Training Industry Quarterly - Spring 2012 - (Page 9)

PerFormANCe & ProDuCtIVIty | Charles jennings I learning at the sPeed of Business the inherent inertia of training Traditional training approaches contain an inherent inertia that creates “drag” between problem identification and performance improvement. This is a major barrier to working at the speed of business. This inertia, inbuilt in many existing approaches, is a major problem in the fast-moving environments commonly encountered today. Contributing factors include the fact that it takes time and effort to design, develop and deliver learning content. The need for learning professionals to gather data and information from subject experts before they turn it into instructionally sound content is one element. As is the commonly used linear designdevelop-deliver model. A further factor is the common perception that learning professionals need to “manage” all the learning that occurs to a detailed degree.This inertia means that speed-tocompetence is often compromised. the training department Can’t do it alone It is clear that we need to change our traditional learning approaches to meet the “need for speed” challenge, and that both the responsibility for skills and capability development, and the actions that enable it must spread more beyond the HR and training and development departments. The entire organization needs to develop a culture of continuous learning as part of their work. Complexity is another challenge for training and development departments to come to terms with. Many of the tools and approaches, which were fit-for-purpose in a more measured world of the standardized work-train-work model for performance improvement, no longer apply. Dave Snowden, former director in the IBM Institute for Knowledge Management, explains in his Cynefin framework that many problems and situations for which learning professionals attempt to build knowledge and skills and create learning solutions are complicated or complex — where there is no “best practice” or single approach. In other words, they can’t be “taught.” We need to look for other ways to support the business. Helping to create a culture of continuous learning through work is a good place to start. Charles Jennings is the director of Duntroon Associates and a member of the Internet Time Alliance. Email Charles. 9 the entire organization needs to develoP a culture of continuous learning n his mid-2011 review, Doug Harward, CEO of Training Industry Inc., identified 10 key trends in the industry. Apart from predictions for changes in training spend, staffing, outsourcing and the role of the learning leader (evolving from program manager to solutions architect), Doug predicted that speed would become the new mantra for the training and learning profession. This prediction is certainly playing out in many organizations across the world and will continue to do so throughout 2012. The speed of business has increased exponentially over the past 20 years. Irrespective of type of organization — commercial firm, government department or not-for-profit enterprise — all have been impacted. Underpinned by ubiquitous communications and the push for innovation and growth, cycle times for internal and client processes, products and services have dramatically reduced, impacting virtually everyone. These changes have resulted in expectations on learning professionals to deliver solutions at speed reaching peak intensity. In the past, it may have been acceptable for the design and development of a training solution to take upwards of a few months. This expectation has now contracted to a few weeks, if not a few days. Herein lies a major challenge. The question is: How is it addressed? learning Faster than the rate of Change Brad Benson, chief of staff at Intel, describes the challenge in the formula L > C — where learning needs to be greater than the change taking place in the organization. I think a useful extrapolation of Brad’s formula is to think about the challenge in terms of organizational success or failure, taking into account both internal and external changes: ∆L > ∆Cx + ∆Ci = Business Success ∆L ≤ ∆Cx + ∆Ci = Business Failure Where ∆L = Rate of change in Learning; ∆Cx = Rate of External Change; ∆Ci = Rate of Internal Change This throws clear focus on the imperative for training and L&D departments to deliver their solutions at speed. If we don’t keep ahead of the change impacting our organizations we will not only fail, but we risk causing our entire organizations to fail. Quite a responsibility! Training Industry Quarterly, Spring 2012 / A Training Industry, Inc. ezine / www.trainingindustry.com/TIQ https://www.nxtbook.com/nxtbooks/trainingindustry/tiq_2012spring/index.php?startid=2 http://en.wikipedia.org/wiki/Cynefin http://www.duntroon.com http://www.trainingindustry.com/TIQ

Table of Contents for the Digital Edition of Training Industry Quarterly - Spring 2012

From Where I Sit: Training in Alignment
Table of Contents
Ad Index
Guest Editor: Leveraging Goal-Setting & Feedback
Learning at the Speed of Business
The Dark Side of Digital
Closing the Generation Gap Between Leaders
Tomorrow's Learning: Blended & Just-In-Time
Assessing Learning and Performance
The Science of Engagement
Engaging Senior Leaders in the Learning and Development Process
Six Critical Measurement Mistakes and How to Avoid Them
The Difference Makers: Identifying and Hiring the Right People
Casebook: DTCC Learning: Developing a Training Digital Nervous System
Leadership Competencies: Delivering Results
Tweet Suite
Company News
Closing Arguments: Measure For Measure

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