Leaders as learning facilitators: learnscapes, prerequisites & field of action

Leaders as learning facilitators –

Learnscapes, prerequisites for learning & field of action

EAPRIL 2012 Conference Learning & Professional Development 2012 Jyväskylä, November 30, 2012 Christoph Meier, Sabine Seufert, Tanja Fandel-Meyer

© scil All rights reserved.

Who we are & what we do

2 27.04.2013

Strategy Development

Quality Management & Auditing

Educational Marketing

Change Management

Learning Design

…

Leadership Involvement

Informal Learning / Learning with Social Media

Christoph Meier / Sabine Seufert / Tanja Fandel-Meyer


› Points of departure › Our research process › Our initial results › Your feedback › Our next steps


3 27.04.2013


POINTS OF DEPARTURE

4 27.04.2013 Christoph Meier / Sabine Seufert / Tanja Fandel-Meyer


3 points of departure › Informal learning is a topic for L&D units in organizations

› dynamic work environments (markets & reorganization) › arrival of social media in the workspace (Yammer & co) › willingness to invest in T&D (save $?) › need to reposition? provider of training <-> gardener of learnscapes

› Informal learning is a leadership topic

› L&D as owner of T&D: not in the know on informal learning › Leaders / managers = important role models & change agents › Calls for leaders to be more involved in personnel development

› Informal learning in L&D units is a useful starting point

› L&D: high proportion of career changers › Often no specific curriculum for development › Assumed interest & ability to reflect on informal learning › Potential customers for development services



OUR RESEARCH PROCESS



Case studies: Overview

Sabine Seufert / Christoph Meier

7 27.04.2013

Caterpillar Deloitte IBM Siemens UBS L&D unit Caterpillar University,

Customer Services Support

Personalentwicklung / Aus- & Fortbildung (Germany)

Learning & Development (Switzerland)

Siemens Learning Campus

Business University / Operations e-Learning

Headcount ~120 ~20 + 150 trainers CH: 1 / worldwide: 140 ~140 ~150 / 15

Employee roles

• Consultants • Content authors • Trainers (few) • Program

coordinators • System

administrators

• T&D specialists • Content Managers /

Key-Account Managers

• Administrative Staff

• HR Consultants • Design & Policy

Consultants • Trainers /

Facilitators • Technical / Program

Coordinators • Technology Experts

• Program Managers • Program-Developers • Trainers • Content / Media

Authors • Project Managers • Consultants

• Operations eLearning:

• Project managers • eL Designers • Implementation &

support

Modes of comp. dev. for training profes-sionals

• No specific competence model

• A range of courses • Specific curriculum

for trainers • Certifications (e.g.

ASTD Human Performance Improvement Process)

• Various forms of informal learning

• Support for pursuit of degree at tertiary level

• Internal courses / development programs

• Certifications • Various forms of

informal learning

• Various courses offered by IBM Business University

• Various forms of informal learning

• Competency profiles for above mentioned roles

• Trainer: Curriculum with certification

• Various courses • Various forms of

informal learning

• Individual development plans

• Various courses • Various forms of

informal learning


Structure of case study interviews

› Context for L&D units › Organizational context › Professional development for L&D professionals

› Processes › Situations & forms of formal / informal learning › Integration of formal & informal learning › Leadership situations & potential for informal learning › Prerequisites for informal learning › Technology support for informal learning

› Outcomes › Potential of informal learning for competence development › Informal learning: Opportunities and limitations

8 27/04/2013 Christoph Meier / Sabine Seufert / Tanja Fandel-Meyer


The learnscape template

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Formal learning

Informal learning

Driven by leader / manager

Self directed

informal learning, primarily driven by employee

informal learning, primarily driven by leader / manager

formal learning, primarily driven by employee

formal learning, primarily driven by leader / manager



OUR INITIAL RESULTS



Formelles Lernen

Informelles Lernen

Selbst-steuerung

Fremdsteuerung durch

Führungskraft

- Manager Portal e-Learnings und Checklisten

- Career Framework

- E-Learning

- P quicks views

- Podcast

- Webcast

- Business University

- Knowledge Datenbank- Career Plan

- Kundenbedürfnisse erfordern Training

- Short Term Assignments

- Corporate Social Projects- Cross unit

- Cross job

- Collaboration

- Knowledgesharing meetings

- GesprächssituationFK MA Anlass: Problem

- GesprächssituationFKMA Anregung zum Erfahrungstausch / Kontakte initiieren

- Networking Events

- Jour Fixe:regelmässig/ auf Abruf

- Strategy Jams- Future of HR jams- Socialising Events

-.SME's on requestBilder pro Themen

- Shadowing

- Community & Blogs- Lunch & learn

- Peer to peer learning der Mitarbeitenden untereinander

- Wikis

- Manager Portal Themen, Checklisten, Foren, Blogs einarbeiten

- Knowledge Management (selbstgesteuerte Einträge zu Projekten hinterlegen / lessons learnd gefördert durch FK

Overview of the learnscapes

Caterpillar Deloitte

IBM

Siemens UBS


Learnscapes (consolidated view)

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Courses / curricula / certifications / compliance training

Use of knowledge databases

Management by objectives & annual review

Development plan

eLearning / WBT

Conferences

Stretch assignments

Coaching Informal conversations

& informal meetings

Wikis, weblogs, communities

Books, journals (online & print)

Bar camps & jams

(Project) Review meetings

Job rotation & secondments

Team meetings Podcasts / webcasts Conversations

manager – employee

Formal learning

Informal learning

Driven by leader / manager

Self directed

Individual development planning

Mentoring

Team lunch

Exchanges via Social Media platform


© scil All rights reserved. Christoph Meier / Sabine Seufert / Tanja Fandel-Meyer

13 27.04.2013

Prerequisites for informal learning

Level Prerequisites

Employees • Ability to reflect on personal development needs

• Capacity for self directed learning & media competency

• Understanding competence gaps as opportunities for development.

• …

Team leaders /

L&D leaders

• Acting as role models with regard to life long learning.

• Providing a safe environment for reflection on learning.

• Tolerating (first time) mistakes.

• …

Organization • Flexible organization of work / freedom to sequence work activities & learning.

• Leeway for experimenting and practicing.

• Knowledge and learning resources

• …

For more detail see http://de.slideshare.net/christophmeier/seufert-meier-informallearningearlisigantwerp20120824

http://de.slideshare.net/christophmeier/seufert-meier-informallearningearlisigantwerp20120824








FEEDBACK: Do our frameworks make sense?



Leaders as facilitators of learning: the field of action

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Field of action for

leaders / managers

Context conditions

Interactions

Workplace in general Situations of leading

Create environments conducive to learning

(e.g. stretch assignments, opportunities for conversation)

Design interactions for learning potential (e.g. encourage

reflection on learning in annual review)

Facilitate learning in the workplace

(e.g. encourage reflection on experiences / learning

in team meetings)

Contribute to a new culture of learning

(e.g. tolerate 1st time mistakes & encourage reflection on them;

reflect personal learning experiences with others)

Support for leaders as learning

facilitators

• Create context conditions for leaders as facilitators of learning (work structures, reward structures, etc.)

• Develop knowledge & competences (leadership situations, leadership style, moderation & feedback, etc.)

• Integrate toolset in leadership development programs



The framework for further research CONTEXT PROCESS OUTCOME

Performance

Informal Learning

Formal Learning

Encouragement to explore,

benchmark, adopt good practice

Development Dialogue (e.g., annually or

before / after training)

Leadership Interactions

Organizational conditions &

culture of learning Employees as

Self-Directed Learners

Supervisors as Learning Facilitators

(ICT-based / Web 2.0 enabled) Learning Environment

Organizational Conditions

Improvement

Organisation

Individual

Situations of Learning

Self Directed Learning

(e.g. in CoP) «Innovate»

Extended Training with Transfer Component:

«Perform in new job»

Moderated Workplace Learning «Improve

performance»

Feedback on Performance

(e.g., project reviews, team meetings, etc.)


Innovation


OUR NEXT STEPS



Research

Practice

Leaders as learning

facilitators

Toolset & workshop: "LearnFacT" - Learning Facilitation Kit

Theoretical framework: Design principles for toolset & workshops

Design-based research & development

Versions of toolset & iterations of workshops

18 Christoph Meier / Sabine Seufert / Tanja Fandel-Meyer


Christoph Meier swiss centre for innovations in learning (scil) University of St. Gallen Mail: [email protected] Web: www.scil.ch Slides available via www.scil-blog.ch & www.slideshare.net

Contact & information:


mailto:[email protected]

http://www.scil.ch/

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Leaders as learning facilitators: learnscapes, prerequisites & field of action

Education

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