The Business of Corporate Learning

The Business of Corporate Learning

• 出版社/メーカー: Cambridge University Press
• 発売日: 2013/03/31
• メディア: Kindle版

●Meeting the corporate learning resource challenge

　　Only 17% of surveyed business leaders report that they are ' very satisfied' with the performance of their learning functions and more than half of line managers believe that employee performance would not change if the learning function were eliminated today.

   There is a perception that learning professionals have significantly less 'overall capability' and leass 'potential'. Learnig is seen as a kind of career graveyard, an 'easy' HR role where the impact of their limited ability will be minimised.

● 10 Key skills (competnencies) required

  1. Business Acumen (financial knowledge and value creation- entrepreneurship) 2.Strategic planning  3.Data analytics and reporting 4.Performance consulting 5.Behaviour change 6.Delivery 7.Process management 8.Content management 9.Vendor management 10.Technology skills

●　Competency implications for key roles

  If your main focus is on organizational development and facilitating change, your function will more closely resemble a consultancy. And if your core competence is leadership development interventions, your function will be similar to a business school.

● The career path of the CLO

  According to the survey of 182 learning leadeers at IMD, they had an average age of 48, with 65 per cent being male and 35 per cent female. 44 per cent were external hires, new into the company, suggesting a general lack of depth or confidence in internal talent pool. And the final destination of them is an independent consultant.

   Learning manager, Learning deliverer, Learning designer, Learning administrator

● Buy or grow

  There is the recent trend of bringing commercial people into learning function in order to increase levels of business acumen.

  Learning prffesionals have often fallen prey to 'cobbler's children syndrome'. Like the children of shoemakers, who often go without shoes, learning proffessionals focus on helping others to learn but neglect their own needs in this respect.

● Geographical and cultural differences

  In emerging markets such as South Africa,India and China, learning professionals tend to be recruited on the basis of their operational and business partnering skills, whereas in some more mature markets these skills are seen as basic table stakes on top of which further skills are then sought (such as business acumen).

● A 2009 survey of Fortune 500 CEOs showed that while 96 per cent of executives wanted to see information on the business impact of learning initiatives, only 8 per cent were receiving it.

● Kirkpatrick's model

● Talent Development Reporting Principles (TDRP).This idea was launched in October 2010. In 2004, an Accenture survey found that 16 per cent of learning functions produced an anual Learning Report. These days the figure has grown to closer to 30 per cent, but still only a minority of businesses produce suh reports regularly.

● To utilize NPS (Net Promoter Score) for learnings

● The most recent CIPD study, published in 2010, indicates that although executives generally view learning and talent management as key priorities for their companies, only 20 per cent of them have ongoing structured discussions on these issues and only 10 per cent do so at board level.

   Interestingly, I had also encountered the opposite of this challenge - a level of support that is too robust. This can occur when a corporate learning function is strongly connected to the CEO and may even have been his or her brainchild. Often there is the assumption that because such functions are so well positioned they do not have to worry about governance. However, time and again I have seen them disconnected from the business, perceived as CEO7s toy, out of touch and separate from real action. In some cases, they may also be disconnected from a resentful HR department, which continues to carry out core HR processes such as performance management,succession planning and talent pool development withouout consulting them.

● Implementing Governance - A recent study showed that 59 per cent of the organizations surveyed has some type of steering committee in place and 82 per cent of the organisations with a steering committee had some representation from IT un these groups.

● The recommended size for a governance group is a maximmum of eight to ten for an organisation-wide group, and five to six for a business unit level group.

● According to a recent survey, 71 per cent of respondents stated that their organisation expects managerial support as part of the learning process. However, when asked what managers are expected to do, 63 per cent stated that they are only required to formally endorse the programme, and only 23 per cent reported that managers have to physically do something, such as hold pre- and post-training discussions. Saying 'I support you' while doing nothing to back it up is not support, and learning functions need to make this clear.

【Synopsis】Corporate learning functions are now an established part of many of the world's leading multinational firms. In this book, Shlomo Ben-Hur demonstrates how corporate learning can and should have an integral, strategic, role in a company. Based on firsthand experience, Ben-Hur provides a practical guide to setting up or restructuring a corporate learning function within a company, covering its seven key activities. He identifies and elucidates the key decision points in this process. But The Business of Corporate Learning is much more than a 'how-to' guide. For the first time, this book sheds light on the reasons for success or failure in the strategic deployment of corporate learning. Real-world case studies are used to illustrate the potential pitfalls and demonstrate how – when successfully integrated into the company's strategic management system – corporate learning is able to deliver tangible business results.

 

 

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