7 Challenges in Search of LEARNING Excellence

Whilst most business leaders treat Learning & Development (L&D) as a nice-yet-dispensable overhead, Jack Welch said “An organization’s ability to learn, and translate that learning into action rapidly, is the ultimate competitive advantage.” [emphasis added]. Coming from a CEO who presided over GE’s value zooming from USD 12 billion (1981) to 280 billion (2001) this isn’t warm ‘HR’ gush but cold logic, based on GE’s experience. So why this stark divergence between Jack Welch and most CEOs, in the way in which L&D is perceived?  

One reason could be the ‘mindset’ of leaders: some are more ‘long-term’ and willing to invest in learning, skilling and building human assets than others. Most CEOs are willing to invest if they have line-of-sight to returns on investment (ROI). Perhaps it is the lack of efficacy of the L&D function – not the mindset of business leaders - that perpetuates a pessimistic perception of L&D. There are many possible reasons why a given L&D function may lacks effectiveness (alignment, skills, lack of resources, leadership & culture, etc.) but that’s not the subject of this article.

Instead, let’s consider a process-based approach to overcome these seven challenges (non-mythical beasts) that plague capability-building. Each challenge has to be faced and overcome, if the learning intervention is to be successful.

I acknowledge the pioneering work of L&D giants in developing my understanding of this: the originators of “Six Disciplines of Breakthrough Learning: How to Turn Training and Development Into Business Results” (by Andy Jefferson, Calhoun W. Wick and Roy V.H. Pollock), the ADDIE Model, the Kirkpatrick Model, and others I cannot recall. I’m grateful to corporate executives (in industry and consulting), L&D experts (e.g. Raj Sekhar, Dave Vance) and people managers who have trusted/inspired/guided me in learning the building blocks of what I call “learning excellence”. 

Let us consider each of the seven challenges and then let’s take a quick look at the required actions. I've used an illustration of applying this approach to the design and delivery of a (fictitious) ‘Two Day Change Leadership Program’ for Department Heads in an unnamed manufacturing organisation. None of this may be unique, but pulling it all together, where one stage builds on the next stage, makes it compelling.  

1. How do we ALIGN learning with business outcomes? As Steven Covey said “start with the end in mind”. Clarify “why” the business will fund this, for “what” soft outcomes (attitude/ knowledge/ behaviours) and “hard” results. Gain the confirmation and visible sponsorship of a senior business leader. 

Change Leadership Program example: meet the MD and key stakeholders to clarify the context. Speak to 3-4 Heads of Department-level participants to understand their awareness, skills and motivation in Change Leadership. Specific learning objectives in the workshop include understanding (i) what is a VUCA world, (ii) the Kubler-Ross Model of Change, and learning skills (iii) empathetic listening, (iv) how to conduct a stakeholder discussion, and (v) apply John Kotter’s Model of Change to a live business project. (vi) participants need to grow in awareness of their own Change Leadership Style and display an improvement in any 2 aspects of leading change.  

2. How do we AMPLIFY the outcomes and context in a ‘learner centric’ design? Develop an optimal learning design and pedagogy. This needs to be a proactive ‘Quality Assurance’ and not a reactive ‘Quality Control’ approach to learning. Emphasise the post-classroom application of learning, as it is near impossible to build skills in the classroom. [Surprise, surprise – so many operate under the delusion that you attend learning and you are set for success!]. Involve the people manager and others such as the Unit Learning Manager in the project. Participants must receive a clear and motivating communication and ideally, have pre-work.

Change Leadership Program: a 2-day classroom session preceded by pre-work and followed up by an Action Learning Project of 8 weeks duration. The classroom session has an experiential design - a learning experience followed by a debrief, discussion and relating observations with the content matter. The workshop is preceded by a concall with the MD and learning facilitator; prior to this, people managers (Factory Heads) were asked to brief their reportees (participants) and define an action learning project for each participant. Participants receive an attractively designed emailer that shares the organisational context, and the benefits of developing identified skills. They speak to their people managers and identify post-training Action Learning Projects. They also respond to a multi-source survey on their response to ‘change’ at work. 

3. How do we ACTUALISE high impact learning delivery in the classroom? Learner-centric and skilled facilitation and linking case studies and examples to workplace scenarios. Leaders-teaching-leaders, including pauses for reflection and sharing how this would be applied at work, and the use of context-rich (not content-rich) scenarios and examples.

Change Leadership Program: role plays, simulations and games are used to create a highly engaging experience. Relevant examples and workplace situations are used. Mid-way, the results of the multi-source survey of Change Leadership skills are shared with participants and a coaching ‘reflection’ session is held, one on one. Extensive use of table teams and work in triads is used. Participants are enabled to realise that a great learning experience minus application of learning on Monday morning will lead to absolutely no impact at work. Participants are motivated to commit to their own application of learning on ‘Change Leadership’.

4. How do we APPLY Learning – post classroom - to build skills? This is via action learning projects (ALPs), opportunities for participants to share knowledge with colleagues, or simply take a training session where they share their learnings and discuss how they will apply this with their teams. Personal journaling and a commitment in “building tiny habits” (B.J. Fogg of Stanford) for big change.   

Change Leadership Program: participants implement pre-defined action learning projects to lead Change in a non-critical departmental change projects, using a process that involves, trains and gains team member commitment for the changed processes/ ways of working. The progress of the projects is communicated to the Learning Facilitator on a monthly basis and an end-of-project presentation is made to the Managing Director.  

5. How do we AUGMENT support for application of learning at work? Collaborative learning among participants is encouraged; people managers are to be sensitised to ask for a debrief after the classroom training and offer guidance to the participant in building new skills; displays of the targeted behaviours are recognised. A learning cohort is set up. Further instructor-led learning sessions are organised, virtually if required. 

Change Leadership Program: a weekly learning nugget is shared with participants on a WhatsApp group as a reminder. Participants post responses, share how they are applying learning and the progress made in their ALPs. Participant ‘triads’ meet on a fortnightly basis and/or share updates. The HR/L&D Head recognises and affirms participants for progress in applying the learning or participation. Senior leaders mentor participants who request it. The ALPs are wrapped up in 3 months with a presentation to the faculty and the Business Sponsor. The monthly in-house magazine carries a one-page feature on the program and soundbites on key learning and the application by some participants.

6. How do we ASSESS learning efficacy in meeting learning objectives and outcomes?The measures and outcomes of the ‘ALIGN’ stage are now used to assess ‘soft’ aspects such as behaviours, and ‘hard’ results or business outcomes. A dashboard is prepared of all the 6 preceding steps and discussed with the business sponsor. 

Change Leadership Program: apart from the ‘Reaction’-level assessment (4.5/5.0), there have been fortnightly snap quizzes on the principles of Change Management and course content. Both the HoD participant and the Mentor assigned, are surveyed on their experience of change leadership behavours displayed. Each action learning project is measured to assess impact. Data is gathered from participants, people managers, team members and business heads in a sensitive manner, and an analysis presented on the progress achieved in Change Leadership. A decision is taken on continuance of the learning or cascading this to the next level.

7. How do we ADAPT the learning design for the ‘next level’? Basis the experience of participants and the assessment of outcomes and results, improvements are made for the next-cycle of the same program.

Change Leadership Program: decided that the next edition would have an opening session by a Business Sponsor to share the organisational context of change. The simulations were good. However, a 3-month duration for ALPs should be replaced by 4 months. Regarding the Mentors, next time, the L&D Manager should seek the time of the Mentors as they weren’t very available. Next time the Learning Facilitator would also have a monthly 15 minutes check-in call with each individual participant, to understand progress and offer support.

This Learning Excellence Model is meant to enhance learning transfer in behavioural learning programs in large/medium sized organisations. A customised variation of this model has been successfully implemented in a large organisation.  

POST SCRIPT: The Role of the People Manager Whilst the learner has to be sincere and willing to pay the price of learning, a process-driven approach to learning isn’t enough. Developing an attitude of ‘curiosity’, willingness to ‘invest’ and ‘share’ learning requires managerial enablement. A competent people manager who aligns with the business vision and values, supports the learning agenda and encourages employees to apply learning on-the-job, is inspiring. I write from personal and current experience and I’m sure you would agree basis yours. Managers who display coaching skills understand team members as unique persons and guide them in the “how” part of applying learning to build skills and achieve business outcomes.

Both the L&D function and people managers play necessary and complementary roles to overcome the 7 challenges in search of learning excellence and to build organisational capability.

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Your feedback and suggestions are welcome.