We then proceed to talk a totally different language with them and wonder why they believe we are from another planet. The traditional training development model is a good example i.e. Training Needs Analysis; Training Design; Training Delivery: Measurement of training: and within it – the Management of training. We have now replaced the word training often with either Learning or Talent.
We further confuse with different people leading what to business feels the same thing e.g. Training (L&D), Talent Management, Graduate development, Leadership & Management development, Executive development etc.
Whichever way we wrap this – we are totally focused on the training end of the telescope. This is true also of more recent thinking mentioned earlier and others such as the initial shift to e-learning, the principles of rapid design, the total ‘blended learning’ search. Again, all are talking to learning people in a learning language.
The key going forward is to drive our input from the business aspect, to force ourselves to genuinely consider the learning required and the learners within their business context and to truly look at the learning cycle from the business end of the telescope. The advantages of this will become obvious as we break the cycle down and apply it to all three foundations within the PERFORMANCE FOCUSED DEVELOPMENT model.
THE PERFORMANCE FOCUSED DEVELOPMENT MODEL
This looks at how people improve performance through the flow of their learning experiences relating to their intent. The essence of the model is to consider what is actually the required result of each stage in a performance focused learning journey and to then consider the depth within each stage from a business, operational and functional perspective. What needs to align in order for each stage to be fulfilled and what is therefore now possible in terms of creating a culture that realises the value to be gained from a people centered, learning and high performance mindset.
Understanding
We need to understand:
• What happens before understanding – stress and panic for the need to find out
• Business intent, why it exists, why key initiatives are vital
• What are the roles of all people in achieving intent
• What are we needing to learn, grow and improve for whom in order that the intended achievement levels are possible
• What really matters
• Performance gaps
• Who will have key influence in the achievement of intent
• Who do L&D need to collaborate and coordinate with to ensure rapid access and availability of key learning objects
• When and where do we need to ensure performance support is available
• How should we deploy the learning support in order to best help the business from a commercial perspective? This is equally important in public, charity and non-profit sectors. It is also key that learning enables sustained and enhanced performance if it is to be valuable and not just valued as a nice to have.
Acquisition
The next step for the individuals within the business is to acquire new knowledge, skills and/or application awareness.
This is their aim; they don’t think naturally in the language of learning but in the currency of need. Anywhere, anyhow, any way and any time is the wish, the need and the solution.
The role of all concerned in the acquisition process needs to be consciously considered when looking at providing ‘learning opportunities’ that enable a performance improvement journey.
This is where strong learning theories such as the concepts behind 70:20:10 (Jennings et al), Performance Learning Journeys (Pritchard et al), AGES design (Kiefer, Davachi, Rock et al) and others can be applied by L&D professionals without needing to reference them. No-one in the business cares. They are simply concerned with Access, Utilisation and Performance Impact.
They should leave the Supply aspect to the L&D
professional who needs to be conscious of the
Addressing a Key L&D Dilemma Feature