Learn to work. work to learn
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The document discusses the integration of learning within the workplace, highlighting that modern learning transcends traditional boundaries by aligning skills training with functional, cognitive, and behavioral aspects. It emphasizes the importance of adapting to digital learning platforms and creating a learning culture that fosters curiosity and collaboration among employees. Additionally, it outlines strategic content customization for varying levels of leadership roles and the need for continuous assessment and measurement of learning outcomes to match organizational goals.
Learn to work. work to learn
- 2. Study and work are no longer polarized. Each feeds the other. ‘Understanding Learning at Work’ ~ David Boud and John Derrick
- 3. The four cornerstones of Learning in 2020 are; CONTENT Can be parameterized into micro and macro learning content SKILLS Can be classified into Functional, Cognitive and Behavioral DIGITAL /TECHNOLOGY The medium of exchange has become digital and technology contains within itself a plethora of options for learning COMPLEXITY Can result from experience, culture and capability for all the three above factors CONTENT SKILLS DIGITAL COMPLEXITY The purpose of academic learning is to extend the experience into workplace progress. Workplaces are also turning into learning boards for employees as new skills are encountered, observed and adapted for future progress. Meaningful learning leads to higher engagement, which in turn translates into higher productivity. Making learning meaningful through the adaption of unknown skill traits, quality and valuable content using a culture of learning and adaptation is the key. 2
- 4. JUNIOR MIDDLE SENIOR LEADERS Learning Approach Cognitivism Connectivism Constructivism Cognitivism Macro vs. Micro MACRO Learning M I C R O Behaviorism Cognitivism Constructivism Connectivism Changes in Behavior leading to higher learning capabilities. The brain is a box influencing our learning motivation and its outcomes. Influential for early or first-time knowledge sharing. Mental processing where the brain as a box can recall stored information to provide higher attention during learning. This influences our sensory, working and long-term learning. Where application of knowledge or the ability to construct is an important outcome of learning. Useful for socialized learning or innovative or research-based learning approaches. This is a descriptive technique. Connecting information to learn or dive deeper into learning practices. Useful for decision making roles or prescriptive style of learning. This is the latest technique in sync with digitalization of learning approaches. Behaviorism is required at all levels to ensure there is a base level of curiosity while adapting new skills and being purposeful of the learning outcomes. 3
- 5. Mentoring & SME Senior Leaders Built in-house Middle Senior Senior Junior Behavioral Functional Middle Junior Content is often based on strategic and organization-based requirements. While leaders need strategic micro inputs from Subject Matter Experts which might also be helpful in grooming Senior Leadership, Behavioral content turns out to more useful for Senior, Middle and Junior roles. Functional content, which might be macro and hence more subject-driven content can be found effective for Junior and Middle role employees. For learning effectiveness which can be innovative or specific to the organization, it requires customisation and is strategic in nature due to its capacity to impact. This should be built in-house to ensure core learning is captured and influenced through the organizational learnings rather than fixed content. Multiskilling and functional diversity in approach distinguishes one organization from another. The importance of strategic content comes into effect also as the importance of services in manufacturing is also impactful. Customised Strategy Middle 4 CONTENT
- 6. CURIOSITY COGNITION CORE VALUES Functional Skills Job Role Competency Deductive Reasoning Verbal Ability Inductive Reasoning Motivation At Work Openness to Learning Values of Reputation Values of Ethics Values of Physiology Leadership Quadrant Communication SkillsCAPABILITY Every role at the workplace today is an eclectic mix of functional skills, problem solving skills, varying levels of curiosity and a set of values in sync with organizational principles. Instituting learning for both current and future professional skills, many of which could affect core fundamentals and frameworks losing relevance to newer approaches. However, the basis for such can be found to be difference in consequences rather than approaches, which remain the same in HR 4.0 One of the manifestations of skills focus can be attributed to increasing complexity based on information overload. Re-organising and re-skilling of employees along with re- orientation of values becomes important in an ever-changing universe of diversified cultures and globalized localization. 5
- 7. Micro learning is in. Outcome is the key. Upgrade learning infra first. LMS is no longer enough. Measure and deliver. 5 challenges for L&D; digital is the solution. These three forces – globalisation, the rise of the audit state and the information technology revolution – are inserting themselves inescapably into work. Individuals may, for a time, ignore them; even companies may do so. But, sooner or later, the press of each of these individually, and all of them collectively, catches up with the recalcitrant. There is no hiding place. Learning to Work, Working to Learn ~ Ronald Barnett Measuring and personalisation of learning deliveries in bit sized packets will require digital platforms. Rather than learning, business metrics outcome is the key in discovering the effectiveness of learning interventions. LMS alone cannot help here; the role of L&D is now being challenged as learning is no longer the express domain of HR, as business is on auto-learning mode, thanks to digital and social platforms delivering in a click and free learning platforms pushing lateral shifts in career aspirations. Finally, measuring both pre and post learning will help in delivering the right portion and proportion of learning needs’ required for organisations to pace forward to combat skill redundancies and market shares to competitive versions. 6
- 8. The framework for a Learning Culture Accounting for learning as a part of work is the most important transformation needed for individuals and Learning & Development executives to implement a learning culture. Till we keep considering learning polarized from working, we will not respect it the way we respect and admire hard work. Learning needs to be embedded into work and considered as a part of the everyday activities we perform at the workplace to truly create a learning culture. Learn to work. Work to Learn. 7
- 9. 8 If you cannot it, you cannot it. measure improve ‘What gets measured, gets managed’ ~ Peter Drucker
- 10. The ability to recall shows either high learning ability or high interest in the skillset. Define business problem and outcome metrics to be measured post application period. Use a closed user group to measure pre and post learning scores. Embed learning curves to measure learning variables and effectiveness of content. Collect scores and feedback from both applicant and RM at pre and post stages. Measure application that links clearly with learning within defined time period. Collect applicant feedback on learning recall for both pre and post application period. Keep measuring throughout rather than just at the tail-end of application period. provides feedback on what can be improved in the content or process provides metrics only on learning effectiveness Define the business outcome metrics at the start to avoid shifting goalposts. The closed user group must have similar benchmark scores. Learning curves work on brains which are open to learn. Measure Motivation. Applicants must be willing participants for both learning and application stages. Use weightages to remove RM feedback and scoring bias for normalization of data. Reward applicants with high recall even if business metrics are low. Applicants must ideally not be given additional tasks during application period. Remember theTrojans! 9
- 11. in the age of COMPLEXITY L Factors of Employee Motivation have undergone generational shifts Skillsets From functional isolation to specialized focus Locus of Work From individuals to projects and teams Focus of Work From tasks to outcomes Work cycles From production to business objectives Performance metrics From performance to efficiency Drivers of performance From regular to rapid and agile metrics Career Growth From organizational loyalty to social influencing Engagement loyalty From organization hierarchy to peer networks Personal Goals From local perceptions to global aspirations Employees have six basic psychological requirements at work to feel respected • Ability to abdicate responsibility with autonomy • Optimum amount of variation to dilute work monotony • Scope to do meaningful work which reputes self and society • Mutual respect and support among co-workers • Learn new skills at the workplace for personal progress • Ability to create a future for self and future generations It is a challenge for Human Resources for to incorporate these factors and hence ensuring providence through meaningful learning and co-respecting organizational strategies. A R N I N G 10
- 12. 11 Line Manager Peer Employees Applicant Peer Digital Leadership Strategic Thinking Partnership Talent Enablement Performance Drive Business Acumen Case Study in assessing Learning gaps Competencies to assess Evaluators of applicant A total of 160 participants were invited under the Competency Pre-assessment Evaluation. Out of this, 148 completed the Surveys, of which there were 95 Directors and 53 Managers. The scale of the assessment involved over 900 employees who took to themselves to make the pre learning assessment program a success. 10 Departmental reports were generated other than 148 unique Participant Reports for every participant to take back the findings and reflect upon their areas of strengths and areas for improvement.
- 13. Using a pre-assessment not only addresses the learning gap needs analysis, it is also designed to create a benchmark which can be useful in finding the base levels for every job role within the organisation for hiring along with the overall Talent pool summarisation. The entire project was conducted using PexiScore.com Assessments and Surveys. Evaluation Methodology for Assessment 5 evaluators x 7 scores = 35 Highest possible Score per participant Rank every participant as a percentile for Org, Dept, Competency & Hierarchy Levels. Rank for top 5 percentile scorers across the Organisation for every Department alongwith potential for Leadership & promotions. Rank for 4+ scores for overall and every competency for every Department to measure peer support and confidence enjoyed within the team. 12
- 14. For further information and permissions to use the contents provided in this material, kindly reach out to Ms.Subhashini Sharma Tripathi at subhashini@pexitics.com The information contained has been provided to assist the reader in developing a general understanding of Learning & Development roles within an organizational framework and are not exhaustive in nature. For more details and to know about the consulting and services in the area of Talent Management and Human Resources practices, contact us by visiting PexiScore.com The opinions and frameworks used are exclusive to PexiScore.com and specifically created by its founding Director and HR practitioner & CEO Reuben Ray unless specified. Kindly consult the creator or PexiScore.com before using the same in organizational practice to ensure complete understanding and impact of its applications before administering within an organizational context. are owned by CRAFITI World-Crafts Pvt. Ltd. 2E, Alsa Glenridge, 32, Langford Road, Bengaluru 560025. INDIA