Norman Broadbent

Leadership & Talent Practice

September 2007

21st century Learning and Development

Dr Mike Rugg-Gunn CPsychol.

Agenda

A changing world21st century Learning and Development functionsNew technologies (including e-learning)Leadership DevelopmentContinuous Learning and Development

A changing world... (1)

People The work force grows older Greater diversity of workforce War for TalentJobs Increased complexity in roles Service sector role increaseOrganisations Downsizing, outsourcing, home working Global

Sun Microsystems iWork program

Out Head Office Offices 1 user per office Fixed office costs Commuting Turnover Staff restaurant Rule bound culture Real estate & facilities

In Community centre Drop in centres 1.8 users per office $50m saving 6.5 hours pm saving Retention iWork café (with networked booths) Flexibility Workplace resources

21st century learning and development teams (2)

Accountability for ResultsStrategic DirectionProduct designVersatilityProduct delivery

21st century learning and development teams: Accountability for results

Traditional Training Dept the organisation manages employee

development ends involvement with participants when

course ends instructor is key player in supporting

learning relies on happy sheets as primary source

of feedback vaguely describes learning outcomes

Business embedded training

employees take responsibility

provides follow up on the job to ensure learning takes place

line manager is key player in supporting learning

evaluates strategic effects of learning and its bottom line results

guarantees that learning and development will improve performance

21st century learning and development teams: Strategic Direction

Traditional Training Dept Leaves objectives unstated

Limits offerings to predetermined courses

Supplies products that are no longer useful

Organises its offerings by courses Mandates training

Business Embedded Training Specifies a clearly articulated

mission Customised solutions to clients

needs Understands product life cycles

Organises offers by competencies Competes for internal customers

21st century learning and development teams: Product Design

Traditional Training Dept

Rigid design methodologies

Views suppliers as warehouses of materials

Business embedded training

Use innovative design strategies to develop products quickly

Involves suppliers strategically

21st century learning and development teams: Versatility

Traditional Training Dept

Employs trainers who serve as classroom instructors and facilitators

Operates with a fixed number of staff

Relies solely on training staff to determine need and content

Business embedded training

Employs professionals who serve as product managers

Levers resources from many areas

Involves line managers in determining direction and content

21st century learning and development teams: Product Delivery

Traditional Training Dept

Distributes a lot of courses

Offers courses at fixed schedules and fixed locations

Business embedded training

Offers a menu of learning options

Delivers training on site

Traditional training dept v Business embedded training

How relevant is this research to your organisation? How well did your organisation score?

New Technologies

Internet

Computer based training (CDs, ROMs)

Simulators, Virtual Reality, Electronic manuals

Adaptive tutoring

Confederated training

Adaptive Tutoring System Course Content

Generates Problem

Compare Solutions

Reports results

Recalibrates Trainees Skills Model

Expert system Solution

Trainee’s Solution

Trainee

Adaptive Tutoring Systems

Summary

Group discussion: What are the pros and cons of New Technology Training?

New Technology training (1)

Pros Self paced 24/7 access to instructional material Training Content can be tailored to different

contents Interactive Consistency of content Consistency of delivery Unlimited geographical flexibility Immediate feedback Can test and certify mastery Provides privacy Learning in a stress free environment Increased working capacity for trainers

Cons Expensive to develop Ineffective for some training content Trainee anxiety with new technology Difficult to update quickly Counteracts benefits of group learning

Keep doing the basics right……..

Trainees need to know what they should learn Link the training to the job experience and tasks Trainees need to practice what is learnt It is OK to make mistakes – errors help learning Trainees need spaced practice time Give feedback Maintain self efficacy

E-learning: New Research (3)

McConnell (2006):

Problems of: disconnectedness isolation

Virtual Learning Environment

e-learning communities are the focus

collaborative evaluation and assessment are important

supports blended learning through content and resources

Recognises the quality of peoples relationships in e-learning

E-learning: New Research (4)

Rosenberg (2005):

Development of a learning and performance architecture

E learning moves to the workplace Aligning work and learning Blended learning is redefined Course centric to Knowledge centric Different levels of mastery require different

learning and performance strategies

Smart Enterprise Thinking

“a high performance organisation that allows knowledge, enabled by technology, to grow and flow freely across departmental, geographic or hierarchical boundaries where it is shared and made actionable for the use an benefit of all”.

Web based learning: Does it work? (5)

YES!

13% more effective in teaching declarative (‘what to know’ element) knowledge

20% more effective in teaching procedural (‘how to’ element) knowledge where it was blended with face-to-face

solutions

With no face-to-face learning procedural learning showed no improvement

Best practice in web based learning suggests that learners learn best when:

they are in control of materials (content pace and sequencing)

they can practice as they go along

undertaking a long course of instruction

Leadership Development: Building adaptive expertise (6)

Why the need?

jobs are changing

problems are more complex

some problems are unstructured and ill defined

traditional instructional design theory has less relevance (e.g. practice, feedback

and variability)

Building adaptive expertise

What is adaptive expertise?

The ability to deal positively with novel problems.

The ability to select from alternate strategies

Requires deep knowledge structures and metacognition ( high level planning,

monitoring and regulating mental strategies).

In short, a higher awareness and control of their thinking abilities.

Building adaptive expertise

How:

Use advanced organisers

Give the learner control over content, sequence and pace of learning

Replace deductive learning with discovery learning

Encourage a mastery orientation over a performance orientation

Building a culture of continuous Learning and Development

Senior Management act as mentors, coaches and facilitators so that talented people access the right development at the right time

Senior Management are role models of their own learning and development

Business gains achieved through great development are publicly recognised and rewarded

Development is on every team’s agenda and is monitored, managed and measured within formal performance review systems

Every manager is accountable for both their own and their team members development.

Any Questions?

Dr Mike Rugg-GunnDirector of Executive Assessment & DevelopmentNorman BroadbentDorland House20 Regent StLondon SW1Y 4PTTel: 020 7484 0000Email: mike.rugg-gunn@normanbroadbent.com

References

• 1)Noe, R. (2008) Employee Training & Development McGraw-Hill Higher Education. New York

• 2) McIntosh, S (1995) Envisioning the Virtual Training Organisation. Training and Development; Vol 49, Issue 5.

• 3) McConnell, D. (2006) Developing and sustaining online learning communities. http://www.wun.ac.uk/elearning/seminars/seminars/seminar_six/McConnell.pdf

• 4) Rosenberg, M (2005) Where is e-learning headed? Proceedings of 2nd International SCIL Congress. http://www.scil.ch/congress-2005/programme-10-12/docs/keynote-rosenberg-slides.pdf

• 5) Sitzmann T et al (2006) The comparative effectiveness of web based and classroom instruction: A meta analysis. Personnel Psychology, 59, 623-664

• 6) Smith et al ‘Building adaptive expertise: Implications for training design strategies’ in Quinones, M & Ehrenstein, A (1997) Training for a Rapidly Changing Workplace. Applications of Psychological Research. American Psychological Association. Washington.