Post on 24-Jul-2020
trends
An effective leArning progrAm
Why leArning?
hoW to design A leArning progrAm?
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VUCA world
the 2020 workplace
Volatile Uncertain
Complex Ambiguous
Traditionalists Baby Boomers
Generation X Generation Y (Millennials)
Generation Z personal
work personal
work fun
serious/professional Visibility integrator
Value Chain Architect Innovation Collaborator
Social Transformer
mobile
five generations
social media
gamification
change in supply chain roles
High Impact Learning
tools
implementation
‘gap’ as starting point
+ - learning by doing
Hybrid Learning
collaborative
learning platform
trainers/instructors
learning experiences
training material
mind maps
test/pilot
roll-out
measuring progress
program evaluation
training facilities
program development
eBasedtraditional
case studies
existing mind maps developing mind maps in the training
in-company external
feedback participants input trainers
input company
Learner marketing management support
Learner reward & feedback
validation certification & diplomas
individual
motivation
barriers
Supply Chain
Human Resources
other departments
strategy current future
value supply chain training costs supply chain training
entry level needs
development needs
knowledge skills competences
time money/budget ambition personal circumstances
intrinsic
extrinsic
Maslow hierarchy of needs
self-development employability promotion/career resume building
physiological safety love/belonging esteem self-actualization self-transcendence
the company
value of learning & development
line vs staff managerial level expert/thought leader level
recruitment development reward/performance attrition
organisational productivity transformation growth organisation
specific measurable attainable relevant timely
learning objectives
individual learning styles
reach & intensity
learning dichotomies
supporting workplace learning
training design
VAK
Kolb cycle
SMART
learning competencies
knowledge skills
eLearning
face to face learning
Blended Learning
1:1 1:n
synchronous webinars online coaching
training coaching
70:20:10 choice of blend
asynchronous
visual auditory kinesthetic
reflect experience conceptualise experiment
soft skills hard skills
formal vs informal passive vs active Learning by Experience traditional vs self-directed self-paced vs time planned individual vs team/group curriculum vs snack learning standard vs tailored organisational culture & climate
motivation social network opportunity to practice learner’s autonomy
connectivity purpose feedback
creating a need clarification sense of urgency
in a team individual with interaction with peers in network
individual with interaction trainer/coach
training advice
coaching
knowledge library LMS platform
supply chain experts local
international
Serious games
computer simulations role plays
portals
Beer Game Involvation (physical) games
PowerPoint paper
The Fresh Connection The Cool Connection
Driven by big and global developments and specifically in supply chain management, continuous learning should be seen as a continuous process. Since each individual and organisation is unique, developing and implementing effective learning programs is challenging. Supply Chain Movement and consultancy Involvation have therefore developed a mind map for supply chain learning, including a practical roadmap and warning signs.
Mind Map for continuous Supply Chain Learning
mindmAp mAnuAl future: seventy percent is learned in the workplace, twenty percent is learned from colleagues and ten percent of learning happens in a formal learning environment. When someone experiences and recog-nizes something, he/she will remember it. However, to give informal and on the job learning a chance, it will have to be sup-ported: check
The ultimate goal is to implement an effective and tailored learning program, in order to reach the defined learning objectives. Question is what the best lear-ning intervention is for this? A training, a learning program, a consultancy project or coaching? For high impact learning, tools, structure and feedback are required. Involvement deserves special attention, in
order to ensure that employees actually participate in the learning program. Mea-suring progress in the learning process ensures that the program delivers the desired results with the employees in their daily work: Act
The military world characterizes the pre-sent world as VUCA: volatile, uncertain, complex and ambiguous. This rapidly changing and uncertain world is forcing companies to work and learn differently. The workplace is also changing consi-derably due to the rise of mobile devices (smartphones, tablets, etc.), social media and the increased blending of work and private lives. Additionally, there is an impor-
tant trend towards ‘gamification’: applying games not only for recreational but also for professional purposes. Finally, since the composition of the working population is changing rapidly, companies need to set high standards for training and continuous learning: plan
Why should employees actually learn? For their own development or that of the
company? The motivation and the potential blockages to learn can differ per person. For the various business functions, lear-ning requirements vary as well. Human Resources sees education and learning as a part of the whole “life cycle” of an employee during his/her career, whereby the costs and benefits of learning are essential. Looking at learning and develop-ment from different angles is essential for
developing and realising specific learning paths: do
The design of a good learning program starts with the sharp (SMART) definition of the learning objectives, depending on the subject area and the individual preferences and learning styles. Learning methods differ in reach and intensity. Research and expe-rience show that ‘blended learning’ has the
Creators mind map:
check
continuous supply chAin
leArning
plAn
doAct
Supply Chain Mind Mapping
SC MSUPPLY CHAIN movemeNt