Conference 2006
| |< | < | 1 | 2 | 3 | 4 | 5 | > | >| |
| Realising the vision of the future of learning | |||||||||||||
|
Dr Mary Kay Vona, Learning and Development Partner, IBM Business Consulting Services | ||||||||||||
 We have entered an on demand era where organisations must transform to become more responsive to shifting market needs, more flexible in how they operate, more focused on their core competencies, more nimble at partnering, and more resilient to external threats. Learning should play a critical role in enabling these organisational transformations... but this will require learning professionals to become change agents in areas such as learning alignment, design, technology, governance, and culture. Join us for an interactive journey that will explore where learning is going in the future and what steps you can take to drive learning transformation and impact in your organisation. |
|||||||||||||
| Getting that crucial line manager support | |||||||||||||
|
Laura J. Reid, Head of Regulatory Compliance Training, BT Group | ||||||||||||
|
We are constantly told of the necessity for getting the board's buy–in when implementing a learning and development programme. That's fine, but what about the people who really matter – the line managers? Taking their people out of the workplace for training will probably hit their targets. Unless you can engage the line managers in supporting learning, it may never happen. |
|||||||||||||
| Harnessing the power of informal learning | |||||||||||||
|
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 | |||||||||||||
|
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. |
|||||||||||||
| Testing the case for blended learning | |||||||||||||
|
Clive Shepherd, e-Learning Director, Training Foundation | ||||||||||||
|
Blended learning is 'the thing' in training for the mid noughties. But like so many training 'things' before, it has become something of a bandwagon, and, as a result, to be treated with great scepticism. But blended learning is more than just a fad; it’s a recognition that other training methods out there are simply not strong enough to work for all audiences, all of the time. Sometimes, only a combination of learning methods will do the job. |
|||||||||||||
| Persuading the board to invest in learning technology | |||||||||||||
|
Robert Briggs, Head of Performance and Learning Management, Lloyd's TSB | ||||||||||||
|
Question: how do you build a case for a substantial investment in learning technology and take it to the Board? Answer: slowly, carefully, and with a good influencing strategy. The simple cost-saving story of five years ago is no longer enough, so how do you persuade the board to part with a sum of six or more figures? |
|||||||||||||
