Transferring learning from the classroom to the workplace final
-
Upload
richard-fryer -
Category
Business
-
view
594 -
download
2
description
Transcript of Transferring learning from the classroom to the workplace final
![Page 1: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/1.jpg)
Transferring learning from theclassroom to the workplace
Richard FryerGroup Manager, Organisational Effectiveness
![Page 2: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/2.jpg)
Focus of this session
• Explore the relationship between learning investment and business impact
• Explore the merits of centring development around mindset rather than skill
• Look at a case study of mindset-based learning at Energex
![Page 3: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/3.jpg)
• Electricity distribution services to SEQ
• Government Owned Corporation
• Regulated by the Australian Energy Regulator (AER)
• c.3,800 employees
• Mixture of white and blue collar within workforce
• Approximately 550 leaders
![Page 4: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/4.jpg)
Future benefits are not always clear ahead of time…
![Page 5: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/5.jpg)
Organisations are complex non-linear systems
![Page 6: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/6.jpg)
Assumptions of cause and effect are too simple to tell the whole story
Small changes can have a big impact
Don’t underestimate the power of people doing just a few things differently
![Page 7: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/7.jpg)
![Page 8: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/8.jpg)
Learning is a social process
It occurs naturally and continually through collaborative activities, rather than through discreet events (i.e. courses)
Learning in the workplace (or as close to it as possible) is the most effective way of ensuring application of knowledge
People have to want to learn, therefore mindset is the key
![Page 9: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/9.jpg)
Orientating people to learning
![Page 10: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/10.jpg)
![Page 11: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/11.jpg)
It is our mindset that either ignites or extinguishes our passion to learn
Results matter more than effort?
Is intelligence fixed or can it be developed?
Talented people don’t have to work hard?
Before we can transfer learning from the classroom we have to get it to happen!
What do you believe? …
![Page 12: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/12.jpg)
A growth mindset is a learning orientation
[Source: Carol Dweck]
![Page 13: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/13.jpg)
CASE STUDY:Building Conscious Leaders at Energex
![Page 14: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/14.jpg)
Corporate Leadership Programs
![Page 15: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/15.jpg)
Case Study – Conscious Leaders
• Identified a mindset gap in our leaders – too much of the fixed mindset
• Piloted in 2011 on two cohorts:
• Aspiring Leaders – less than 2yrs in leader role
• Established Leaders 2 – 8 years & increased field participation
• Highly successful Pilots therefore officially launched in 2012:
• 2 x Corporate programs
• 2 x Divisionally funded programs
![Page 16: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/16.jpg)
Program content
Based upon neuroscience, emotional intelligence, mindfulness and psychological principles:
• Leading Self, Leading Others and Leading at Energex
• Creation of foundations for how I will choose to lead, based upon my values and preferences
• Avoiding mindset traps and maximising my leadership potential
• Mindsets and confidence to prepare for challenges
• Self awareness and my impact upon others
• Building an innovative and high performing culture at Energex
![Page 17: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/17.jpg)
Strategies for transferring the learning
• Short & Intensive delivery spread out over time – 5 days within 4 modules across 3 months.
• Regular 1:1 coaching between Modules provided by previous CL ‘Alumni’, L&D team members and program facilitators
• Weekly challenges sent to participants
• Formation of CL ‘Alumni’ networks across divisions and leadership levels
• Involvement of direct manager in program presentation days
![Page 18: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/18.jpg)
Embedding activities
• 1 day workshop per quarter on Leadership topics (e.g. Engagement @ Work, Creativity in the Workplace, Influence – How to Make a Difference)
• Regularly distributed Leadersheets, articles and resources
• Intranet workspace site for virtual networking and resource sharing (Sharepoint)
• Use of ‘Alumni’ as coaches and mentors within current programs
• Leadership Development ‘consulting’ service to assist in further reinforcement and tailored embedding to specific leadership teams via direct service provision and/or coaching of ‘Alumni’ in application of program learnings to the workplace
![Page 19: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/19.jpg)
Observed shifts in participants
• Pre-Post Surveys conducted to determine self-reported shifts in mindsets and leadership development
• Overall improvements observed across areas of Emotional Intelligence such as moderating behaviour, understanding hindering mindsets, and impacts upon others
• Other additional shifts were observed re: building positive relationships across the business, and effectively leading people through change
• Participants’ managers identified that these areas of improvement made an observable, helpful and direct business impact
• The demand for Conscious Leaders programs is ever growing
![Page 20: Transferring learning from the classroom to the workplace final](https://reader035.fdocuments.in/reader035/viewer/2022070301/54672bd7af7959ba5e8b6697/html5/thumbnails/20.jpg)