Presentation on theme: "Learning & Performance A Presentation to The Sales Institute Jan 27 th 2010 Paul Healy Head of Learning & Development Irish Life & Permanent Group."— Presentation transcript:
Learning & Performance A Presentation to The Sales Institute Jan 27 th 2010 Paul 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 Directive: Command & Control Collaborative: Performance Coach
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. Performance?
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
BEFOREDURINGAFTER Knowledge Acquisition Desired knowledge acquisition & performance improvement Training Event Transfer- The Business Expectation
BEFORE DURING AFTER Knowledge Acquisition Actual knowledge acquisition & performance improvement Training Event (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 Everyones 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 Kelleys longitudinal study with knowledge workers asked: What percentage of the knowledge you need to do your job is stored in your mind? 1986:75% 199715-20% 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.
REAL adult learning is about: CHANGING BEHAVIOURS IN LIGHT OF EXPERIENCE (People changing what they do based on what they have experienced) REAL adult learning is brought about through PRACTICE in a supportive environment. Not through knowledge transfer!
Formal Training Workplace Learning Typical Training Budget Allocation 90% 10% Formal Training Where Learning Actually Happens 80% 20% Workplace Learning Jay Cross: The L&D Budget Divide, Time Magazine 2005 Budgets?
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)
Data Information Knowledge Skills PERFORMANCE 30% Environment Attitudes Behaviours 70% Stolovitch & Keeps (2005)Reference: The Performance Mix Clarity on whats expected
Attitudes Values Drivers Upbringing Needs Personality Invisible states Behaviour What they say What they do
The Employee The Contract Manager HR/ L&D Performance Management & Learning
Opportunities for Development 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 20% Learning through Coaching, Feedback & Networks Performance management Informal feedback and debriefs Coaching from manager/others Mentoring Learning through teams and networks 30% Formal Learning Training Courses E- Learning Workshops Seminars & Webinars Books, Audios, CDs 50% Learning On the Job
Coaching? Coaching is unlocking a persons 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 therapist will explore what is stopping you driving your car A counsellor will listen to your anxieties about the car A mentor will share tips from his or her own experience of driving cars A consultant will advise you on how to drive the car A coach will 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 Dont make assumptions about intentions Be evaluative, what you saw..liked /disliked Dont be judgmental…that was right /wrong Feedback should be timely, within their control
Feedback Framework 1.Self Evaluation by other person first! 2.Manager straight on the facts of the feedback 3.CAKES / E 2 C 2 use as structure for feedback 4.Objectives – set going forward
C A K E S Successful Performance larity ttitude nowledge nvironment kills
Model for Giving Feedback E C xample ffect hange ontinue
If we are what we repeatedly do, then excellence is a habit not an act