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. |
| 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?
Further details
Ken has been involved in training and development for more than sixteen years. He joined the National School from the Department of Trade and Industry bringing with him much experience in the areas of management, quality management, staff appraisal, recruitment interviewing and equal opportunities.
Ken is head of e-learning and networking for the School. He has overall responsibility for all e-learning materials within the organisation and for the running of various internet based networking platforms, including PRIME: Leadership , Platinum and the e-Learning Support System.
Ken also works across the whole range of courses that the school provides for managers and development professionals. He has a particular interest in leadership theory, the study of adult learning and the evaluation of training from an organisational perspective.
Ken is heavily involved in consultancy and tailored training projects across the Civil Service and wider public sector. He has also worked on a number of international consultancy projects for senior officials in Russia, Bulgaria, Ukraine, Romania, Italy, Kosovo, Pakistan, Hungary and the Czech Republic
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| 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 |
