Learning Transformation Shift 2: From learning content to performance improvement
L&D professionals get passionate about 'content' -after all it's at the heart of our professional expertise. But we rarely talk about the performance improvement that should result from that content. Here's why:
1. Currently, because
the people asking for training are cost-conscious, the question “What can I get
for that cost?” is never far away. So we think in terms of what the money will
‘get’ you: courses, e-learning content and so on.
2. The people asking for training assume that training is 'A Good Thing' and that training is followed by performance improvement like day follows night.
Both these assumptions are flawed. But bcause we know lots about content andmuch less about performance, we gravitate towards our area of expertise and start crafting some top quality content.
In our exprience there is very little poor qualty training going on - certanly not where L&D professionals are involved. However, our own investigation concluded that a quarter of all training fails to yeild any significant performance improvement. Ancedotally, learning professionals say the actual figure is much higher. The problem is not with the learning content, rather what happens before and after.
This shift is about L&D
expanding its horizons: not just to be responsible for good content, but to
hold the business to account for turning learning into performance improvement.
Performance is L&D’s business.
What it looks like
Here are the
key changes to L&D in this shift:
Developing learning business partner skills. Not accepting requests for learning (or needs analysis) until the stakeholder can:
1. Clearly state he performance shortfall
2. Describe how they expect any learning will transfer into the desired performance improvement.
L&D must develop the questioning and support techniques to help stakeholders do this.
Developing learning business partner skills. Not accepting requests for learning (or needs analysis) until the stakeholder can:
1. Clearly state he performance shortfall
2. Describe how they expect any learning will transfer into the desired performance improvement.
L&D must develop the questioning and support techniques to help stakeholders do this.
Curriculum transformation. Reviewing the existing content with a view to
optimising the delivery mode: increasing the use of technology to deliver
learning; challenging any default use of instructor-led learning; ensuring
self-learners will receive appropriate support and ensuring learning is capable
of being embedded.
Embedding learning into everyday work. Working to ensure that embedding is seen as an
inevitable corollary to learning. Before formal learning occurs, learners and
their managers should understand how and where the learning is expected to be
used. L&D are to foster mechanisms whereby embedding of learning is
encouraged or even mandated.
Developing competency frameworks and role profiles. These are the building blocks of talent
management, against which learning content can be mapped. This allows employees
to assess their competencies and build their own development plans in line with
their career aspirations. It also facilitates alignment of development with
performance improvement goals.
Review the academy / catalogue of learning content. Once mapped to competencies, L&D can better
assess any gaps in the curriculum, and rate the content in terms of its
expected impact on performance improvement.
Benefits
As a result of this shift, L&D becomes more commercially aware. Not
that we aren’t already aware, but now that awareness translates into more than
just content. We start to call those who request training to account:
- That when they ask for development, their request is part of a thought-through plan to fix a business issue, and not just short-term sticking plaster over a problem
- That they accept their role to ensure that learning is embedded and translates into performance improvement
We are unlikely to be thanked for this, but eventually it will earn us
respect from business leaders, as learning moves away from order-taking towards
the delivery of higher business performance.
Picturing the shift to performance improvement
The
diagram below positions learning within the wider context of achieving business
goals. We have developed it into a chain
because the process is only as good as the weakest link. The core L&D
activities (links 3 to 5) are sandwiched between 5 links which the wider
business is responsible for.
The Learning Chain:
When learning fails to deliver its expectations, there is nearly always a problem in these wider business links:
1. The business goals are badly interpreted (so either we don't know what business benefits to look for after learning, or we look for it in the wrong place).
2. We don't understand the performance shortfall inenough detail (and similarly, afterwards we can't evaluate any improvement in performance).
3. Learning is not transferred (embedded) into everyday working life
L&D cannot be expected to do the work of other parts of the business, however it can hold them accountable for their share of the learning chain, because if one of their links fail, the learning investment is lost.
1. The business goals are badly interpreted (so either we don't know what business benefits to look for after learning, or we look for it in the wrong place).
2. We don't understand the performance shortfall inenough detail (and similarly, afterwards we can't evaluate any improvement in performance).
3. Learning is not transferred (embedded) into everyday working life
L&D cannot be expected to do the work of other parts of the business, however it can hold them accountable for their share of the learning chain, because if one of their links fail, the learning investment is lost.
Kevin Lovell
Learning Strategy Director
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