Conference 2010 >
Track 2
| Continuous learning for effective performance
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Nigel Harrison, Darrell Minards. |
Just because someone asks for more traditional training doesn't mean it's always the right thing. When asked to provide training for sales manager coaching linked to new recruits, Xerox adopted a performance consulting approach. The company moved from four weeks in the classroom to an eight week programme with real work assignments, online community support, manager engagement and virtual classroom sessions. Face-to-face activity was reduced, but was richer and more effective when used. The results of this performance focus using new technology was continuous learning for effective performance.
Avoiding 'solutioneering' at the start
Improving the programme in iterations
Involving managers, and changing their behaviour
Using the classroom to best effect
Changing training's position within the business |
| Targeting learning for maximum effect
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Jonathan Kettleborough, Managing Director, Corollis |
Whether you operate in the public, private or third sectors, you'll know the focus on performance has never been keener. But do you know how your organisation actually defines and measures performance? Could you help identify performance failings and suggest appropriate short- and long-term training interventions? Starting with the big picture, Jonathan Kettleborough will describe performance-focused learning with real-world examples and drill down to specific suggestions for persuading others to take the long-term view and make performance part of training.
Understanding your organisation
Ensuring you use measures that matter
Judging where learning will have the best effect
Organisational learning, organisational knowing, and the difference
Measuring performance and change |
| From e-learning to knowledge sharing
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Andy Jones, Senior Learning Consultant, Thomson Reuters |
Thomson Reuters Technology Operations has taken business-focused learning to a new level. In the 2,000-strong department, things move so fast that normal courseware production isn't viable. Instead, learning is built into each project though a unique L&D workshop engagement model: Content is produced by experts on the project (facilitated by a learning consultant), published on the project SharePoint server, and the delivery medium decided by whether the content is conceptual or skills-focused. The result is learning at the point of need built by those who need it:
The crucial set-up workshop that gets learning underway
Shifting client engagement from consumer to active participant
The discuss - create - publish model
Training experts to move away from knowledge dumps
L&D's new role: from course creator to organisational learning facilitator |
| The learning ecosystem of the future
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Patrick Dunn, Consultant, Networked Learning Design Ltd and Mark Berthelemy, Learning Solutions Architect, Capita |
Decentralizing and democratizing the creation of learning resources is radically changing the way we produce learning content. A range of tools including those for rapid development have the potential to reduce costs and engage learners in ways that will finally deliver on e-learning’s potential. Taking lessons from the history of learning technology and software development, the speakers will shift the 'rapidization' debate away from a short-term efficiency perspective, offer a vision for the learning eco-system of the future, and present a roadmap on how to get there.
Further details
Patrick Dunn has been designing, producing and thinking about various forms of learning technology for more than twenty years. He has an MBA from Warwick Business School, an MSc in Networked Learning, and a music degree from Oxford University. He has worked for leading e-learning companies in the US and UK, including DigitalThink and Line Communications, and for major consultancies including PricewaterhouseCoopers.
Although his background is in training and education, he has worked with world-leading creative agencies such as Landor Associates , major branding agencies such as Sterling Brands, and on UK government projects such Creativity Incubator (funded by HEFCE). But wherever he has worked, he has remained fascinated by the creative process and how the design of learning experiences can be carried out as an act of exploration and imagination. Here's more on our philosophy and guiding principles. Patrick is a prolific writer on e-learning and a regular speaker at events for Learning Lab, Learning and Skills Group, Online Educa Berlin, E-learning Age Seminars, the IITT and the CIPD.
Mark has worked at the interface between learning and technology for the past 20 years. First as a science teacher and curriculum system manager, and for the past nine years within workplace learning. He is an advocate of open source technologies, having introduced Moodle and other such tools to Capita and its clients. As well as expertise in the human aspects of embedding learning technologies, Mark speaks the IT language of server architectures, bandwith, and code. Currently Mark is Learning Solutions Architect for Capita Learning & Development, and manages the elearning component of Capita's recruitment, training & payroll contract for the 2011 Census fieldforce. Mark keeps a reflective learning log at www.learningconversations.co.uk, and a current profile at: http://www.linkedin.com/in/markberthelemy
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| Value is not always quantifiable
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Ken Ingram, Head of e-Learning, National School of Government |
Sometimes it is impossible to quantify the impact of a training programme, but still know it has added value. Last year security considerations meant the National School of Government had to train over 230,000 people to a deadline. An impact assessment will come, but the programme has already been declared successful. How is that possible?
The value of anecdotal evidence
The risk of bad metrics
Can you quantify the immeasurable? Is it worth trying? |
| Be sure what success looks like
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Kenny Henderson, Head of Talent Development Operations, Sky |
Sky invests heavily in its people, and wants to know its money is spent wisely. So it has a clearly defined model for understanding value and a team member devoted to it. Before introducing their new e-learning induction programme, they first selected three measures that would demonstrate success. How did they get on?
Why it's crucial to define your direction from the start
Let the metrics guide your choice of vendor - not vice versa
Mixing cost-saving with improved efficiency |
