Posted tagged ‘leadership’

Educate everyone

19 April 2016

My all-time favourite example of augmented reality has been reinvented.

When I first saw BMW’s augmented reality glasses on YouTube over 8 years ago, I was excited. It heralded a new dawn in educational technology. A golden age in which learning & performance would be transformed.

Then… nothing.

For years afterwards, augmented reality seemed to be trapped in the mystical realm of what it “could” do in the future. Indeed it offered amazing potential, but with too few examples of the technology in use, not much reality was really being augmented.

More recently, Google Glass has been making in-roads, though I consider it more of a data display device than an AR headset. And Microsoft’s work on HoloLens is truly inspiring, but it’s not quite ready yet.

Then… BOOM!

At the 2016 Consumer Electronics Show, Hyundai unveiled its Virtual Guide. Overnight, the Korean boffins made BMW’s augmented reality glasses a reality for the rest of us.

Now, I use the term “overnight” with poetic licence. Hyundai actually unveiled its AR app in the previous year. And yes, there have been other practical applications of AR done by other companies. Heck, they’re not even the first car maker to do it.

But all that is moot, because the point is this is the first time in a long time that I’ve been impressed by a mainstream brand. To me, Hyundai stands out from the myriad other car makers as a leader – not only in innovation, but also in customer service.

I compare them to Honda, for example, whose Civic can’t even play the songs on my Samsung smartphone.

Surprised koala

Hyundai’s app prompted me to consider the relationship between e-learning and marketing in the corporate domain.

Traditionally, e-learning (along with the rest of L&D) is inward focused; its specialists are charged with developing the capability of the organisation’s employees. In contrast, marketing is outward focused; its specialists are charged with attracting more customers.

Indeed there has been consideration of combining marketing with e-learning to promote and motivate employee development, but how about the reverse? How about combining e-learning with marketing to engage customers?

As Hyundai has demonstrated, e-learning can be used as a vehicle to establish a leadership position for the brand. Yet it can do more.

Consider an insurance company. Like cars, this is another sector that is usually considered boring by the general public and faces stiff competition. How about another TV advertisement featuring a loving family and a dog and… yawn… sorry, I can’t be bothered finishing this sentence.

Instead, how about a customer education strategy that teaches the public the fundamentals of insurance, providing a clear explanation of the concept, untangling its mind-boggling options and variations, ultimately helping regular folks like you and me make better decisions about our finances.

The strategy might involve a YouTube channel, an expert-authored blog, a moderated discussion forum, a free webinar series, a corporate MOOC… all open to the public.

Could someone consume your wonderful content and buy their insurance from someone else? Of course, some people base their purchasing decisions solely on price. But many don’t. With the trust and goodwill your education generates, I’d wager that plenty of prospective customers will prefer the brand that empowered them.

At the very least, you’d attract more customers with an education strategy than without one.

So don’t just educate your staff. Educate everyone.

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A question of leadership development

25 October 2011

A provocative question was posed at the latest Learning Cafe:

Does the learning department spend disproportionate effort on leadership development?

Colleagues holding question mark signs in front of their faces

To me, it makes good business sense to facilitate the development of effective leaders in the organisation. Leadership is a driver of culture, which in turn is a driver of engagement, which in turn is a driver of performance.

While I support the philosophy of leadership development, however, I have doubts over some of the interventions that are deployed under that banner. The eye-watering costs and time associated with formal leadership training should be carefully evaluated in terms of ROI.

So I don’t challenge whether substantial resources should be assigned to leadership development, but rather how they should be assigned. There is plenty of scope for informal learning solutions (for example) which are less time and money hungry – and arguably more effective!

Having said that, I think the effort assigned to developing leadership skills can be disproportionate in comparison to managerial skills. All too frequently, “leaders” are promoted due to their technical expertise, but they have never managed anyone in their life. Somehow we expect them to magically transform into Super Boss, but that’s not going to happen. What these people need is Management 101 – a no-nonsense explanation of their new responsibilities and accountabilities, and the corresponding skillset to fulfil them.

Thrown Under the Bus coffee mug

Do you agree with me? Review the opinions of other practitioners – and voice your own – at the Learning Cafe blog.

Who owns the photocopiers?

17 May 2011

Debra Ellis asked recently: Does social media belong in Marketing or Customer Service?

I replied whimsically that the way I see it, asking who in the organisation owns social media is a bit like asking who owns the photocopiers.

Marketing and Customer Service – not to mention others such as Media Relations – each have their own contribution to make for the success of the group. So why wouldn’t they take charge of their respective social media initiatives? (Just like they take care of their own photocopying.)Various pegs in their right holes

Of course they should work together to maximise impact, but the point is:

Marketing should market and Customer Service should serve.

Ignorance is bliss

Time and time again I have seen new ideas (such as leveraging social media) stall in the corporate sector. Some call it analysis paralysis.

No one wants to stick their head out or, alternatively, dig in and do the dirty work. So they sit on the merry-go-round of meetings and proposals and committees and reviews and research and meetings…

Occasionally, someone highly pertinent to the conversation (yet inexplicably left out of the loop) will have the guts to give it a go – all the while blissfully ignoring protocol.

And it’s probably successful because it aligns to purpose.

On purpose

Who owns the photocopiers? Who cares!

They are tools that are used to achieve goals.

If using a photocopier is integral to your role, then use one. And if you don’t have one, then get one.

If you need authority or approval, get it. If you need advice, get it. If you need training, get it.

Do your job!
 

Square pegs and round holes

28 September 2010

What’s your role in the workplace?

How does that compare to what you do on a day-to-day basis?

I ask you this because what we think we should be doing and what we actually find ourselves doing are often two very different things.

That concerns me because I’ve been blogging a lot about a revamped learning model which relies heavily on Web 2.0 technologies to support informal learning.

In the back of my mind, I realise that revolutionising the learning model in this way would shock some organisations.

To work effectively in those environments, the model would demand significant shifts in roles and responsibilities away from the status quo, towards what I suggest the employees should be doing instead.

Allow me to elaborate…

Various pegs in their right holes

The role of the learner

In my view, every employee has the obligation to drive their own development.

An Informal Learning Environment (ILE) empowers them to do just that. It’s a space where they can explore content, ask questions, and seek help from their peers.

This relieves the L&D professional from alternately spoonfeeding and coercing grown adults into doing what they should be doing for and among themselves.

In short: the role of learning should be assigned to the learner.

The role of the subject matter expert

Taking the logic one step further, every employee also has the obligation to share their knowledge with their colleagues.

Web 2.0 empowers them to do just that. With tools like blogs, wikis and discussion forums, they can contribute content, participate in the conversation, and keep everyone up to speed in their domain.

This relieves the L&D professional from developing and managing content over which they have no authority.

In short: the role of knowledge sharing should be assigned to the SME.

The role of the manager

Must it be said that every manager has the obligation to manage the development of their own staff..?

With the help of their subject matter experts, managers should identify required competencies, assess proficiencies, assign development goals, fund and approve training, and hold regular development discussions.

This relieves the L&D professional from getting bogged down in technical matters over which – again – they have no authority.

In short: the role of managing the team should be assigned to the manager.

The role of the L&D professional

So if the L&D professional is no longer responsible for babysitting and strong-arming employees, conjuring content, and doing the managers’ jobs for them, what on Earth are they responsible for?

The answer is plenty, including consulting, training needs analysis, instructional design, developing content for which they are the expert (eg development plan templates, development discussion workshops), facilitation, community management, training evaluation, research and governance.

In short: the L&D professional supports the learners, subject matter experts and managers in playing their parts to improve the capability and performance of the organisation.

Change management

In the 99% of organisations in which a greenfield opportunity does not exist, my revamped learning model represents a paradigm revolution.

Given legacy systems, entrenched practices and perhaps a less-than-booming corporate culture, successful implementation would require skillful change management to say the least, not to mention a lengthy, multi-phased rollout period.

Dare I suggest the new paradigm may also prompt a review of the organisation’s recruitment criteria?