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The real learning curve - where learning happens and happens well. Learning in the workplace is influenced by motivation and needs to be nurtured in different ways by managers and leaders. This presentation applies Ken Blanchard's Situational Leadership to supporting learning at work.
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Phil AspdenDirector: eGenius
The Learning Curve?
RealY
x
Solitary
A slog!
Single activity
Passive
Abstract
Edgar Dale Cone of Experience
Abstract Concrete
Ken Blanchard – Situational Leadership[adapted]
Commitment – motivation and confidence
Competence – knowledge and skills
Competence
Commitment
CommitmentCompetence
CommitmentCompetence
Co
mm
itmen
t
Stages
Low
Hig
h
X-Axis
Stage 1Directing
Stage 2Coaching
Stage 3Supporting
Stage 4Delegating
Commitment[Motivation + confidence]
Competence[Knowledge
+ skills]
Low
High
Unconscious incompetence
Conscious incompetence
Conscious Competence
Unconscious Competence
10/28/2008Adapted from Situational Leadership ii by Ken Blanchard
Development Stages
10% formal
10% formal
20% significant
person
70% on the
job
Only digital immigrants talk
about ‘technology’
Technology can help us with this process, making it:• Easier• More possible/ more frequent [overcoming time/
space barriers]• More engaging – using rich media and resources• More effective and efficient
Technology should not be a tool that allows us [managers] to abdicate responsibility and avoid any meaningful contact with our staff
Manager 2.0The ‘social’ manager
4 Qualities
•Awareness: - presence and sensitivity•Flexibility: - styles & behaviours to fit the situation•Clarity: - effective contracting•Authenticity: - saying what you mean and meaning what you say & being in the here and now.
Directing• Tell me what to do• Tell me the steps I need to take• Give me the information I need• Don’t assume I know nothing
but don’t assume I know• Be explicit
InductionOnboardingOrientation
Building key relationships
DirectingInforming
Applying
Reviewing
Interpreting[localising]
E Learning generic localVideo seminarsWebinarsVirtual realitySimulation
tell
do
Feedback
Coaching• Agree what needs to be done
[set expectations & get buy in]• Agree needs [training/
experience/ resources]• Give feedback – lots of it• Get feedback
Performance managementRelationship buildingLearning [on and offline]
Coaching• Review – progress not actions • Expectations• Needs• Observations - feedback
‘Intelligent’ performance management systems – not just a trackernot just appraisalUse multiple channels to coach. Rewards - badges
Supporting [less directive coaching]• Experimentation• Research – self guided
learning• Risk taking [supported]• Directive and positive
feedback• Explicit – avoid assumptions• Ask lots of questions and
prompt lots of questions
Simulation – AR/VRGamificationInformation/ learningSmall chunk learningAction learningSolutions circles
L= (P,Q)Learning Programmed
knowledgeQuestions
“… responsible action is, in itself, an effective learning process.”
My father was a college professor and a pedant to the bone. Every exchange contained a lesson like the pit in a cherry. To this day the Socratic method makes me want to bite someone.
We are all completely beside ourselves. Karen Joy Fowler
Delegating• Review progress• Agree responsibilities• Support with access to
resources• Observation and joint
reflections• Recognition and reward
Performance managementAccess information – learning/ developmentTake responsibility for improvements
4 Qualities
•Awareness: - presence and sensitivity•Flexibility: - styles & behaviours to fit the situation•Clarity: - effective contracting•Authenticity: - saying what you mean and meaning what you say & being in the here and now.
DirectingCoachingSupportingDelegating
CuratingFrom the Latin Cura meaning ‘to care’