Talent optimisation. Nine tips for optimising ing talent in your organisation. Download and share:

Transcription

1 Talent optimisation Nine tips for optimising ing talent in your organisation This report has been written by Towards Maturity, building on its extensive benchmark research since 2003 with over 2,900 organisations. Supported by Download and share: September 2014

2 P age 2 Foreword by Tarik Taman, HCM General Manager at Infor Talent Optimisation of 2014 is not the same as it was in previous years. Thanks to technological advances and big data, Talent Optimisation is a very different challenge for the HCM function today. Making the most of your talent requires a laser-like focus on effective performance and how that is defined, as well as whether its impact on the business is where it needs to be, for both short and long-term results. Whereas Talent Management traditionally collects information about employees competencies and turns that into learning and staffing plans, Talent Optimisation takes a holistic view of the individual and makes that data available for them to use themselves, enabling each to do their job better. Understanding what people know, and making sure it gets shared rapidly, successfully, is a vital part of Talent Optimisation. We believe the path to client business success lies in optimizing talent long term across and beyond the firm, and in increasing employee engagement. Being part of this research is a powerful tool to winning in the changing global landscape. Tarik Taman, Infor HCM General Manager

3 P age 3 Contents Fast facts from this report... 4 Introduction Talent at the top of today s business leader agenda Benchmarking against top learning companies Nine areas to optimise talent Fostering learning for all Engaging new types of learners Increasing learning access and flexibility Improving the relevance of HR-led learning Creating a culture of learning Speeding up the application of learning Supporting day-to-day performance Increasing the sharing of good practice Integrating learning and talent Improving the induction process Helping staff achieve their full potential Improving talent and performance management Nine tips for talent optimisation Notes on the research Data collection Towards Maturity Learning Landscape About the New Learning Agenda About Infor About Towards Maturity Authors: Laura Overton, Genny Dixon Copyright Towards Maturity CIC All rights reserved. No part of this material protected by this copyright may be reproduced or utilised in any form, or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system without prior authorisation.

4 P age 4 Fast facts from this report Learning and development professionals are looking beyond the delivery of formal, HR-led learning to supporting the wider talent agenda, but they are having limited success. Indeed, as the expectation of benefits from a technology-enabled enabled learning strategy grows each year, the achievement reported is not keeping pace and has actually fallen since we last reported on these benefits in These benefits relate to the three themes explored in this report: Fostering learning for all: 1. 88% are looking to engage new types of learners, but only 18% are achieving this (41%) 2. 98% are looking to increase learning access and flexibility but only 34% are achieving this (53% in top learning companies) 3. 91% want to increase their ability to adapt programmes to individual need,, but only 20% are achieving this (43%) Supporting a culture of learning in the workflow: 1. 94% want to speed up application of (formal) learning, but only 19% are achieving this (38%) 2. 91% want to increase talent/performance management, but only 17% are achieving this (25%) 3. 95% want to increase the ongoing sharing of good practice, but only 22% are achieving this (42%) Integrating learning and talent: 1. 91% of organisations in the TM Benchmark want to improve the induction process, but only 34% are achieving this (39% in top learning companies) 2. 89% want to develop a better qualified workforce, but only 30% are achieving this (46%) 3. 91% were looking at learning technologies to help them improve talent and performance management, but only 17% are achieving this (26%) Top learning companies are 70% to 100% more likely to achieve these benefits than average. They provide compelling evidence that a technology-enabled learning and development strategy delivers critical business results. Learning innovation, done well, is impacting bottom line business results. These are just some of the statistics that caught our eye from this Spotlight report. Connect with us on Twitter using #GetTheEdge14 to let us know what s captured your

5 P age 5 Introduction In the Towards Maturity Benchmark report: The New Learning Agenda: Talent: Technology: Change 1, analysis of data from over 500 organisations revealed new insights into how top learning companies are integrating learning and development with their talent management strategy. This In-Focus report draws on this data, together with data from over 2,000 learners gathered in the Towards Maturity Learner Voice 2 study, to: Help organisations realise the potential of their talent Help business leaders recognise the vital role that L&D play in talent optimisation Help L&D teams integrate learning and talent management to optimise performance at all levels of the organisation. This report illustrates practical actions that should be taken to improve business results and is illustrated by case studies, hints and tips provided by experts from Infor and Towards Maturity benchmark participants. 1.1 Talent at the top of today s business leader agenda Not only are many employers having difficulty finding workers with the right job- or industry-specific skills, but a lack of soft generic skills (see box-out) is causing significant problems for many organisations and the degree of shortfall in skills is increasing. According to the UK Commission for Employment and Skills (UKCES2013) 3, many of the causes of skills gaps can be directly attributable to L&D activity: such as training only being partially completed (57%), ineffective (39%) or inappropriate (29%). Notwithstanding any lack of work-readiness of those leaving education, or wider recruitment and skill shortages affecting the labour supply, internal skills gaps are having significant impact on business. They are affecting the workload of other staff, causing increases in operating costs, difficulties in meeting quality standards and difficulties introducing new working practices, products or services. Business may be lost as a result, or work outsourced where customer demand cannot be met with internal resources. Skills gaps in the UK 63% technical/practical/job specific skills 41% planning and organisation 40% customer handling 33% team working 37% problem-solving 41% oral /38% written communication skills 30% strategic management skills 16% computer literacy skills Source: UKCES2014 Companies need high-performing people with the competence, commitment and mindset to drive them forward in today s competitive marketplace. Business leaders need to create an inclusive culture where staff share their interests, values and are motivated around a clear purpose. This doesn t happen automatically but depends on structured talent management processes to develop staff performance and potential. In this report we look at nine areas in which L&D can really make a difference to optimise talent

6 P age 6 The talent management strategy embraces planning, attraction, tion, sourcing and selection; development, reward and recognition, progression and promotion, retention and succession planning. At the heart of talent management, lies the job role competencies needed to maximise the contribution of each individual member of the workforce. John Hopkins University 4 provides a useful definition that clearly links the action with the goal: Talent Management is a set of integrated organisational ational HR processes designed to attract, develop, motivate, and retain productive, engaged ed employees. The goal of talent management is to create a high-performance, sustainable organisation ation that meets its strategic and operational goals and objectives. In the 2013 report Learning and Talent Development from CIPD 5, growing future leaders remain a key objective of talent management activities. three out of five organisations in their 2013 study are engaged in talent management activities, but only 8% rank these activities as very effective. The Towards Maturity Benchmark reveals some of the factors that will help increase this effectiveness. However, we need to think beyond purely talent management, to talent optimisation. This takes a more holistic view of the individual as owner of their own development, making management information available to them to enable them to do their job better. 1.2 Benchmarking against top learning companies In past studies we analysed the implementation activity of successful organisations and grouped behaviours into six workstreams that we describe in the Towards Maturity Model 1. We define top learning companies as those that are in the top quartile for the Towards Maturity Index (see References for further detail). Analysis of the activities leading to success in top learning companies can provide a blueprint for accelerating progress for all. Top learning companies also set the benchmark to aspire to in terms of bottom line impact that can be achieved: 17% increase in qualifications gained by staff (14% across the sample as a whole) 18% reduction in attrition (9%) 26% increase in staff engagement (19%) Our current data shows that top learning companies were 50% - 100% more likely to report that they have improved talent and performance management, have improved staff retention and productivity and have increased sharing of good practice. So what are they doing that the others are not? For many of the top learning companies, their journey starts with learning innovation. They go beyond purely managing talent and are more likely to be involved in activities that optimise their talent, explored further in the sections that follow: Fostering learning for all by transforming L&D-led learning Creating a culture of learning in the workflow Integrating learning and talent

7 P age Nine areas to optimise talent Today s L&D professionals are looking beyond delivering learning to supporting the wider talent agenda, but success in many cases has been limited. Indeed, as the expectation of benefits from a technology-enabled learning strategy grows each year, the achievement reported is not keeping pace and has actually fallen since we last reported on these benefits in These benefits relate to the above themes: Fostering learning for all: 1. 88% are looking to engage new types of learners, but only 18% are achieving this (41%) 2. 98% are looking to increase learning access and flexibility but only 34% are achieving this (53% in top learning companies) 3. 91% want to increase their ability to adapt programmes to individual need, but only 20% are achieving this (43%) Supporting a culture of learning in the workflow: 4. 94% want to speed up application of (formal) learning, but only 19% are achieving this (38%) 5. 91% want to increase talent/performance management, but only 17% are achieving this (25%) 6. 95% want to increase the ongoing sharing of good practice, but only 22% are achieving this (42%) Integrating learning and talent: 7. 91% of organisations in the TM Benchmark want to improve the induction process, but only 34% are achieving this (39% in top learning companies) 8. 89% want to develop a better qualified workforce, but only 30% are achieving (46%) 9. 91% were looking at learning technologies to help them improve talent and performance management, but only 17% are achieving this (26%) Top learning companies 70% to 100% more likely to achieve these benefits than average. They provide compelling evidence that a technology-enabled learning and development strategy delivers critical business results.

8 P age 8 Techtronic Industries Case Study Part 1: Learning innovation underpins business results Techtronic Industries is a $3.7 billion global company, with operations on every continent and nearly 20,000 employees. Since 1985, the company has grown consistently and rapidly by focusing on excellence in the design, manufacture and marketing of a range of portable power products. The same focus on excellence also applies to the learning and development function. Key aspects of this were establishing the right systems to ensure valuable learning and to demonstrate that impact with hard numbers. The corporate strategy aiming to increase world-wide market share and profits through an increase in the number and speed of product development and sales could only be implemented with highly effective and knowledgeable TTI employees. Today TTI has reduced its classroom training and increased its online delivery. Whether you re in merchandising or on the leadership development program, you now get trained. And if those people that touch the customer are properly trained it can have a huge effect on sales. (Matt DeFeo, Senior VP Sales, Training & Recruiting) Whatever the delivery medium, though, employee learning is integrated into daily working life. We launch TTI s new products through the LMS. The sales force is much more aware of new products than they ever were and knowledgeable about them, too. Three impacts: Increased sales Reduced training costs (through the reduction in classroom training) and Operational improvements (through reduced return rates) All have a measurable effect a monetary value crucial when it comes to demonstrating the value of the LMS to the organisation. Provided by Infor

9 P age 9 1 Fostering learning for all The Towards Maturity Benchmark report, New Learning Agenda: Talent: Technology: Change, set out nine challenges for L&D. Some of these challenges are particularly relevant to talent optimisation in the approach they recommend. Item 6 on the Agenda is: Embrace new ways of learning to support new ways of working Organisations increasingly have to tailor HR-led learning to modern-day day work practices and that means supporting learning anytime and anywhere and for anyone. 1.1 Engaging new types of learners L&D are looking to not only reach a wider audience, but also to engage their current rent audiences in new ways. We have already shown that top learning companies are twice as likely to engage new types of learners, for example through extending the reach of programmes to new audiences such as their customers or supply chains. In top learning companies: 32% are successfully using learning technologies to inform customers and suppliers of new products (26% across the whole sample) 40% are successfully engaging new types of learners (18%) 50% have increased the volume of learning to reach more people (34%) 44% use learning technologies successfully to push updated information out to employees at the point of need (26%) To engage new types of learners, we need to challenge our assumptions about the types of learning that learners are looking for, what they are hoping to achieve and the barriers they are facing. By understanding learners better, L&D can adapt talent programmes to address their needs and enable them to do their job more effectively. For example, over one-third of learners in the Learner Voice report: A lack of somewhere appropriate to study Lack of, or unsuitable IT equipment Unreliable IT infrastructure or lack of bandwidth L&D can help sort out the practical problems and at the very least ensure all learners have the support and basic IT skills they need for the 21 st century. 1.2 Increasing learning access and flexibility Part of the challenge for L&D in optimising talent is to ensure training is relevant and flexible enough, both in content and delivery to adapt to individual need and that learning is available for all.

10 P age 10 Whilst over half of top learning companies (53%) report that they are increasing learning access and flexibility, most companies are nevertheless still missing a trick in terms of how learning technologies can help increase access to learning. Technology-enabled learning is increasing learning access and flexibility for at least 1 in 3 organisations (1 in 2 of top learning companies) which results in an average 20% increase in the reach and volume of learning. Sectors vary quite widely, but in top learning companies: 35% of formal learning is e-enabled (26% sample average, see box out) 77% agree that learners can choose to access e- learning at any time (69% average) 72% agree that learners can choose to learn at places convenient to them (44% average) 75% agree that e-enabled learning gives learners more control over their development (49% average) Percentage of formal learning e-enabled 34% Education and Training 34% IT and Telecoms 33% Automotive Service Industries 31% Healthcare 28% Charities 27% Finance and Insurance 26% Professional and Technical Services 25% Central and Local Government 21% Manufacturing 5% Transportation and Storage Source: New Learning Agenda Whilst top learning companies are also more likely to agree that managers give staff time to learn at home (42% vs 21% sample average) and that they encourage and provide time for reflection (35% vs 14% average), there is still room for improvement. In the Learner Voice, 88% of learners agree that they like to be able to learn at their own pace and 54% like to access learning on the go. Just 29% report that they are encouraged to learn at home. L&D can provide the systems and support to enable this to happen. Tips for increasing access to learning Use the technology to listen better to learners rather than to publish information to them Enhancing staff to use and make the most of learning via technologies is as important (or more important) than just having the technologies at your disposal Make sure that you are fair to all employees and offer other solutions for those who cannot easily and reliably access the internet Everything you know about how people learn is still true when learning online, it's figuring out how to achieve it through a different medium that's crucial Tips from participants in the 2013/14 Benchmark

11 P age Improving the relevance of HR-led learning Optimising talent means that learning must be relevant. Aligning formal learning and development to the key competencies and key development gaps identified in the organisation helps address areas where skills gaps might be affecting productivity or performance. Two-way alignment of learning to business and business to learning goes further than this. It helps ensure that not only is L&D activity fully aligned with the strategic goals of the organisation and that learning interventions are resourced and managed correctly (and proportionately to their impact), but also that business leaders recognise the critical role of learning and development in achieving organisational goals. Top learning companies are more successful at adapting their programmes to individual need. They are also better at aligning their learning and development to the strategic and business goals of the organisation: 89% agree that learning initiatives support the skills the business needs (61% of the whole sample) 77% of business leaders recognise that learning interventions are aligned with the overall business plan (41% sample average) 62% identify specific business metrics that they want to improve in partnership with senior management (36%) 61% agree that staff understand how their work is linked to the organisation's performance (47%) In the second part of the TTI case study overleaf, we explore the business benefits that can be realised when learning supports areas of key strategic importance, and the role of technology in managing the process. Technology enables even the largest organisation to tailor learning to need. This may be in the provision of learning resources matched to learners competency requirements, the delivery medium matched to learners preferences for learning style, or the learning pathway enabling learners to set their own pace, modify the interface and navigate quickly to the elements they need. The use of skills diagnostic tools, competency management systems, social media or online subject networks can all help ensure that the new recruit reaches competency in their role faster. Across the benchmark, usage of skills diagnostic tools or competency management systems is relatively low. Although many have these systems in place, just 11% would agree that they use electronic diagnostic tools to help tailor learning to individual needs (rising to 29% of top learning companies). Tools for personalising learning 37% use competency management systems (40% in top learning companies) 32% use skills diagnostic tools (53%) 30% use electronic performance support systems (40%) 17% use Web 2.0 widgets for personalising the learning environment (26%) Source: New Learning Agenda Just under one-third (32%) of those with a Learning Management System are exploiting the possibilities this offers to deliver a more personalised learning experience with alternative formats, media and techniques. In the Learner Voice, 69% of learners agree that their organisation gives them learning relevant to their needs. That leaves all too many feeling that learning is not relevant for them.

12 P age 12 TTI Case Study Part 2 Calculating the value TTI was able to demonstrate impact in its use of the CERTPOINTVLS learning platform. Improved sales Against tough conditions globally, TTI increased sales by 11%, considerably increased profits on those sales and launched over 300 new products. How much of this increase in sales can be attributed to TTI s e-learning? This is a crucial question. TTI estimates that about one-fifth of this share of sales was due to training 2% of the 11% but this is a conservative estimate. Given that it is impossible to make a precise calculation on the impact of training, a conservative estimate is essential. Improved operations TTI reduced returns from 4% to 2.2% saving the company $33-35m dollars over two years with key customers alone. The training department s ability to help people do their jobs better is the single greatest contributor to the impact of deploying the LMS. Cost savings TTI is now reaching more people and doing more training than ever, but has reduced its classroom courses by about 33%. That alone more than covered the cost of the investment in the LMS. Demonstrating value Over the four years since implementation the total of the three measures of value increased sales, reduced returns and cost savings is $46.2 million. The investment in the LMS, implementation and consultancy over those four years has been less than $1 million. What makes TTI s implementation so effective is its approach focusing the attention of the training department on key areas of strategic importance to the company. Provided by Infor

13 P age 13 2 Creating a culture of learning Learning does not just take place in formal interventions it is a continuum. Encouraging a culture of learning in the workplace can contribute to a more holistic approach in order to optimise talent. Item 4 on the New Learning Agenda looks at how workplace learning can become part of the work culture. This involves not only the direct application of formal learning into work, but also the many ways in which L&D can facilitate informal and experiential learning and support performance on a day-to-day basis. Support a culture of learning within the workflow With only 14% across the sample as a whole using defined performance support practices to support learning transfer after formal training, it is time to recognise the importance of supporting staff in the heart of the workflow. Across the board, employers are looking to provide content to employees at the point of need but only 1 in 4 are successfully using technology to push updated information to staff. How can L&D become more intentional in supporting business-led learning? 2.1 Speeding up the application of learning There is growing evidence that technology-enabled enabled learning is reducing the overall time to competence. Across the last three years of measurement, we have reported a conservative average 13% improvement in time to competency, with many achieving far greater results. Top learning companies are twice as likely to report that they are speeding up the application of learning, but what are they doing differently from the rest? 59% agree e that as a result of technology-enabled enabled learning, learners are able to put what they learn into practice more quickly (26% across the benchmark as a whole) 47% know how long it takes for learners to become competent in their job roles (26%) 58% collect information from learners on the extent to which the learning points have been applied at work (30%) 33% collect information from line managers on the extent to which the learning points have been applied at work (19%) 33% use performance support practices to support learning transfer after formal training (14%) For the learners themselves, two out of three learners in the Learner Voice agree that they can quickly put what they learn online into practice. Table 1 Learner perceptions from the Learning Landscape study Statement % agreeing with statement My manager discusses the learning objectives with me before I start any formal learning 26% My manager expects me to apply the learning points afterwards 58% I am able to quickly put what I learn into practice using online learning 66%

14 P age Supporting day-to-day performance The extent to which informal and experiential learning impacts on performance improvement is more difficult to quantify than the impact of formal learning programmes. However, in top learning companies: 74% agree that L&D staff consider the course as only one of many options for building skills and performance (56%) 45% agree that staff know how to work together to productively connect and share knowledge (18%) Staff in multinational organisations are more likely to encourage peer-to-peer support. 28% know how to build appropriate networks with the right people (compared to just 11% in single location organisations) and 38% consider that staff learn more from each other than from formal courses (compared to 23%). L&D can help to support day-to-day performance by linking individuals to the people that can help: 40% of individuals in top learning companies have access to a tutor or subject expert when learning online (16%) 67% help people locate in-house experts when they need them (38%) Linking them to the support systems (e.g. the IT or L&D helpdesk, peer support, manager support etc) that can help to build a culture of responsibility, rather than one of dependency: 82% understand the support systems available to staff (46%) but 50% use available support systems to promote self-reliance (22%) And providing the resources just when and where they are needed: 50% provide staff with access to job aids online or via mobile devices (26%) 27% have content curation strategies in place to help staff make sense of the resources available to them (11%) 66% offer best practice videos from within the organisation (52%) Technologies supporting day-to-day performance 41% use best practice videos from outside the organisation 52% use best practice videos from within the organisation 63% use job aids/checklists 78% use virtual meetings 42% use learning communities 47% use communities of practice46% use external social networks 38% use internal social networks 15% use feeds/curation or social bookmarking Source: New Learning Agenda Table 2 Learner perceptions from the Learner Voice Statement % agreeing with statement I know what learning I need 83% I know how to access the learning I need 68% I know what on-the-job support I need 82% I know how to access the on-the-job support I need 69%

15 P age Increasing the sharing of good practice Helping learners to help each other not only takes the pressure off time-starved L&D teams, but adds to learner engagement, satisfaction and motivation. L&D can play a key role in encouraging and enabling learners to use social media tools and to create and share resources that they find useful. Top learning companies are three times as likely to use social media tools to speed up the application of learning and twice as likely to increase the ongoing sharing of good practice when compared to average. In addition: 45% encourage learners to share experiences and solve problems using online social media tools (14% average) 36% actively encourage learners to collaborate in building knowledge resources, using tools such as wikis, forums, podcasts and videos (15%) Learners are of course already active in their use of social media outside the work context for example, in the Learner Voice, 68% are using YouTube on a regular basis, 55% are using Facebook and 42% are using Twitter. 65% of learners say that they are motivated by using technologies that allow them to network and learn with others. Many are regularly sharing their knowledge to help others learn and many more would do so with a little encouragement from L&D. Two out of five learners are willing to share their knowledge to help others learn: a further two out of five would if they had the opportunity: 22% share regularly 20% would share, but need help to get started 42% would share, if they had the opportunity Delivery methods considered essential or very useful by learners 86% Working in collaboration with team members 83% General conversations and meeting with people 70% Support from my manager 70% Google or other search engine 64% Classroom courses 62% Support from my coach/mentor/buddy 59% Internal company documents 55% Job aids/checklists 40% Networks and communities outside the business Source: Learner Voice Part 1 Learners understand the value of working and learning in collaboration with their teams, and the importance of general conversations and meetings with people. Indeed, 40% of learners report that networks and communities outside the business form a very useful or even an essential tool for learning what they need to know for their job. However, only 19% of L&D professionals on average are aware of how learners are using social media outside of L&D to share ideas. As a first step, L&D need to find out what their learners are doing independently and how they are using social media as part of their learning toolkit.

16 P age 16 3 Integrating learning and talent How can L&D help individuals in their career development to make the journey from new start to leadership as seamless as possible? As L&D look to optimise talent in their organisation, they need to develop a more holistic approach, centred on the individual. This is encapsulated in New Learning Agenda item 5: Integrate learning with talent Despite the fact that 91% of organisations are looking to technology to deliver improvements in talent and performance, only 17% of respondents say that they are achieving this benefit. When recognition of online achievement is important to two out of three learners, integrating talent and performance with the wider talent management strategy provides a big opportunity to connect and engage with staff. Technology tools can help in the management of talent and in the integration of learning in the continuum of HR business processes including selection, recruitment, performance support, leadership development and succession planning. 3.1 Improving the induction process Getting the induction process right is the first part of the story. Top learning companies are using a range of different media and learning technologies to start staff on their learning journey before they even join the company and to connect up cohorts of new staff through social media: 49% agree that learning technologies reinforce the way they recruit, onboard and develop people (19%) 41% use social media as an integral part of the recruitment process (23%) Some 87% of organisations are offering formal induction training, with approximately half of this training e- enabled. Table 3 Skills offered by Benchmark respondents Skills topic Induction Company specific skills Leadership and management skills Communication / Interpersonal skills 86% Team working / Working with others 81% Industry specific/compliance-related 80% Problem solving % of whole sample offering skill 87% 87% 86% 69% % e-enabled 48% 48% 49% 39% 36% 58% 34%

17 P age 17 Tips for improving the induction process using learning technologies Set up a social network to improve the pre-joining experience and include existing staff who will be their buddies Provide a welcome video from the CEO as an introduction to company values Provide access to your learning systems prior to joining Stagger the information don t overload new employees with too much information all at once Help staff apply their learning in the first few months make sure there are job aids and videos available to help them in their day-to-day work Measure the success of induction programmes by setting up online forums to gather feedback Show the progression path, and link induction as part of a continuum of learning what s the next step for new recruits? Use a competency framework to benchmark progression Flip the process: ask new employees what THEY want from YOU See further tips from workshop participants at LearningNow_induction_strategies_handout_v4_Sept2013%20(1).pdf 3.2 Helping staff achieve their full potential Imagine an organisation where everyone is able to reach their full potential, no-one is held back for lack of training and there are opportunities for everyone to release and develop their talent for both personal and organisational advancement. No wonder over 90% of learning professionals want to improve talent management. Creating innovative learning can support career progression and help motivate individuals to engage with learning. In top learning companies: 85% agree that organisation fosters learning for everyone, not just new starters (compared with 60% across the sample as a whole) 89% want to develop a better qualified workforce, but only 30% are achieving (46%) 57% agree that learning technologies support learners in gaining business related qualifications (31% average) 52% agree that individuals use learning technologies as a means of proving competency for their job (33%) 57% agree that they support career aspirations (or personal job goals) with technology enabled learning (22%) Indeed, technology-enabled learning has increased the number of qualifications gained by staff by an average of 18% over the last three years.

18 P age 18 Recognition is important to learners. Two out of three learners in the Learner Voice agree that Recognition that I have completed online learning programmes is important to me. However, fewer than 1 in 4 companies in the main benchmark reward or recognise individual achievement, and fewer still (18%) publicise these successes. Table 4 Learners perceptions from the Learner Voice Statement % agreeing with statement My company provides me with online learning that is directly relevant to my current job 69% I can see how online learning opportunities available can help me further my career 70% The online learning available to me in my organisation will help me to pursue my 43% personal interests It has had a positive impact on my existing job performance 60% Tips for managing succession 1. First, effective succession planning needs a methodology a coherent way of identifying key skills, knowledge and character traits. Knowing which of these are needed for a role, and at what level, enables an organisation to find the closest match among internal candidates. 2. Second, you need technology. Once an organisation gets beyond a certain size it could be as few as 150 people it simply is not possible for anyone to match internal candidates to a role without the help of a system. It is essential, however, to collect this data for candidates without tying up too much of their time in data entry. A great deal of the skills and knowledge information can be gleaned from other systems that an employee uses at work, including the HRIS, social media and . When employers systems share data in the back office it makes everything run more smoothly and reduces the time demanded of the client. Neither the methodology nor its supporting technology, however, will work without the third, vital ingredient: commitment. 3. There has to be a commitment, starting at the highest reaches of an organisation, to de-risking the future of the business. Commitment from the executive to make succession planning part of the company s daily way of working. That way, when an essential employee announces their intention to leave, it isn t a drama, just the cue to start sifting through an already selected list of potential replacements. Tarik Taman, Infor Read full article at

19 P age Improving talent and performance management The increasing sophistication of the tools for talent and performance management give L&D great scope for integration of learning into the HR business processes. Performance measures can be related to specific learning programmes or business campaigns as well as to individual learners. Integrated learning management/hr systems and learning analytics all give the L&D professional detailed data to draw new insights into how and when staff are learning what they need for their job and what they are learning for their own development. Although some six out of ten organisations integrate their LMS with an HR/Management Information System (rising to seven out of ten top learning companies), fewer are exploiting the full functionality that such systems can offer. Table 5 Use of the Learning Management System Function % Benchmark sample Top learning companies To store, deliver and track e-learning courses 88% 97% To integrate with HR systems/management Information Systems 60% 70% To support a virtual classroom environment 37% 57% Linked to competency and talent management 35% 51% To support social learning/collaboration and communication 24% 42% To integrate with external video libraries 21% 34% To use big data / learning analytics to improve efficiency 19% 30% Top learning companies are more likely to integrate learning across their whole performance management process. However, this is not the norm across the board: 71% integrate performance management into the learning organisation (41% across whole sample) 45% integrate succession planning into how they develop people (26%) 37% integrate use of learning technologies for development into the way they performance manage and appraise people (16%) Managers play a critical role in promoting and encouraging learning and development as a part of appraisal or performance review. However, from the learner perspective, fewer than three out of five would say that L&D is always discussed in their review, and their managers are all too often not directly interested in the results! Four out of five learners would consider they are responsible for managing their own learning and development and three out four are happy to engage in online learning without prompting. However, many L&D professionals would consider that their learners have neither the confidence nor the skills to manage their own development nor the motivation to do so: In top learning companies: 72% encourage learners to organise their own personal learning strategies (39%) 48% agree that learners have the confidence to manage their own development (23% average) 51% report a lack of skills amongst employees to manage their own learning (53%)

20 P age 20 30% agree that staff engage with professional self development without prompting (16%)

21 P age 21 Nine tips for talent optimisation Foster learning for all Engage with new types of learners Increase learning access and flexibility Adapt programmes to need Consider broadening the range of learning content you can offer to include nonjob-related courses. Investigate the use of achievement goals that can help promote and encourage a learning culture in the organisation. Provide learners with choice in terms of the time, pace and location where they can learn so that learning can be part of their work schedule. Ensure HR and IT departments become your greatest allies, helping to break down barriers to learning such as lack of confidence with computers or lack of skills to manage personal development. Align learning and development activities to the key development gaps that have been identified in the organisation. Skills diagnostic tools, including simulations, can help to tailor learning to individual need, allowing learners to focus on the areas where they need most help. Creating a culture of learning Speed up the application of learning Support day-to-day performance Facilitate collaboration to increase sharing of good practice Involve learners at all stages from initial design through to giving peer-to-peer feedback about the impact of learning. Use data from learners and their line managers on the extent to which learning points have been applied on the job. Consider employee development at all levels in the organisation. Align learning and development activities to the key development gaps that have been identified in the organisation focus the effort where it will have the greatest impact. Provide managers with the resources and tools so that on-the-job performance support can link seamlessly with formal courses and classroom training. Facilitate collaboration between groups of learners and between learners and tutors encourage them to share experiences and knowledge online, perhaps building action learning sets or other learning communities. Video content can arise from many sources not just best practice within the organisation. How are your learners sharing the external video sources they find? Integrate learning and talent Improve the induction process Support career progression Improve talent management Integrate learning into the whole recruitment process. Consider the flipped classroom model as a way of using face-to-face opportunities to build on knowledge gained through e-learning courses. Consider how reward and recognition are linked to achievement of qualification outcomes. How are successes celebrated? Are you using the data available in a holistic way to provide senior managers and line managers with regular feedback? Learning Management Systems can offer so much more than course and learner administration, especially in terms of providing really valuable data. Investigate how they can integrate with other HR systems, or link to competency and talent management systems and individual staff development plans.

22 P age 22 Notes on the research Data collection Individuals with responsibility for implementing learning technologies in the workplace were invited to participate in a two-part online review between June and August respondents from 481 organisations took part in the survey. Full details of the methodology are given in the TM Benchmark Report. In past studies we have analysed the implementation activity of the more successful organisations and grouped their behaviours into six workstreams that we describe in the Towards Maturity Model. These six workstreams of effective practice are at the heart of the Towards Maturity Index. (TMI), the single index figure from that each participant in the 2013 study received to benchmark the maturity of their implementation of learning technologies. The behaviours in the workstreams are reviewed annually with industry subject experts and practitioners to reflect the latest thinking. Those in the top quartile of the TMI are not only achieving significantly higher impact than average but are much more likely to be working proactively to improve their implementation and integrate their learning activities into the workplace. These top learning organisations both exhibit and help us to define what we understand by effective practice. Organisations in all sectors and of all sizes fall into this top quartile and throughout this report we have included observations from top quartile learning companies. More detailed case studies can be found at organisations/. Towards Maturity Learning Landscape Over 7,000 learners from private sector companies took part in the Towards Maturity Learning Landscape during Results from a sample from 2,000 learners (selecting every 5 th learner) have been analysed in this report. Details of this research are published in The Learner Voice part 1 which can be found at The full methodology is reported in Appendix A of the TM2013 Benchmark.

23 P age 23 About the New Learning Agenda The Towards Maturity Benchmark Study is the seventh in a ten-year longitudinal research series looking at the trends and effectiveness of technology enabled learning strategies in the workplace. As well as sharing insights into this year s data, we are marking our tenth anniversary by looking at the bigger picture provided by our longitudinal research data and making recommendations for the future. The evidence has led us to believe that, to create firm foundations for success, organisations need to have a new learning agenda that is shared by business and learning stakeholders. This will help develop talent and prepare individuals and organisations for change. This New Learning Agenda outlines nine action areas to help businesses build talent, drive performance, support change and improve agility. Why is this new? Because the integration of learning and work demands a new perspective on how business, individuals and L&D work together. In the pervasive world of technology and change, we need to realign our thinking about learning and business. This is something that can t be executed by L&D alone it requires collaboration to leverage shared goals and drivers across business and learning. This is no longer about the course, the model of learning or the technology it is about the results. The CIPD welcomes Toward Maturity s New Learning Agenda as a framework for L&D, HR and business leaders to work together in new ways, in the midst of a rapidly evolving work context, to deliver great business results through engaged and motivated staff. Peter Cheese CEO of CIPD The research is published in a suite of reports that can be downloaded for free at

24 P age 24 About Infor Infor is fundamentally changing the way information is published and consumed in the enterprise, helping 70,000 customers in 200 countries improve operations, drive growth, and quickly adapt to changes in business demands. Infor offers deep industry-specific applications and suites, engineered for speed, and with an innovative user experience design that is simple, transparent, and elegant. Infor provides flexible deployment options that give customers a choice to run their businesses in the cloud, on-premises, or both. Infor Learning Management is an award-winning global learning solution. Its all-in-one learning management system is used by more than 1,200 organisations in 80+ countries and 40+ languages to manage performance, deliver knowledge and track business results. The SaaS-based solution is multilingual and integrates authoring, reporting, talent management, mobile delivery and social collaboration tools into a single LMS and LCMS solution. It quickly drives productivity across the extended enterprise and deep into sales and service channels. Infor Learning Management is easy to use, rapid to deploy and cost effective. To learn more about Infor, please visit

25 P age 25 About Towards Maturity Towards Maturity is a benchmarking practice that provides authoritative research and expert consultancy services to help assess and improve the effectiveness ectiveness and consistency of L&D performance within organisations. The Towards Maturity portfolio includes: The Towards Maturity Benchmark Study The Towards Maturity Benchmark Study is an internationally recognized longitudinal study on the effective implementation of learning innovation based on the input of over 3,000 organisations ations and 13,000 learners over ten years. Towards Maturity continuously surveys and studies how people learn at work, and uses this data to help L&D professionals assess and improve the appropriateness, effectiveness and efficiency of their learning provision. Previous research papers and sector specific reports are available through the Towards Maturity Shop. Towards Maturity Benchmark Centre Applying everything we know about good practice to provide personal practical time saving advice through an online three-step continuous improvement process. Benchmark your current approach with your peers. Towards Maturity Strategic Review The Towards Maturity Strategic Review is an extra helping hand to help you turn good ideas into good practice in your organisation. It helps you analyse and interpret your personal benchmark report to establish a base line and identify the next action steps for performance improvement. Towards Maturity Learning Landscape The Towards Maturity Learning Landscape Study helps you understand the behaviours of your staff so you can design learning solutions that can be embedded more effectively into the workflow. It provides structured feedback across companies, locations and departments. Towards Maturity Sector Benchmark groups Join senior L&D leaders in your sector three times a year to use the Towards Maturity Benchmark to support performance improvement, prioritise action planning and accelerate progress. Visit for more information. Please click below for our terms and conditions relating to this report on the Towards Maturity site. Follow on Laura@towardsmaturity.org or elearning@towardsmaturity.org Tel: +44 (0)