The vast majority of people attending learning events or learning interventions (classroom training, eLearning modules, virtual sessions) reported that they were satisfied with the event or intervention (in the survey 84% declared they were satisfied or very satisfied). Equally, their managers reported that they, too, were happy with individual learning events or interventions (79% were either satisfied or very satisfied).
- 77% of executives and managers rated their L&D department’s overall performance as poor or very poor.
- 76% felt that L&D was ineffective or extremely ineffective at supporting their business outcomes.
- 85% reported that their L&D departments were ineffective or extremely ineffective at supporting organisational talent strategy.
- Why purchase a new social learning platform when we can use an existing social media tool from the Marketing or Communications department that may be in use more widely by others in the organisation?
- Why continue running low value and expensive task-focused on-boarding training for our screen-based workers when we can cut the cost and time by implementing an effective performance support solution that will save money in even the first year?
- Why continue to deliver classroom-based compliance training when we can replace it with less time-consuming eLearning that does the job just as well or even better at a fraction of the real cost?
- Why continue carrying out annual training needs analysis trying to predict development requirements 12 months ahead when we and our key stakeholders know that things will change rapidly and the capabilities they need may well change on a monthly or quarterly basis as new projects come on-stream and others are mothballed?
- Why devote resources to develop role-specific learning pathways predominantly based on courses and structured programmes when we know the time and resource taken to design, develop and deliver the content means we’re never likely provide timely solutions to immediate challenges? Added to which we know that keeping the content for structured learning up-to-date will require resources we don’t have and are not likely to get in the future.
- What capabilities are needed to support structured learning?
This is the notional ‘10’ on the 70:20:10 framework
- What capabilities are needed to support social learning?
This is the notional ‘20’ in the 70:20:10 framework
- What capabilities are needed to support workplace learning?
this is the notional ‘70’ in the 70:20:10 framework
Performance consulting capabilities are required to support all three areas. Not only capabilities, but also a solid and consistent performance consulting approach. Separating stakeholder needs from wants and identifying the root causes of underperformance is a skill that many learning professionals simply do not possess. Performance consulting is all about identifying the most appropriate solution. Often this has nothing to do with building knowledge or skills and it’s important to reach a view on that quickly.
In some cases content will be created by the L&D team. Sometimes it will be curated by them. Sometimes they will need to support domain experts to create and curate content. Sometimes learning professionals will need to make judgements whether content is required at all. Each of these requires skill and experience, not just to create content, but decide the nature, form, and origin.
A good starting point for social media capability requirements is presented by Roland Deiser and Sylvain Newton in their Feb 2013 McKinsey Quarterly article. Although Deiser and Newton were addressing social media literacy for senior leaders, their advice is highly relevant for all learning professionals, whether at CLO level or learning practitioner.
- As social media producer: creating compelling content
- As social media distributor: leveraging dissemination dynamics
- As social media recipient: managing communication overflow
- As social media advisor and orchestrator: driving strategic social media utilisation
- As social media architect: creating an enabling organisational infrastructure
- As social media analyst: staying ahead of the curve
Workplace learning occurs in many forms. The key capabilities needed by learning professionals to support learning in the workflow, apart from the ability to build strong and positive relationships with leaders and business managers, are the same as any 21st century worker needs to exploit and support their own workplace development:
- Search and 'find' capabilities, together with sense-making: the ability to find the right information when needed and make sense of it
- Critical thinking: the ability to extract meaning and significance from a situation and share that with others
- Creative thinking: the ability to generate new ideas about, and ways of, using, information gathered by observation, experience and from others
- Analytical capability: the ability to visualise, articulate and solve complex problems and make decisions that make sense based on the available information
- Networking acumen: the ability to identify and build relationships with others who are potential sources of knowledge and expertise, both within and outside the organisation
- Relationship-building capability: the ability to build trust and productive relationships that are mutually beneficial
- Application of Logic: the ability to apply reason and argument to extract meaning and significance
- Research capability: the ability to analyse and validate data and information and the underlying assumptions on which it is based
|mindset n. /ˈmʌɪn(d)sɛt/ A fixed mental attitude or disposition that predetermines a person's responses to and interpretations of situations. An inclination or a habit.|