10/21/2013 1 By Charles Allis, CPIM, CSCP Promoting a Learning Culture for Heightened Performance and Advancement Presenter Biography Charles (Chaz) Allis, M.A., M.S., CPIM, CSCP has 15 years experience in operation management. In his current role, Chaz is a Global supply Chain Manager at Pratt & Whitney. He has held multiple leadership positions in supply chain, manufacturing, materials management & shop floor control. Education: Master of Arts, Adult Learning -University of Connecticut Masters of Science, Business -Albertus Magnus College Bachelors of Business Administration -University of Massachusetts
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
10/21/2013
1
By Charles Allis, CPIM, CSCP
Promoting a Learning
Culture for Heightened
Performance and
Advancement
Presenter Biography
Charles (Chaz) Allis, M.A., M.S., CPIM, CSCP has 15 years
experience in operation management. In his current role,
Chaz is a Global supply Chain Manager at Pratt & Whitney.
He has held multiple leadership positions in supply chain,
manufacturing, materials management & shop floor control.
Education: Master of Arts, Adult Learning - University of Connecticut
Masters of Science, Business - Albertus Magnus College
Bachelors of Business Administration - University of
Massachusetts
10/21/2013
2
Agenda
• Training vs. learning in the workplace
• Concept mapping activity
• Types of learning
• The components of successful professional
development
• The relationship between learning and leading
• Building a model
• Leading professional development
Training vs. Learning!
• $55 Billion -U.S. companies spent in 2012 on training
• $11.3 Million -Average training budget for large companies
• $2 Million -Average training budget for mid-size companies
• 71-84% -Amount of training provided via classroom (live or virtual)
• 10% -Percent of learning transfer and behavior change in the workplace which can be attributed to classroom based training.
Training $$ spent with no measurable outcome!Sources include U.S Dept of Labor, 2012 Training Magazine Industry Report
10/21/2013
3
Training vs. Learning
• “I wish I had an opportunity to apply this stuff”
• “This is meaningless unless you find yourself in that
situation”
• “The real situation is nothing like this”
“Individuals learn what they do; not what they are told”
(J. Dewey, 1930s, 1940s)
“Professional development should be seen as a process,
not as separate events.” (Van Woerkom, 2010)
Training vs. Learning
Learning
Career development
Focused on core skills
Envelopes all employees
Self-assessed
Occurs anywhere
Happens all the time
Shared experiences
Self-directed
Learner-centered
Training
Time frame is short
Skill based
Concentrated on managers
Assessed by HR or supervisor
Conducted off-site
Scheduled periodically
Based on delivery of information
Instructor-driven
Trainer-centered
10/21/2013
4
Activity - How we learn!
Think of all the ways in which you learn in the
workplace. Drawing a circle representing
yourself, connect all the influences to your
learning graphically.
Yourself
Learning for Professionals
Formal
Educational Institutions
Removed from workplace
Incidental
Unplanned
Mistakes
Informal
Experience Based
Greatest Learning
Transfer!
20% of what
managers learn is
from classroom
activity!
10/21/2013
5
Informal Learning
Experiential
Learning is active, not passive
Mental Model
Schemata
Unconscious
Guides decision making and problem solving
Examples: Networking, coaching, mentoring, performance reviews, benchmarking activity, group collaboration
Individual Attributes
Self efficacy
Self regulation
Mental models
Analogical reasoning
Motivation
Self-directedness
10/21/2013
6
Key Experiences
Active Experimentation
Adults learn by doing
Problems of Practice
Critical Reflection
Process of Inquiry
Tacit Knowledge
Implicit vs. Explicit
Emotional
Environment
WorkplaceOrganized or chaotic
Organizational structure
Organizational CultureRisk supported or punished
Learning culture
Leadership BehaviorBarriers and inhibitors
10/21/2013
7
Self-Directed Professional DevelopmentTask
Motivation
Commitment
Anticipated control
Volition Self-Managed
Task control
InterdependenceSelf-
Monitor
Critical reflection
Feedback
Goal Setting
Outcome expectation
Group ActivityDescribe your experiences with professional development.
What experiences were most successful, which were not. Consider both positive and negative experiences.
Discussion Questions1. What factors of the environment, individual, or key learning
experiences have influenced your successful professional development?
2. How did your organization’s leadership support this professional development?
3. Consider a negative experience related to professional development. What happened? Did your attitudes/beliefs regarding PD change after that experience?
10/21/2013
8
Professional Development - Barriers
Information massaging
TimeMoney
Social environment
Lack of confidence
Personal attitude
Dysfunctional leadership
Geography
Knowledge sharing
Routines
Leadership & Learning
Transactional
Exploits
Refinement
Bureaucratic
Transformational
Visionary
Risk taker
Relationship building
Challenges the normImprove and develop
current job
performance
10/21/2013
9
Leadership & Learning
Ambidextrous LeadershipAble to be both transactional and transformational
ExploitationFeedback learning
Knowledge management
Examples: Standard work,
procedures, process maps
ExplorationFeed-forward learning
Generate new knowledge
Organization
Exp
lora
tio
n
Exp
loit
ati
on
Individual
Leadership & Learning
Integration
Group dialog
Social learning
Mentoring/coaching
Story telling
Communities of practice
Groups of people informally bound together by
shared expertise and passion for a joint enterprise
(Snyder & Wenger, 2000).
10/21/2013
10
Integration - Communities of Practice
Tacit knowledge creation and sharing
Source of innovation
Professional development
Promoting collaboration and shared best
practices
Become a collection of communities rather than
individuals!
Professional Development Model
Cu
ltu
re
External supports
Lea
de
rship
Environment
Community
of
Practice
10/21/2013
11
Leading a Learning Culture
1. Develop yourself as a learner
2. Facilitate learning
3. Practice authentic leadership
4. Support experiential learning
5. Encourage self-directedness
Leading a Learning Culture
1. Develop yourself as a learner
Understand your own biases
Look for new perspectives
Welcome unfiltered information
Reality of the organization
Know that you will not have all the answers!
You may need to look elsewhere
10/21/2013
12
Leading a Learning Culture
2. Become a FacilitatorShifting from control style of leadership
Analogical reasoning Transfer of learning from prior experiences to solve complex
problems of practice.
FeedbackProviding
Soliciting
Find ways to share the learning
Be a coach
Collaboration inquiryInject contrary & divergent viewpoints
Leading a Learning Culture
3. Practice Authentic Leadership
Self awareness
Own values
Resiliency
Trustworthiness
Optimism
Transparency
With decision making
With your relationships
Open and honest dialog
10/21/2013
13
Leading a Learning Culture
4. Support experience-based learning
Reward based on trying new ideas
Focus on complex problems in the workplace
Allow time for reflection
Understand that mistakes = learning
Leading a Learning Culture
5. Encourage Self-Directed Learning
Challenging work assignments
Empowerment
Goal setting
Recognize diversity
Attend to needs of the learner
10/21/2013
14
Final Thoughts
“An expert is a person who has made all the mistakes that can be made in a very narrow field” - Niels Bohr, Danish physicist (1885-1962)
“An individual’s ability to learn from experience in ways that enable them to cope with continual change becomes the curriculum for lifelong learning” – Bennet & Bell, 2010
References & Additional Info
Bennett, E. E., & Bell, A. A. Paradoxes and progress in the knowledge society (Ch 38). (May, 2010). In C. E. Kasworm, A. D. Rose, & J. M. Ross-Gordon (Eds.), 2010 Handbook of Adult and Continuing Education. Jossey-Bass.
Berson, Y., Nemanich, L. A., Waldman, D. A., Galvin, B.M., & Keller, R. T. (2006). Leadership and Organizational Learning: A Multiple Levels Perspective. Leadership Quarterly, 17(6), 577-594.
Enos, M., & Kehrhahn, M. (2002). Transfer of learning: How managers develop proficiency. Presented at the AHRD Conference Proceedings. T. Egan & S. Lynham, Bowling Green, OH.
Van Woerkom, M. & Poell, R. (2010). Workplace Learning: Concepts, measurement, and application. New York: Routledge.
Wenger, E. & Snyder, W. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78,139–145.
Uconn Adult Learning Program: http://edlr.education.uconn.edu/programs/adult-learning/alp/welcome/
10/21/2013
15
Survey
http://tinyurl.com/lr3pjct
Chaz Allis, CPIM, CSCP
860-704-7565
Questions?
Related Documents
