Conference 2011 >
Track 3
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| The 70:20:10 learning model at work | |||||||||||||
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Charles Jennings, Director, Duntroon Associates | ||||||||||||
 The 70:20:10 model says that roughly 70% of learning at work takes place on the job, 20% through some form of coaching, mentoring and networking, and just 10% through formal interventions. It is on this last tenth that the learning and development department is usually focused. In this session, Charles Jennings – former global head of learning at Thomson Reuters – looks at the evidence of how people really learn at work, the theoretical and evidential underpinnings of the 70:20:10 model and practical ways of putting it to work: • How formal training suffers from low transfer rates and the forgetting curve. • Encouraging the right activities for coaching and on-the-job learning. • The essential step: enrolling managers in staff development. • Tying it all to professional job roles and smart objective setting. • Governance, executive buy-in and setting a learning strategy |
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| Using learnscapes for experiential learning | |||||||||||||
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Sarah Frame, Director, UELconnect, University of East London | ||||||||||||
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How do you ensure that your learning sticks after class ends? Formal learning – the 10% in the 70:20:10 model – usually fades away if it is not employed rapidly after learning. To prevent this happening, the University of East London has begun to introduce immersive, multimedia, student-led ‘learnscapes’ which demonstrate the real world implications of the theory they have studied, and enable on-the job-practice of what has just been learnt. The job just happens to be virtual. These are not quite unstructured virtual worlds, but neither are they point-and-click e-learning. They are a 2D, virtual environment for experiential learning. In this presentation Sarah will demonstrate this approach and cover: • The value of applying learnt material to particular situations • Learnscapes and the value of learning through immersive interaction • Benefits of this experiential approach for all types of learners • Means of facilitating learning through the experiential approach • Technical requirements and support for this sort of learning environment |
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| Learning that works with the business | |||||||||||||
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Tim Drewitt, e-Learning Specialist, Eversheds LLP | ||||||||||||
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In a leading legal company keeping up-to-date is everything – and so is time. That means that for the past two years, Tim Drewitt’s brief has been simple, if not easy: provide excellent support to lawyers which is quick to deliver, contains highly valuable material and can be developed on a tight budget. This is the L&D function working very closely with executives and subject matter experts (SMEs) for utterly focused learning. And it works. Tim has proven L&D’s worth, and his department’s output is now an essential part of the business, and is growing in importance: • Identifying and targeting the business need quickly. • How the meaning of ‘quality’ can differ between L&D and executives. • Growing your SMEs’ authoring skills. • Building credibility the best way: through success. • Using your achievements to drive change |
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| Successful learning for real business benefits | |||||||||||||
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Keith Stopforth, Head of Talent Devleopment, Bupa Europe and North America and Clare Shell, E-HR Consultant, Bupa Health and Wellbeing | ||||||||||||
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When Bupa Health and Wellbeing UK decided to rationalise seventy or so legacy IT systems to create SWIFT – a new, single system – it could have done the usual thing and provided identical ‘sheep-dip’ face-to-face training for all 2,500 employees. Instead it developed bespoke on-line materials for 45 different job roles, focused on their specific competencies, and backed it up with classroom training where appropriate. In this session Keith Stopforth and Clare Shell explain how this approach meant the project’s success criteria were met from day one, with planned service levels exceeded and quickly delivered business and customer benefits: • Understanding where to focus your training. • Why setting clear success measures is essential. • Working with others to develop job role skill profiles. • Underpinning success with excellent project management. • Using testing for the right reasons. |
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| Competencies in the real world | |||||||||||||
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Andy Andrews, Consultant | ||||||||||||
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For too many organisations, the use of competencies is an academic exercise apparently pursued for its own sake, leaving them with an HR workload and no business benefit. Drawing on his extensive practical experience helping organisations deploy competencies internationally, Andy Andrews will examine how to use them successfully for business impact, creating individual, team and group learning programmes, allowing extensive reporting on organisational capability and supporting overall enterprise-wide talent management. • Building business-aligned learning and development plans. • Defining your competencies – how much detail do you need? • Why you omit managers from the process at your peril. • Do you really need to use technology? • Beyond L&D – the bigger competency picture |
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| Delivering business-aligned skills using competencies | |||||||||||||
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Steve Poole, Managing Director, Enriching People Ltd | ||||||||||||
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The theoretical approach to building skills using competencies could appear straight forward, but how does it work in practice? In this session, Steve Poole talks to us about the processes he has taken organisations he has worked with through in developing the concept of working with competencies and skills, designing frameworks using industry standards; building and recognising organisational, departmental and individual competency and skills footprints, setting up job and role footprints and mapping courses to them while working with managers and employees to ensure focused, value for money development activity takes place. The session covers the practical side of making an organisational and job-roles approach to learning and development work, including the pitfalls and likely obstacles as well as the benefits. • Agreeing competencies – which of them are essential for delivery • Organisational alignment, engagement and collaboration • Using post-training follow up with managers. • Why clarity and direction are more important than fancy technology. • The benefits of this approach – in training take up, impact and increased value for money. |
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