Chief Learning Officer - March 2008 - (Page 24)

learning solutions Formal Mentoring or Apprenticeship Formal mentoring or apprenticeship allows for greater organizational control over what is being taught and who is doing the teaching. The idea of apprenticeships has not changed greatly over the years. Historically, an apprentice did a series of tasks to support the master and, over time, learned the trade by observing the master. A similar concept is common in professional service firms where an associate does much of the work while the partner concentrates on the big picture. The idea is that by working with a partner for an extended period, the associate will learn the important aspects of the job thus enabling them to eventually become a partner. There is another kind of formal mentoring and apprenticeship: parenting. Apprenticeship and parenting are the same process. As any parent knows and countless books will tell you, there are several ways to create a successful mentor: • It matters what you do, not what you say. How many times have we heard the line: “Do what I say, not what I do?” As everybody knows, actions speak louder than words. We emulate people’s behavior, not what they say. Harvard professor Howard Gardner speaks of a potential ninth learning style that is an important component of mentoring. It is the spiritual learner. The spin on this is that the learner will follow the example of what the teacher does. One rule I have for every trainthe-trainer program I create is that it has to be applied by any potential facilitator before he or she is allowed to stand in front of the classroom. Potential trainers then use their own stories as examples of how to apply what is being taught. You really have to think about the type of person you want to be a mentor. The person with the best technical skills may not make the best mentor, especially if they are threatened by the success of others or their ego makes an empty room seem crowded. • Clear boundaries and communication. What are the expectations of both the mentor and the protégé? This really goes to the core of what you want the person to learn. Do they need to learn just technical skills or both technical skills and organizational values? There needs to be a clear understanding of the relationship between the mentor and the apprentice. The apprentice, by the very nature of the concept, is in a weaker position than the mentor just as children are in a weaker position than their parents. Without clear boundMarch 2008 aries, there lies the potential for abuse in the relationship. You also need to clearly define your measurements. What does success look like, and how will you know when you get there? What is the beginning, middle and end? All of these need to be clearly communicated and defined. • Sufficient resources. Mentoring takes resources, not just a financial commitment, but also a commitment of time and training. What resources are needed to help the mentor? The mentor may need additional skill training in order to be an effective role model. For instance, if the mentor addresses the protégé by saying, “Hey, if we wanted you to think around here we would be paying you the real money,” then the mentor may need some type of soft skill training. What are the implications for both the mentor and the organization in terms of time and productivity? Are you asking a top salesperson to help mentor somebody and then increasing their quota or having some of their key accounts taken away? You need to understand the effects on performance and compensation for the mentor and provide them with the resources necessary to succeed. • Start early. Ideally, a mentoring program should be part of the onboarding process. It helps the new person feel integrated into the organization and gives them insight into the values and norms of the organization. Effective early mentoring also has a direct impact on retention. If people feel a part of a larger picture, they are much more likely to stay. Although the technology has changed, the practice of learning by games and simulations is not new. Armies have been using it for hundreds of years. The game of chess was invented as a military strategy simulation. Use of Games and Simulations Although the technology has changed, the practice of learning by games and simulations is not new. Armies have been using it for hundreds of years. The game of chess was invented as a military strategy simulation. The idea for all simulations and games is simple — give people a fun, safe and challenging way to learn new skills and behaviors, and they will be able to apply it effectively in the real world. I had the opportunity to attend a conference a few years ago on the use of games and simulations for learning and heard Will Wright speak. Will Wright is the creator of the popular computer game SimCity. “My proudest moment in creating SimCity was when a 9-year-old girl came up to me to tell me how much fun she had playing the game,” Wright said. “She told me that she tried to be the I www.clomedia.com I Chief Learning Officer 24 http://www.clomedia.com

Table of Contents Feed for the Digital Edition of Chief Learning Officer - March 2008

Chief Learning Officer - March 2008 Editor's Letter Table of Contents Imperatives Selling Up, Selling Down Strategies Take Five Learning Solutions The Treasury Board of Saskatchewan: Training the Trainers With Experiential Learning Clo Profile Environment Xerox: Creating a Learning Masterpiece Tactics Capturing the Knowledge of the Workforce Productivity Succession Planning Tips from the U.S. GAO Human Capital Influencing Competency Management Case Study Case Study Business Intelligence Advertisers' Index Editorial Resources In Conclusion

Chief Learning Officer - March 2008

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