Creating a high impact learning culture.ppt
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This document discusses creating a high-impact learning organization through developing a learning culture. A high-impact learning culture believes the organization can continuously improve through individual and organizational learning. Key strategies for developing this culture include strong organizational commitment to learning, integrating learning with performance management, clear career development programs, and a centralized learning function. Practices that support high-impact learning include leaders being open to feedback, encouraging questions, clear decision-making processes, challenging employees, and giving employees influence over tasks. Developing this culture requires a management skills development program, focused formal and informal learning approaches, flexible learning pathways, knowledge transfer from experts, and organization-focused metrics.
Creating a high impact learning culture.ppt
- 1. Creating a High-Impact Learning Organisation
- 2. WHAT IS A HIGH-IMPACT LEARNING CULTURE A HIGH-IMPACT LEARNING CULTURE IS AN ORGANISATION- WIDE BELIEF THAT THE ORGANISATION’S MISSION, STRATEGY AND OPERATIONS CAN CONTINUOUSLY BE IMPROVED THROUGH AN ONGOING PROCESS OF INDIVIDUAL AND ORGANISATIONAL LEARNING.
- 3. HIGH IMPACT LEARNING CULTURE MODEL
- 4. WHY? • WORKFORCES ARE BECOMING MORE DIVERSE IN TERMS OF • SKILLS • GENERATIONAL RANGE • GEOGRAPHICAL LOCATION; • INCREASING LEVELS OF LEGISLATIVE COMPLIANCE; • INCREASE COMPLEXITY IN BOTH WORKFORCE AND CLIENT BASE; • INCREASING NEED TO MATCH SKILLS TO ROLES FOR CONTINUOUS IMPROVEMENT AND SUCCESSION PLANNING; • INCREASED NEED TO ENGAGE A WORKFORCE.
- 5. HIGH-IMPACT LEARNING STRATEGIES 4 KEY ORGANISATIONAL STRATEGIES • STRONG ORGANISATIONAL COMMITMENT TO LEARNING; • INTEGRATED LEARNING AND PERFORMANCE MANAGEMENT; • CLEAR AND WELL-STRUCTURED CAREER DEVELOPMENT PROGRAMS; AND • A STRONG CENTRALISED LEARNING AND DEVELOPMENT PRESENCE.
- 6. HIGH-IMPACT LEARNING PRACTICES 5 KEY PRACTICES • LEADERS SEEN AS BEING OPEN TO ‘BAD NEWS’; • ENCOURAGING ASKING QUESTIONS; • CLEARLY DEFINED DECISION MAKING PROCESSES; • EMPLOYEES POSITIVELY CHALLENGED BY TASKS OR PROJECT THEY UNDERTAKE; AND • EMPLOYEE INFLUENCE OVER THEIR OWN JOB TASK ASSIGNMENTS.
- 7. Creation of a Learning Culture Align Learning with Organisational Needs Integrate Learning with Organisational Processes Provide appropriate Learning opportunities Manage Learning Effectively Support Learning Transfer in the Workplace Evaluate Learning Developing a Learning Culture
- 8. CREATING THE CULTURE IN ORDER TO DEVELOP A HIGH-IMPACT LEARNING CULTURE THERE 5 ELEMENTS WHICH ARE VITAL; • A ROBUST, STRUCTURE ORGANISATION-CENTRIC MANAGEMENT SKILLS DEVELOPMENT PROGRAM; • A FOCUSSED APPROACH TO LEARNING DELIVERY THROUGH (OFF THE JOB) FORMAL AND (ON THE JOB) INFORMAL LEARNING CHANNELS; • FLEXIBLE, COMPETENCY BASED, INTEGRATED STAFF LEARNING PATHWAYS; AND • KNOWLEDGE TRANSFER VIA SUBJECT MATTER EXPERTS; AND • ORGANISATION FOCUSED MEASUREMENT METRICS.
- 9. MANAGEMENT SKILLS DEVELOPMENT PROGRAM • ORGANISATIONALLY ALIGNED LEADERSHIP MODEL; • ROBUST, COMPREHENSIVE LEADERSHIP CAPABILITY FRAMEWORK; • LEADERSHIP AND MANAGEMENT INDUCTION AND ORIENTATION PROGRAM; • COMPETENCY BASED MANAGEMENT SKILLS LEARNING INFORMED BY THE CAPABILITY FRAMEWORK; • STRONG, RELATIONSHIP AND RESULTS DRIVEN COACHING AND MENTORING PROGRAM; AND
- 10. FOCUSED APPROACH TO (OFF THE JOB) FORMAL AND (ON THE JOB) INFORMAL LEARNING Bersin and Associates 2010
- 11. Informal Formal RTO Programs, Mandatory Training, Inductions, Professional Development, Assessment. (Face to Face Elearning or Blended) On-Demand Management support, Elearning, Documentation, podcasts, Video, Assessment. Social Communities of Practice, Peer Supervision, Mentoring, Coaching, Knowledge Sharing Embedded Executive Programs, Leadership, Management, HR Coaching, Mentoring, Specialist Student Placement Developed and Managed by Learning Centre Learning Tools and Systems Intranet and other collaboration tools Developed and managed by programs and units in conjunction with Learning Centre Developed, Managed and organised by programs, units and individuals Program Specific Tools Formal and Informal Learning OrganisationalStrategy,GovernanceandManagement Learning Programs LearningAssessment,EvaluationandReview
- 12. Flexible Staff Learning Pathway Business Unit, Division or Regional Induction Site Induction Generic Induction Organisati onal Introductio n Qualificati on Outcome (Where applicable) Professional Development Mandatory Program (Business Unit, Division or Region) Mandatory Training (Legislative or Organisational)
- 13. KNOWLEDGE TRANSFER Bersin and Associates 2010 Knowledge Transfer from SME’s
- 15. ORGANISATION FOCUSED MEASUREMENT METRICS (WHAT SHOULD WE MEASURE)
- 16. KEY METRICS YOU NEED TO MEASURE • LEVEL 3 - JOB IMPACT: % OF STAFF WHO APPLIED KEY TRAINING CONCEPTS; • LEVEL 4 - BUSINESS IMPACT: QUANTITATIVE AND QUALITATIVE ASSESSMENT OF IMPACT OF TRAINING OF ACHIEVEMENT OF STRATEGIC PLAN; • BUSINESS METRICS - IMPACT OF TRAINING UPON CLIENT SERVICE DELIVERY; AND • TOTAL COST - DECREASE IN COSTS ASSOCIATED WITH TRAINING OVER PRECEDING YEARS, AFTER INITIAL ADOPTION OF HIGH-IMPACT LEARNING PRACTICES.