Quote

2. Quote “HRD is Me.”

3. Background Workplace Learning

4. Getting Results Through Learning

5. Thinking About Workplace Learning • Is the way you do business changing? • What is the impact of this change on how work is done to accomplish goals? • How great is the need to work differently? • What do people need to learn? • How can learning best occur?

6. Assessing Workplace Learning • Where are you, as a manager, on a scale of 1-5 in achieving workplace learning? 1 = I’ve a long way to go 5 = I’m doing everything right • What are your concerns?

7. Rating Scale Assessing Workplace Learning

8. Barriers To Overcome • Treating learning as an individual endeavor. • Focusing on formal classroom training. • Keeping business and learning separate. • Tolerating non-listening work environments. • Employing autocratic leadership styles.

9. Planning • Make a connection to the organization’s strategic objectives upfront. • Target training areas of greatest need and biggest payoff. • Find the best and most cost-effective methods. • Determine how to evaluate results.

10. Strategic Alignment • Review agency’s strategic plans. • Determine how you contribute. • Plan learning that supports contribution. • Focus on performance needs. • Tie into business outcomes. • Transfer learning into performance and results.

11. 1. Coaching 2. Mentoring 3. Job rotation/special assignments 4. Manager as teacher 5. Learning teams 6. Self-Development 7. Individual Development Plan 8. Meetings 9. Action Learning 10. Cross-functional teams 11. Workouts 12. Strategic planning 13. Parallel learning structures 14. Corporate scorecard 15. Benchmarking 16. Flocking 17. Groupware 18. Computer conferencing Learning Strategies

12. Questions • What do you need to get started? • How can HRD help you? What should they be doing? • How will (could) this strategy help you achieve results? Which results?

13. Coaching • Involves listening, observing, encouraging, and giving feedback. • Shapes performance needed to meet goals. • Involves setting objectives for learning and developing an action plan.

14. Mentoring • Provides advice, increases understanding of the organization, and helps build networks. • Develops employees by increasing their skills and expanding their awareness and perspective.

15. Mentoring (Continued) • Mentors typically are not in reporting chain and are about two grades higher than “mentee.” • Provides learning outside of normal channels or training programs. • Prepares “mentee” for new job/function.

16. Job Rotation & Special Assignments • Job rotation involves detailing to positions preferably outside the current unit. • Special assignments can be short- or long-term. • Both should provide new skills and knowledge that are linked to organizational goals.

17. Manager as Teacher • You set the tone, pace, work habits, and behavior. • Think of every interaction with others as a teaching opportunity. • Ask yourself: What could be learned? How can I strengthen learning? Who needs to be here?

18. Learning Teams • Meet regularly to focus on own development. • Form around particular area of interest. • Manager’s role is to provide encourage-ment, support, and resources.

19. Self-Development • Identify what you want to learn and develop a plan. • Use computer programs that help analyze skills and interests. • Maintain learning logs or diaries to analyze “lessons learned.”

20. Self-Development (Continued) • Get involved in professional organizations or interagency committees. • Read professional journals and trade magazines. • As a manager, promote employee self-development by identifying learning opportunities.

21. Individual Development Plan • Developed jointly by manager and employee. • Identifies development needs within the context of the organization’s mission and performance requirements. • Helps achieve results because learning is structured and intentional. • Review and update regularly.

22. Meetings • View every meeting as an opportunity for learning. • Look for ways to improve communication and understanding among members. • Discuss lessons learned from project reports and special assignments.

23. Action Learning • Group effort that involves solving real problems and focuses on acquired learning. • Involves a sequence of discussion, action, reflection, further action, and reflection. • Use when there are no obvious solutions.

24. Cross-Functional Teams • Composed of individuals with different backgrounds and skills. • Collaborate on common work issues and accomplish same task. • Learn from each other and acquire greater knowledge of business issues and decision-making processes.

25. Workouts • Super-accelerated reengineering projects. • Teams meet—without management—to identify ways they can work faster and more efficiently. • Can last from one to several days and conclude with a “townhall” meeting. • Managers must make immediate public decisions to accept, reject, or ask for more information. • Save time and money and have lasting impact on people.

26. Strategic Planning • Begins with the end in mind. • Includes your vision of the future, mission, goals, and indicators of success. • Sets a direction that everyone understands.

27. Parallel Learning Structures • Temporary groups that cut across traditional organizational boundaries. • Formed to address a specific issue or need. • Bring creative approaches to problems that have challenged traditional decision making. • Result in bringing organization to a new level of awareness.

28. Corporate Scorecard • Tracks measurements that have meaning to the organization. • Tracks both financial and nonfinancial measures. • Distributed across the organization so everyone is reading the same “score.”

29. Benchmarking • Continually compares your organization with other organizations. • Involves identifying areas that need improvement and studying “best practices” of those who are recognized leaders.

30. Benchmarking (Continued) • “Best practices” can then be customized to fit your own organization. • Particularly helpful in looking at: • Meeting customer requirements. • Setting relevant, achievable goals. • Developing accurate measures of productivity.

31. Flocking • Involves small groups that come together to learn collectively. • Promotes collaboration and exchange of learning, and establishes ongoing networks.

32. Groupware • Facilitates communication and decision-making processes. • Allows for people’s anonymous input. • Makes group work more efficient. • Gives instant information about how work is progressing.

33. Computer Conferencing • An application of computer and telecommunications. • Allows people to interact when separated by time and space.

34. Aligning Strategies

35. Next Steps

36. Quotation “Learning and performing will become one and the same thing. Everything you say about learning will be about performance. People will get the point that learning is everything.” — Peter Block