{"id":1420,"date":"2018-03-13T09:30:11","date_gmt":"2018-03-13T08:30:11","guid":{"rendered":"http:\/\/modernworkplacelearning.com\/magazine\/?p=1420"},"modified":"2018-12-24T11:15:55","modified_gmt":"2018-12-24T11:15:55","slug":"next-generation-ld-from-learning-to-performance","status":"publish","type":"post","link":"http:\/\/modernworkplacelearning.com\/magazine\/next-generation-ld-from-learning-to-performance\/","title":{"rendered":"Next Generation L&D: From \u2018Learning\u2019 To \u2018Performance\u2019"},"content":{"rendered":"

First published on Looop<\/a>\u00a0<\/em><\/p>\n

\"\"A trend I\u2019m seeing more and more, and which is reflected in the latest\u00a0Bersin By Deloitte\u00a0 \u2018Market Trends\u2019 Keynote<\/a>, is L&D\u2019s shift in focus from \u2018learning outcomes\u2019 to the complex and individually experienced reality of the work itself.<\/p>\n

Senior L&D leaders generally recognise this already. Many conversations they\u2019re exposed to at board-level seek to address actual performance and organisational capability to meet current and future needs. I know this from my years at Disney \u2013 and I knew then that training programmes and e-learning were not a reliable means for real performance improvement. They were isolated events that might have helped prompt reflection and some modicum of change. But as a way of actually helping people with their work responsibilities and career progression it was more out of hope than certainty that programmes would deliver the required results. And this is what I\u2019m hearing even more of in the market today.<\/p>\n

When we talk about \u2018learning\u2019, we talk about how it\u2019s nourishing and that we help people to grow. We contribute to well-being and provide well-regarded experiences \u2013 as well as some rarely appreciated e-learning. But we\u2019ve reached a point when this isn\u2019t enough.<\/p>\n

The point of L&D is to affect performance, from Day One with induction, to technical and core skills, transitions and change. There is a real need, both for the individual and the organisation, for L&D to help elevate performance, as well as individual and organisational capability. I know this. We\u00a0all<\/em>\u00a0know this. But somewhere along the line, we\u2019ve got stuck running programmes.<\/p>\n

Haven\u2019t We Always Focused On Performance?<\/h2>\n

If we all know what we\u2019re ultimately accountable for, how come we\u2019ve got so lost in\u00a0learning<\/em>?<\/p>\n

We are\u00a0learning experts<\/em>. We know how\u00a0adults learn<\/i>. We know how to find\u00a0learning needs<\/i>. We design\u00a0learning programmes<\/i>\u00a0with exercises designed to\u00a0accelerate<\/i>\u00a0and\u00a0embed<\/i>\u00a0the\u00a0learning<\/em>. We \u2018measure\u2019 the\u00a0transfer of learning<\/i>. We try to help our clients become\u00a0better learners<\/i>. We\u00a0are<\/em>\u00a0Learning & Development, so this makes sense, right? There is logic to it. But the name is misleading. Our remit \u2013 and the real need \u2013 is\u00a0Performance & Capability,\u00a0<\/i>isn\u2019t it?\u00a0Or to completely de-jargon:\u00a0Helping people do their best work today whilst making sure the organisation has people who are ready to do the work required tomorrow.<\/i><\/p>\n

We\u2019ve become so transfixed with the\u00a0learning<\/em>\u00a0element that we\u2019re not seeing the opportunity to become\u00a0performance and capability experts<\/em>. This is a completely different conversation, with different means of analysis, different activities and a completely different set of measures.<\/p>\n

Why The Shift?<\/h2>\n

The conversation about L&D is shifting as leaders and workers now have instant access to near limitless information, know-how and expertise. Work \u2013 and the broader contexts of business, technology and society \u2013 present new challenges, daily (it seems), and the old paradigm of \u2018requesting and attending a course\u2019 seems more and more impractical \u2013 and out-dated.<\/p>\n

However, \u2018training\u2019 is still requested by our clients as if it\u2019s always delivered returns, which adds a level of confusion and inconsistency to this message. But doing something because it\u2019s popular, despite its inefficacy, is the reason there needs to be a team in organisations responsible for the remit of L&D (Performance & Capability), not just to take orders or comply with requests but to make sure the people and the company are\u00a0really<\/em>\u00a0ready to perform.<\/p>\n

With a refocus on \u2018performance<\/i>\u00a0and\u00a0capability<\/i>\u00a0outcomes\u2019 our approaches are likely to become more targeted and collaborative as well as measurable, unlike the dark art of trying to measure\u00a0learning<\/em>.<\/p>\n

\"IMG_1866\"<\/p>\n

(Apologies, I can\u2019t remember where I got this image from but if you are, or know the creator, please leave a comment. Thank you!)<\/em><\/p>\n

How The Shift Is Manifesting<\/h2>\n

This change is represented in the\u00a0Josh\u00a0Bersin Keynote<\/a>, in different ways. In relation to HR technology, he talks about the shift from Talent Management towards Team and Work Management, focusing today on systems of productivity and making the work better.<\/p>\n

\"Screen<\/p>\n

The rationale for learning technology has shifted too, from simply a\u00a0System of Record<\/em>\u00a0(the primary purpose of the traditional LMS), towards\u00a0Engagement<\/em>\u00a0(the purpose of the modern LMS), towards\u00a0Systems of Productivity<\/em>, and a new breed of technologies aimed at affecting the work itself by being user-centric, not just in design but also in application.<\/p>\n

\"Screen<\/p>\n

To this point, learning technology has served L&D, often to the detriment of end-users, in pursuit of \u2018better learning\u2019. This has alienated our clients who have\u00a0turned to web-search and their own trusted online sources to find the support and guidance they need<\/a>.<\/p>\n

6 Things To Do Now And Refocus On Performance<\/h2>\n

1. Retire The Training \/ Learning Needs Analysis<\/h3>\n

The LNA (TNA) is designed to look for \u2018problems\u2019 that need solving with \u2018learning solutions\u2019 (mostly training). But this is not the language of business. Instead,\u00a0Performance Consulting will help you to recognise what really needs your attention and align efforts to resolving these in the most efficient and effective ways possible<\/a>\u00a0\u2013 with as well as for the client. The Learning Needs Analysis was a handy way of aggregating common development needs and allocating a standard programme but it largely answered the question of scale, rather than performance. So retire it and focus on performance at the outset of the conversation.<\/p>\n

2. Assess What\u2019s Really Working<\/h3>\n

If you run a schedule of programmes just because you\u2019ve always run a schedule of programmes \u2013 and they\u2019re always full \u2013 it doesn\u2019t mean it\u2019s working. Find out from those who have registered to attend what they are really hoping to achieve from their attendance. As a continuation of Performance Consulting, try to find out what real problems people are seeking to solve in their work. In addition, investigate and analyse what penetration you have with your solutions:\u00a0What percentage of your organisation are engaging in your face-to-face and online offerings?<\/i>\u00a0Business today needs a high-level of participation otherwise, L&D is a peripheral function and not affecting much\u00a0performance<\/em>\u00a0or\u00a0capability<\/em>\u00a0directly. If you are affecting a minority of your organisation in meaningful development then you need to reassess and re-align to where there is genuine need.<\/p>\n

3. Provide Support And Guidance In The Flow Of Work<\/h3>\n

If there\u2019s one thing we know about learning, it\u2019s that real\u00a0learning<\/em>\u00a0happens whilst\u00a0doing<\/em>. By helping people when they are faced with real challenges, we can find out where they are not supported sufficiently and provide\u00a0digital resources<\/a>\u00a0to help plug common gaps. This will help us to get close to the work and influence how it\u2019s done. This should be the Holy Grail for L&D!<\/p>\n

4. Be Where Your People Are<\/h3>\n

This doesn\u2019t just relate to\u00a0desktop, mobile or classroom<\/i>, but means situationally. What are the challenges people are facing and questions they\u2019re asking in relation to their work and careers? How can you connect with them? Are you relying on them visiting your LMS or other portal? Smart service providers today alert users to further value, with notifications and campaigns. If you know your people, you can run campaigns to alert them to real value in their contexts.<\/p>\n

5. Use Technology To Solve Problems For Your Clients\u2026 Not For L&D<\/h3>\n

The LMS has been developed to track user-engagement in L&D, through attendance, completion, assessment and satisfaction \u2013 and e-learning has helped to scale the efforts of L&D. But whilst workers are striving to achieve results at work, this L&D technology provision has largely been a distraction. Digital technologies today should help L&D to achieve its goals by getting closer to users \u2013 and their work \u2013 and solving real problems for their clients. If you\u2019re following the steps above, it will be clear what you need digital technology to do for you.<\/p>\n

6. Measure And Report On Performance<\/h3>\n

Performance Consulting will highlight the performance problems to be solved, and then measurement \u2013 or progress and milestones towards solving these problems \u2013 becomes possible and more valuable than \u2018learning metrics\u2019. These will be bespoke measures, depending on the current level of performance and the desired level, although some more generic performance measures could include:<\/p>\n