Friday, 31 October 2008
Wednesday, 29 October 2008
Saturday, 25 October 2008
- Always have crystal clear, measurable, organisational objectives right at the beginning of any training activity. Pick items that are in the language that the business understands - increased sales or reduced costs for example.
- Despite being tempted to see all 'trainees' as homogeneous we should view everyone as a unique 'trainee'. It might sound bleeding obvious but not everyone is the same - you can't deliver training off the shelf and expect it to have the same impact on everyone.
- There is little point running training programmes that are detached from all of the other extraneous factors that influence behaviour. You need to integrate it into the culture of your organisation and the way in which everyone works in the real world.
- Some things will always happen by chance, or even by accident, but training should endeavour to make things happen by design.
Friday, 17 October 2008
- Make sure that at least all the adminstration takes place correctly. Arrange for them to return company property etc. Don't just leave it up to the individual and hope for the best.
- Have a proper exit interview. Encourage the individual to be frank and honest about why they are leaving.
- Take some time to plan a handover. Make the process as easy as possible with enough time for someone else to pick things up. Where possible get things out of their brain and into a document of some sort.
- Communicate with all parties concerned. Don't try and brush things under the carpet and hope no one will notice.
- Make sure you provide easy ways to maintain links with the individuals. Well run alumni schemes can be a gold mine for future talent.
- Be civil and professional - try not to let emotion and feelings cloud the process.
Tuesday, 14 October 2008
- CIPD Certificate in Training Practice
- ITOL Certificate, Advanced Certificate & Diploma in Training & Occupational Learning
- Doctorates in Education & Training
- Masters Degree in Learning, Education and Training
- Certificate in Post Compulsory Education & Training
Sunday, 12 October 2008
The current credit crunch is shaping a major rethink for many investors, forcing them to take stock and rethink their priorities. Some investors will lose out, others will win.
For those engaged in talent management - recruitment, assessment, development, coaching and succession management - it is a good time to evaluate their leadership investment strategy and game-plan. And who better to learn from than Warren Buffett, the most consistent and successful investor in the world?
It applies an interesting slant on talent management using Warren Buffet's own philosophy. He has achieved 20% compound growth per year by investing in businesses that:
- he understands
- have favourable long-term economics
- are run by able and trustworthy economics
- come with a sensible price tag.
Friday, 10 October 2008
1. Clearly defined learning outcomes that are linked to the identified needs of the learners and to organisational goals.
2. Flexible learning that fits into the working practices of the organisation and its business cycle.
3. Short, focused learning programmes that enable flexibility yet are part of a larger programme that has a coherent structure and inter-relationships between the elements.
4. Structures that encourage learning transfer and performance change.
5. Mechanisms for assessment that focus on application and performance."
Wally Brock also has some interesting advice on leadership learning on the job:
"Yet, despite recognition of its importance, leadership development is going nowhere fast. Confidence in leaders has declined steadily over the past eight years, and most leaders are not satisfied with their organization’s development offerings."
There's lots of good material about leadership development and succession planning in the Summary and the whole report. There's material on the differences between line executives and HR executives, too. Each of them blames the other for the problems with leadership development."
Finally Art Petty has some great advice on Teaching a Senior Team to Dance with Leadership Development. There are 8 Steps to the dance so I suggest you put your best foot forward.
All L&D professionals have an opportunity to really engage with the business to show how they can really add value and support. Are you up to it?
Thursday, 9 October 2008
Tuesday, 7 October 2008
Monday, 6 October 2008
Saturday, 4 October 2008
Friday, 3 October 2008
- Following a formal learning intervention such as a classroom based course it can be extremely useful to form an action learning group for the paricipants. For example you may have been learning about emotional intelligence but the real learning comes when you return to work. That's where you need the support and coaching from an action learning group.
- Think about how you can use action learning as a tool to develop your talent. You may wish to offer it to your 'High Potentials' initially to encourage their peer networking. It is also a great way for participants to develop their own coaching and listening skills.
- Think about grouping your action learning sets into themes. For example you may want to start one for the sales community. They may all have a common goal of achieving their sales target but they will individually have their own sets of problems and challenges to overcome.
- Think about how you can join up with action learning groups from other organisations. For example in the UK the Whitehall Industry Group (WIG) faciliate groups that span many organisations and sectors.
- More information on starting an action learning set from Wendwell.
- Tips for success from the assocation of coaching.
- The International Foundation for Action Learning www.ifal.org.uk/
- The Action Learning Matters project www.alm-vol.org.uk
- Action Learning Matters (A resource pack on action learning, NACVS 2004)
- ‘Action Learning’ – an introduction (VAN Briefing No. 50 September 2000)
- Real Problems in Real Life (Ian McGill and Liz Beaty, Management Skills & Development magazine September 1996)
- Action Learning: Research & Practice A journal dedicated to the advancement of knowledge and practice through action learning.
- World Institute for Action Learning
- Action Learning Associates
- Action Learning in Practice by Mike Pedler