Creating a High-Impact Learning Organisation

WHAT IS A HIGH-IMPACT LEARNING CULTURE

A HIGH-IMPACT LEARNING CULTURE IS AN ORGANISATION-WIDE BELIEF THAT THE ORGANISATION’S MISSION, STRATEGY AND OPERATIONS CAN CONTINUOUSLY BE IMPROVED THROUGH AN ONGOING PROCESS OF INDIVIDUAL AND ORGANISATIONAL LEARNING.

HIGH IMPACT LEARNING CULTURE MODEL

WHY?

• WORKFORCES ARE BECOMING MORE DIVERSE IN TERMS OF • SKILLS

• GENERATIONAL RANGE

• GEOGRAPHICAL LOCATION;

• INCREASING LEVELS OF LEGISLATIVE COMPLIANCE;

• INCREASE COMPLEXITY IN BOTH WORKFORCE AND CLIENT BASE;

• INCREASING NEED TO MATCH SKILLS TO ROLES FOR CONTINUOUS IMPROVEMENT AND SUCCESSION PLANNING;

• INCREASED NEED TO ENGAGE A WORKFORCE.

HIGH-IMPACT LEARNING STRATEGIES

4 KEY ORGANISATIONAL STRATEGIES

• STRONG ORGANISATIONAL COMMITMENT TO LEARNING;

• INTEGRATED LEARNING AND PERFORMANCE MANAGEMENT;

• CLEAR AND WELL-STRUCTURED CAREER DEVELOPMENT PROGRAMS; AND

• A STRONG CENTRALISED LEARNING AND DEVELOPMENT PRESENCE.

HIGH-IMPACT LEARNING PRACTICES

5 KEY PRACTICES

• LEADERS SEEN AS BEING OPEN TO ‘BAD NEWS’;

• ENCOURAGING ASKING QUESTIONS;

• CLEARLY DEFINED DECISION MAKING PROCESSES;

• EMPLOYEES POSITIVELY CHALLENGED BY TASKS OR PROJECT THEY UNDERTAKE; AND

• EMPLOYEE INFLUENCE OVER THEIR OWN JOB TASK ASSIGNMENTS.

Creation of a Learning Culture

Align Learning

with Organisational Needs Integrate

Learning with

Organisational

Processes

Provide appropriate Learning

opportunities

Manage Learning

Effectively

Support Learning

Transfer in the

Workplace

Evaluate Learning

Developing a Learning Culture

CREATING THE CULTURE

IN ORDER TO DEVELOP A HIGH-IMPACT LEARNING CULTURE THERE

5 ELEMENTS WHICH ARE VITAL;

• A ROBUST, STRUCTURE ORGANISATION-CENTRIC MANAGEMENT SKILLS DEVELOPMENT PROGRAM;

• A FOCUSSED APPROACH TO LEARNING DELIVERY THROUGH (OFF THE JOB) FORMAL AND (ON THE JOB) INFORMAL LEARNING CHANNELS;

• FLEXIBLE, COMPETENCY BASED, INTEGRATED STAFF LEARNING PATHWAYS; AND

• KNOWLEDGE TRANSFER VIA SUBJECT MATTER EXPERTS; AND

• ORGANISATION FOCUSED MEASUREMENT METRICS.

MANAGEMENT SKILLS DEVELOPMENT PROGRAM

• ORGANISATIONALLY ALIGNED LEADERSHIP MODEL;

• ROBUST, COMPREHENSIVE LEADERSHIP CAPABILITY FRAMEWORK;

• LEADERSHIP AND MANAGEMENT INDUCTION AND ORIENTATION PROGRAM;

• COMPETENCY BASED MANAGEMENT SKILLS LEARNING INFORMED BY THE CAPABILITY FRAMEWORK;

• STRONG, RELATIONSHIP AND RESULTS DRIVEN COACHING AND MENTORING PROGRAM; AND

FOCUSED APPROACH TO (OFF THE JOB) FORMAL AND (ON THE JOB) INFORMAL LEARNING

Bersin and Associates 2010

InformalFormal

RTO Programs,Mandatory Training,

Inductions,Professional

Development,Assessment.(Face to FaceElearning or

Blended)

On-DemandManagement

support, Elearning,

Documentation, podcasts,

Video,Assessment.

SocialCommunities of

Practice, Peer

Supervision, Mentoring, Coaching, Knowledge

Sharing

Embedded

Executive Programs,

Leadership, Management,

HRCoaching, Mentoring, SpecialistStudent

Placement

Developed and Managed by Learning Centre

Learning Tools and Systems

Intranet and other collaboration tools

Developed and managed by programs and units in conjunction with Learning

Centre

Developed, Managed and organised by

programs, units and individuals

Program Specific

Tools

Formal and Informal Learning

Org

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trate

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Govern

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M

an

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earn

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Assessm

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Flexible Staff Learning Pathway

Business Unit,

Division or

Regional Inductio

n

Site Inductio

n

GenericInductio

n

Organisational

Introduction

Qualification

Outcome

(Where applicable

)

Professional Developmen

t

Mandatory Program (Business

Unit, Division or

Region)

Mandatory Training

(Legislative or

Organisational)

KNOWLEDGE TRANSFER

Bersin and Associates 2010

Knowledge Transfer from SME’s

ORGANISATION FOCUSED METRICS

ORGANISATION FOCUSED MEASUREMENT METRICS(WHAT SHOULD WE MEASURE)

KEY METRICS YOU NEED TO MEASURE

• LEVEL 3 - JOB IMPACT: % OF STAFF WHO APPLIED KEY TRAINING CONCEPTS;

• LEVEL 4 - BUSINESS IMPACT: QUANTITATIVE AND QUALITATIVE ASSESSMENT OF IMPACT OF TRAINING OF ACHIEVEMENT OF STRATEGIC PLAN;

• BUSINESS METRICS - IMPACT OF TRAINING UPON CLIENT SERVICE DELIVERY; AND

• TOTAL COST - DECREASE IN COSTS ASSOCIATED WITH TRAINING OVER PRECEDING YEARS, AFTER INITIAL ADOPTION OF HIGH-IMPACT LEARNING PRACTICES.