ld 2020 agenda handouts sept 10
Post on 06-Jul-2015
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martyn.sloman@trainingjournal.com www.trainingjournal.com www.martynsloman.co.uk 1
Nine principles for the L&D professional
The recommended activities for the L&D professional
1 Trust your judgement
2 Understand the difference between training and learning
3 Disregard anything that was written in the last century
4 Distinguish between context and processes and seek to understand both
5 L&D builds organisational benefits through higher value products and services
6 Value lies in the eye of the beholder
7 Try to develop the learning culture
8 Different interventions have different strengths and weaknesses
9 L&D is a craft activity which takes place in context
Against this understanding a new sequence of activities is needed if L&D professionals are to make a significant contribution to the organisation. The recommended activities are:
determine the skills needed to deliver value•
investigate how they are best acquired/developed•
ask ‘Who are the key stakeholders in shaping the learning process?’•
seek to develop a learning culture•
design, deliver and monitor the interventions that promote learning.•
martyn.sloman@trainingjournal.com www.trainingjournal.com www.martynsloman.co.uk
A skills classification
How skills are acquired/developed
Product/business knowledge
Technical know-how Theoretical knowledge
basic skills
Literacy skills
Physical skills
Numeracy skills
aPPlications of soft/inter-Personal skills
Communication (internal)
Coaching and feedback
Negotiation skills
Being assertive
Collaborative skills
Communication (clients)
Fault checking skills
Influencing skills
Empathy skills
aPPlication and use of higher skills (showing attitude, aPProach, ingenuity)
Managing change
Planning skills
Taking initiatives
Networking skills
Problem-solving skills
Being resourceful
Being creative
Studying for academic qualifications
Being coached and mentored by others
Studying for technical/vocational qualifications
Studying manuals, books, videos CD-ROMs or online materials
Attending a formal training course with current employer
Accessing information from the Internet
Doing this job or similar work on a regular basis
Attending a formal training course with previous employer
Watching and listening to others at work
Doing activities unrelated to work
martyn.sloman@trainingjournal.com www.trainingjournal.com www.martynsloman.co.uk 3
The ladder of progression
fragmented formalised focused
employer
(i.e. senior
management)
No link perceived between business success and learning. May support individual requests for learning opportunities on an ad hoc basis.
Supports professionals by actions such as signing off training policy, approving budget. May introduce development planning or carry out succession planning for the Board.
Supports and challenges to ensure learning takes place to support organisational strategy and to develop talent for the future. Well aware of learning, training and development initiatives.
line manager Does not see learning as his/her responsibility though may respond to individual ad hoc requests.
Meets with HR to discuss training needs of self and own team. Takes part in formal appraisal processes, coaching and training programmes.
Ensures that self and all team have the means to acquire the knowledge and skills to achieve targets. Initiates (with HR) processes to ensure that learning takes place where needed. Supports a range of learning opportunities for staff.
individual
learner
Acquires the skills and knowledge required for job role and waits to be told what is next.
The more ambitious may look for opportunities for learning to follow personal aspirations, learning in own time and sometimes at own cost.
Needs identified at appraisal with manager. Takes part in courses offered as part of the formal organisational plan. May learn on or off the job.
Learns as part of role development guided by line manager and HR. Has formal development plan and discusses past and future learning at appraisal. Takes part in formal and informal learning, with line manager, others, on or off the job. May also act as coach or mentor to others.
in-house
training
professional
Supports individuals or line managers who seek them out. Delivers statutory training courses and evaluates reactions.
Develops and communicates training plans to meet the needs identified at appraisal. Ensures that training is delivered efficiently and meets the identified needs.
Consults with senior and line managers on the best ways to meet learning needs. Ensures that all have formal learning plans, that line managers and others have the skills to coach or mentor. Supports learners and encourages the adoption of new learning methods. Ensures that learning happens at optimum times and locations. Evaluates learning and organisational outcomes.
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