session overview

Wednesday 27th January 2010

15:30 - 16:30 Track 2 Session 3

Learning and performance

Too often we pay lip service to performance. Yes, we know that L&D should always be about business impact, but how do you actually make the link? In this session, two presentations focus on the practicalities of linking learning and performance. Jonathan Kettleborough looks at developing capability in organisations with a particular eye on the long view, while Nigel Harrison and Darrell Minards explore in detail how Xerox applied a performance consulting approach in one particular training instance. This session will spell out just how to make that link between learning and the business.

P1: Targeting learning for maximum effect

Jonathan Kettleborough, Managing Director, Corollis

Whether you operate in the public, private or third sectors, you'll know the focus on performance has never been keener. But do you know how your organisation actually defines and measures performance? Could you help identify performance failings and suggest appropriate short- and long-term training interventions? Starting with the big picture, Jonathan Kettleborough will describe performance-focused learning with real-world examples and drill down to specific suggestions for persuading others to take the long-term view and make performance part of training.

Understanding your organisation
Ensuring you use measures that matter
Judging where learning will have the best effect
Organisational learning, organisational knowing, and the difference
Measuring performance and change

P2: Continuous learning for effective performance

Nigel Harrison, Independent Chartered Business Psychologist, Performance Consulting UK and Darrell Minards, Head of Learning and Development, Xerox Europe

Just because someone asks for more traditional training doesn't mean it's always the right thing. When asked to provide training for sales manager coaching linked to new recruits, Xerox adopted a performance consulting approach. The company moved from four weeks in the classroom to an eight week programme with real work assignments, online community support, manager engagement and virtual classroom sessions. Face-to-face activity was reduced, but was richer and more effective when used. The results of this performance focus using new technology was continuous learning for effective performance.