xCLCSem - Embracing change - better together - Laura Overton

Editor's Notes

1. Definition: Benchmarking is the process of comparing key performance indicators for one organisation with the indicators of others who are considered to represent the industry standard or best practice for that field. Since 2013, the Towards Maturity benchmark has concentrated on identifying the business impact of learning innovation and has uncovered 6 workstreams of behaviour that consistently influence results. This is tracked through the Towards Maturity Index. Those in the top 10% of the index, the Top Deck, are delivering more organisational agility and individual performance. What are they doing differently?
2. Main message - it is clear that L&D leaders around the globe see their role in the future as an enabler of self sustaining learning culture that builds business performance and agility
3. Top business priorities
4. They are also focussed on benchmarking as a means of improving their own performance, moving away from old style benchmarks that focus on cost and input ( that lead to more cost cutting and demand for more for less.
5. Instead they are benchmarking against outputs and effective practices, leading to a focus on prioritising actions and new ideas that help the HR teams improve their own performance.
6. The towards maturity Index is calculated from 6 workstreams of behaviour that consistently contribute to great performance – see www.towardsmaturity.org/static/towards-maturity-model/ for details
7. Today’s knowledge workers are more connected and more resourceful than ever before. Top Deck understand that and tune into the needs of their audience = they are consumer driven
8. The Towards Maturity Benchmark programme deconstructs and investigates the different behaviours within the 70:20:10 model to understand the extent to which different aspects of this model are being applied by L&D professionals in today's workplace. Formal learning index In the Formal Index we consider the extent to which formal learning interventions are aligned to business need, user focused, blended/flexible, learners are recognised, that programmes remain relevant to work need - aspects of the '10' Calculated on the way that organisations have answered the following questions We use defined performance support practices to support learning transfer after formal training We analyse the business problem before recommending a solution We apply storytelling techniques in our instructional design We involve users in the design of the most appropriate learning approach We blend our use of several different learning technologies (from social media for collaboration to content delivery) We train classroom trainers to use technology to transfer learning to the workplace We remove content that is no longer relevant We map learning interventions to our competency framework Where appropriate we provide micro-content (i.e. under 10 minutes) We pull key stakeholders together into a steering group to support programme design and implementation We apply techniques such as spaced learning to aid retention and application of learning Social Learning Index In the Social Index we consider the extent to which social learning is supported: is collaboration encouraged, are L&D aware of how staff are already collaborating, the culture of accepting innovation and new ideas - aspects of the '20'. We encourage learners to share experiences and solve problems using online social media tools We actively encourage learners to collaborate in building knowledge resources, using tools such as wikis, forums, podcasts and videos Staff know how to work together to productively connect and share knowledge Our learners learn more from each other than from course content We encourage peer-to-peer feedback about the impact of learning We are aware of how our learners are using social media (outside of L&D) to share ideas Managers encourage and make time for social and informal learning We influence our organisation’s social media policy We help people locate in-house experts when they need them Coaching and mentoring are an important part of our work culture Our organisation welcomes innovation and contributions from our workers Workflow index: In the Workflow Index we consider the extent to which staff are being encouraged to learn from their experience, to reflect on their experience, the way that their performance in the workplace is actively supported, if access to resources has been simplified and if managers are equipped to encourage ongoing learning... - aspects of the '70'. Our managers recognise the value of on-the-job learning Staff have access to job aids online or via mobile devices Staff in our organisation understand how to identify the right information appropriate for their job Individuals are encouraged to organise their own personal learning strategies We use available support systems to promote self-reliance, not a culture of dependency We have content curation strategies in place to help staff make sense of the resources available to them We encourage learners to keep reflective learning logs Our organisation encourages (and provides time for) reflection Staff are actively encouraged to take on new work experiences as an opportunity to learn Our staff are encouraged to learn from their mistakes Managers provide active support in the application of learning in the workflow Our organisation expects managers to take responsibility for developing the skills of their staff We equip line managers with resources so their teams get the most out of technology enabled learning
9. 76% communities of practice (46%) 71% provide staff witth acces to job aids (29%) 69% have clear policy around BYOD (33%) 88% have a comms plan in place (39%) 84% ensure staff can access at any time (58%)
10. The Towards Maturity Benchmark programme deconstructs and investigates the different behaviours within the 70:20:10 model to understand the extent to which different aspects of this model are being applied by L&D professionals in today's workplace. Formal learning index In the Formal Index we consider the extent to which formal learning interventions are aligned to business need, user focused, blended/flexible, learners are recognised, that programmes remain relevant to work need - aspects of the '10' Calculated on the way that organisations have answered the following questions We use defined performance support practices to support learning transfer after formal training We analyse the business problem before recommending a solution We apply storytelling techniques in our instructional design We involve users in the design of the most appropriate learning approach We blend our use of several different learning technologies (from social media for collaboration to content delivery) We train classroom trainers to use technology to transfer learning to the workplace We remove content that is no longer relevant We map learning interventions to our competency framework Where appropriate we provide micro-content (i.e. under 10 minutes) We pull key stakeholders together into a steering group to support programme design and implementation We apply techniques such as spaced learning to aid retention and application of learning Social Learning Index In the Social Index we consider the extent to which social learning is supported: is collaboration encouraged, are L&D aware of how staff are already collaborating, the culture of accepting innovation and new ideas - aspects of the '20'. We encourage learners to share experiences and solve problems using online social media tools We actively encourage learners to collaborate in building knowledge resources, using tools such as wikis, forums, podcasts and videos Staff know how to work together to productively connect and share knowledge Our learners learn more from each other than from course content We encourage peer-to-peer feedback about the impact of learning We are aware of how our learners are using social media (outside of L&D) to share ideas Managers encourage and make time for social and informal learning We influence our organisation’s social media policy We help people locate in-house experts when they need them Coaching and mentoring are an important part of our work culture Our organisation welcomes innovation and contributions from our workers Workflow index: In the Workflow Index we consider the extent to which staff are being encouraged to learn from their experience, to reflect on their experience, the way that their performance in the workplace is actively supported, if access to resources has been simplified and if managers are equipped to encourage ongoing learning... - aspects of the '70'. Our managers recognise the value of on-the-job learning Staff have access to job aids online or via mobile devices Staff in our organisation understand how to identify the right information appropriate for their job Individuals are encouraged to organise their own personal learning strategies We use available support systems to promote self-reliance, not a culture of dependency We have content curation strategies in place to help staff make sense of the resources available to them We encourage learners to keep reflective learning logs Our organisation encourages (and provides time for) reflection Staff are actively encouraged to take on new work experiences as an opportunity to learn Our staff are encouraged to learn from their mistakes Managers provide active support in the application of learning in the workflow Our organisation expects managers to take responsibility for developing the skills of their staff We equip line managers with resources so their teams get the most out of technology enabled learning
11. When we look at the actions of the top performing people teams in pure black and white – we see common sense, but not common practice. The secret sauce of the top performing people professionals is execution- they walk the walk vs talking the talk
12. Instead they are benchmarking against outputs and effective practices, leading to a focus on prioritising actions and new ideas that help the HR teams improve their own performance.
13. Interview – how did you go about this