sales institute briefing 27th jan (paul healy)
TRANSCRIPT
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Learning & Performance
A Presentation to “The Sales Institute”
Jan 27th 2010
Paul Healy
Head of Learning & Development Irish Life & Permanent Group
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IL&P2 Brands
4700 Staff
Large Domestic Market Presence
Multiple Delivery Channels
Market Leading positions in: LifeMortgagesFund Management
Presenter17 Years Financial Services
BOISales Consultant (L&P)Sales CoachHead of Sales
IL&PHR- Learning & Development
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Development of the Sales Manager
Directive: Command & Control
Collaborative: Performance Coach
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Understanding Performance
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• There is confusion about the role that KNOWLEDGE and SKILLS play in… PERFORMANCE.
• KNOWLEDGE is simply acquired information until it is put to use.
• SKILLS are usually learned through practice rather than in formal training.
• The relationship between knowledge, skills and performance is more complex than first appears.
Performance?
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Knowledge Transfer – why bother?
“Industries annually spend € billions on training but no more than 10% of this expenditure actually results in the transfer of learning to the job”.
Reference: Baldwin & Forde 1997
“A survey on the expectation that a manager has of performance improvement of an individual after instructor led training event reveals stark findings”.
Reference: Stolovitch & Keeps 2005
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BEFORE DURING AFTER
KnowledgeAcquisition
Desired knowledge
acquisition & performanceimprovement
TrainingEvent
Transfer- The Business Expectation
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BEFORE DURING AFTER
KnowledgeAcquisition
Actual knowledge
acquisition & performanceimprovement
TrainingEvent
(Source: Harold D Stolovitch & Erica J Keeps, 2005)
Knowledge Transfer- The Reality
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“The Conspiracy of Convenience…..”
• Performance analysis is not done, or is done poorly• Business Managers ask for “training”• Training Managers delivers it• No-one measures it• There is little or no business impact• Everyone’s happy!
To appease the demand for training, the L&D/Training function produces and delivers a catalogue of programs and bespoke courses……
Linked to Business Drivers?
Impact onBusiness
Performance?
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The Information Explosion
•Information Growth- 30% per year
•Most of this information is unstructured
•Access & Retrieval easy!
•Half Life is getting shorter
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What do we really need to know to do our jobs?
Robert Kelley’s longitudinal study with knowledge workers asked:
“What percentage of the knowledge you need to do your job is stored in your mind?”
1986: 75%
1997 15-20%
Now: 8-10% ?
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The “Generation Y” Employee
• “Digital Natives” are different from the rest of us!• They have grown up with technology.• They are natural multi-taskers.• They are natural just-in-time learners and collaborators.• High expectations in relation to development and
advancement.• But… have a “Sense of Entitlement”.• Less loyalty towards the organisation.
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So then what is…‘REAL’ adult learning??
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‘REAL’ adult learning is about:CHANGING BEHAVIOURS IN LIGHT OF
EXPERIENCE(People changing what they do based on what they have
experienced)
‘REAL’ adult learning is brought about through PRACTICE in a supportive environment.
Not through ‘knowledge transfer!
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Formal Training
WorkplaceLearning
Typical Training Budget Allocation
90%
10%
FormalTraining
Where Learning Actually Happens
80%
20%
WorkplaceLearning
Jay Cross: The L&D Budget Divide, Time Magazine 2005
Budgets?
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“Learning is the ability to acquire new ideas from experience and retain them as memories”
Eric KandelColumbia University
(Nobel Laureate for work on Learning & Memory)
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So .….. what isThe silver bullet?
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Data
Information
Knowledge
Skills
PERFORMANCE
30%
Environment
Attitudes
Behaviours
70%
Stolovitch & Keeps (2005)Reference:
The Performance “Mix”
Clarity on what’s expected
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AttitudesValuesDrivers
UpbringingNeeds
Personality
Invisible states
Behaviour•What they say•What they do
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The EmployeeThe Contract
Manager HR/ L&D
Performance Management & Learning
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Opportunities for Development
•New work within role
•Self directed learning, research
•Solving problems in role
•Increasing span of control
•Championing and managing change
•Mentoring Others•Covering for others on leave
•Exposure to other departments and roles
•Taking part in projects and working groups
•Work shadow
20% Learning
through Coaching,Feedback & Networks
•Performance management
•Informal feedback and debriefs
•Coaching from manager/others
•Mentoring
•Learning through teams and networks
30% Formal Learning
• Training Courses
• E- Learning
• Workshops
•Seminars & Webinars
• Books, Audios, CD’s
50% Learning
On the Job
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Sales Managers
Facilitating Learning&
Performance
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Coaching?• “Coaching is unlocking a person’s potential to maximise
their own performance. It is helping them to learn rather than teaching them”– (John Whitmore)
• “The art of facilitating the performance, learning and development of another”– (Tim Galway)
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Common Coaching Myths
• “It is just a conversation”It is a skilful and sustained process, not just ad-hoc reactions to what
you see or hear
• “It is about having all the answers”It is based on helping the learner to help himself/herself
• “It is just for poor performers”It is for everyone
• “Anyone can be a coach”It uses a repertoire of skills ….questioning, listening, giving feedback ,
not a one way flow of instructions and telling
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What is Coaching
• Non-directive (Pull)
• Listening to understand
• Reflecting• Paraphrasing• Summarising• Questioning to raise
awareness
Directive (Push)
• Making suggestions• Giving Feedback• Offering Guidance• Giving advice• Instructing• Solving the problem
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Metaphor of Driving a Car• A therapist will explore what is stopping you
driving your car• A counsellor will listen to your anxieties about
the car• A mentor will share tips from his or her own
experience of driving cars• A consultant will advise you on how to drive the
car• A coach will encourage and support you in
driving the car
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Feedback
• Feedback is a communication about an aspect of behaviour, and the impact that behaviour has on others.
• It is to help somebody consider whether or not they want to change
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Giving Feedback
• In one to one discussion seek self evaluation first• Give feedback on strengths and development• Be specific not general focus on and describe visible
behaviour• Don’t make assumptions about intentions• Be evaluative, what you saw..liked /disliked• Don’t be judgmental…that was right /wrong• Feedback should be timely, within their control
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Feedback Framework
1. Self Evaluation by other person first!
2. Manager straight on the facts of the feedback
3. CAKES / E2 C2 use as structure for feedback
4. Objectives – set going forward
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C AK
ES
Successful Performance
larity
ttitude
nowledgenvironmentkills
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Model for Giving Feedback
• E
• E
• C
• C
xample
ffect
hange
ontinue
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“If we are what we repeatedly do, then
excellence is a habit not an act”
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Final Comments / Questions
Thank you