Conference 2007
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| Peer power from people collaborating | |||||||||||||
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Stephen Citron, Forum Chair, Informatology L and D Forum | ||||||||||||
 Most learning takes place beyond the L&D department, with no formal intervention, and does not require technology. In this presentation, Stephen Citron explores the best techniques, methods and environments for encouraging people to learn from each other, and considers: - The advantages of bringing people together in person - The ‘give and receive’ information trade-off - Blockers to collaborative learning - Action learning through ‘organisational raids’ - Simple techniques for encouraging openness |
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| Tools and techniques for fostering collaboration | |||||||||||||
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David Wolfson, Director, The British Learning Association (BLA) | ||||||||||||
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Building communities that share knowledge and best practice doesn't require technology - but can certainly benefit from it. British Learning Association director David Wolfson shows how using online collaborative tools to build social/expert networks results not only in personal development but also in performance gains. - Building communities of practice - Supporting social networking online - Helping remote working teams succeed with collaborative tools - The power and limits of messaging tools - Using open source tools such as Moodle |
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| Ensuring training value through leadership and cultural support | |||||||||||||
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Jonathan Kettleborough, Corollis, and Liz Beswick, British Energy | ||||||||||||
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Culture has been defined as 'what you do when nobody's looking'. In this hour-long facilitated workshop session, Jonathan Kettleborough asks how L&D professionals can help to develop a culture that is positive towards performance, rather than towards simply doing a job. Drawing on his experience in a variety of industries, Jonathan examines the failings of using knowledge-based training as the solution to every performance issue, and will work with delegates to tackle performance issues within their own organisations. - Using effectiveness reviews and indexes to measure success - Using both latent and advance performance indicators - From building knowledge to enabling performance - The role of leadership culture in organisational capability - Edgar Schein and the concept of business cultures |
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| The new learning: from LMS to PSS | |||||||||||||
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Vaughan Waller, Waller Hart Learning Architects | ||||||||||||
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In this presentation, Vaughan examines the vital question - 'How do you let go of the reins?'. In other words, how can L&D professionals move from centrally-controlled stuctures of learning, as typified by the corporate Learning Management System, to allowing users to find - and if necessary create - the content they need quickly and effectively. Vaughan considers: - Does good instruction automatically lead to improved employee performance? - Who should be involved in instructional design? - How much control does - and should - the L&D professional have? - The crucial importance of retrieving learning - Can e-learning deliver business improvement? |
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| Focusing learning on results | |||||||||||||
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Charles Jennings, Global Head of Learning, Reuters | ||||||||||||
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Training for performance improvement has to demonstrate its impact. Does that require a complex ROI process? Not necessarily. This presentation examines how it possible to use simple yet powerful approaches and tools to determine the 'cost of the gap', and measure the value of training interventions without complex processes, and yet still be sure they meet the needs of the organisation. Presenting results to business managers Using the 7-step Performance Consulting to avoid training ‘solutioneering’ Evolving the Training function from fulfilment service to business partner and consultant How managers develop the performance of their teams by focusing on doing the right things Processes for aligning training to organisational goals |
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| From reactive to business-driven training | |||||||||||||
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Alun Ifor Williams, Sergeant, South Wales Police | ||||||||||||
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Ensuring employees are ready for work means ensuring their personal development is in line with organisational goals. In this presentation, Alun Williams demonstrates how South Wales Police is transforming its L&D function from a reactive cost centre to a pro-active partner, ensuring organisational-driven training for over 5,000 employees - Defining and training against role profiles - Managing the personal development review process - Linking development to qualifications - Ensuring organisational buy-in for a pro-active stance - Demonstrating the effectiveness of reviews |
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