Preparing for the third edition of Learning & Development Summit, we continue the dialogue with the panel members. Today we reveal the answers of Valerie Anderson, Magnus Persson and Peter Strupp.

Roxana Mocanu, ITOL: “Why is the learning organization so important into practice?”

Magnus Persson, Learning Teacher Network: One of the reasons I see is the need to create true learning environments, where transfer of knowledge and experience as well as collective inquiry exist in reality (in other words, the end of individual ‘silent knowledge’); where a common vision for learning and doing can be formed; and, where mistakes are welcome and seen as opportunities for learning.

Dr. Valerie Anderson, CIPD, University of Portsmouth: Learning Organization ideas are important to put into practice as they are the foundation for organizations to change and adapt. They provide the basis for change, adaptation and transformation. Although Learning Organization ideas have been recognised for over thirty years as important to achieve competitive advantage, nowadays the Learning Organization idea is even more important to help organizations change and adapt to enable organizations to survive, innovate and prosper in difficult economic circumstances.

Peter Strupp, AchieveGlobal: In practice, while many organizations proclaim themselves a “learning organization”, the execution is still very poor. The proper use of organizational diagnostics and learning transfer methods for business impact, need a great deal of improvement in organizations around the world. There are huge possibilities here, and most senior business leaders do not recognize how much shareholder value can be created through well executed human capital initiatives.

Roxana Mocanu, ITOL: “What is the CEO of an agile organization taking care of most: Command or Control?”

Peter Strupp: I believe that the senior leader has an obligation to ensure the values and beliefs of the company are adhered to. However, in order for there to be high growth, there needs to be decentralized collaboration. Leaders need to listen to their people. Well executed leadership development programs are one practical method of supporting change through two way dialogue. Decentralization of teams and high trust create ingredients for agility. However the values have to come from the top and that comes from senior leaders daily behavior, not just words.

Magnus Persson: The CEO has to acknowledge the need to develop human resources and to invest in people with the priority it deserves. For an organisation to be agile it needs to improve relationships, collaboration, mutual understanding and meta-cognitive abilities; this brings success in learning and success in business.

Valerie Anderson: The CIPD Shaping the Future project showed the importance of being an agile organization, and this idea builds on Learning Organization insights. An agile organization is one that is able to remain open to new directions and is continually proactive but does not undertake ‘change for changes sake’. Therefore the CEO of an agile organization has to find the right balance between a focus on stability (control, formalization and consolidation) and flexibility (trust and empowerment).

Roxana Mocanu, ITOL: “Who is in charge with directing the organizational culture through learn, unlearn, relearn?”

Magnus Persson: I would re-phrase this question to ‘What leadership is the result of/ requested by for by an organisational culture that truly performs in daily practice in learning, unlearning and relearning?’

Peter Strupp: I agree that both the question and the answer are about leadership. Senior leaders are responsible for constantly emphasizing key elements of change including learning. Leaders are required to engage the organization and let employees come to their own conclusions, with guidance from the top. This engagement is a key pillar to building a constructive culture. Knowledge workers want inclusion and should not be patronized in this process. However, the senior leadership team, if they are doing their jobs, have the strategic perspective that is often lacking further down the organization. Leaders have an obligation to communicate this strategic perspective as a context for changes in learning initiatives.

Valerie Anderson: If an organization wishes to move beyond ‘surface’ learning which can ‘fix’ errors but will not really change behaviours or attitude or attitudes then it is important to establish a culture which encourages reflection and questioning of assumptions (unlearning) and this can make space for more fundamental change and innovation (relearning).

Culture can never be totally ‘directed’ as it requires people to think and accept for themselves about the way they see their work and their organization. Therefore it requires:

• Senior managers who encourage innovation and challenge and ensure that learning is possible even when things don’t go totally to plan
• Trainers who are able to work with line managers to support learning and knowledge sharing
• Individuals who take ownership and responsibility for learning from others and putting that learning into practice.

Learning & Development Summit is an annual event, dedicated to all the stakeholders in the field of Lifelong Learning in Romania and the EU and will take place on the 29th of March 2012 in Bucharest.

For registering to L&D Summit and meeting Valerie, Magnus and Peter, you can fill in the form available here.

Ne pregatim pentru a III-a editie a Learning&Development Summit si raspundem impreuna cu invitatii nostri la intrebari despre organizatia care invata.

Roxana Mocanu, ITOL: De ce este “organizatia care invata” importanta in practica?

Marius Brasoveanu, The Learning Business: Organizatia care invata este la fel de importanta pentru piata, cum este un om inteligent important pentru umanitate. Nu poti supravietui, in mod natural, fara a avea un anume grad de inteligenta. Supravietuirea presupune invatare. De-a lungul istoriei, oamenii au coagulat structuri sociale, norme morale si coduri civile pentru a-i ajuta pe aceia dintre ei care, altfel, n-ar putea supravietui de unii singuri din lipsa de putere sau din lipsa de inteligenta. Pentru organizatii insa, nu exista familie, nu exista politici sociale sau indemnizatii de handicap. Organizatia trebuie sa supravietuiasca natural, prin sine insasi, iar acest lucru presupune un consum de inteligenta si, deci, multa invatare.

Alecsandra Litu, ROI Institute – Achieve Global: O organizatie care invata este o organizatie care se transforma in mod continuu pentru a raspunde provocarilor pietei. Nu cred ca poti exista in piata pe termen lung fara a integra, chiar daca nu intotdeauna constient sau coerent, un fel de a face lucrurile similar “organizatiei care invata”. Diferenta pana la urma cred ca o face felul in care acea organizatie reuseste sa se adapteze la nevoile tuturor jucatorilor implicati in viata ei (actionari, clienti, angajati, parteneri, societate) si cum transmite acest lucru in toate straturile organizatiei astfel incat sa maximizeze invatarea din fiecare resursa, idee sau proiect nereusit.

Gigi Andries, Evolutiv Consultants Network: Eu cred ca in practica putem vorbi despre o organizatie care invata, daca poate genera acea cultura de invatare si dezvoltare in dublu sens: dinspre organizatie catre oameni si dinspre oameni catre organizatie. Am un exemplu din experienta mea manageriala si de consultanta: O mare companie multinationala prezenta si in Romania a generat recent un proiect major de retehnologizare. Lucrul acesta a oferit membrilor echipei de proiect foarte multe provocari, de multe ori lucruri noi, cu care nu s-au mai confruntat. Sigur ca asta a insemnat si erori, si stres si nopti nedormite si multe riscuri precum si depasirea inevitabila a triplei constrangeri a oricarui proiect: cost-timp-calitate. Dar oamenii aceia la final erau cu totul altii decat la inceputul proiectului. Invatasera multe lucruri, acumulasera experienta si lectii pe care nici o teorie nu li le-ar fi putut oferi. Si lucrul grozav pe care l-au facut a fost faptul ca, din proprie initiativa au dat lectiile invatate intregii organizatii: au reflectat la ce li s-a intamplat, au scris manuale, au organizat workshop-uri in alte departamente ale organizatiei, s-au oferit sa preia sau sa fie parte din alte proiecte.

Marius Brasoveanu: O intrebare din practica: are organizatia o inteligenta a sa, proprie? Poate ea sa invete ca entitate? Sau invata doar oamenii sai? Invatarea organizationala este suma invatarilor individuale sau apare ceva in plus? Cum poate invata, in practica, o organziatie si de ce este important sa invete?

Gigi Andries: CEO-ul este responsabil cu a privi mereu in alta directie decat in cea in care privesc majoritatea membrilor unei organizatii, preocupati cu a pune strategia acesteia in practica. Cum vizibilitatea in ”oceanele involburate si inrosite” ale mediului actual de afaceri este foarte redusa, CEO-ul ar trebui sa stea mai mereu in camera de comanda, de cele mai multe ori cu mana pe timona. Si asta inseamna comanda. Mai mult ca oricand controlul exercitat de CEO se bazeaza acum pe contractul pshihologic pe care si-l construieste cu restul organizatiei. Altfel e greu sa vorbim despre ”agilitate”. Poate de un alt Titanic…

Alecsandra Litu: Daca ceea ce te intereseaza este sa obtii o organizatie suficient de flexibila incat sa faca fata schimbarilor constante din mediul exterior, este esential ca toti angajatii sa aiba un grad semnificativ de libertate in a reactiona la ce li se intampla si a dezvolta solutii in noi moduri. In acelasi timp, pentru a stabili care este “terenul de joaca” in care te poti desfasura, fie ca esti manager, fie ca esti angajat, ai nevoie sa stii care sunt limitele si regulile principale ale jocului in compania in care lucrezi. De aceea, din punctul meu de vedere, comanda si controlul ca preocupare de management reprezinta mai degraba un management al acestor limite.

Roxana Mocanu: In grija cui se afla orientarea culturii organizationale catre invatare-dezvatare si re-invatare?

Gigi Andries: Facand o anologie cu sportul, cred ca initial o astfel de cultura este in grija conducerii si a ”antrenorilor”. Ei trebuie sa o defineasca si sa o impuna in practica. Pe masura ce sportivii devin profesionisti, adica inteleg care le este rolul, care sunt competentele care trebuie mentinute si antrenate si cele care trebuie adaugate proactiv, atunci responsabilitatea se imparte.

Alecsandra Litu: Din punctul meu de vedere, responsabilitatea pentru invatare apartine fiecarui angajat, in felul sau, in pozitia pe care o are si pentru obiectivele profesionale sau personale pe care si le stabileste.

Gigi Andries: Din pacate, in multe organizatii din Romania, atat indivizii cat si cei care conduc se ascund inca in spatele unui vinovat impersonal si omniprezent: mentalitatea. Si asta, paradoxal, ii incremeneste atat ca indivizi cat si ca organizatii.

Marius Brasoveanu:

“Daca iti faci planuri pentru un an, cultiva orez.
Daca iti faci planuri pentru 20 de ani, cultiva pomi.
Daca iti faci planuri pentru secole, creste oameni.”

vechi proverb chinezesc

Invatarea in schimb, descrie si construieste viitorul.

Cu toate acestea, utilizarea in exces a termenului nu ar trebui sa umbreasca faptul ca agilitatea este cruciala pentru succesul sau esecul unei afaceri in perioada post-recesiune, in special in ceea ce priveste trainingul.

Aceasta se aplica domeniului de Learning & Development la fel ca oricarui alt domeniu din business. Departamentul de L&D si strategia L&D vor fi intotdeauna determinate de mediul in care exista afacerea si este responsabilitatea L&D sa reactioneze la schimbare, mai degraba decat sa astepte ca aceasta sa apara neanuntata.

Cu toate acestea, pe fondul scaderii economice de acum trei ani, departamentul de L&D s-a dovedit a fi destul de neputincios. A fost prea des definit de structuri mari si impovaratoare, de silozuri de informatii intre birourile si echipele din diferite tari si de o structura de training care nu a fost aliniata indeaproape cu scopurile organizationale si nu a fost suficient de robusta pentru a identifica talentele.

Prin urmare, cum putem invata de la perioada de recesiune sa devenim mai agili in strategiile de L&D?

Mediul de L&D post-recesiune trebuie sa isi reduca dependenta de sisteme si procese vechi si sa devina mai agil in solutionarea situatiilor globale in schimbare. Astfel de schimbari includ o mai mare integrare intre organizatii si impartasirea resurselor, cerinte pentru mai multe aptitudini cros-culturale, pe masura ce pietele emergente devin mai proeminente si adoptarea continua a noilor tehnologii, pe fondul modificarilor demografice la locul de munca.

Un exemplu il reprezinta retelele de invatare informale – retele ce pot juca un rol vital in sporirea agilitatii proceselor de invatare din organizatie. Ele pot aduce impreuna angajati care impartasesc interese comune, pot potenta invatarea, comunicarea si impartasirea de experiente si pot stimula organizatiile sa se concentreze pe agilitate, capacitatea de reactie si colaborarea de inalta performanta.

Este vorba despre valorificarea indivizilor si interactiunilor mai presus de procese si instrumente: tehnologia colaborativa mai presus de documentatia birocratica si abilitatea de a raspunde la schimbare in contrast cu aderarea rigida la planurile existente.

Acest tip de model poate avea aplicabilitate imediata in mediile de lucru unde colaborarea, cand este realizata corect, poate ajuta organizatiile si echipele sa devina mai agile, flexibile si adaptabile la schimbare.

Datorita contextului birocratic (si impotriva lui), in ultimii ani am fost martorii proliferarii dezvoltarii retelelor informale – atat interne cat si externe – din cultura de invatare informala, siteuri de socializare bazate pe conceptul oamenilor care descriu si impartasesc tintele personale si retele de tipul eLearning Network.

Aceste tipuri de retele sporesc nivelul de abilitate al celui care invata, permitandu-i sa se indeparteze de la structura mai degraba traditionala, ierarhica, condusa de manager, sa incurajeze impartasirea de bune practici si sunt aplicabile modelelor mai responsive, descentralizate pe care incepem sa le observam in mediul organizational.

Care credeti ca sunt provocarile pentru L&D in demersul de a incuraja aceasta abordare mai agila si informala de invatare?
Articol scris de Francis Marshall in TJ – Training Journal, pe 23 Iunie 2011.

Learning & Development Summit este un eveniment anual, dedicat tuturor actorilor din domeniul Lifelong Learning din Romania si EU, ce se desfasoara pe 29 Martie 2012 in Bucuresti.

Pentru a participa la L&D Summit si a intra in conversatii despre organizatia agila si L&D, puteti completa formularul online disponibil aici.

Preparing for the third edition of Learning & Development Summit, Roxana Mocanu started a dialogue with the panel members. Today we reveal the answers of Harry Bundred and Perry Timms.

Roxana Mocanu, ITOL: “Why is the learning organization so important into practice?”

Perry Timms, The Big Lottery Fund: “A true learning organisation is one that puts a real value on learning and not just a rhetorical mantra to sound good. Why should an organisation be a learning one?  It’s about a number of things but in the turbulent times we are in, it appears to be mostly about survival. Kodak and Woolworths are 2 names from my childhood that don’t appear to have been learning organisations through their collapses.  If they were learning organisations, they’d see what consumers wanted and needed and they’d find this not in market research or consultant-led change programmes, they would listen to their staff and learn from and with them. Therefore a learning organisation has to be a listening one, an enabling one and a persuasive one.  Listening means truly setting up processes and channels to capture staff feedback and ideas. Enabling means allowing staff time to be curious about their role, their immediate environments an the wider operating context and persuasive – sometimes people need persuading that they can make a difference, their views are valid and they should take time to be curious, reflective and creative.

Harry Bundred, ITOL:  “The learning organisation concept has now been around for 20 years approx. and I am yet to see much evidence of a true Learning Organisation in practice. Whilst it still remains a popular theory for discussion the step into practice appears to be a reluctant one for many organisations to take. I suspect it is a bit like trying to turn an oil tanker at sea, by that I mean the time, distance and energy required is far greater than first thought – and organisational stamina is rarely up to it.”

Perry Timms: “The learning organisation sets the frame for learning, does something with the insight or ideas the learning frame delivers and keeps the learning stimulus through persuasive dialogue with staff. In practice, creating a learning organisation is not as easy as it sounds but when it takes hold, it is as valuable as further capitalisation.”

Roxana Mocanu: “In light of the Agile Organization model as being described by R. Atkinson, what should the CEO of an agile organization take care mostly: command and/or control?

Perry Timms: “The CEOs of agile organisations have to be very energetic, visionary and practical in equal doses.  I doubt there is much total command or total control.  There has to be disciplined empowerment, accountable creativity and adaptive planning.  Command of some sort is most important for an agile organisation to thrive.  It means control can be loosened in favour of spirited, collaborative working, enabled, trusted entrepreneurialism and channeled innovative thinking.  It’s command with a small C in my opinion.  Setting out something people truly believe in or line up with without forced compliance or coercive techniques.”

Harry Bundred: “In these times of business survival when time-lines are short and financial impact must be quick I’m not sure how much of a priority a CEO would give to this idea. However, as a vehicle for longer term  L&D strategy that impacts the bottom line, The Learning Organisation remains a very useful model.”

Perry Timms: “The best CEOs of agile organisations are there because they, like a bandleader of a jazz ensemble, can set the tone but the players create the overall tune.”

Roxana Mocanu: Who is in charge with leading the organizational culture through learn, unlearn, relearn?

Perry Timms: “ALL people within an organisation have the responsibility to bring the culture of learning to life.  It could be argued that managers have a more pronounced responsibility to encourage and bring to life the culture of learning.  Through recognition of the benefits of learn, unlearn and relearn and a culture of knowledge and information sharing for the better of not individuals but the whole unit, division or organisation.”

Harry Bundred: “The question of culture is a difficult one; many a high flying career has been wrecked on the rocks of cultural change! I would say again that energy, time, consistency and stamina are major players in driving culture change and normally this has to be achieved whilst improving profitability.”

Perry Timms: “The purpose for learn, unlearn and relearn is important for people to understand the why of the learning…gratuitous learning for its own sake is not as much fun or purposeful so people are less driven and stimulated by Learning without purpose.”

Harry Bundred: “My observation (without research!) over many years shows me that the overall organisational culture seldom changes fundamentally, but beneath that a number of sub-cultures come and go and this can change the general ‘feel’ of an organisation. If my observation is true then every individual who holds some responsibility, whether a foreman in production or team leader in accounts or main board member, can influence a culture change in their department. Most people are impacted by their immediate working environment so culture change at micro levels, (aided by an L&D professional), which should be quicker, more innovative and more enjoyable to achieve, can have a significant effect on the macro level culture. Of course the idea of ‘learn, unlearn, re-learn’ works more easily on small scale. “

Learning & Development Summit is an annual event, dedicated to all the stakeholders in the field of Lifelong Learning in Romania and the EU and will take place on the 29th of March 2012 in Bucharest.

For registering to L&D Summit and meeting Harry and Perry, you can fill in the form available here.

“Mentoring is a helping relationship based on an exchange of knowledge, experience and goodwill. Mentors help someone less experienced gain confidence, clearer purpose, insight, and wisdom. In developmental mentoring, the mentor, too, is changed by the relationship.”

It came from the conflict between the need for the manager to control staff and to support and develop them.

My first contact with the EMCC was an article I read and annotated – At Double – The Two Davids: meet the pioneers of the profession, in Coaching at Work, May 2009 issue; the two Davids – Clutterbuck and Megginson – have been introduced as a powerful double act on the coaching and mentoring circuit. And they’ve had some of their ideas halfway up a mountain. Mention mentoring to a bunch of coaches, L&D and HR and chances are Prof. David Clutterbuck name will come out. He set up the EMC European Mentoring Centre in 1992, together with D. Megginson. I am teaching mentoring myself at HR Enterprise Balkan using his books and materials. It helps us make a distinction between mentoring and coaching which are almost always referred together.

Prof. David Clutterbuck will sustain his Master Class on mentoring in Bucharest, on the 18t of October 2012.

ITOL Central Eastern Europe’s workshop at the EMCC XVIII International Conference, 17-19 November 2011, Paris celebrated the success of “The DNA of Learning & Performance” project we have run within a Romanian client company. Our clients have been invited to attend and be part of the panel. The participants found out how we have designed, implemented and monitored a Job Rotation at the top executive level and how mentoring and coaching secured the risks.

ITOL presence have been perceived as unique and original by the new EMCC president, Lise Lewis and “The DNA of Learning…” project was considered by the former president as being “very sexy”. Bringing the client under the spot light and the mix of mentoring and coaching in the project were very appreciated. A case study on the Job rotation is about to be issued and will be available soon in the ITOL network.

The EMCC conference in Paris last week gave the attendants a diverse learning experience and good networking opportunities. 170 participants from 22 countries (US, UK, Netherlands, France, Luxembourg, Czech Republik, Germany, Denmark, Sweden, Finland, Hungary, Serbia, Norway, Germany, Switzerland, Italy, Spain, Portugal, Romania, Greece, Ukraine,Turkey, Australia). I have met and had the chance to discuss with 42 coaching / mentoring practitioners and to explore further collaboration with 11 people.

Peter Hawkins launched his new book, Leadership Team Coaching – developing collective transformational leaders (high performing teams, team coaching, coaching different types of teams, selecting, developing and supervising team coaches).

First day’s quality question: “What kind of society are you preparing to leave for your children?”

Two of the sessions have drawn my special attention:

1. e-Mentoring concept of the future, by Leena Vainio and Irja Leppisaari (Finland)- cases of distance mentoring: distance, life stuation, suitable time, busy work, global work, position, suitable mentors, gender, costs;
2. Matching Talent Programmes and Career Choices in an Authentic Way, by David Pullinger (UK) – an existential approach of the coaching cases.

A pile of new books on the coaching or mentoring or both, some of them describing cases and new models, some of them a collage of previous works of other authors have surrounded the participants.

Paris is charming even when it displays authentic London atmosphere (wrapping its shops windows displays in fog for a very discreet Xmas preparation). Dining out on Friday evening, walking in Montmartre and applauding the enlighten Tour Eiffel, all the new things you can learn about people, countries, customs, practices and professionals contributed to an amazing experience.

Pictures available in the slideshow below:

Efectul de levier al investiției în oameni. Deși investiția în resurse umane ar putea părea mai puțin tangibilă, acest fenomen are o explicație simplă: atâta timp cât angajații zilelor noatre lucrează mult mai interdependent decât muncitorii de pe linia de asamblare de la Ford de la începutul secolului, o schimbare constructivă în comportamentul lor influențează mulți alți oameni și conduce la un impact semnificativ în indicatorii organizației. Dacă voi învăța să țin ședințe mai eficiente, va crește angajamentul celor implicați și atenția lor la implementare. Prin urmare, vor crește indicatorii de succes ai proiectului: durată și costuri în buget. Și toate acestea pentru că am învățat la un curs să structurez o agenda și să ofer feedback diplomat.

Am învățat că acest lucru se întâmplă, cu o condiție: transferul în practică.Să ne asigurăm că ceea ce au învățat participanții în ințiativa de learning nu rămâne între cei patru pereți în care au aflat informația sau au dobândit abilitatea, ci aplică în mod consecvent în activitatea de zi de zi; că eforturile lor sunt monitorizate, iar rezultatele – consemnate. Uneori lucrurile nu se întâmpla așa. Deși compania de training sau consultanță implicată a fost profesionistă și a susținut un training excepțional, iar feedback-ul participanților a fost încântător, nu se văd schimbări în comportament.

„What gets measured gets done” (Peter Drucker). Măsurătorile de tip ROI pot reprezenta o soluție la problema de mai sus. Dacă mă concentrez pe date de intrare (număr de ore de training, curicula acoperită, număr de participanți) nu voi obține nimic altceva, iar angajații mei vor fi interesați să spună doar la câte traininguri au fost trimiși, iar managerii să se laude cu câte ore de training au făcut angajații lor. Pe de altă parte, dacă mă concentrez pe date de ieșire (utilitatea informației descoperite în curs, aplicarea ei în practică, impactul în indicatori) participanții la training și managerii lor se vor orienta pe date concrete: punctaje la test, îmbunătățirea relației cu colegii sau scurtarea timpilor din ședințe. ROI devine astfel o atitudine de învățare, un drum către performanță organizațională. Prin urmare:

1. deși considerată până de curând intangibilă, investiția în oameni poate fi măsurată;
2. merită efortul și preocuparea din cel puțin două rațiuni:
   • ajută la luarea deciziilor investiționale;
   • contribuțiile voastre în organizație devin vizibile.

Vă propun să aflăm mai multe despre  cum măsurăm valoarea pe care o adăugați în organizație ca practicieni de HR și Learning & Development, la seminarul introductiv  “Cum și de ce să măsori ROI în training și dezvoltare”, pe 18 iunie 2012.

Alecsandra Lițu

Trainer & Consultant Achieveglobal – partener al ROI Institute Inc. în România

alecsandra.litu@achieveglobal.ro

Institutul ROI,  www.roiinstitute.ro, este o organizaţie axată pe cercetare, benchmarking şi consultanţă şi oferă workshop-uri, publicaţii şi servicii de consultanţă, bazate pe Metodologia ROI. Înfiinţat în 1993, ROI Institute Inc. este lider global în măsurarea şi evaluarea iniţiativelor de training, resurse umane, tehnologie, marketing şi calitate.

Am construit impreuna cu partenerii de la CROS – Centrul de Resurse pentru Organizatii Studentesti, un curs in care “profesorul” are un rol complex de facilitator, ghid, expert sau consultant. Timp de 4 luni am creat impreuna cu participantii un proces de invatare adaptat nivelului la care sunt atat ei cat si organizatia din care provin, pe tema “Learning Manager”. Organizatiile care si-au trimis reprezentantii la acest curs, prin intermediul comunitatii de practici HRemotion, sunt: ASER – Asociatia Studentilor Economisti din Romania, ASPSE – Asociatia Studentilor la Psihologie si Stiintele Educatiei, VIP – Voluntari pentru Idei si Proiecte, Business Club – clubul de antreprenoriat al VIP.

Am pornit de la obiectivele de invatare personale ale fiecarui participant la curs si astfel am stabilit temele si conceptele importante:

• Training Needs Identification vs Training Needs Analysis
• Obiective de invatare
• Designul invatarii
• Metode/mijloace de invatare
• Evaluarea invatarii
• Learning Plan

Am invatat colaborativ (impartasind articole si studii de caz), din practica (vazand ce a functionat intr-o organizatie sau alta), ascultand parerea expertului practician, aplicand (in propriile proiecte) si reflectand (cu ajutorul Jurnalului de invatare).

“Pana acum, e o experienta din care am extras 3 idei ca fiind cele mai importante pentru mine: diferenta dintre Training Needs Identification si Training Needs Analysis; mi-am reamintit importanta obiectivelor SMART; importanta evaluarii din toate perspectivele necesare a nivelului actual al unui coleg de organizatie/angajat.”Diana Irimia, membra in echipa HRemotion si masterand in Resurse Umane la SNSPA.

“Am incheiat prima prezentare a Learning Manager 2.0 cu sentimentul ca am pierdut ceva – se intrerupe sirul de intalniri cu tinerii pasionati de invatarea invatarii  (sic!) – dar ca am asezat, in mintea si sufletul fiecaruia dintre noi siguranta de sine pe care ti-o da lucrul bine stiut“, Roxana Mocanu, profesor al acestui curs, consultant in Learning&Development, director ITOL

“Dupa 3 luni de cand am lansat aceste cursuri 2.0 ne bucuram sa vedem rezultatele lor. Au fost 4 grupe pe doua teme mari – Formarea si dezvoltarea echipei si Dezvoltarea membrilor dintr-o organizatie. Le multumesc tuturor celor care s-au implicat in acest program, indiferent de rolul pe care l-au avut: profesor, asistent, participant sau organizator si, mai ales Alinei, cu care am creionat procesul si designul cursului.” Cristina Cristea, Organisational Development Manager @ CROS

Tema centrala a evenimentului a fost „Etica in invatare si dezvoltare” si a fost dezbatuta in prima parte a evenimentului de un panel de profesionisti din mediul public si privat: Gheorghe Andries (Senior Partner Evolutiv Consultants Network), Traian Bruma (Learning Architect @ CROS), Aurel Graur (Inspector al ISJ Prahova si membru al retelei Pestalozzi de formatior ai Consiliului Europei), Margareta Mares (General Manager Europharm), Diana Rosetka (Director AchieveGlobal), moderat de Roxana Mocanu (Consultant, Director ITOL)

Membrii panelului ne-au expus, in dialog cu participantii,  cate o situatie de etica traita si solutia pe care au gasit-o pentru rezolvare:

• chiar ii ajutam, in calitate de trainer pe oamenii in fata carora ne aflam, daca nu sustinem si prin fapte ceea ce “predicam”?
• oare 5Kg de diplome sunt bune? mai bune decat 100gr sau 50 gr?
• in ce directie sa influentez, ca mentor, un invatacel – sa fie echilibrat si sa isi ia si diplome sau sa renunte de tot la ceea ce numim noi “invatare formala” si sa se bazeze exclusiv pe educatia nonformala? Cum ar arata o lume fara diplome?
• dilema unui consumator de educatie – cum personalizam programele de training astfel incat sa nu daunam unicitatii si capacitatii de a fi creativ si de a inova a fiecarei persoane?
• dilema unui furnizor de training – ce ar trebui facut pentru a respecta regulile de copyright in comunitatea de L&D din Romania?

In a doua sectiune a evenimentului ne-am dedicat pozitionarii LifeLong Learning ca element fundamental in dezvoltarea sustenabila a României, integrand proiecte si actiuni cu potential de schimbare calitativa a invatarii.

Participantii la Summit (reprezentanti ai Ministerului Educatiei, Cercetarii si Tineretului, institutii guvernamentale educationale, profesori, decidenti din companii nationale si multinationale, studenti, furnizori de training, membri in organizatii studentesti si de tineret, elevi) au contribuit la desfasurarea celor doua ateliere de bune practici.

In atelierul “Incluziunea tinerilor pe piata muncii” ne-am propus sa gasim o modalitate de a echilibra cererea si oferta pe piata competentelor; am elaborat un profil de competente “soft” dorit de angajatori de la un intern sau un angajat junior. Din conversatia studentilor cu antreprenorii si angajatorii s-a nascut ideea integrarii contributiilor participantilor in proiectul “Student Job Pass”, marca ITOL. …

Cei atrasi de tema “Pasiunea tinerilor pentru invatare” au lucrat pentru a genera un model pedagogic compatibil cu noua atitudine a tinerilor fata de invatare. Luand pulsul salii am vazut ca intr-adevar tinerii (de la 6, la… 60 de ani) sunt interesati sa invete. Am constientizat multe dintre barierele in calea invatarii; tin de “sistem”- intotdeauna, perfectibil sau de jucatorii implicati in actul invatarii. Intr-un mediu ideal de invatare, elevii si studentii ar putea realiza materiale de studiu, ar putea aduce efervescenta de pe Twitter, Facebook, Youtube in sala de clasa sau pe o platforma virtuala.

Concluziile evenimentului au fost pozitive si participantii au plecat increzatori ca promovand o cultura a invatarii, contribuim la dezvoltarea unei societati bazate pe invatare, societate care vrea, stie si poate sa se adapteze la nou.

• What are the common elements in learning you have met all over the world and how do you use these elements when building the training programmes? (eg learning attitude, ability to learn or change, …)

A.K: Learning in a business context means nothing unless it results in a change in behavior, which leads to an improvement in business performance. The way adults learn is dramatically different from the way children learn. Adult learners are required to be ‘intelligent’ in multiple aspects of their interaction with the environment (their behavioral skills, the understanding of business, their linguistic ability etc). Therefore trainers should embrace the differences, needs and learning preferences of individuals as much as possible, and design learning interventions so that each individual can be reached in an optimal manner.

Catering for the diversity of the individuals’ needs, preferences and learning styles in a learning intervention is very difficult when you have a bigger audience. However, there are some universal adult based learning principles that enhance learning interventions. The principles that seem to work all over the world are the following:

Adults learn better when they understand the context of the subject matter or when the subject matter is explained to them within the context of their own reality. For instance, an MBA lecture is more successful when delegates can clearly see the applicability to their own working environment. Delegates want to understand the relevance for them and their organizations.

Confucius said: I hear and I forget. I see and I remember. I do and I understand. This simple principle implies that people learn better when they experience the learning for themselves. Experiential and discovery learning methodologies, in our view, deliver a better probability of behavioral change.

It is sad that so many learning interventions take place without bringing about any behavioral change, and therefore making no significant impact on the success of the business. Behavior in the business context is largely a function of our paradigms, assumptions and instinctive responses to the business environment.

These paradigms, assumptions and instinctive responses are shaped and the brain is wired by our genetic make up and our exposure to the environment. Most business decisions are taken at an intuitive level, which is informed by paradigms that we are not necessarily aware of. Unless we assist the learners to critically analyze their paradigms and give them the opportunity to test the validity of their paradigms, no behavioral change will take place.

Eistein said: ‘doing the same thing over and over again and expecting  a different result is the definition of insanity’. This means that learning interventions need to help the learners to discover why doing things in a different way is necessary.

Our experience is also that adults learn better and tend to take ownership of their own learning outcomes when they are having fun. An interactive, high energy learning intervention where the learner has fun enhances the learning experience.

In designing the Executive Program in Business Administration, we carefully considered all the aspects mentioned above. The theory component of the course is delivered within the context of the delegates’ business realities and Romanian macroeconomic conditions. We use a business simulation as an unfolding case study in which the delegates experience and discover the theory in action. Case studies are presented in such a way that the delegates have the opportunity to critically analyze their paradigms of decision making and the interactive nature of the workshop combined with the business simulation, creates a fun learning environment.

• What is the expected impact of the Executive MBA for both the individuals and the organization? (from your perspective, to consider “mission accomplished”)

A.K: The program is structured in such a way that the theory and practical tools that the delegates receive can be applied immediately after the session; an action learning assignment needs to be completed when they get back to their workplace. This forces the delegates to internalize the learnings within the context of their own organizations.

We strongly believe that this program will equip the delegates with tools and competencies which will enhance their ability to function as a leader within a world that is experiencing significant changes and challenges.

• How will learning help people to adapt for the post – “heart attack” world?

A.K: The global financial crisis induced a heart attack effect on the world. It would be profoundly reassuring to view the current economic crisis as simply another rough spell that we need to get through. Unfortunately, though, today’s mix of urgency, high stakes, and uncertainty, will continue as the norm even after this recession ends. Learning interventions such as the Executive Program in Business Administration, can equip leaders with the competencies needed to stabilize ‘the patient’ (their organizations), but also to press ‘the reset button’ to ensure that their organizations don’t fall into  their old ‘bad habits’ of doing things. Learning interventions can assist leaders to convert the urgencies and dramatic actions undertaken during the crisis into best practices.

• Which are the core competencies the new leaders need to develop today for the future?

A.K: In order to succeed in the future, leaders need to have special and unique competencies with many diverse facets. The competencies that stand out are the following:

Amid a fragile economic recovery, it is essential for business leaders to be bold in planning for the future; it is a volatile and unpredictable environment. The need for business leaders to be bold in their decision making has never been greater: the need for managers to think and plan beyond the short term; the need for leaders to win the hearts and minds of workforces so that they embrace change has become tougher than ever. The problem is that the new world has become risk averse and controls and regulatory constraints limit the entrepreneurial decision making of managers. Unless leaders have the ability to balance boldness in decision making with mitigating against current, emerging and latent risk, they will fail. It is a world that requires flexibility and agility to drive strategic initiatives whilst anticipating changes in the environment.

This adaptive leadership competency is vital to deliver on the expectations of all stakeholders, workforce and shareholders alike.

Embracing disequilibrium in which they keep people in a state that creates enough discomfort to induce change but not so much that they fight, flee or freeze is key for the leader in the new era.

The ability to communicate clearly, with an impact the reason for existence of their businesses so that people are aligned and emotionally committed to add value will become more and more important in the future.

The ability to take better and more informed business decisions will rely heavily on superior business and financial acumen. The ability to analyse  key financial numbers and to take corrective actions will, to a large extent, shape the success of businesses in the future

Vineri, 18 martie, am lansat noul concept de eveniment pe o tema semnalata de membrii institutului: “etica in invatare“.

Am ales un spatiu inedit  - Thomas Antiques - un „concept-store” care imbina atmosfera unui vechi bar elegant  din centrul vechi al Bucurestiului cu experienta cumparaturilor.

Ne-au trecut pragul manageri, furnizori si consultanti in domeniul Learning&Development, profesori, traineri – oameni pasionati de invatare.

Invitata speciala a intalnirii: prima promotie ITOL in Romania. ”Sa dedicati timp invatarii si sa va bucurati de acest privilegiu!”,  a fost mesajul pe care primii absolventi l-au adresat colegilor care se inscriu acum in programele ITOL. Tutorii primei promotii ne-au spus cat de multe au invatat de la participantii la certificari si ne-au semnalat importanta pregatirii continue in acest domeniu.

Au contribuit la dezbaterea temei practicieni din domeniul Learning & Development de la Achieve Global, Apanova, Cosmote, CROS, Dynamic-Learning, Evolutiv Consultants Network, Interact, The Learning Business, Piraeus Bank, UEFISCDI, intr-un dialog prolific si animat pe tema valorilor si a principiilor sub care  trainingul si invatarea s-ar putea desfasura mai bine, in interesul cat mai multor actori sau grupuri de interes. Au iesit la iveala valori precum integritate, profesionalism, dedicare, solidaritate, autonomie.

Am lucrat impreuna pentru elaborarea unei propuneri de cod etic pe care vom fi in masura sa il dezvoltam curand si sa il oferim comunitatii de Learning & Development din Romania.

ITOL pune anul 2011 sub semnul eticii si al standardelor profesionale in educatie, training si invatare. Conversatia ramane deschisa si va invitam la un dialog al ideilor, deschis intr-un articol anterior.

Fotografii care pun in lumina evenimentul si atmosfera, mai jos: