IL&P 2 Brands 4700 Staff Large Domestic Market Presence Multiple Delivery Channels

Learning & Performance

A Presentation to “The Sales Institute”

Jan 27th 2010

Paul Healy

Head of Learning & Development Irish Life & Permanent Group

IL&P2 Brands

4700 Staff

Large Domestic Market Presence

Multiple Delivery Channels

Market Leading positions in: LifeMortgagesFund Management

Presenter17 Years Financial Services

BOI

Sales Consultant (L&P)

Sales Coach

Head of Sales

IL&P

HR- Learning & Development

Development of the Sales Manager

Directive: Command & Control

Collaborative: Performance Coach

Understanding Performance

• There is confusion about the role that KNOWLEDGE and SKILLS play in… PERFORMANCE.

• KNOWLEDGE is simply acquired information until it is put to use.

• SKILLS are usually learned through practice rather than in formal training.

• The relationship between knowledge, skills and performance is more complex than first appears.

Performance?

Knowledge Transfer – why bother?

“Industries annually spend € billions on training but no more than 10% of this expenditure actually results in the transfer of learning to the job”.

Reference: Baldwin & Forde 1997

“A survey on the expectation that a manager has of performance improvement of an individual after instructor led training event reveals stark findings”.

Reference: Stolovitch & Keeps 2005

BEFORE DURING AFTER

KnowledgeAcquisition

Desired knowledge

acquisition & performanceimprovement

TrainingEvent

Transfer- The Business Expectation

BEFORE DURING AFTER

KnowledgeAcquisition

Actual knowledge

acquisition & performanceimprovement

TrainingEvent

(Source: Harold D Stolovitch & Erica J Keeps, 2005)

Knowledge Transfer- The Reality

“The Conspiracy of Convenience…..”

• Performance analysis is not done, or is done poorly• Business Managers ask for “training”• Training Managers delivers it• No-one measures it• There is little or no business impact• Everyone’s happy!

To appease the demand for training, the L&D/Training function produces and delivers a catalogue of programs and bespoke courses……

Linked to Business Drivers?

Impact onBusiness

Performance?

The Information Explosion

•Information Growth- 30% per year

•Most of this information is unstructured

•Access & Retrieval easy!

•Half Life is getting shorter

What do we really need to know to do our jobs?

Robert Kelley’s longitudinal study with knowledge workers asked:

“What percentage of the knowledge you need to do your job is stored in your mind?”

1986: 75%

1997 15-20%

Now: 8-10% ?

The “Generation Y” Employee

• “Digital Natives” are different from the rest of us!• They have grown up with technology.• They are natural multi-taskers.• They are natural just-in-time learners and collaborators.• High expectations in relation to development and

advancement.• But… have a “Sense of Entitlement”.• Less loyalty towards the organisation.

So then what is…‘REAL’ adult learning??

‘REAL’ adult learning is about:

CHANGING BEHAVIOURS IN LIGHT OF EXPERIENCE

(People changing what they do based on what they have experienced)

‘REAL’ adult learning is brought about through PRACTICE in a supportive environment.

Not through ‘knowledge transfer!

Formal Training

WorkplaceLearning

Typical Training Budget Allocation

90%

10%

FormalTraining

Where Learning Actually Happens

80%

20%

WorkplaceLearning

Jay Cross: The L&D Budget Divide, Time Magazine 2005

Budgets?

“Learning is the ability to acquire new ideas from experience and retain them as memories”

Eric KandelColumbia University

(Nobel Laureate for work on Learning & Memory)

So .….. what isThe silver bullet?

Data

Information

Knowledge

Skills

PERFORMANCE

30%

Environment

Attitudes

Behaviours

70%

Stolovitch & Keeps (2005)Reference:

The Performance “Mix”

Clarity on what’s expected

AttitudesValuesDrivers

UpbringingNeeds

Personality

Invisible states

Behaviour•What they say•What they do

The EmployeeThe Contract

Manager HR/ L&D

Performance Management

& Learning

Opportunities for Development

•New work within role

•Self directed learning, research

•Solving problems in role

•Increasing span of control

•Championing and managing change

•Mentoring Others•Covering for others on leave

•Exposure to other departments and roles

•Taking part in projects and working groups

•Work shadow

20% Learning

through Coaching,Feedback & Networks

•Performance management

•Informal feedback and debriefs

•Coaching from manager/others

•Mentoring

•Learning through teams and networks

30% Formal Learning

• Training Courses

• E- Learning

• Workshops

•Seminars & Webinars

• Books, Audios, CD’s

50% Learning

On the Job

Sales Managers

Facilitating Learning& Performance

Coaching?

• “Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them”– (John Whitmore)

• “The art of facilitating the performance, learning and development of another”– (Tim Galway)

Common Coaching Myths

• “It is just a conversation”It is a skilful and sustained process, not just ad-hoc reactions to what

you see or hear

• “It is about having all the answers”It is based on helping the learner to help himself/herself

• “It is just for poor performers”It is for everyone

• “Anyone can be a coach”It uses a repertoire of skills ….questioning, listening, giving feedback ,

not a one way flow of instructions and telling

What is Coaching

• Non-directive (Pull)

• Listening to understand

• Reflecting• Paraphrasing• Summarising• Questioning to raise

awareness

Directive (Push)

• Making suggestions• Giving Feedback• Offering Guidance• Giving advice• Instructing• Solving the problem

Metaphor of Driving a Car

• A therapist will explore what is stopping you driving your car

• A counsellor will listen to your anxieties about the car

• A mentor will share tips from his or her own experience of driving cars

• A consultant will advise you on how to drive the car

• A coach will encourage and support you in driving the car

Feedback

• Feedback is a communication about an aspect of behaviour, and the impact that behaviour has on others.

• It is to help somebody consider whether or not they want to change

Giving Feedback

• In one to one discussion seek self evaluation first• Give feedback on strengths and development• Be specific not general focus on and describe visible

behaviour• Don’t make assumptions about intentions• Be evaluative, what you saw..liked /disliked• Don’t be judgmental…that was right /wrong• Feedback should be timely, within their control

Feedback Framework

1. Self Evaluation by other person first!

2. Manager straight on the facts of the feedback

3. CAKES / E2 C2 use as structure for feedback

4. Objectives – set going forward

C

A

K

E

S

Successful Performance

larity

ttitude

nowledgenvironmentkills

Model for Giving Feedback

• E

• E

• C

• C

xample

ffect

hange

ontinue

“If we are what we repeatedly do, then

excellence is a habit not an act”

Final Comments / Questions

Thank you