Presentation of John van Djick for the 16th Learning EB for Cebu

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John van Dijk
General Manager HRMnext Philippines
CEBU, March 29th
2014
Learning and Development
NEW CHALLENGES

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HANS BRINKER, or the silver scates
PETER, the lockkeeper's son !
Spaarndam & Harlingen
By
Mary Mapes Dodge (1865)
INTRODUCTION

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1. Four dimensions of professionalism
2. Two very common reflexes to avoid
3. The 'ADDIE' – model
4. About learning
5. About training
6. About behavior and attitude
7. About motivation
8. The consequences and challenges
for learning/training/coaching and motivation
departments
TODAY'S JOURNEY

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This presentation is intellectual property of “HRMnext Limited”, Hong Kong./Beijing/Frankfurt/Manila www.hrmnext.net
4 Dimensions of professional competency
Know =
TEACHING/LEARNING Can/Skills =
TRAINING/EXERCISE
Are =
COACHING/
MENTORING/ BEHAVIOR/
ATTITUDE
Want =
INTENTION (INTRINSIC) +
CIRCUMSTANCES
(EXTRINSIC)
KNOWLEDGE ABILITY
MOTIVATION
CORE-
QUALITIES
MECHANICS
SPIRIT
YOUR SPIRIT CAN TAKE THE MECHANICS TO A HIGHER LEVEL!

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AVOID!
THE SOLUTION REFLEX
THE TRAINING REFLEX

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ADDIE = A well known Friend

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ANALYSIS

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THE OVERALL PICTURE OF TNA

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BUSINESS ANALYSIS: Alignment – RUMMLER

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JOB ANALYSIS – Skills Management
Skill management is the basis for training management.
job families, i.e. groups of jobs with similar contents (e.g. “Customer Service
Representative”, “Assembly Fitter”, “Administrative Assistant”, “Sales Manager”)
skill profiles for job families (levels: e.g. “Basic”, “Advanced”, “Mastery”).
For certain job families, it can be advisable to differentiate between levels of
knowledge/experience and responsibility, e.g. “Junior”, “Professional”,
“Senior”.
Ideally, skill gaps are the basis of the company’s training plan:
By collecting all skill gaps in advance of the training planning process HR
gets a complete overview of all training needs within the company.

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CAUSE ANALYSIS - GILBERT

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Basic
Advanced
Mastery
Demanded
English Skills
For Sales
Managers
English Skills of
Sales Manager
Ms. Chen
Skill Gap
regarding
English of
Ms. Chen
Example: Ms. Chen is a Sales Manager. As Sales Manager, her English language skills
should be on Mastery level. Her current English skills, however, are only basic. So
her Skill Gap is two levels. Ms. Chen needs training to step up two levels of English.
1. Ms. Chen should
attend Advanced
Training
2. Ms. Chen should
attend Mastery
Training
Training Plan
regarding
English for
Ms. Chen
Skill Type
“English
Language”
POPULATION ANALYSIS

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CATALOG OR CUSTOMIZED ?

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Don't
Don’t Offer “Nice To Have” Classes

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DESIGN – DETERMINE THE OBJECTIVES – WHAT,WHY,WHO,WHEN and WHERE?

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HOW DO WE LEARN? - THE 10-20-70 rule
LOMBARDO/
EICHINGER (1996)
GENERATION Y- Z:
5-35-60 ?

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ABOUT LEARNING

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ABOUT TRAINING
TALENT or/and HARD WORK
REPITITION , EXERCISE, PRACTICE
(Anders Ericsson: 10000 hours rule)
FEEDBACK / POSITIVE REINFORCEMENT
REWARD/ RECOGNITION
COLLECT INFORMATION

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This presentation is intellectual property of “HRMnext Limited”, Hong Kong./Beijing/Frankfurt/Manila www.hrmnext.net
TRAINING: THE PARETO-PRINCIPLE APPLIES
1. To attain excellence you have to train/exercise every day
2. The better you get the more details become important
3. You better get a good trainer/coach
4. Discipline, perseverance , concentration and intrinsic motivation
are required to reach the top

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3 mythes ABOUT BEHAVIOR
(Prof. Jenni Cross, Colorado State University)
1. EDUCATION WILL CHANGE BEHAVIOR

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You have a whole in your house as big as a basketball !
This is going to cost you $ 1000 a year!!

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2. YOU NEED TO CHANGE ATTITUDES TO
CHANGE BEHAVIOR

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DON'T DESCRIBE ATTITUDES; DESCRIBE CONCRETE BEHAVIOR!

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3. PEOPLE KNOW WHAT MOTIVATES
THEM TO TAKE ACTION

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ENVIRONMENT STEERS/DETERMINES BEHAVIOR!!!!

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This presentation is intellectual property of “HRMnext Limited”, Hong Kong./Beijing/Frankfurt/Manila www.hrmnext.net
ABOUT MOTIVATION - HERZBERG

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CONCLUSION
"Too many teachers see education as preparing kids for the
past, not the future" (Marc Prensky, 2008)
In the same way, too many Learning and Development
departments are preparing learning content for an
environment of the past, not the future.
Workers in the 21st century are less and less likely to want, or need,
to leave their working environment to learn.
They are increasingly demanding that their development meshes with
their work. In fact, many now realize that work is becoming learning and
learning is becoming part of work.
(Harold Jarche, 2010)
EINSTEIN: DOING THE SAME AND EXPECT A
DIFFERENT RESULT = INSANITY

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DEVELOPMENT PLANS VS ACTUAL DEVELOPMENT

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LEARNSCAPING
The challenge for the Learning and Development world :
Away from too exclusive a focus on the design, development and delivery
of static information and ‘knowledge’ embedded in courses,
and
towards a broader focus which includes approaches that work
in our dynamic information-rich world (LEARNSCAPING)

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- Courses, workshops, seminars
- e – Learning/ m-learning
- Professional qualifications/ accreditation
- Certification
- Formal education, e.g. University, Business School
10 %: Learn & Develop Through Structured Courses

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20%: LEARN AND DEVELOP THROUGH OTHERS
- Informal feedback and work debriefs
- Seeking advice, asking opinions, sounding out ideas
- Coaching from manager/others
- 360 feedback
- Assessments with feedback
- Structured mentoring and coaching
- Learning through teams/networks
- External networks/contacts
- Professional/Industry association involvement or active membership
- Facilitated group discussion, e.g. Action Learning

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70% : LEARN AND DEVELOP THROUGH EXPERIENCE, FEEDBACK and REINFORCEMENT
- Apply new learning in real situations
- Use feedback to try a new approach to an old problem
- New work and solving problems within role
- Increased span of control
- Increased decision making
- Champion and/or manage changes
- Cover for others on leave
- Exposure to other departments/roles
- Take part in project or working group
- Coordinated role swaps or secondments
- Stretch assignments
- Interaction with senior management, e.g. meetings, presentations
- Day–to-day research, web browsing
- Leadership activities, e.g. lead a team, committee membership, executive
directorships
- Cross functional introductions, site/customer visits
- Research and apply best practice
- Apply standards and processes, e.g. Six Sigma
- Work with consultants or internal experts
- Internal/external speaking engagements
- Budgeting
- Interviewing
- Project reviews
- Community activities and volunteering
YOU
WILL
KNOW
IT
WHEN
YOU
DO
IT
EXERCISE
PRACTICE
EXERCISE
PRACTICE
EXERCISE
PRACTICE
FEEDBACK
POSITIVE
REINFORCEMENT
REWARD
RECOGNITION

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DEVELOP
INTERACT
Action
Learning
INVENT NEW WAYS OF:
SOCIAL
WORKPLACE
INFORMAL and
EXPERIENTIAL LEARNING
DO

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Nine events of instruction ( GAGNĖ )
1. GAINING ATTENTION ( Get the short time memory clean!)
2. INFORM LEARNERS OF OBJECTIVES
3. STIMULATE RECALL OF PRIOR LEARNING
4, PRESENT THE STIMULUS
5. PROVIDE LEARNING GUIDANCE
6. ELICITING PERFORMANCE
7. PROVIDE FEEDBACK
8. ASSESSING PERFORMANCE
9. ENHANCE RETENTION AND TRANSFER

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ARCS-MODEL ( KELLER ) – Model of Motivational Design
1. ATTENTION
2. RELEVANCE
3. CONFIDENCE
4. SATISFACTION
Based on 'Expectancy Value Theory
( Tolman/Lewin)

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= DEDUCTIVE
= INDUCTIVE
EXPOSITORYINQUISITORY

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DEVELOP – CREATE THE PERFORMANCE SOLUTION – HOW WILL YOU CLOSE THE GAP ?
DEVELOP – CREATE THE PERFORMANCE SOLUTION – The traditional way
RECEPTIVE DIRECTIVE EXPLORATORY
GUIDED
DISCOVERY
ABSORB
DO
INTERACT
REFLECT
Lecture,
Demonstration
Exercise
Role play
Programmed
learning
Metaphors
Role
modeling
Apprentice
ship
Open ended
questioning
Discussion
Simulation,
Case study
Team
Training
Re-framing
problems
Reading
Combining
Concepts
Action
Learning
Experimenting

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EVALUATION

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KIRKPATRICK-SUMMATIVE

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BRAINS
2 to 3 % of body weight
Uses about 20 % of energy
100 billion brain cells
Each about 10.000 connections

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BRAINS
BAD: RECALL
GOOD: CONNECT
RECOGNITION

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BRAINS

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BRAINS
WORKING MEMORY/
SHORT TERM MEMORY
(+ extended short term memory = to do list/project list/ later/ references )
LONG TERM MEMORY