Development plans sound like a great idea but somehow installing this as a practice in organizations can sometimes be quite challenging. There is a tendency to focus so much on the ‘template’ that we forget the actions the template is supposed to scaffold and enable, and the results and value those actions are supposed to
I have spent a lot of time reflecting on how important it is for theory and practice to come closer. In recent years, there seems to be an increase in focus on closer integration of theory with practice within a wide range of occupations which has increased the attention on the idea of scholar-practitioners. In
It is our belief that a lot of what we need to address the situations we encounter and achieve desired outcomes are available to us. The task before us often is whether we have the knowledge to ask the right questions that frame the situation in ways that activate the right skills to act and
First let’s start with some basic definitions of common terms that we might be using in slightly different ways. We have a somewhat holistic view of learning and development which approaches objectives as shown in the table below: The first important distinction is the use of only 2 categories of knowledge and skills, 1) professional
The challenge facing most learning and development organizations trying to be holistic in addressing the needs of the employees as individuals and the organization as a whole is the depth and breadth of knowledge and skills to be managed. All attempts so far tend to either focus on a few areas normally focused on the
There are 3 levels of knowledge & skills for both professional and leadership domains that we use to manage our approach to training products. They are presented in the table below: For the professional domain, we recommend building from top down, from generic to specific meaning global to local. This is because we believe the
As we think about roles and jobs in the organisation, we consider what they will look like when viewed through the lenses of our frameworks. If you are unfamiliar with our frameworks or our approach to knowledge, skill and will, please see our earlier posts on this, specifically this one titled: Knowledge, Skill and Will
When the learning and talent development strategy focuses on creating a workplace environment that encourages and supports learning behaviour, the meaning employees associate with their jobs becomes an extremely important consideration and variable in the design of products and interventions. As reflected in this post “rethinking the role of the learning function” by Dehumo, learning
In these series on performance, learning, talent in an organisational context, I have explored a lot of the key constructs that drive the learning behaviour in organisations. In this post, I go into a lot more detail covering the mechanisms by which these concepts operate as variables to drive learning behaviour in organisations and how
In previous posts under this same series, I shared a holistic overview of the framework and then proceeded to explore performance in more details. Now, in this post, I will explore the concepts of complexity and proficiency in more detail. View Presentation