Conference 2006 >
Track 1
| Harnessing the power of informal learning
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Gareth Jones, Head of Strategy and Operations, BBC Training and Development |
How can the learning and development professional harness and encourage existing informal learning within their organisation?
What are the methods for recognising the power of informal learning and making it more effective? What role is played by social networks and how important is your technical infrastructure? |
| When informal learning works – and when it doesn’t
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Donald Clark, Board Member, Ufi |
Suddenly it seems that informal learning has been re-discovered. Does that mean that the L&D professional should shut up shop? Not at all, because there are times when informal learning may be ineffective or even counter–productive.
In examining the difference between situations where informal does work and doesn't, this session will examine when and why informal learning occurs, and how to make it as useful as possible. |
| Building learning into work and tracking success
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Richard West, Head of Organisational and e-learning, BAE Systems |
When learning takes place during working, it can be difficult to track. Ensuring that you know what is being learnt requires an investment of time and money to build both the systems and the culture to support workplace learning.
The result is not only that people have a personal development plan, and the learning to back it up, all their development activity is carefully tracked, no matter how delivered. |
| Why ‘chalk and talk’ is no longer enough
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John Salt, Partner, The Fourth Level |
Standing and delivering training works – but only for some people and only for some of the time. In this special, hour–long session, John Salt explores where L&D professionals can benefit from modern learning theory, not least by talking less and letting the learner gradually take more control. |
| Sharing expertise and building best practice
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Mark Booth, Manager of the Centre of Excellence, HBOS plc |
Every organisation has its subject matter experts (SMEs), and frequently they are the sole experts in their field: often used for the same job, and as the sole provider of expertise in a given area they are given neither time nor space to develop. This is unsatisfactory for them, and risky for their employer.
Through the process of rapid knowledge transfer, however, these SMEs can spread what they know, to everyone’s advantage. |
| Building competency-based Professional Development
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John McLafferty, Head of Professional Develoment - Finance, Rolls-Royce plc |
Increasingly organisations in the public and private sector are moving from ad hoc training and localised job descriptions to organisation-wide professionalism for each discipline.
What are the learning and development advantages of a professionalism approach, and how can it best be achieved? This case study focuses on how one major manufacturer is developing its in-house financial profession. |
