Learning & PerformanceAPresentation to “The Sales Institute”Jan 27th 2010Paul Healy Head of Learning & Development Irish Life & Permanent Group
IL&P 2 Brands 4700 Staff Large Domestic Market Presence Multiple Delivery Channels Market Leading positions in: Life Mortgages Fund Management Presenter 17 Years Financial Services BOI Sales Consultant (L&P) Sales Coach Head of Sales IL&P HR- Learning & Development
Development of the Sales Manager Collaborative: Performance Coach Directive: Command & Control
Performance? • There is confusion about the role that KNOWLEDGE and SKILLS play in… PERFORMANCE. • KNOWLEDGE is simply acquired information until it is put to use. • SKILLS are usually learned through practice rather than in formal training. • The relationship between knowledge, skills and performance is more complex than first appears.
Knowledge Transfer – why bother? “Industries annually spend € billions on training but no more than 10% of this expenditure actually results in the transfer of learning to the job”. Reference: Baldwin & Forde 1997 “A survey on the expectation that a manager has of performance improvement of an individual after instructor led training event reveals stark findings”. Reference: Stolovitch & Keeps 2005
BEFORE DURING AFTER Desired knowledge acquisition & performance improvement Training Event Knowledge Acquisition Transfer- The Business Expectation
BEFORE DURING AFTER Training Event Actual knowledge acquisition & performance improvement Knowledge Acquisition (Source: Harold D Stolovitch & Erica J Keeps, 2005) Knowledge Transfer- The Reality
“The Conspiracy of Convenience…..” • Performance analysis is not done, or is done poorly • Business Managers ask for “training” • Training Managers delivers it • No-one measures it • There is little or no business impact • Everyone’s happy! • To appease the demand for training, the L&D/Training function produces and delivers a catalogue of programs and bespoke courses…… Linked to Business Drivers? Impact on Business Performance?
The Information Explosion • Information Growth- 30% per year • Most of this information is unstructured • Access & Retrieval easy! • Half Life is getting shorter
What do we really need to know to do our jobs? • Robert Kelley’s longitudinal study with knowledge workers asked: • “What percentage of the knowledge you need to do your job is stored in your mind?” • 1986: 75% • 1997 15-20% • Now: 8-10% ?
The “Generation Y” Employee • “Digital Natives” are different from the rest of us! • They have grown up with technology. • They are natural multi-taskers. • They are natural just-in-time learners and collaborators. • High expectations in relation to development and advancement. • But… have a “Sense of Entitlement”. • Less loyalty towards the organisation.
So then what is… ‘REAL’ adult learning??
‘REAL’ adult learning is about: CHANGING BEHAVIOURSIN LIGHT OF EXPERIENCE (People changing what they do based on what they have experienced) ‘REAL’ adult learning is brought about through PRACTICEin a supportive environment. Not through ‘knowledge transfer!
Typical Training Budget Allocation Where Learning Actually Happens Formal Training 90% Formal Training 20% Workplace Learning 10% 80% Budgets? Workplace Learning Jay Cross: The L&D Budget Divide, Time Magazine 2005
“Learning is the ability to acquire new ideas from experience and retain them as memories” Eric Kandel Columbia University (Nobel Laureate for work on Learning & Memory)
So .….. what is The silver bullet?
The Performance “Mix” Clarity on what’s expected Data Environment Information Attitudes 30% Knowledge 70% Skills Behaviours PERFORMANCE Reference: Stolovitch & Keeps (2005)
Attitudes Values Drivers Upbringing Needs Personality • Behaviour • What they say • What they do Behaviour Iceberg Invisible states
Performance Management & Learning The Contract The Employee HR/ L&D Manager
New work within role • Self directed learning, research • Solving problems in role • Increasing span of control • Championing and managing • change • Mentoring Others • Covering for others on leave • Exposure to other departments • and roles • Taking part in projects and • working groups • Work shadow 30% FormalLearning 20% Learning through Coaching, Feedback & Networks • Training Courses • E- Learning • Workshops • Seminars & Webinars • Books, Audios, CD’s • Performance management • Informal feedback and debriefs • Coaching from manager/others • Mentoring • Learning through teams • and networks Opportunities for Development 50% Learning On the Job
Sales Managers Facilitating Learning& Performance
Coaching? • “Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them” • (John Whitmore) • “The art of facilitating the performance, learning and development of another” • (Tim Galway)
Common Coaching Myths • “It is just a conversation” It is a skilful and sustained process, not just ad-hoc reactions to what you see or hear • “It is about having all the answers” It is based on helping the learner to help himself/herself • “It is just for poor performers” It is for everyone • “Anyone can be a coach” It uses a repertoire of skills ….questioning, listening, giving feedback , not a one way flow of instructions and telling
What is Coaching • Non-directive (Pull) • Listening to understand • Reflecting • Paraphrasing • Summarising • Questioning to raise awareness Directive (Push) • Making suggestions • Giving Feedback • Offering Guidance • Giving advice • Instructing • Solving the problem
Metaphor of Driving a Car • A therapistwill explore what is stopping you driving your car • A counsellorwill listen to your anxieties about the car • A mentorwill share tips from his or her own experience of driving cars • A consultantwill advise you on how to drive the car • A coachwill encourage and support you in driving the car
Feedback • Feedback is a communication about an aspect of behaviour, and the impact that behaviour has on others. • It is to help somebody consider whether or not they want to change
Giving Feedback • In one to one discussion seek self evaluation first • Give feedback on strengths and development • Be specific not general focus on and describe visible behaviour • Don’t make assumptions about intentions • Be evaluative, what you saw..liked /disliked • Don’t be judgmental…that was right /wrong • Feedback should be timely, within their control
Feedback Framework • Self Evaluation by other person first! • Manager straight on the facts of the feedback • CAKES / E2 C2 use as structure for feedback • Objectives – set going forward
Successful Performance Recipe for Success C A K E S larity ttitude nowledge nvironment kills
E E C C Model for Giving Feedback xample ffect hange ontinue
“If we are what we repeatedly do, then excellence is a habit not an act”
Final Comments / Questions Thank you