“HRD is Me.”
Getting Results Through Learning
Thinking About Workplace Learning
Is the way you do business changing?
What is the impact of this change on how
work is done to accomplish goals?
How great is the need to work
What do people need to learn?
How can learning best occur?
Assessing Workplace Learning
Where are you, as a manager, on a scale
of 1-5 in achieving workplace learning?
1 = I’ve a long way to go
5 = I’m doing everything right
What are your concerns?
Assessing Workplace Learning
Barriers To Overcome
Treating learning as an individual
Focusing on formal classroom training.
Keeping business and learning
Tolerating non-listening work
Employing autocratic leadership styles.
Make a connection to the organization’s
strategic objectives upfront.
Target training areas of greatest need
and biggest payoff.
Find the best and most cost-effective
Determine how to evaluate results.
Review agency’s strategic plans.
Determine how you contribute.
Plan learning that supports
Focus on performance needs.
Tie into business outcomes.
Transfer learning into performance
1. Coaching 10. Cross-functional teams
2. Mentoring 11. Workouts
3. Job rotation/special 12. Strategic planning
assignments 13. Parallel learning
4. Manager as teacher structures
5. Learning teams 14. Corporate scorecard
6. Self-Development 15. Benchmarking
7. Individual 16. Flocking
Development Plan 17. Groupware
8. Meetings 18. Computer
9. Action Learning conferencing
What do you need to get started?
How can HRD help you? What should
they be doing?
How will (could) this strategy help you
achieve results? Which results?
Involves listening, observing,
encouraging, and giving feedback.
Shapes performance needed to meet
Involves setting objectives for learning
and developing an action plan.
Provides advice, increases
understanding of the organization,
and helps build networks.
Develops employees by increasing
their skills and expanding their
awareness and perspective.
Mentors typically are not in reporting
chain and are about two grades higher
Provides learning outside of normal
channels or training programs.
Prepares “mentee” for new job/function.
Job Rotation & Special Assignments
Job rotation involves detailing to
positions preferably outside the current
Special assignments can be short- or
Both should provide new skills and
knowledge that are linked to
Manager as Teacher
You set the tone, pace, work habits,
Think of every interaction with others
as a teaching opportunity.
Ask yourself: What could be learned?
How can I strengthen learning? Who
needs to be here?
Meet regularly to focus on own
Form around particular area of interest.
Manager’s role is to provide encourage-
ment, support, and resources.
Identify what you want to learn and
develop a plan.
Use computer programs that help
analyze skills and interests.
Maintain learning logs or diaries to
analyze “lessons learned.”
Get involved in professional
organizations or interagency
Read professional journals and trade
As a manager, promote employee self-
development by identifying learning
Individual Development Plan
Developed jointly by manager and
Identifies development needs within
the context of the organization’s
mission and performance
Helps achieve results because learning
is structured and intentional.
Review and update regularly.
View every meeting as an opportunity
Look for ways to improve
communication and understanding
Discuss lessons learned from project
reports and special assignments.
Group effort that involves solving real
problems and focuses on acquired
Involves a sequence of discussion,
action, reflection, further action, and
Use when there are no obvious
Composed of individuals with
different backgrounds and skills.
Collaborate on common work issues
and accomplish same task.
Learn from each other and acquire
greater knowledge of business issues
and decision-making processes.
Super-accelerated reengineering projects.
Teams meet—without management—to
identify ways they can work faster and
Can last from one to several days and
conclude with a “townhall” meeting.
Managers must make immediate public
decisions to accept, reject, or ask for more
Save time and money and have lasting
impact on people.
Begins with the end in mind.
Includes your vision of the future,
mission, goals, and indicators of
Sets a direction that everyone
Parallel Learning Structures
Temporary groups that cut across
traditional organizational boundaries.
Formed to address a specific issue or
Bring creative approaches to problems
that have challenged traditional
Result in bringing organization to a
new level of awareness.
Tracks measurements that have
meaning to the organization.
Tracks both financial and nonfinancial
Distributed across the organization so
everyone is reading the same “score.”
Continually compares your
organization with other organizations.
Involves identifying areas that need
improvement and studying “best
practices” of those who are recognized
“Best practices” can then be
customized to fit your own
Particularly helpful in looking at:
Meeting customer requirements.
Setting relevant, achievable goals.
Developing accurate measures of
Involves small groups that come
together to learn collectively.
Promotes collaboration and exchange
of learning, and establishes ongoing
Facilitates communication and
Allows for people’s anonymous input.
Makes group work more efficient.
Gives instant information about how
work is progressing.
An application of computer and
Allows people to interact when
separated by time and space.
“Learning and performing will become
one and the same thing. Everything
you say about learning will be about
performance. People will get the
point that learning is everything.”
— Peter Block