[WEBINAR SLIDES] Make Blended Learning Work for Leaders
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Leaders are integral to organizations. They make important decisions and lead and manage individuals. So shouldn’t you be equipping your leaders and managers with the tools they need to be successful? In this 30-minute webinar presented by Chip Cleary, VP of Solutions & Consulting, and Cammy Bean, VP of Learning Design, we explored blended learning strategies for leaders. In this webinar, Blends that Work for Leadership, we discussed: •What makes a good "blend" •The key elements of a blended learning program •Effective blends for engaging leaders and managers through real-life use cases
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[WEBINAR SLIDES] Make Blended Learning Work for Leaders
- 1. 1 BlendedLearningthatWorks Examples from Leadership Development Chip Cleary & Cammy Bean #KineoInsights
- 2. 22 Chip Cleary VP of Solutions & Consulting chip.cleary@kineo.com Your hosts Cammy Bean VP of Learning Design cammy.bean@kineo.com @cammybean
- 3. 3 Introducing • Elearning • Learning Portals • Blended Programs • Consulting and Training • Marketing & Awareness
- 4. 4 Turning the corner …
- 5. 5 Thanks for the inputs of our clients! Based on our guides Now with more “worked examples”
- 6. 6 Poll Think about your leadership programs as they exist today. How would you characterize them? Most of our leadership programs consist primarily of: o A single formal training event o A sequence of mostly formal training events o A sequence of multiple types of activities o A set of resources used on demand o An “ecosystem” that contains all the above
- 7. 7 Poll Think about your leadership programs as you would like them to be in three years. How would you characterize them? Most of our leadership programs consist primarily of: o A single formal training event o A sequence of mostly formal training events o A sequence of multiple types of activities o A set of resources used on demand o An “ecosystem” that contains all the above o Don’t really feel confident enough yet to say
- 8. 8 1. Focus on the critical few competencies
- 9. 99 1. Focus on the critical few competencies
- 10. 10 2. Create a journey
- 11. 1111 2. Create a journey
- 12. 1212 2. Create a journey
- 13. 13 3. Assess performance on-the-job
- 14. 1414 3. Assess performance on the job
- 15. 15 4. Wire in managers-of-leaders
- 16. 1616 4. Wire in managers-of-leaders Supportive Module Launching and Learning Assessments 2 days face-to-face 20 participants per event Foundation Module How are we doing? Check-in and reinforcement: webinars in groups of 10 Consolidation Webinar Anchoring the Manager Community 1 day face-to-face: Sharing, celebrating and building; a platform for ongoing self-development Consolidation Workshop 1. Leadership 2. Acting with Integrity 3. Building One Team 4. Managing Change 4 elearning modules completed and ‘signed off’ over an 8-month period Core Modules 1. Delivering Results 2. Balanced Judgement 3. Process Excellence 4. Driving Innovation Further 4 elearning modules over an 8- month period Core Modules
- 17. 17 5. Create the conversations you want leaders to have
- 18. 1818 5. Create the conversations you want leaders to have
- 19. 1919 Bonus Round: Balance your investment Managing an Enterprise Managing a Group Managing a Business Managing Function Managing Managers Managing Others Managing Self Source: The Leadership Pipeline, Charan, Drotter, Noel
- 20. 2020 In short … Focus on the critical few competencies Create a journey Assess actual performance Wire in managers-of-leaders Create the conversations you want leaders to have Balance your investment
- 21. 2121 Chip Cleary VP of Solutions & Consulting chip.cleary@kineo.com Your hosts Cammy Bean VP of Learning Design cammy.bean@kineo.com @cammybean
- 22. 22 Subtitle WHATADVICE WOULD YOU SHARE? SHARE YOUR TIPS #KINEOINSIGHTS Get your copy of the guide: http://resources.kineo.com/blended-learning-that-works-leadership-guide-download
Notas do Editor
- [Chip] Welcome, welcome! We have a simple premise: Blended learning is going mainstream. It’s crossing the chasm from the early days with few adopters and more smoke than heat to becoming a part of the everyday ways in which organizations drive learning and performance. That‘s taken awhile and, at this knee-bend in it’s maturity curve, some organizations are deep into it and others are just getting started. Today, we are kicking off a new webinar series to help share something we hope will be the single most useful thing to companies seeking to further adopt blended learning: providing worked examples. This series has a new structure: 30 minutes of worked examples on a particular domain. Today is leadership. In three weeks sales. Then orientation. And finally compliance. We’ll spend 5 minutes on introductions, 15 to 20 minutes on sharing, and then leave some time for Q&A. Thanks for joining, let’s dig in.
- [Joint: Chip to intro]
- [Chip] Part of C&G Group.
- [Chip] The idea of blended learning has been around for a long time. One way to think about it was that it was seen as an antidote to an overly simplistic view of eLearning. Back in the day, many companies adopted targets for moving their almost-entirely face-to-face sessions to eLearning. And a couple of years later, some of them had a backlash: “Gee, it won’t work to take all of our classroom training and convert it to page turning eLearning?” As a meme, blended learning caught fire. But it provides a big umbrella. Just exactly *wouldn’t* fit under that umbrella? When some groups tried to jump on the bandwagon, they found it could be a little daunting. Assessments, coaching, action learning assignments, reading, forums … so many choices before you even get to the meat and potatoes of various formal training modalities. Which ones make sense? How to make something coherent? Where to start? What gives the best bang for the buck? We’ve been through a few years now of first excited talks about the potential of blended learning to hit-or-miss example implements to a point where we are now moving on to the next set of buzzwords to describe it a bit more exactly (70/20/10 anyone?). If only blended learning was “a way” … but instead it’s really a way of thinking. Problem is, thinking is hard. Creating a solution that requires a lot of thinking is a bit dangerous … what if our thinking is wrong? That can get expensive.
- [Cammy] We’re hoping to keep the thrill of blended learning but take away a little of the danger but sharing out the best practices we’re seeing. We started that with our guides and are trying to move ahead with these webinars. This is a new format … 30 minutes … so we are going to keep it snappy. Please post your questions as we go along. Our hope is to leave time at the end to tackle them.
- [Cammy to summarize. Sabrina to run poll] Let’s get a sense for where the group is starting from today. Think about your key leadership programs. That will likely be a complex set of programs. Try to boil it down for where you are today. Which description would be the best for most of your programs? “If you had to pick one box.”
- [Cammy to summarize. Sabrina to run poll] BEFORE: Now let’s get a sense of where you would like to go. Now, it may be that you have not gotten a clear sense of what options or face or determined what vision you want to pursue. So we’ve added a choice at the bottom. Where would you want to be in three years? AFTER: [Look for differences. Is there a change?] [If “not confident” is high: Interesting! That matches what we hear. Lots of excitement about possibilities but not so much clarity about what to do. Of course the challenge is that three years is not a long time. That train will arrive at the station before you know it. Hopefully, today’s webinar will make some of the possibilities more clear.] [If big change: Interesting! It seems like most people want to make a change. And that means moving into new territory. That matches what we hear. Of course the challenge is that three years is not a long time. That train will arrive at the station before you know it. Hopefully, today’s webinar will make some of the possibilities more clear.]] [If no change: Interesting! It seems like most people are happy where they are now. Given that you are attending this webinar, you may be simply validating that … or looking for ways to do better the kinds of things you already do.]
- [Cammy] The world is full of complexity. A lot of that complexity falls on the shoulders of leaders. If you ask your business leaders “What would you like your leaders to be able to do”, you will may get a long answer. This is reflected in the competency models that a number of organizations provide. DDI names 66 competencies for leaders. Lominger goes for 67. More than in a deck of cards. These models are great for laying out what might matter and for describing what it looks like to be “good” for each piece. But they are overwhelming. Can you imagine building a program to tackle half-a-hundred separate goals? The issue here isn’t the competency model. It’s the question. Asking “what would you like your leaders to be able to do?” is a bit like asking “What would you like your next car to be able to do?” You might like it to start automatically in the winter, never need to be serviced, drive itself to the dealer when it does, and run on renewables that never need to be renewed. But that’s not very realistic, eh? The right question is “What are the few things leaders must be able to do for our business to execute its strategy?”
- [Cammy] That’s what one of our clients did. Coats is the world’s leading industrial thread and consumer textile crafts business. 70 countries. 20,000 employees. When they wanted to develop front-line and middle managers, they targeted 8 specific capabilities that they decided they would focus on. We see many companies going the same direction. Out of everything we could choose to focus on, what do we really want to make sure we nail now?
- [Chip] Once you’ve identified your critical few competencies, how to build them? So the notion of blending is in large part a reaction against the idea of “learning as an event”. But “blending” itself does not provide much guidance of how we move beyond “event.”
- [Chip] We see some clients think about blended learning and 70/20/10 for leadership development using the metaphor of a “journey.” They take their job as being to create the structure for those journeys. What’s nice about this metaphor is that it builds in the notion that leaders require multiple steps to build a competency. And they will cover multiple destinations, meaning they can take time to focus on first one competency and then the next instead of getting lost in trying to do it all at once. This portal is the “Learning Zone” from the Institute of Directors which is a leading body of excellence in board and director development. The IoD intentionally wanted to move away from an approach based predominantly on face-to-face workshops. They wanted to move towards a blended approach that offers a journey. The portal gives them a way to organize that experience for their participants.
- [Chip] This matches what we see with clients in other domains that are using the most complex journeys. This is an example from a client where we created a journey for career management, based on What Color Is Your Parachute. What we see is that many Learning Management Systems don’t really give a great user experience for providing a journey. So, we see clients “plugging in” portals that do handle such journeys well as point solutions that then integrate with the main LMS system of record.
- [Chip] So, we provide training to develop critical competencies, right? And we face the question time and again: How do we know it worked? When we move to blended leadership programs, one aspect that often gets added to the blend is some form of assessment. In some cases, those assessments don’t actually provide tremendously great answers to the question of “Did the participant develop the capability we require?” Maybe we offer “check your knowledge” questions … or better … simulations. Maybe we ask participants if they felt the training impacted their performance. These are useful indicators. But as the ongoing interest in evaluation shows, they are not home runs when it comes to clarifying results. I personally feel that the impact on programs of not having great assessments of results is insidious: Business leaders under-invest when they are not confident Managers-of-leaders only passively support or even withhold support from programs in which they are not clear on results In the best case, leaders who participate are unclear of whether they’ve actually cleared the bar … and in worse cases, they mentally check out And we who provide the programs lack the data to tune them over time. So, how can we do better?
- [Chip] Well, one way is to ground programs in behavioural evaluations of how leaders perform on the job. Here’s an example from one client who started out by identifying the critical few competencies that matter to them. They are a fast food chain that develops about 1000 new shift managers per year. Given that they have focused down the breadth that they cover, they are able to go deep. And part of that is that leaders-in-training are assessed on how they perform capabilities on-the-job. The company has developed a set of “appraisal rubrics”, one for each capability. What’s interesting is that, as you can see, the instrument is not wildly complex. But it gets the job done. Prospective leaders get these forms right at the start of training. So, they are clear on what they need to be able to do to be a successful shift leader. They can drive towards that goal. Similarly, in the program, participants are appraised multiple times. So both they and their managers can steer their learning to the capabilities where they personally need to double down. The impact on the feel of the program is impressive. Leaders-in-training do not see themselves as “having to go through training.” They see themselves as being given the opportunity to build up the key capabilities they will need to succeed.
- [Cammy] Most people in leadership development would agree that the primary responsibility for developing new leaders falls to the leaders and their direct managers. Our role in leadership development or L&D is to give them a practical system that allows them to be effective and makes efficient use of their time. Still, in many organizations, the point of view of many managers is that they can outsource developing their leaders, particularly front-line leaders, like sending them to summer camp. Some managers take the view that “I’ve given you the time to train my leader … so you should give me back one who is ‘trained’ and ready to go.”
- To combat that, we see some programs that try to “bolt on” suggestions for how managers can participate. These can be hit or miss. Some of our clients instead take the view that they should “wire in” the role of managers of leaders. They create concrete and specific “moments of truth” that managers-of-leaders must perform as part of the structure of the program.
- [Chip] One of the most difficult areas to tackle in blended programs is how to use social. Should we provide forums? Or a newsfeed? Or encourage the use of our company’s existing IM system? The fear is that no one will show up at the party. And that fear is real. It happens. What we’re seeing is that the root cause here is that conversations about social often focus to early on the tool: “what channels of communication should we open up?” Of course, the channel will not matter if no one wants to talk.
- [Chip] From what we see, organizations are more successful in leveraging social learning for leadership development when they start with a different question: What conversations do we want leaders to have? What should the be talking about? And then they take targeted steps to engineer making those conversations happen. This is an example from The Co-Operative, which is the largest consumer cooperative in the UK, with 8 million members. They wanted to implement a new leadership framework. To do that, they wanted to drive a set of conversations over time. The approach they used was beyond simply opening up a forum. Rather, they identified a key group who would make sure that conversations happened. This group included a mix of top leaders and others, who they called a Community of Interest. And they then seeded the conversation by taking the first steps … sending out a set of updates which they called “e-magazines.” Instead of simply waiting for conversation to happen, they drove it. SABRINA, CAN YOU GET THE ORIGINAL SCREENSHOT?]
- [Chip] When we did the research to develop the blended learning guide, what we heard was, as one source put it, “If there is a skills-gap problem, we can’t afford to neglect any level of management. Consider if you are giving enough love all the way through the management ‘ranks’ and not just focusing on the top and bottom.” That said, in many organizations, the focus has been on the bottom and top layers. However, companies seem to be changing. According to Bersin, investment in developing front line leaders tripled from 2012 to 2014. Where are you making your investments? Is that aligned with what capabilities the business requires to achieve its goals?
- [Chip] So, stepping back, these are the “worked examples” we’ve shown today. What I like about these examples is that they provide more concrete and functional answers to the question of “Why blended?” Well, I need a blend to create the journey I’ve scripted. I need elements that allow me to wire in managers. And so on. And in designing blended leadership programs, that allows you to jump over the chasm from the idea that “blended elements” can help to decide exactly which blended elements you’d like to add to your program for what reason. OK, let’s pause there. We’d love to hear from you. What goals would you add to this list? What questions do you have for us?
- [Chip] Time for questions … Sabrina to offer up from the feed.