People learn and develop effectively
Evidence 1. Managers can describe how they make sure people's learning and development needs are met. 2. People can describe how their learning and development needs have been met, what they have learnt and how they have applied this in their role. 3. People who are new to the organisation, and those new to a role, can describe how their induction has helped them to perform effectively.
| What this means in practice Your organisation will be ensuring that people are given the knowledge and skills they require and the chance to apply their new learning to their job role. Managers will be playing an important role in agreeing and implementing the learning and development activity that their people need. This activity will be in line with the activity defined at a senior level, plus any learning and development that the managers identify to help meet specific job-related or personal development needs. People will be able to describe the different kinds of learning and development activities they are involved in, whether formal or informal. They will recognise what they are learning or have learnt and be able to describe how the learning and development activity has helped them in their job role. People who have recently joined your organisation will be able to outline the effectiveness of their induction. They will discuss how the knowledge and skills required to do their job were made available to them and whether they felt they had been introduced to the organisation in an effective way. Similarly, anyone new to a role within your organisation will be able to confirm that they have been given the support and development necessary to enable them to understand their new role and carry it out to the standard required. |
Tools and Techniques for Learning & Development
|
Tools and techniques |
Advantages |
Disadvantages |
|
Action learning (on the job – stretch and development through projects, assignments, new work experiences) |
Directly relevant to the job. Learning activity contributes to the organisation. Provides wider organisation/work understanding. Widely regarded as a key ingredient of leadership and management development. |
Some risk of failure, may overstretch the individual, ‘learning’ may be difficult to plan and identify. |
|
Coaching – critically reflecting with another person on what can be learnt from work-based experiences, including what can be learnt about one’s own strengths and weaknesses and new or better ways of tackling issues in the future. |
Specific to the job, low cost and time implications, excellent means of re-enforcing standards and good practice. |
May disrupt colleagues, requires some coaching ability. |
|
Mentoring – seeking advice and support from a (typically more senior/experienced) colleague |
A good way of sharing tacit knowledge and re-enforcing organisation values. A good way of strengthening relationships and improving communication. |
Some time cost on both parties. Requires some skill on the part of the mentor. |
|
Shadowing – learning from someone who is experienced and good at what they do – by watching them in action |
Excellent means of sharing tacit knowledge, re-enforcing standards and good practice |
Need to choose the person to shadow with care – may re-enforce bad practice. May disrupt colleagues. |
|
Visioning/scenario planning – engaging in structured discussion and debate with others regarding the potential future direction of the organisation or scenarios that might occur, and identifying appropriate strategies in response. |
A ‘safe’ way of exploring new strategies and testing innovative ideas. Participants will be able to share and learn from each other’s experience. |
Danger of overly abstract discussion which cannot be linked to the ‘real’ world. Expectations need to be carefully managed. |
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Temporary promotion or secondment – gaining experience of a more senior or new role through temporary assignment to that role |
Develops breadth of experience, knowledge and skills. Learning of direct relevance to the role. A good way to assess further development needs. |
Risk of overstretch and failure. Expectations need to be carefully managed. |
|
Within company training (briefings, workshops etc.) |
Relevant to group needs/perspectives, wider group understanding, consistency |
Only get a ‘local’ perspective, some impact on cost |
|
Self managed learning (books, videos, e-learning packages, web based information services etc) |
Tailored to the individuals learning needs (including time and place), low cost |
Relies on the individual, not directly relevant to the job, can take time |
|
Corporate courses (off the job training) |
Networking, solid theoretical perspective, local viewpoint, gain knowledge quickly |
Fairly expensive, not directly relevant to the job |
|
External courses, seminars and conferences (off the job training) |
Networking, latest techniques/theories, gain knowledge quickly, opportunity to achieve educational qualifications |
High impact on cost, not directly relevant to the job if not tailored correctly |
|
Development centres – formal structured events employing a range of methods to analyse an individuals strengths and development needs |
Provides deep insights into an individuals strengths and preferences. Providing actual learning and references for future learning |
Expensive and can be threatening if linked to assessment/selection activity |
|
Psychometric testing – tests designed to help identify an individuals personality traits and preferences leading to tailored personal development plans |
Provides deep insights into an individuals strengths and preferences. Provides good platform for coaching and further development |
Tests need to be carefully managed by a qualified practitioner and hence can be expensive. Some danger that test results do not lead to further action |
|
360° feedback – constructive observations from a selection of colleagues, customers and staff, typically related to performance strengths and weaknesses. |
A powerful tool for raising an individuals’ awareness of their own strengths and weaknesses and for planning further development. |
Needs to be administered carefully and constructively. With poor facilitation can lead to disillusionment and conflict. |
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E-Learning - Learning that is delivered, enabled or mediated using electronic technology |
Available 'just in time' and can be used continuously for learning and reference. Flexibility of access from anywhere at anytime. Ability to simultaneously reach an unlimited number of employees. Can achieve cost reductions. Reduction in the time it takes to deliver training. Ability to log or track learning activities. Possibilities of global connectivity and collaboration opportunities. Ability to personalise the training for each learner |
Limits of current technology infrastructure. Ensuring learners have time and space to participate. Providing appropriate support for learners. Finding attractive, relevant and high-quality content. Gaining line manager support and commitment. Employee hostility towards e-learning. Motivating learners to complete courses. Lack of basic IT skills in the workforce. |
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