HBR: Automation Will Make Lifelong Learning a Necessary Part of Work

“We see retraining (or “reskilling” as some like to call it), as the imperative of the coming decade. It is a challenge not just for companies, which are on the front lines, but also for educational institutions, industry and labor groups, philanthropists, and of course, policy makers, who will need to find new ways to incentivize investments in human capital.” Below is a blog from the Harvard Business Review by Susan Lund, Jacques Bughin, Eric Hazan:

Automation Will Make Lifelong Learning a Necessary Part of Work

President Emmanuel Macron together with many Silicon Valley CEOs will kick off the VivaTech conference in Paris this week with the aim of showcasing the “good” side of technology. Our research highlights some of those benefits, especially the productivity growth and performance gains that automation and artificial intelligence can bring to the economy — and to society more broadly, if these technologies are used to tackle major issues such as fighting disease and tackling climate change. But we also note some critical challenges that need to be overcome. Foremost among them: a massive shift in the skills that we will need in the workplace in the future.

To see just how big those shifts could be, our latest research analyzed skill requirements for individual work activities in more than 800 occupations to examine the number of hours that the workforce spends on 25 core skills today. We then estimated the extent to which these skill requirements could change by 2030, as automation and artificial technologies are deployed in the workplace, and backed up our findings with a detailed survey of more than 3,000 business leaders in seven countries, who largely confirmed our quantitative findings. We grouped the 25 skills into five categories: physical and manual (which is the largest category today), basic cognitive, higher cognitive, social and emotional, and technological skills (today’s smallest category).

The findings highlight the major challenge confronting our workforces, our economies, and the well-being of our societies. Among other priorities, they show the urgency of putting in place large-scale retraining initiatives for a majority of workers who will be affected by automation — initiatives that are sorely lacking today.

Shifts in skills are not new: we have seen such a shift from physical to cognitive tasks, and more recently to digital skills. But the coming shift in workforce skills could be massive in scale. To give a sense of magnitude: more than one in three workers may need to adapt their skills’ mix by 2030, which is more than double the number who could be displaced by automation under some of our adoption scenarios — and lifelong learning of new skills will be essential for all. With the advent of AI, basic cognitive skills, such as reading and basic numeracy, will not suffice for many jobs, while demand for advanced technological skills, such as coding and programming, will rise, by 55% in 2030, according to our analysis.

The need for social and emotional skills including initiative taking and leadership will also rise sharply, by 24%, and among higher cognitive skills, creativity and complex information and problem solving will also become significantly more important. These are often seen as “soft” skills that schools and education systems in general are not set up to impart. Yet in a more automated future, when machines are capable of taking on many more rote tasks, these skills will become increasingly important — precisely because machines are still far from able to provide expertise and coaching, or manage complex relationships.

While many people fear that automation will reduce the number of jobs for humans, we note that the diffusion of AI will take time. The need for basic cognitive skills as well as physical and manual skills will not disappear. In fact, physical and manual skills will remain the largest skill category in many countries by hours worked, but with different importance across countries. In France and the United Kingdom, for example, manual skills will be overtaken by demand for social and emotional skills, while in Germany, higher cognitive skills will become preeminent. These country differences are the result of different industry mixes in each country, which in turn affect the automation potential of economies and the future skills mix. While we based our estimates on the automation potential of sectors and countries today, this could change depending on the pace and enthusiasm with which AI is adopted in companies, sectors, and countries. Already, it is clear that China is moving rapidly to become a leading AI player, and Asia as a whole is ahead of Europe in the volume of AI investment.

We see retraining (or “reskilling” as some like to call it), as the imperative of the coming decade. It is a challenge not just for companies, which are on the front lines, but also for educational institutions, industry and labor groups, philanthropists, and of course, policy makers, who will need to find new ways to incentivize investments in human capital.

For companies, these shifts are part of the larger automation challenge that will require a thorough rethink of how work is organized within firms — including what the strategic workforce needs are likely to be, and how to set about achieving them. In our research, we find some examples of companies that are focusing on retraining, either in-house — for example, Germany’s SAP — or by working with outside educational institutions, as AT&T is doing. Overall, our survey suggests that European firms are more likely to fill future staffing needs in the new automation era by focusing on retraining, while US firms are more open to new hiring. The starting point for all of this will be a mindset change, with companies seeking to measure future success by their ability to provide continuous learning options to employees.

The skill shift is not only a challenge, it is an opportunity. If companies and societies are able to equip workers with the new skills that are needed, the upside will be considerable, in terms of higher productivity growth, rising wages, and increased prosperity. M. Macron’s point about technology being a force for good will become a self-fulfilling prophecy. Conversely, a failure to address these shifting skill demands could exacerbate income polarization and stoke political and social tensions. The stakes are high, but we can already see the outlines of what needs to be don — and we have a little time to work on solutions.

 

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HBR: Learning Is a Learned Behavior. Here’s How to Get Better at It.

“The good news from all of this — for individuals and for companies looking to help their employees be their best — is that learning is a learned behavior. Being a quick study doesn’t mean you’re the smartest person in the room. It’s that you’ve learned how to learn. By deliberately organizing your learning goals, thinking about your thinking, and reflecting on your learning at opportune times, you can become a better study, too.” Below is a blog from the Harvard Business Review by Ulrich Boser:

Learning Is a Learned Behavior. Here’s How to Get Better at It.

Many people mistakenly believe that the ability to learn is a matter of intelligence. For them, learning is an immutable trait like eye color, simply luck of the genetic draw. People are born learners, or they’re not, the thinking goes. So why bother getting better at it?

And that’s why many people tend to approach the topic of learning without much focus. They don’t think much about how they will develop an area of mastery. They use phrases like “practice makes perfect” without really considering the learning strategy at play. It’s a remarkably ill-defined expression, after all. Does practice mean repeating the same skill over and over again? Does practice require feedback? Should practice be hard? Or should it be fun?

A growing body of research is making it clear that learners are made, not born. Through the deliberate use of practice and dedicated strategies to improve our ability to learn, we can all develop expertise faster and more effectively. In short, we can all get better at getting better.

Here’s one example of a study that shows how learning strategies can be more important than raw smarts when it comes to gaining expertise. Marcel Veenman has found that people who closely track their thinking will outscore others who have sky-high IQ levels when it comes to learning something new. His research suggests that in terms of developing mastery, focusing on how we understand is some 15 percentage points more important than innate intelligence.

Here are three practical ways to build your learning skills, based on research.

Organize your goals

Effective learning often boils down to a type of project management. In order to develop an area of expertise, we first have to set achievable goals about what we want to learn. Then we have to develop strategies to help us reach those goals.

A targeted approach to learning helps us cope with all the nagging feelings associated with gaining expertise: Am I good enough? Will I fail? What if I’m wrong? Isn’t there something else that I’d rather be doing?

While some self-carping is normal, Stanford psychologist Albert Bandura says these sorts of negative emotions can quickly rob us of our ability to learn something new. Plus, we’re more committed if we develop a plan with clear objectives. The research is overwhelming on this point. Studies consistently show that people with clear goals outperform people with vague aspirations like “do a good job.” By setting targets, people can manage their feelings more easily and achieve progress with their learning.

Think about thinking

Metacognition is crucial to the talent of learning. Psychologists define metacognition as “thinking about thinking,” and broadly speaking, metacognition is about being more inspective about how you know what you know. It’s a matter of asking ourselves questions like: Do I really get this idea? Could I explain it to a friend? What are my goals? Do I need more background knowledge? Or do I need more practice?

Metacognition comes easily to many trained experts. When a specialist works through an issue, they’ll often think a lot about how the problem is framed. They’ll often have a good sense of whether or not their answer seems reasonable.

The key, it turns out, is not to leave this sort of “thinking about thinking” to the experts. When it comes to learning, one of the biggest issues is that people don’t engage in metacognition enough. They don’t stop to ask themselves if they really get a skill or concept.

The issue, then, is not that something goes in one ear and out the other. The issue is that individuals don’t dwell on the dwelling. They don’t push themselves to really think about their thinking.

Reflect on your learning

There is something of a contradiction in learning. It turns out that we need to let go of our learning in order to understand our learning. For example, when we step away from a problem, we often learn more about a problem. Get into a discussion with a colleague, for instance, and often your best arguments arrive while you’re washing the dishes later. Read a software manual and a good amount of your comprehension can come after you shut the pages.

In short, learning benefits from reflection. This type of reflection requires a moment of calm. Maybe we’re quietly writing an essay in a corner — or talking to ourselves as we’re in the shower. But it usually takes a bit of cognitive quiet, a moment of silent introspection, for us to engage in any sort of focused deliberation.

Sleep is a fascinating example of this idea. It’s possible that we tidy up our knowledge while we’re napping or sleeping deeply. One recent study shows a good evening of shut-eye can reduce practice time by 50%.

The idea of cognitive quiet also helps explain why it’s so difficult to gain skills when we’re stressed or angry or lonely. When feelings surge through our brain, we can’t deliberate and reflect. Sure, in some sort of dramatic, high-stakes situations, we might be able to learn something basic like remember a phone number. But for us to gain any sort of understanding, there needs to be some state of mental ease.

The good news from all of this — for individuals and for companies looking to help their employees be their best — is that learning is a learned behavior. Being a quick study doesn’t mean you’re the smartest person in the room. It’s that you’ve learned how to learn. By deliberately organizing your learning goals, thinking about your thinking, and reflecting on your learning at opportune times, you can become a better study, too.

Original Page: https://hbr.org/2018/05/learning-is-a-learned-behavior-heres-how-to-get-better-at-it

 

HBR: How to Lose Your Best Employees

“When we are learning, we experience higher levels of brain activity and many feel-good brain chemicals are produced. Managers would do well to remember that.” What are you doing to keep your employees challenged at work? Below is a blog from the Harvard Business Review by Whitney Johnson:

How to Lose Your Best Employees

You want to be a great boss. You want your company to be a great place to work. But right now, at this very moment, one of your key employees might be about to walk out the door.

She has consistently brought her best game to work and has grown into a huge asset. But her learning has peaked, her growth has stalled, and she needs a new challenge to reinvigorate her.

As her boss, you don’t want anything to change. After all, she’s super-productive, her work is flawless, and she always delivers on time. You want to keep her right where she is.

That’s a great way to lose her forever.

This was my situation more than a decade ago. After eight years as an award-winning stock analyst at Merrill Lynch, I needed a new challenge. I’ve always liked mentoring and coaching people, so I approached a senior executive about moving to a management track. Rather than offering his support, he dismissed and discouraged me. His attitude was, We like you right where you are. I left within the year.

This kind of scenario plays out in companies every day. And the cost is enormous in terms of both time and money. But if I had stayed and disengaged, the cost may have been even higher. When people can no longer grow in their jobs, they mail it in — leading to huge gaps in productivity. According to Gallup, a lack of employee engagement “implies a stunning amount of wasted potential, given that business units in the top quartile of Gallup’s global employee engagement database are 17% more productive and 21% more profitable than those in the bottom quartile.”

And yet engagement is only symptomatic. When your employees (and maybe even you, as their manager) aren’t allowed to grow, they begin to feel that they don’t matter. They feel like a cog in a wheel, easily swapped out. If you aren’t invested in them, they won’t be invested in you, and even if they don’t walk out the door, they will mentally check out.

How do you overcome this conundrum? It starts with recognizing that every person in your company, including you, is on a learning curve. That learning curve means that every role has a shelf life. You start a new position at the low end of the learning curve, with challenges to overcome in the early days. Moving up the steep slope of growth, you acquire competence and confidence, continuing into a place of high contribution and eventually mastery at the top of the curve.

But what comes next as the potential for growth peters out? The learning curve flattens, a plateau is reached; a precipice of disengagement and declining performance is on the near horizon. I’d estimate that four years is about the maximum learning curve for most people in most positions; if, after that, you’re still doing the exact same thing, you’re probably starting to feel a little flat.

Take my own career: I moved to New York City with a freshly minted university degree in music. I was a pianist who especially loved jazz. But I was quickly dazzled by Wall Street which, in the late 1980s, was the place to work. I secured a position as a secretary in a financial firm and started night school to learn about investing.

A few years later, my boss helped me make the leap from support staff to investment banker. It was an unlikely, thrilling new opportunity that required his sponsorship and support. After a few years, I jumped again to become a stock analyst, and I scaled that curve to achieve an Institutional Investor ranking for several successive years.

When I began, I was excited to be a secretary on Wall Street. I was also excited to become an investment banker. And I loved being a stock analyst. Though I started in each of these positions at the low end of their respective learning curves, I was able to progress and achieve mastery in all of them.

Eventually, I became a little bored with each job and started looking around for a new challenge to jump to. Most of us follow similar patterns — our brains want to be learning, and they give us feel-good feedback when we are. When we aren’t, we don’t feel so good. The human brain is designed to learn, not just during our childhood school years but throughout our life spans. When we are learning, we experience higher levels of brain activity and many feel-good brain chemicals are produced. Managers would do well to remember that.

Because every organization is a collection of people on different learning curves. You build an A team by optimizing these individual curves with a mix of people: 15% of them at the low end of the curve, just starting to learn new skills; 70% in the sweet spot of engagement; and 15% at the high end of mastery. As you manage employees all along the learning curve, requiring them to jump to a new curve when they reach the top, you will have a company full of people who are engaged.

You and every person on your team is a learning machine. You want the challenge of not knowing how to do something, learning how to do it, mastering it, and then learning something new. Instead of letting the engines of your employees sit idle, crank them: Learn, leap, and repeat.

HBR: How to Motivate Yourself When Your Boss Doesn’t

Do you request feedback from your peers and/or managers? What do you do to motivate yourself? Below is a blog from the Harvard Business Review by Julie Mosow:

How to Motivate Yourself When Your Boss Doesn’t

Let’s face it: some bosses are not inspiring. They don’t motivate us to perform at our best — let alone improve our skills. What should you do if your boss is too hands-off, ambivalent, or downright demotivating? How can you keep your engagement up and your own professional goals on track? Is it possible to motivate yourself?

What the Experts Say

The good news is that while your boss has a lot of influence over how engaged you are at work, you can put yourself in the driver’s seat. “Employees have more control than they realize over their ability to build and sustain motivation in the workplace,” says Heidi Grant Halvorson, a motivational psychologist and author of Nine Things Successful People Do Differently. There are many factors that influence motivation, but “the most significant one is a sense of progress,” says Monique Valcour, professor of management at EDHEC Business School in France, citing Teresa Amabile and Steven Kramer’s book, The Progress Principle. “And that comes from the feeling that we are doing work that is meaningful to ourselves, to our colleagues, to the organization, and to the world at large.” Halvorson adds: “Changing your mindset and habits can drive a more fulfilling, more motivated approach to work no matter who your manager is.” Here’s how to motivate yourself when your boss doesn’t.

Understand what makes you tick

If your manager doesn’t motivate you or, even worse, undermines you, it’s important to figure out what drives you personally and professionally. In The Progress Principle, Teresa Amabile and Steven Kramer stress that motivation stems from three things: love of the work itself, the desire to receive recognition, and a sense that our work matters and connects us to others. So ask yourself: When was the last time you felt a sense of meaning and purpose at work? What were the conditions that allowed those feelings to flourish?

Set your own goals

Valcour points out that many people feel they’re sprinting in place with no extra time to tackle anything other than their day-to-day responsibilities. However, it’s important to step back and look at the big picture. Make an individual career plan to help you track your projects and results and set goals for your own development. While some of these goals may be directly related to your current role, others may be geared toward learning and exploring areas of interest outside your job description. Even though it’s tempting to set demanding goals for yourself, Halvorson cautions against going overboard. “Although it’s counterintuitive, setting unrealistic or overly ambitious goals can actually be demotivating because there’s so much on the line,” she says. Instead, set goals with smaller milestones so that you can celebrate your progress each step along the way.

Use if-then planning

Once you’ve decided on your goals, Halvorson recommends using “if-then” planning to stay on track or to handle setbacks. “Accepting that challenges are a part of life and being prepared to deal with them is critical to long-term motivation,” she says. For example, if your goal is to finish a presentation, but you find yourself getting distracted by conversations with colleagues, you might say, “If I haven’t finished the presentation by the end of the day on Wednesday, then I will come in early on Thursday to finish up while it’s quiet.” Or you might use if-then planning to move past a low point. For example, “If we don’t receive funding for this project, then I will rewrite the business plan and approach the partners again.” By anticipating obstacles, you’re less likely to get stuck.

Evaluate your own performance and ask for feedback

One way that poor managers undermine motivation is by not giving sufficient feedback. “Seeking feedback is important,” Valcour confirms, “even if we sometimes hear things we’d rather not.” Halvorson believes that most managers are willing to offer feedback if you ask. You might request the feedback directly and in the moment by saying something like, “How did you think the meeting went? Is there anything I might do differently next time?” You might also look to peers for an objective assessment of your performance. Ask people who will be candid with you and whose opinions you trust. Another option is self-evaluation. “We’re more capable than we realize of generating meaningful feedback about our professional accomplishments,” Halvorson says. “Look critically at your own work and ask yourself the same questions you would use to evaluate the work of others. For example, consider if you’re moving fast enough or if the quality of your work is what it should be.”

Expand your internal and external networks

If your manager isn’t motivating you, it’s essential to look for support elsewhere — not only to boost your confidence but also to increase your visibility. Find mentors within your own company to give guidance and perspective, and, if possible, develop an in-house peer group designed to help all of you move forward. You can also seek out and develop external relationships. Valcour is a strong proponent of online networking. “Particularly for people who live far away from their colleagues, LinkedIn, Twitter, and other networking sites provide a sense of connectedness to a larger professional community that might otherwise be difficult to maintain.” Even for someone in a major metropolitan area with many opportunities to connect, online networking is an effective way to stay in touch with colleagues and to keep abreast of industry-wide developments.

Focus on learning

By shifting the focus of your work from performing perfectly to consistently learning and improving, you create the conditions for both heightened motivation and success. “Research suggests that this change in mindset reliably results in better performance,” Halvorsen says. “When it comes to achievement, attitude and persistence are often more important than innate abilities.” Her advice: break the habit of kicking yourself when things don’t go perfectly and replace it by telling yourself that you’ll learn from your mistakes, move on, and do better next time. “No matter your manager’s approach, breaking away from results-oriented thinking is one of the most powerful things you can do to boost your own motivation.”

Principles to Remember

Do:

  • Determine your own personal and professional motivators ­— you can’t rely on your boss to get ahead
  • Ask for feedback from your colleagues
  • Build a support system inside ­— and outside ­— your company

Don’t:

  • Set unreachable goals that stall your sense of moving forward ­— keep your goals manageable and celebrate your progress along the way
  • Underestimate the value of self-evaluation — look critically at your own work
  • Dwell on your mistakes ­— it’s more important to keep learning

Case Study #1: Cultivate a supportive, effective network

A vice president of human resources in the financial services industry, Lisa Chang* has had five different bosses during the past two years. The revolving door of managers proved to be very demotivating. So she looked elsewhere for support and decided to create an internal network beyond her team. Lisa developed relationships with three senior women in the organization: a woman who was briefly her supervisor before taking a role elsewhere in the company, another who is a leader in the client group she serves, and the chief human resources officer. “It’s unusual to have such a candid, open relationship with someone so senior, Lisa explains. “The chief human resources officer has given me opportunities at every turn in addition to being someone I can go to for advice.”

Lisa has looked to her peers as well but she feels that these mentorship relationships have been a far more effective way for her to stay motivated. “My peers and I are all in the same boat, so most of them wouldn’t have been a great help to me. By looking to more senior employees at the company, I’ve been able to create the kinds of relationships I might have had if I had been working with a great boss.”

While the lack of consistent, managerial support is not what Lisa would’ve hoped for, the situation has provided Lisa with the opportunity to learn from company leaders she otherwise wouldn’t have met. She says: “I’ve been able to seek feedback, challenge myself through new opportunities, and perform effectively in my role despite the leadership vacuum.”

Case Study #2: Stay focused on your own growth and development

Mark Barnaby* has risen through the ranks at several different investment banks, but with a string of managers who were either completely hands off or overly involved, staying motivated hasn’t always been easy. He coped by staying focused on his own ambitions. “Focusing on my manager’s faults just distracted me from my own goals, so I made it my priority to find ways to help him succeed while learning myself.”

He figured out what his bosses weren’t good at and stepped into the gap. “One of my bosses was a big picture thinker, but her approach wasn’t the right one for our work. I helped her by drilling down into fine points of regulatory policy, providing much needed detail in meetings, and being an in-house resource for her. Doing all of this helped me develop the subject matter expertise I needed to continue to move forward professionally.” Developing and meeting his own objectives kept Mark going even when his bosses didn’t.

Early on, Mark knew his growing interests would serve him well. “There is enormous demand for this kind of knowledge,” he explains. “During the past decade, regulatory policy has emerged as a critical focus of the banking industry.” Even though Mark admits that helping managers who weren’t helping him was frustrating, he acknowledges that it was the right decision for him and for everyone involved to approach each situation with a positive, goal-oriented attitude. He advises, “No matter what, never make an enemy of your boss.”

*not their real names

 

Everwise: Building a Learning Culture

Do you have a learning culture in your business? The Lumber Buildings Material Foundation (LBMDF) can help with building a learning culture your business. Below is a blog from Everwise by Melissa Fleming: (Reading time is 6 minutes.)

Building a Learning Culture

Last month, Everwise hosted a webinar on “Building a Learning Culture” with Jeff Diana, the former Chief People Officer of Atlassian & Success Factors. A seasoned executive with 20 years of HR experience, Diana serves as a strategic HR consultant and sits on the boards of progressive HR companies including Everwise. He shared his expertise with our community on how to build a learning culture, rooted in the belief that individual growth improves organizational performance. Here are key takeaways:

Focus on career development

One of the most important factors in whether or not an employee recommends a company as a great place to work is career advancement, not compensation. This marks the continuation of a steady shift over the years. It’s true that compensation and career level are correlated, but today’s employees assign a lot of value to how a company helps them develop their careers, not just compensation at each career level. Focusing on career advancement as a company relies on creating a culture of learning, where employees feel they can grow as individuals and in their jobs.

Getting it right is critical to talent retention and attraction, which is increasingly important as many organizations struggle to attract and retain top talent fast enough to keep pace with the markets. “The number one limit on an organization’s success is people’s capability,” says Diana. “In order to get the most out of your people you have to first put in the right cultural foundation.” Diana compares laying the groundwork for a culture of learning to properly equipping your sales team with the tools to crush their numbers. Without a solid foundation that supports people achieving their potential, an organization’s progress will be limited.

Make a case for greater investment

Organizations that are committed to creating a culture of learning have a real competitive advantage. According to Diana, the four primary benefits of putting resources into building a culture of learning are: 1) increased employee engagement, 2) higher retention, 3) streamlined business processes, and 4) higher ROI/organization success. The best way to make the case for increased spending on Learning & Development (L&D) initiatives is to directly link them to specific business outcomes.

“When you look at the business objectives for a three-year period and you tie that to what capabilities the business needs to have, you can see very clear lines that say why we need higher retention,” says Diana.

What we know for certain is that an organization won’t succeed without the right talent. “Supply is lacking,” Diana says. “We have to help people learn on the job within the context of what they are experiencing today to meet the pace and dynamic nature of business.” One way to make the case for increased L&D investment is to identify capability gaps and how L&D programs can help develop the supply chain of skills needed to reach an organization’s desired business outcomes.

Measure your culture to determine development needs

“One way to grab everyone’s attention is to assess culture,” says Diana. “No leader wants to be at the helm of a culture or a team that isn’t deemed healthy and something they can be proud of leading.”

Having employees assess the health of an organization’s culture can help galvanize efforts to create more learning opportunities. Getting employee input also serves the dual purpose of creating a culture that values transparency and its employees’ opinions. Diana suggests starting with a culture quiz that contains 8 to 10 targeted questions. For example, Do you have rituals that regulate and reinforce values? If you have values around learning and growth, do you have rituals that signal that growth? Does your CEO regularly ask for ideas on strategy? Does your company internally publish mistakes and share learnings from mistakes? Is your physical space driving collaboration? Do you have the tools in place to effectively collaborate? Do you have the ability to give feedback? From those questions, strengths and gaps will emerge, making it easier to take action.

Start small and simple

Diana breaks down the process of enabling a learning culture into four steps: process, culture, L&D investment, and measurement. The best way to start is small and low cost. Find a leader who can pilot a program and generate results that could lead to an expansion. Make sure the language within the company – from performance reviews to the handbook to all-hands invitations – reflects a culture of learning. Find internal success stories of high-performing teams of active learners to help you make the case for L&D investment.

While Diana points out that there are many ways an organization can invest in L&D, the most important one is to build learning into the organization’s culture. The four levers that HR professionals can utilize to drive a sustainable culture are values, transparency, rituals and tools. Having a good set of values conveys the message that learning, self-development and risk-taking are part of the company’s mission and an employee’s daily life. A culture that values transparency and access will breed trust and loyalty. Rituals signal learning and the right tools will empower employees to be curious, collaborate and learn and grow on the job.

Putting it all together: Design learning experiences that impact positive behavior change

Learning today is much more about context than content. Simply put, people are more likely to learn if they can easily recall the information and apply it to their day-to-day jobs. So the challenge for HR professionals is to incorporate the social and experiential side of learning into their programs. You’ll see the best results with initiatives that are intimate and collaborative. “Like anything else we’ll participate more in it, we’ll recall it better if the experience itself touches us in a deeper way,” says Diana.

The best learning happens on the job, where the context is clear and the application is immediate. In order to shorten the loop of trying something, gaining insights and putting those different behaviors back in action, Diana says to think about the actual work that is being done. Having the ability to apply that knowledge to what someone does every day is the best way to turn knowledge into capability.

According to Diana, employees want learning experiences to be highly personalized, more social and collaborative, and rooted in real work. Over 70% of managers want their digital experiences to be more adaptive, 60% want the experience to be more social and collaborative and 55% want more experiential learning included.

It’s important for managers to encourage learning on the job to leverage a team’s capabilities and motivate team members. Diana suggests managers encourage learning by providing the content foundations, mentors/coaches, practice in real work situations and performance feedback from teammates. All of these are learning experiences that offer employees opportunities to practice by doing.

With the right combination of people, resources and feedback, all employees can achieve their full potential. To do this Diana advises that you find role models of high-performing teams within the organization and point to internal success stories to make the case for more L&D. Start small and low cost with a pilot program. Make it easy for people to provide feedback. And most importantly, tie the L&D experiences to business outcomes. The investment in building a learning culture is valuable to both employees and management, and will allow you to tap into the potential of your workforce and improve your organization’s performance overall.

View a recording of the webinar here.

HBR: How to Ask Your Boss for Time to Learn New Things

Are you making time for personal development?  Have you ever used NRLA’s Learning Management System (LMS) for online technology training? Do you have your Certified Building Materials Specialist (CBMS) designation? Below is a blog from the Harvard Business Review by Rachael O’Meara:

How to Ask Your Boss for Time to Learn New Things

We all want to learn and grow. Improving our skills and being exposed to new ideas not only makes us better at our jobs but makes us happier and more engaged at work. But with a full-time job, it can be tough to find the time and resources to dedicate to personal development. Some people, like me, are lucky to work for companies that encourage and even fund classes, sabbaticals, or fellowships. But if you work for a company that doesn’t have an official policy, how can you make the case to your manager (and the necessary higher ups) to support you?

In researching my book, Pause, and learning from my own experience of figuring out how to take time off for my own growth, I’ve come up with a six-step plan for how to negotiate for personal development.

  1. Identify how you want to learn and grow. If you don’t yet have a clear picture of what you want to develop, spend time honing in on exactly what you need. Do you want to build your emotional intelligence skills to be a more attuned business leader? Are you interested in going on a yoga or meditation retreat? Set aside a specific period of time, such as one evening or even a week, to explore ideas and research what appeals to you. Write down what you want to learn and how you would grow from the experience you’ve identified. Research shows that the physical act of writing has a neurological effect on the brain which tells the cerebral cortex to “wake up and pay attention.” Writing stimulates a bunch of cells in the brain called the Reticular Activating System that plays a key role in being more conscious and alert. The more you can write down, the more aware and real your ideas become.
  1. Own it. You may be under the impression that building an underdeveloped skill means you lack a competency or have a particular weakness. This isn’t the case. Rather than being embarrassed or nervous about asking for this time, own it as part of your commitment to becoming a better leader. If you aren’t willing to consider it a growth move for you and your company, you can’t expect others to support you.
  1. Create your vision statement. Ask yourself, “Who will I become as a result of this investment of my time and resources?” Be specific and descriptive. Keep it in the first person. One sentence is ideal. Use descriptive adjectives. Will you be more engaged, influential, or mindful? Visions are a great way to orient and stay on track before, during, and after your development work. As I’ve learned from my mentors, Bob and Judith Wright, your vision should be constantly evolving as you do. The vision I created for my leadership training this year was: “I fully engage as a more authentic woman leader.” Add whatever details you feel necessary to convey your vision to those who will approve the time and resources you need.
  1. Connect your goals or outcomes to what the business needs. To get buy in from your manager, team, or company to support your development, you have to connect what you’ll gain to the business goals. Ask yourself:
  • Are there issues at work that you could better resolve as a result of this training? In what ways will your company benefit from your improved performance, skills, or knowledge?
  • What specific skills or knowledge can you share with your manager, team, and/or company from your training or experience?
  • Can you provide a recap (verbally or visually) based on what you learned or how you plan to apply this at work or in your career?

 

Time Off

  1. Prep and practice. The next step is to get ready for the conversation. Think through: What’s the worst and best case scenarios? Anticipate questions or concerns from your boss. I have yet to meet someone who was let go for asking to expand their horizons. Often times our fear holds us back from negotiating, and we miss out on the opportunity to explore alternatives, or worse, receive a yes.

Make a list of what is negotiable – things like timing, budget, and activity. Is partial or full reimbursement possible? Can you avoid using vacation days? One colleague of mine negotiated time off for a week-long leadership retreat where her manager agreed to her taking vacation for only 50% of the time she was out. The other 50% she was on the company clock.

When preparing for the conversation, think about what each person involved in making the decision has to gain. Do your homework and read up on your HR policies. Know how educational reimbursement works in your company.

  1. Make your ask. When you’re ready to sit down with your manager, don’t catch them off guard. Give them ample notice and consider adding it to the agenda for your next one-on-one meeting. But it doesn’t have to be a formal meeting. If you’re catching up on how the weekend was or plans for the evening, share the class that caught your eye and why it personally matters to you. Better yet, share how you think it could help you be a better employee. Then you can schedule more time to discuss it further.

Share your vision and goals. Be clear what exactly you’re asking for — is it for time off, compensation (expenses), or some combination of the two? What will they get in return? Refer to your notes if needed.

When the conversation is over, consider following up in writing, emphasizing how this would benefit you and your manager, team, or business.

There are three likely outcomes: getting what you’ve asked for, getting some of what you asked for, or getting a flat out “no.” By following these steps, you’ll increase the chances that you get a favorable outcome but that’s not always the case. Even if you don’t get what you asked for, start thinking about ways you can reshape your request in the future.

Spending the time to form a logical, careful request can be rewarding in itself because you’re getting clearer on what you need. And you’re contributing to, maybe even igniting, a corporate culture that supports individuals to learn and grow in ways beyond what’s traditionally done.

Over the past four years I’ve used the above process to request and win support for a coaching certification, graduate and non-accredited courses, week-long emotional intelligence leadership retreats, and a two-day class influencing. In each case, it felt like a leap of faith but I always reminded myself that the worst they can say is no.

Everwise: Seven Tactics to Boost Learning in the Workplace

Does your company provide a learning work environment? Is your company helping you improve your customer service and/or productivity skills? Another resource is Lumber Buildings Material Foundation (LBMDF) for educations seminars and online learningLMS.  Below is a blog from Everwise by Nicole Beckerman:

Seven Tactics to Boost Learning in the Workplace

Successful organizations emphasize ongoing professional development and gaining new knowledge. A learning culture benefits companies by enriching the employee experience, boosting productivity and innovation, and curbing turnover. It is an essential priority to remain competitive in today’s rapidly-changing landscape. Employees must be prepared to learn and adapt to rapidly changing conditions and new technologies. Employers would do well to provide an environment for doing so internally.

While modeling curiosity and prioritizing a passion for knowledge starts at the top, growing an organization-wide learning culture requires on-the-ground efforts. Though employees are busier than ever, there are simple, cost-effective ways to integrate learning into their work experience. Here are seven tactics to get you started:

  1. Learning lunches: Change things up at lunch time by giving employees a chance to increase their knowledge. Mid-day is an ideal moment to shift gears from active work to take in an educational presentation. As this is typically a break time and people will be eating, it’s a good time to present knowledge directly rather than with interactive formats. If employees need extra enticement to attend, offering free food or dessert is always a crowd-pleaser.
  2. Staff presentations: Having employees share their expertise is a great way to capitalize on in-house knowledge and make people feel valued. Setting up presentations where your employees educate each other in person or via online tools is a powerful way to foster connection and learning. This is also a chance to expose people to new experiences outside of their department. Even simply having staff share with each other what it is that they do and what they are working on helps build interpersonal relationships and a clearer picture of the organization for everyone.
  3. Speakers: Industry experts are a valuable source of the latest trends, and inviting them to work with your employees brings a useful outside perspective. If they are physically visiting an office, get the most out of their presence with an interactive format such as a workshop or a small group activity. Make sure to prepare employees to take full advantage of guest speakers by promoting their arrival, distributing background information in advance about them, and sharing related learning materials to spark questions.
  4. Webinars: As a useful way to spread information among a large group of people, webinars are an essential part of efficient learning. They can be one format option for delivering a presentation from an employee or a guest speaker as discussed above, but to keep it more engaging consider putting together a panel discussion. This way, even if employees are passively watching the webinar or are engaged in another activity (like email) at the same time, they will still take in a variety of perspectives and insightful questions.
  5. Distribute resources and news: Most professionals have a genuine interest in their field and want to stay up to date, so employers can facilitate learning by bringing news and resources directly to them. This might look like an organized list of resources for learning that employees have easy access to, or even a more dynamic method like periodic emails with news, relevant articles, and links to short-form video clips.
  6. Stipends: A direct and straightforward way to promote learning is to simply subsidize it. There a variety of ways to provide funds for education, so organizations should consider how predictable they would like this expenditure to be, and how much direct control they would like over the learning process. Some organizations offer an educational stipend as a simple cash bonus add-on to the employee benefits package and let people use it as they see fit. Others will pay for particular courses from approved providers. Another related option is to pay for employee’s’ membership in professional organizations so they can continue to network and learn via a trusted third party.
  7. Office Library: If you have an open office plan, chances are the environment can get noisy and social, which might be great for morale but not conducive to learning. Consider designating a space or specific room as a quiet area, and supplementing it with learning resources to create an office library. Create an employee book exchange or facilitate monthly book clubs. This separate space can be a strong part of emphasizing learning culture by making it clear in a tangible, visible way.

This list is a place to begin your journey towards a learning culture and spark ideas. However, change efforts should always be tied to an organization’s large-scale development strategy. In implementation, make sure these efforts are also tailored to the unique style and priorities of your staff. Finally, modeling learning culture from the top is essential to reap the full benefits, so leaders must walk the talk.

Culture evolves when an entire organization gets on board, and producing a company of nimble, motivated learners is a worthy goal for everyone.