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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.•

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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

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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.