Presentation at EAPRIL Conference, Jyväskyla, November 2012 (Christoph Meier, Sabine Seufert, Tanja Fandel-Meyer)

1. Leaders as learning facilitators
–
Learnscapes, prerequisites for learning & field of action
EAPRIL 2012 Conference
Learning & Professional Development 2012
Jyväskylä, November 30, 2012
Christoph Meier, Sabine Seufert, Tanja Fandel-Meyer

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Who we are & what we do
2 27.04.2013
Strategy Development
Quality Management
& Auditing
Educational Marketing
Change Management
Learning Design
…
Leadership Involvement
Informal Learning /
Learning with Social Media
Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

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› Points of departure
› Our research process
› Our initial results
› Your feedback
› Our next steps
Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer
3 27.04.2013

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POINTS OF DEPARTURE
4 27.04.2013Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

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3 points of departure
› Informal learning is a topic for L&D units in organizations
› dynamic work environments (markets & reorganization)
› arrival of social media in the workspace (Yammer & co)
› willingness to invest in T&D (save $?)
› need to reposition? provider of training <-> gardener of learnscapes
› Informal learning is a leadership topic
› L&D as owner of T&D: not in the know on informal learning
› Leaders / managers = important role models & change agents
› Calls for leaders to be more involved in personnel development
› Informal learning in L&D units is a useful starting point
› L&D: high proportion of career changers
› Often no specific curriculum for development
› Assumed interest & ability to reflect on informal learning
› Potential customers for development services
5 27.04.2013Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

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OUR RESEARCH PROCESS
6 27.04.2013Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

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Case studies: Overview
Sabine Seufert /
Christoph Meier
7 27.04.2013
Caterpillar Deloitte IBM Siemens UBS
L&D unit Caterpillar University,
Customer Services
Support
Personalentwicklung /
Aus- & Fortbildung
(Germany)
Learning &
Development
(Switzerland)
Siemens Learning
Campus
Business University /
Operations e-Learning
Headcount ~120 ~20 + 150 trainers CH: 1 / worldwide: 140 ~140 ~150 / 15
Employee
roles
• Consultants
• Content authors
• Trainers (few)
• Program
coordinators
• System
administrators
• T&D specialists
• Content Managers /
Key-Account
Managers
• Administrative Staff
• HR Consultants
• Design & Policy
Consultants
• Trainers /
Facilitators
• Technical / Program
Coordinators
• Technology Experts
• Program Managers
• Program-Developers
• Trainers
• Content / Media
Authors
• Project Managers
• Consultants
• Operations
eLearning:
• Project managers
• eL Designers
• Implementation &
support
Modes of
comp. dev.
for training
profes-
sionals
• No specific
competence model
• A range of courses
• Specific curriculum
for trainers
• Certifications (e.g.
ASTD Human
Performance
Improvement
Process)
• Various forms of
informal learning
• Support for pursuit
of degree at tertiary
level
• Internal courses /
development
programs
• Certifications
• Various forms of
informal learning
• Various courses
offered by IBM
Business University
• Various forms of
informal learning
• Competency profiles
for above mentioned
roles
• Trainer: Curriculum
with certification
• Various courses
• Various forms of
informal learning
• Individual
development plans
• Various courses
• Various forms of
informal learning

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Structure of case study interviews
› Context for L&D units
› Organizational context
› Professional development for L&D professionals
› Processes
› Situations & forms of formal / informal learning
› Integration of formal & informal learning
› Leadership situations & potential for informal learning
› Prerequisites for informal learning
› Technology support for informal learning
› Outcomes
› Potential of informal learning for competence development
› Informal learning: Opportunities and limitations
8 27/04/2013Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

9. © scil All rights reserved.
The learnscape template
9 27.04.2013
Formal learning
Informal learning
Driven by
leader / manager
Self
directed
informal learning,
primarily driven by employee
informal learning,
primarily driven by leader / manager
formal learning,
primarily driven by employee
formal learning,
primarily driven by leader / manager
Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

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OUR INITIAL RESULTS
10 27.04.2013Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

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Formelles Lernen
Informelles Lernen
Selbst-
steuerung
Fremdsteuerung
durch
Führungskraft
- Manager Portal
 e-Learnings und Checklisten
- Career Framework
- E-Learning
- P quicks views
- Podcast
- Webcast
- Business University
- Knowledge Datenbank
- Career Plan
- Kundenbedürfnisse erfordern Training
- Short Term Assignments
- Corporate Social Projects
- Cross unit
- Cross job
- Collaboration
- Knowledge
sharing meetings
- Gesprächssituation
FK  MA Anlass: Problem
- Gesprächssituation
FK MA Anregung zum
Erfahrungstausch / Kontakte
initiieren
- Networking Events
- Jour Fixe:
regelmässig/ auf Abruf
- Strategy Jams
- Future of HR jams
- Socialising Events
-.SME's on request
Bilder pro Themen
- Shadowing
- Community & Blogs
- Lunch & learn
- Peer to peer learning der
Mitarbeitenden untereinander
- Wikis
- Manager Portal
Themen, Checklisten, Foren,
Blogs einarbeiten
- Knowledge Management
(selbstgesteuerte Einträge zu
Projekten hinterlegen / lessons learnd
 gefördert durch FK
Overview of the
learnscapes
Caterpillar Deloitte
IBM
SiemensUBS

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Learnscapes (consolidated view)
12 27/04/2013
Courses / curricula / certifications / compliance training
Use of knowledge databases
Management by objectives
& annual review
Development plan
eLearning / WBT
Conferences
Stretch assignments
Coaching
Informal conversations
& informal meetings
Wikis, weblogs, communities
Books, journals
(online & print)
Bar camps & jams
(Project) Review meetings
Job rotation &
secondments
Team meetings
Podcasts / webcasts Conversations
manager – employee
Formal learning
Informal learning
Driven by
leader / manager
Self
directed
Individual development
planning
Mentoring
Team lunch
Exchanges via
Social Media platform
Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

13. © scil All rights reserved.Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer
13 27.04.2013
Prerequisites for informal learning
Level Prerequisites
Employees • Ability to reflect on personal development needs
• Capacity for self directed learning & media competency
• Understanding competence gaps as opportunities for development.
• …
Team leaders /
L&D leaders
• Acting as role models with regard to life long learning.
• Providing a safe environment for reflection on learning.
• Tolerating (first time) mistakes.
• …
Organization • Flexible organization of work / freedom to sequence work activities & learning.
• Leeway for experimenting and practicing.
• Knowledge and learning resources
• …
For more detail see
http://de.slideshare.net/christophmeier/seufert-meier-informallearningearlisigantwerp20120824

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FEEDBACK:
Do our frameworks make sense?
14 27.04.2013Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

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Leaders as facilitators of learning:
the field of action
15 27.04.2013
Field of action
for
leaders / managers
Context
conditions
Interactions
Workplace in general Situations of leading
Create environments
conducive to learning
(e.g. stretch assignments,
opportunities for conversation)
Design interactions for
learning potential
(e.g. encourage
reflection on learning
in annual review)
Facilitate learning
in the workplace
(e.g. encourage reflection on
experiences / learning
in team meetings)
Contribute to a new
culture of learning
(e.g. tolerate 1st time mistakes &
encourage reflection on them;
reflect personal learning
experiences with others)
Support for
leaders as learning
facilitators
• Create context conditions for leaders as facilitators of learning
(work structures, reward structures, etc.)
• Develop knowledge & competences
(leadership situations, leadership style, moderation & feedback, etc.)
• Integrate toolset in leadership development programs
Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

16. © scil All rights reserved.
The framework for further research
CONTEXT PROCESS OUTCOME
Performance
Informal Learning
Formal Learning
Encouragement
to explore,
benchmark,
adopt good practice
Development Dialogue
(e.g., annually or
before / after training)
Leadership
Interactions
Organizational
conditions &
culture of learning
 Employees as
Self-Directed
Learners
 Supervisors as
Learning
Facilitators
 (ICT-based /
Web 2.0
enabled)
Learning
Environment
 Organizational
Conditions
Improvement
Organisation
Individual
Situations of
Learning
Self Directed
Learning
(e.g. in CoP)
«Innovate»
Extended Training
with Transfer
Component:
«Perform in new job»
Moderated
Workplace
Learning
«Improve
performance»
Feedback on
Performance
(e.g., project reviews,
team meetings, etc.)
Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer
Innovation

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OUR NEXT STEPS
17 27.04.2013Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

18. © scil All rights reserved.
Research
Practice
Leaders as
learning
facilitators
Toolset & workshop:
"LearnFacT" -
Learning Facilitation Kit
Theoretical framework:
Design principles
for toolset & workshops
Design-based research &
development
Versions of toolset & iterations of workshops
18Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer

19. © scil All rights reserved.
Christoph Meier
swiss centre for innovations in learning (scil)
University of St. Gallen
Mail: christoph.meier@unisg.ch
Web: www.scil.ch
Slides available via www.scil-blog.ch & www.slideshare.net
Contact & information:
19 27.04.2013Christoph Meier / Sabine Seufert /
Tanja Fandel-Meyer