21st century Learning and Development Dr Mike Rugg-Gunn CPsychol.

1. 21st century Learning and DevelopmentDr Mike Rugg-Gunn CPsychol. Norman Broadbent Leadership & Talent Practice September 2007

2. Agenda • A changing world • 21st century Learning and Development functions • New technologies (including e-learning) • Leadership Development • Continuous Learning and Development

3. A changing world... (1) People • The work force grows older • Greater diversity of workforce • War for Talent Jobs • Increased complexity in roles • Service sector role increase Organisations • Downsizing, outsourcing, home working • Global

4. Out Head Office Offices 1 user per office Fixed office costs Commuting Turnover Staff restaurant Rule bound culture Real estate & facilities In Community centre Drop in centres 1.8 users per office $50m saving 6.5 hours pm saving Retention iWork café (with networked booths) Flexibility Workplace resources Sun Microsystems iWork program

5. Accountability for Results Strategic Direction Product design Versatility Product delivery 21st century learning and development teams (2)

6. Traditional Training Dept the organisation manages employee development ends involvement with participants when course ends instructor is key player in supporting learning relies on happy sheets as primary source of feedback vaguely describes learning outcomes Business embedded training employees take responsibility provides follow up on the job to ensure learning takes place line manager is key player in supporting learning evaluates strategic effects of learning and its bottom line results guarantees that learning and development will improve performance 21st century learning and development teams: Accountability for results

7. Traditional Training Dept Leaves objectives unstated Limits offerings to predetermined courses Supplies products that are no longer useful Organises its offerings by courses Mandates training Business Embedded Training Specifies a clearly articulated mission Customised solutions to clients needs Understands product life cycles Organises offers by competencies Competes for internal customers 21st century learning and development teams: Strategic Direction

8. Traditional Training Dept Rigid design methodologies Views suppliers as warehouses of materials Business embedded training Use innovative design strategies to develop products quickly Involves suppliers strategically 21st century learning and development teams: Product Design

9. Traditional Training Dept Employs trainers who serve as classroom instructors and facilitators Operates with a fixed number of staff Relies solely on training staff to determine need and content Business embedded training Employs professionals who serve as product managers Levers resources from many areas Involves line managers in determining direction and content 21st century learning and development teams: Versatility

10. Traditional Training Dept Distributes a lot of courses Offers courses at fixed schedules and fixed locations Business embedded training Offers a menu of learning options Delivers training on site 21st century learning and development teams: Product Delivery

11. Traditional training dept v Business embedded training How relevant is this research to your organisation? How well did your organisation score?

12. New Technologies • Internet • Computer based training (CDs, ROMs) • Simulators, Virtual Reality, Electronic manuals • Adaptive tutoring • Confederated training

13. Adaptive Tutoring Systems Course Content Adaptive Tutoring System Generates Problem Compare Solutions Trainee’s Solution Expert system Solution Reports results Trainee Recalibrates Trainees Skills Model

14. Summary Group discussion: What are the pros and cons of New Technology Training?

15. Pros Self paced 24/7 access to instructional material Training Content can be tailored to different contents Interactive Consistency of content Consistency of delivery Unlimited geographical flexibility Immediate feedback Can test and certify mastery Provides privacy Learning in a stress free environment Increased working capacity for trainers Cons Expensive to develop Ineffective for some training content Trainee anxiety with new technology Difficult to update quickly Counteracts benefits of group learning New Technology training (1)

16. Keep doing the basics right…….. • Trainees need to know what they should learn • Link the training to the job experience and tasks • Trainees need to practice what is learnt • It is OK to make mistakes – errors help learning • Trainees need spaced practice time • Give feedback • Maintain self efficacy

17. McConnell (2006): Problems of: disconnectedness isolation Virtual Learning Environment e-learning communities are the focus collaborative evaluation and assessment are important supports blended learning through content and resources Recognises the quality of peoples relationships in e-learning E-learning: New Research(3)

18. Rosenberg (2005): Development of a learning and performance architecture E learning moves to the workplace Aligning work and learning Blended learning is redefined Course centric to Knowledge centric Different levels of mastery require different learning and performance strategies Smart Enterprise Thinking “a high performance organisation that allows knowledge, enabled by technology, to grow and flow freely across departmental, geographic or hierarchical boundaries where it is shared and made actionable for the use an benefit of all”. E-learning: New Research(4)

19. Web based learning: Does it work? (5) YES! • 13% more effective in teaching declarative (‘what to know’ element) knowledge • 20% more effective in teaching procedural (‘how to’ element) knowledge where it was blended with face-to-face solutions • With no face-to-face learning procedural learning showed no improvement • Best practice in web based learning suggests that learners learn best when: • they are in control of materials (content pace and sequencing) • they can practice as they go along • undertaking a long course of instruction

20. Leadership Development: Building adaptive expertise (6) Why the need? • jobs are changing • problems are more complex • some problems are unstructured and ill defined • traditional instructional design theory has less relevance (e.g. practice, feedback and variability)

21. Building adaptive expertise What is adaptive expertise? • The ability to deal positively with novel problems. • The ability to select from alternate strategies • Requires deep knowledge structures and metacognition ( high level planning, monitoring and regulating mental strategies). • In short, a higher awareness and control of their thinking abilities.

22. Building adaptive expertise How: • Use advanced organisers • Give the learner control over content, sequence and pace of learning • Replace deductive learning with discovery learning • Encourage a mastery orientation over a performance orientation

23. Senior Management act as mentors, coaches and facilitators so that talented people access the right development at the right time Senior Management are role models of their own learning and development Business gains achieved through great development are publicly recognised and rewarded Development is on every team’s agenda and is monitored, managed and measured within formal performance review systems Every manager is accountable for both their own and their team members development. Building a culture of continuous Learning and Development

24. Dr Mike Rugg-Gunn Director of Executive Assessment & Development Norman Broadbent Dorland House 20 Regent St London SW1Y 4PT Tel: 020 7484 0000 Email: mike.rugg-gunn@normanbroadbent.com Any Questions?

25. References • 1)Noe, R. (2008) Employee Training & Development McGraw-Hill Higher Education. New York • 2) McIntosh, S (1995) Envisioning the Virtual Training Organisation. Training and Development; Vol 49, Issue 5. • 3) McConnell, D. (2006) Developing and sustaining online learning communities. http://www.wun.ac.uk/elearning/seminars/seminars/seminar_six/McConnell.pdf • 4) Rosenberg, M (2005) Where is e-learning headed? Proceedings of 2nd International SCIL Congress. http://www.scil.ch/congress-2005/programme-10-12/docs/keynote-rosenberg-slides.pdf • 5) Sitzmann T et al (2006) The comparative effectiveness of web based and classroom instruction: A meta analysis. Personnel Psychology, 59, 623-664 • 6) Smith et al ‘Building adaptive expertise: Implications for training design strategies’ in Quinones, M & Ehrenstein, A (1997) Training for a Rapidly Changing Workplace. Applications of Psychological Research. American Psychological Association. Washington.