transformation Understand how you can transform learning in your organisation using the latest thinking and techniques Equipping L&D for the Future Establish what skills you need to do your job as an L&D leader in today’s environment and prepare for the future Prioritising Actions Identify the actions you need to take and the evidence needed to support those decisions Name: Email: Didn’t get chance to sign up? Visit our website after the show: www.towardsmaturity.org/makeithappen
- 37. We are better together! @LauraOverton @TowardsMaturity laura@towardsmaturity.org Download Embracing Change: www.towardsmaturity.org/2015benchmark
- 38. #CLCSem LIVE ONLINE LEARNING: FRIEND OR FOE? JO COOK
Editor's Notes
- Definition: Benchmarking is the process of comparing key performance indicators for one organisation with the indicators of others who are considered to represent the industry standard or best practice for that field. Since 2013, the Towards Maturity benchmark has concentrated on identifying the business impact of learning innovation and has uncovered 6 workstreams of behaviour that consistently influence results. This is tracked through the Towards Maturity Index. Those in the top 10% of the index, the Top Deck, are delivering more organisational agility and individual performance. What are they doing differently?
- Main message - it is clear that L&D leaders around the globe see their role in the future as an enabler of self sustaining learning culture that builds business performance and agility
- Top business priorities
- They are also focussed on benchmarking as a means of improving their own performance, moving away from old style benchmarks that focus on cost and input ( that lead to more cost cutting and demand for more for less.
- Instead they are benchmarking against outputs and effective practices, leading to a focus on prioritising actions and new ideas that help the HR teams improve their own performance.
- The towards maturity Index is calculated from 6 workstreams of behaviour that consistently contribute to great performance – see www.towardsmaturity.org/static/towards-maturity-model/ for details
- Today’s knowledge workers are more connected and more resourceful than ever before. Top Deck understand that and tune into the needs of their audience = they are consumer driven
- The Towards Maturity Benchmark programme deconstructs and investigates the different behaviours within the 70:20:10 model to understand the extent to which different aspects of this model are being applied by L&D professionals in today's workplace. Formal learning index In the Formal Index we consider the extent to which formal learning interventions are aligned to business need, user focused, blended/flexible, learners are recognised, that programmes remain relevant to work need - aspects of the '10' Calculated on the way that organisations have answered the following questions We use defined performance support practices to support learning transfer after formal training We analyse the business problem before recommending a solution We apply storytelling techniques in our instructional design We involve users in the design of the most appropriate learning approach We blend our use of several different learning technologies (from social media for collaboration to content delivery) We train classroom trainers to use technology to transfer learning to the workplace We remove content that is no longer relevant We map learning interventions to our competency framework Where appropriate we provide micro-content (i.e. under 10 minutes) We pull key stakeholders together into a steering group to support programme design and implementation We apply techniques such as spaced learning to aid retention and application of learning Social Learning Index In the Social Index we consider the extent to which social learning is supported: is collaboration encouraged, are L&D aware of how staff are already collaborating, the culture of accepting innovation and new ideas - aspects of the '20'. We encourage learners to share experiences and solve problems using online social media tools We actively encourage learners to collaborate in building knowledge resources, using tools such as wikis, forums, podcasts and videos Staff know how to work together to productively connect and share knowledge Our learners learn more from each other than from course content We encourage peer-to-peer feedback about the impact of learning We are aware of how our learners are using social media (outside of L&D) to share ideas Managers encourage and make time for social and informal learning We influence our organisation’s social media policy We help people locate in-house experts when they need them Coaching and mentoring are an important part of our work culture Our organisation welcomes innovation and contributions from our workers Workflow index: In the Workflow Index we consider the extent to which staff are being encouraged to learn from their experience, to reflect on their experience, the way that their performance in the workplace is actively supported, if access to resources has been simplified and if managers are equipped to encourage ongoing learning... - aspects of the '70'. Our managers recognise the value of on-the-job learning Staff have access to job aids online or via mobile devices Staff in our organisation understand how to identify the right information appropriate for their job Individuals are encouraged to organise their own personal learning strategies We use available support systems to promote self-reliance, not a culture of dependency We have content curation strategies in place to help staff make sense of the resources available to them We encourage learners to keep reflective learning logs Our organisation encourages (and provides time for) reflection Staff are actively encouraged to take on new work experiences as an opportunity to learn Our staff are encouraged to learn from their mistakes Managers provide active support in the application of learning in the workflow Our organisation expects managers to take responsibility for developing the skills of their staff We equip line managers with resources so their teams get the most out of technology enabled learning
- 76% communities of practice (46%) 71% provide staff witth acces to job aids (29%) 69% have clear policy around BYOD (33%) 88% have a comms plan in place (39%) 84% ensure staff can access at any time (58%)
- The Towards Maturity Benchmark programme deconstructs and investigates the different behaviours within the 70:20:10 model to understand the extent to which different aspects of this model are being applied by L&D professionals in today's workplace. Formal learning index In the Formal Index we consider the extent to which formal learning interventions are aligned to business need, user focused, blended/flexible, learners are recognised, that programmes remain relevant to work need - aspects of the '10' Calculated on the way that organisations have answered the following questions We use defined performance support practices to support learning transfer after formal training We analyse the business problem before recommending a solution We apply storytelling techniques in our instructional design We involve users in the design of the most appropriate learning approach We blend our use of several different learning technologies (from social media for collaboration to content delivery) We train classroom trainers to use technology to transfer learning to the workplace We remove content that is no longer relevant We map learning interventions to our competency framework Where appropriate we provide micro-content (i.e. under 10 minutes) We pull key stakeholders together into a steering group to support programme design and implementation We apply techniques such as spaced learning to aid retention and application of learning Social Learning Index In the Social Index we consider the extent to which social learning is supported: is collaboration encouraged, are L&D aware of how staff are already collaborating, the culture of accepting innovation and new ideas - aspects of the '20'. We encourage learners to share experiences and solve problems using online social media tools We actively encourage learners to collaborate in building knowledge resources, using tools such as wikis, forums, podcasts and videos Staff know how to work together to productively connect and share knowledge Our learners learn more from each other than from course content We encourage peer-to-peer feedback about the impact of learning We are aware of how our learners are using social media (outside of L&D) to share ideas Managers encourage and make time for social and informal learning We influence our organisation’s social media policy We help people locate in-house experts when they need them Coaching and mentoring are an important part of our work culture Our organisation welcomes innovation and contributions from our workers Workflow index: In the Workflow Index we consider the extent to which staff are being encouraged to learn from their experience, to reflect on their experience, the way that their performance in the workplace is actively supported, if access to resources has been simplified and if managers are equipped to encourage ongoing learning... - aspects of the '70'. Our managers recognise the value of on-the-job learning Staff have access to job aids online or via mobile devices Staff in our organisation understand how to identify the right information appropriate for their job Individuals are encouraged to organise their own personal learning strategies We use available support systems to promote self-reliance, not a culture of dependency We have content curation strategies in place to help staff make sense of the resources available to them We encourage learners to keep reflective learning logs Our organisation encourages (and provides time for) reflection Staff are actively encouraged to take on new work experiences as an opportunity to learn Our staff are encouraged to learn from their mistakes Managers provide active support in the application of learning in the workflow Our organisation expects managers to take responsibility for developing the skills of their staff We equip line managers with resources so their teams get the most out of technology enabled learning
- When we look at the actions of the top performing people teams in pure black and white – we see common sense, but not common practice. The secret sauce of the top performing people professionals is execution- they walk the walk vs talking the talk
- Instead they are benchmarking against outputs and effective practices, leading to a focus on prioritising actions and new ideas that help the HR teams improve their own performance.
- Interview – how did you go about this