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How to maintain attention in online meetings

How to maintain attention in online meetings

by Peter Grabuschnig | Jan 10, 2023 | Best Practice, Leadership Tips, learning effectiveness | 0 comments

Read this article to find out how you can get everyone to listen to you in online meetings and what you need to keep in mind in a hybrid setting.

How to maintain attention in online meetings

You know it – sometimes you are leading an online meeting and you get the feeling that the participants do not pay enough attention to you. Even if the topics discussed seem exciting to you, it is sometimes simply not possible to keep everyone on the ball. Read this article to find out how you can get everyone to listen to you in online meetings and what you need to keep in mind in a hybrid setting.

The beginning is everything

The very start of the meeting is important. In a virtual context, we often lack “arriving in the room.” That makes it more important to pave the way for a pleasant start: make brief small talk and ask how people are doing. This can often be enough before jumping right into the topic. Activation methods, which you should use thoughtfully and appropriately, have a further influence on attention.

Clarifying expectations

It is also important to clarify the expectations of the meeting and its process right from the start. If you want people to listen and participate, you should make this clear from the beginning and mention that the meeting will not be a frontal lecture. Then your participants can prepare themselves. You should always avoid monologues – keep your participants active, let them talk and discuss, contribute actively. This way you will have their full attention right from the start.

Activation tools

To activate people, you can use simple techniques that also work well in face-to-face meetings. Ask lots of questions – These can be short chat questions that you address directly to individuals to get their attention. They can also be rhetorical questions that encourage participants to think. Short surveys using tools such as Slido or Mentimeter, as well as scale questions (e.g. from 1-10) also work very well.

Observe the energy Level

People love to self-assess. This can be a question about a specific topic, but it can also be a question about the energy level after some time in the meeting to decide if it needs a break. Break-out sessions create interaction and get quieter participants to become active. Make sure you have the right group size (never assign less than 3 and more than 5 participants to one team).

Also, try to make the content as interesting as possible. Think about what is appropriate for your audience and use storytelling to bring your facts and figures to life. Relevant examples will help you relate to your target audience. Dale Carnegie said nearly 100 years ago, “Talk to people about themselves and they’ll listen to you for hours.”

How to keep everyone in mind

As a facilitator, you should always keep an eye on the group, proactively address quieter participants, and cut frequent talkers short to the extent appropriate. For larger groups, you should work online with the “raise your hand” function. This allows you to keep a list of speakers and always see whose turn it is next. In addition, activate the view of the participants to always see all names and try to actively address people whose camera image you do not see. Otherwise you tend to address only the people you see in front of you.

Attention keeping in hybrid mode

Hybrid meetings bring additional challenges. The most important thing is not to forget the online participants. It’s best to have a separate screen for the video overview that everyone can see. In addition, practice has shown that an extra moderator on site for the virtual session is very beneficial. This can also simply be someone from the group who puts on the hat to look after the participants. In most cases, the overall quality of the meeting will suffer if you’re running the meeting and managing the virtual participants on the side.

As you can see, it is definitely possible to make your online meeting so exciting that your participants want to listen to you. Try out some of the tools next time!

Peter Grabuschnig

Peter Grabuschnig

Trainer, Coach & MDI Partner

Peter is a partner and trainer at MDI, advising major international corporations on implementing hybrid work policies and building a hybrid work and leadership culture.

He is considered an expert in training design. With his Webinar Guru Framework he has developed a tool that helps to design training content for successful and activating virtual learning.

  • LinkedIn

By the way, Peter will also be moderating the Leadership Horizon 2023:

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How can I actively share knowledge as a leader?

How can I actively share knowledge as a leader?

by Anita Berger | Nov 11, 2022 | Leadership Tips, learning effectiveness, Learning Transfer | 0 comments

How can I actively share knowledge as a leader?

Knowledge management – I know that I know (nothing)

How do you deal with knowledge management as a leader? What do we really know and how can we use it to our best advantage? 

Mentoring & Knowledge Management

Our MDI partner Anita Berger focuses on mentoring and knowledge management. We asked her a few questions on this topic and came up with some exciting approaches.

You can find them here in this interview:

Anita Berger

Anita Berger

Executive Coach, Consultant, Trainer & Managing Partner MDI

Anita Berger is an executive coach, consultant and trainer specialising in leadership development and international human resource management. She is a partner of MDI Management Development International. For more than 15 years she has worked in management and leadership positions (among others as HR-
Director at Coca-Cola Hellenic and HR Manager at Konica Minolta Business Solutions).

  • LinkedIn

What is knowledge management as a leader or mentor all about?

What is behind explicit and tacit knowledge?


The active and conscious generation, the use and sharing of knowledge in organizations are decisive competitive factors. Managers and mentors make a relevant contribution to this. They can make knowledge available themselves, as well as create the framework and an environment that enables and promotes knowledge management.

Explicit Knowledge

Knowledge management seems to be easier when it comes to explicit knowledge. That is, when “we know what we know” and it is “only” a matter of making this knowledge available.

Tacit Knowledge

It becomes more challenging when it comes to tacit knowledge. Implicit knowledge is the kind of knowledge that we are not always aware of – where we don’t even know what we know.

The development of explicit and tacit knowledge can be vividly described using the following example from everyday life: In the beginning, we learn explicitly: traffic rules, shifting gears, operating the clutch, … Every single step is thought through consciously. After some time, we just “drive” – it has become implicit knowledge.

We cannot easily describe what or how we do something, how we came to a decision or how we acquired the knowledge.

How can we now succeed in making tacit knowledge available ?

What concrete tips do you have for this?


The STAR method
– often known as an interview technique in recruiting – as well as the Knowledge Management For Implicit Knowledge Canvas – both are methods/techniques to become aware of what you know as a leader or as a mentor, so that you can then share this very valuable knowledge.

How does the STAR principle work and how can we apply it?

The STAR interview method is an acronym and stands for

  • Situation
  • Task
  • Action
  • Result

The STAR interview method

If, as a mentor or leader, I want to pass on knowledge about how a particular customer project was won, a cultural initiative was successfully implemented, a critical discussion with challenging stakeholders was conducted in a solution-oriented manner, or even what was a real “fuck-up” in team leadership, the STAR interview method can help.

It enables us to identify more clearly what contributed to success or to recognize what needs to be done differently in the future. Thus, implicit knowledge becomes explicit again.

  • SITUATION: What was the initial situation? Who was involved? What were the general conditions?
  • TASK: What was your task/assignment? What did you want to achieve?
  • ACTION: What did you do concretely? What concrete steps did you take?
  • RESULT: What was the concrete result? What were the consequences? What results did you achieve?

How does the Knowledge Management Canvas help us?

The Knowledge Management Canvas provides a framework to identify where tacit knowledge may exist. It provides valuable starting points for active knowledge sharing through active engagement with the areas of the Canvas.

Knowledge Management – Tacit Knowledge Canvas

So how we can promote and share our knowledge is not too difficult. Often, it simply requires a more structured approach to share as a leader or mentor relevant information.

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10 agile ways to make organizational learning more accessible

10 agile ways to make organizational learning more accessible

by Peter Grabuschnig | Jan 26, 2022 | Agile Leadership, Best Practice, learning effectiveness | 0 comments

10 agile ways to promote organizational learning.

In order to respond to the current challenges in an organization in the best possible way, different learning formats have proven to be strongly supportive in terms of implementation. These enable new knowledge to be shared proactively and flexibly in the form of impulses within the company. They also have a positive effect on the networking of participants, as they can learn from each other and develop results together.

In the following, Peter Grabuschnig presents some methods for learning and networking and their approaches from the new book by MDI: Agile Leadership Development – How Leaders Learn in a Self-Determined and Needs-Oriented Way

 

Knowledge as the foundation for innovation and development

In a world where buzzwords such as VUKA1, BANI2, digitalization and agility have found their way into the operational meetings of HR departments, it is essential to actively address the constantly new and changing realities of our society. Knowledge, which not only lays the foundation for acquiring new competencies but is also essential for strategic and operational decisions, must therefore have the following characteristics:

  • It must be easily understandable and accessible.

  • It must also be transparent and kept up to date.

This poses increasing challenges not only for corporations, but also for small and medium-sized companies.

Information and knowledge alone do not create competence

For this, transfer into practice, application and training are required. So in order to learn new things (development) and create new things (innovation), it is highly relevant not only to know where I can find information, but also to actively engage with it. New things can only be created through new impulses that help us sharpen our perspectives and reflect on them.

Transparency and networking as drivers of leadership development

Every year, companies invest vast sums in the further development of their workforce. Often, large training programs are rolled out that have taken months of painstaking preparation. A common disadvantage of these programs is that in most cases they are quite rigid and fixed.

However, the fact that quite a lot can happen in a year and that circumstances can change completely in just a few weeks has been demonstrated not only by previous economic crises and the Corona pandemic. This is not to say that such measures are not useful.

Nevertheless, tomorrow’s leadership development should be able to be more agile and thus more adaptive and inclusive.

In many companies, a lot of knowledge is already available through ongoing training offerings and the experiences of employees. This now needs to be leveraged and put “on the road.” This requires courageous, new and participative concepts that link employees with each other, provide them with new impulses and give them the opportunity to learn from each other. In addition to the classic transfer of knowledge and the training of methods and models, agile management development also relies above all on transparent networking of the target group and flexible adaptation of the content to the current, actual needs of the leaders involved.

10 agile ways to make organizational learning more accessible

The following are some methods for learning and networking and their approaches.

1. Leader Camps

The most successful format for networking is the Leader Camp – a modification of the Barcamp. This is a method that originated in software development. The Leader Camp is titled with a current umbrella topic and offers participants the opportunity to discuss their own issues and challenges in correlation with the umbrella topic. The format itself can either take place in presence as a large event or be conducted as an online congress.

2. Web Camp

The Web Camp is a shorter online version of the Leader Camp in which a specific topic is covered. For example, topics that have come up as a result of a Leader Camp, a survey, or even strategic or operational operational need can be further explored and worked on quickly and without much effort with a larger group of interested participants.

3. Hackathon

The Hackathon, like the Barcamp, is a format that has its origins in the field of software product development. Here, first and foremost, a basic question is asked about a topic. An example of this would be, “How can we – as a company – manage to integrate flexible working models?” An answer to this main question is then developed using a predefined creative process.

In the first step, the problem is examined, analyzed and described in detail. Then possible solutions are collected together. Clearly defined, tightly held time phases prevent the participants from getting too caught up in discussions, so the focus is always on solving the problem. The third step involves the concrete implementation of these solutions. Here, an attempt is made to develop a directly implementable option from the ideas collected. Finally, the groups present their results to each other. The hackathon is thus an ideal method for achieving results and implementation possibilities quickly, agilely and in a solution-oriented manner.

4. Masterclasses

In music, the masterclass is used as a format to learn from the best and get new impulses and ideas for your own progress. The Masterclass for Leaders has been inspired by just that. Online in a short, 90 – minute webinar format, but also implementable in presence, it thus offers many different possibilities. For example, participants can learn new things from experts and have the opportunity to reflect on knowledge they already know. They can also ask questions and exchange ideas on the topic.

The procedure is as follows: As a rule, the expert gives a keynote speech. Afterwards, they have the opportunity to ask questions and discuss the topic with her. The short duration of the format makes it easy to integrate into the daily routine of executives, who are often very busy. Participation is based on voluntariness, and if someone is unable to attend, a recording can be provided.

5. Internal Masterclasses

To make existing knowledge in the company more accessible, the format of the internal masterclass is equally suitable. It does not make sense in every area, nor is it necessary, to buy in expertise from outside. There are many experts within the company who are willing and able to share their knowledge with others. Internally organized masterclasses, conducted by colleagues, create a good mix in the formats of continuing education programs, show appreciation for the expertise of individuals and offer the opportunity to effectively share important, company-specific information with a large group of people. Possible uses for internal masterclasses from the field include a financial review with the CFO and his team at the end of the fiscal year, etc.

6. The virtual implementation of the masterclasses

enables leaders to participate independently of locations and thus, for example, a better relationship, but also a better understanding, can develop between headquarters and countries. Particularly with regard to a hybrid working model, this format is suitable for bringing information to the workforce and providing them with news and impetus. This not only creates more transparency, but also promotes trust.

7. Online training

In 2020, the rapid technological adaptation of many companies to the realities of the pandemic led to the widespread acceptance of online training and online development activities. This digitization push has enabled us to now see training formats in virtual space as an actual alternative and extension to traditional classroom training. The big challenge will be to develop quality standards for online training. Nevertheless, online training is a very good way to get to know new methods and models and to train them in a virtual set-up in an entertaining and cost-reducing way.

8. Online courses

The online course as a form of asynchronous e-learning has been on the rise for some time. Platforms such as Masterplan, Udemy, Skillshare and LinkedIn Learning have recognized this and offer a variety of courses with different licensing models for use. With online courses, knowledge on a wide variety of topics can be made available on demand, quickly and without barriers.

However, the major challenge for personnel development is now not only the quality requirements for the content conveyed, but above all the large number of courses on offer. Curating the courses requires expertise that is not yet available in most cases. In addition, the lack of quality standards for online courses makes selection even more difficult. The professional field that will deal with this selection in the future are so-called learning curators. However, here, too, the question arises as to when an artificial intelligence with suitable algorithms à la Netflix will automatically offer our continuing education program adapted to the individual needs of the individual.

9. Breakthrough Sessions

Another way to make knowledge accessible and motivate leaders to transfer what they have learned is through Breakthrough Sessions (BTS). These are short sessions for reflection, sharing and getting feedback. Let’s assume a Web Camp is held, which leads to three specific projects. The project groups work on their topics and then have the opportunity in a BTS to present their progress or results and get feedback from other interested parties. Another option would be to bring in new projects, celebrate successes that have already occurred, or simply discuss new ideas together. Essentially, it’s about reflecting back on what you’ve learned from the learning pathway and discussing together what helped with implementation, what may have been missing, or where you still need support.

10. E-Coach

Making an additional learning offering alongside live formats compact and easy to access – this is the opportunity offered by the E-Coach. The E-Coach can be seen as an info and learning package. It can take the form of a newsletter, be embedded in the intranet or LMS, or be integrated into MS Teams as an MS SharePoint page. The goal is to provide leaders with additional learning opportunities or with necessary information.

Thus, with access to curated content such as e-learnings in the form of online courses or web-based trainings, podcasts, video lectures or interesting technical articles, the e-coach offers many supplementary tips and assistance for the daily management routine. In addition, it can be used as an information page to publish training dates, enable registration for individual measures, or provide direct access links to virtual events. In this way, participants can find all the important information about their development measures in one place.

Want to learn even more?

Learn more about Agile Leadership Development in our new book (german) or simply send us an inquiry to contact@mdi-training.com.

About the book
Peter Grabuschnig

Peter Grabuschnig

MDI Partner, trainer, mindset coach and consultant.

Peter is a partner and trainer at MDI, advising major international corporations on implementing hybrid work policies and building a hybrid work and leadership culture.

He is considered an expert in training design. With his Webinar Guru Framework he has developed a tool that helps to design training content for successful and activating virtual learning.

 

  • LinkedIn

By the way, Peter will also be moderating our upcoming Leadership Horizon Conference 😉 

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or maybe this?

Virtual Reality for Leadership Development

Virtual Reality for Leadership Development

by Aline Depoorter | Jun 22, 2021 | International leadership development, Leadership Impact, learning effectiveness | 0 comments

Learning better with virtual reality

Virtual reality for leadership development on the rise

It’s high time we use VR learning in leadership development.

That’s why MDI Management Development International and Jenson8 are partnering to transform leadership development through virtual reality.

The new “VR for Leaders” portfolio includes solutions for recruiting, assessment and leadership development.

You learn better with VR

  • 4x faster training than in the seminar room.
  • 275% more confident to apply learned skills after training.
  • 375% more engaged with the content than learners in the seminar room.
  • 400% more focused than learning via e-learning.
Learn even more >

Using new technologies

The most important issue for L&D leaders right now is not just introducing new technologies to improve engagement and enable virtual delivery of programs, but rather using new technologies that will make a real difference for your teams.

Send leaders into space

Sending leaders into space may sound a bit like a stretch, but sending your teams into a completely foreign environment could be the best thing you’ve ever done for your talents.

Because it’s

  • the future,
  • it’s sustainable,
  • scalable
  • and can even be implemented solely virtually.

Immersive learning can help organizations address some of today’s key leadership challenges, such as identifying soft skills, retaining talent, and improving employee engagement.

VR learning can be 

  • anywhere,
  • at any time
  • and can be conducted in any country in the world.

The pandemic promotes new ways of learning

The pandemic has pushed HR to find ways to solve the problem of distance learning, as well as ways to still

  • Create closeness at a distance,
  • build trust,
  • improve communication
  • and improve collaboration.

These issues are not new, and long before COVID came along, HR and L&D leaders were wondering if it was really still necessary to get on a plane, take two to four days out of the office, stay in a hotel, and get everyone together to do a team-building exercise?”

New VR leadership training

The new leadership trainings offer an immersive environment that feels real to participants, as well as

  • Assessment,
  • Coaching,
  • Leadership,
  • Team building
  • and other L&D elements

Through machine learning, artificial intelligence and validated psychometrics, the multiple immersive applications enable leaders to learn by doing, not just seeing or hearing. So virtual reality makes content come alive, not just digital!

* PWC REPORT 2020

More Digital training formats for leadership development

We help make leadership development more agile with our digital training formats:

  • E-learnings
  • e-consulting
  • Blended Learning Journeys
  • Virtual Leadership
  • virtual reality
  • digital learning transfer

– we have just the right thing for your needs!

Explore some more now!

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Five Characteristics of Agile Leadership Development

Five Characteristics of Agile Leadership Development

by Gunther Fürstberger | Jun 22, 2021 | Agile Leadership, International leadership development, learning effectiveness | 0 comments

What does the future of agile Leadership Development look like?

MDI CEO Gunther Fürstberger has answers and shows you five helpful Characteristics.

In the past, leadership development was mainly carried out in the classic mindset of project management. To achieve specific goals, a project team led by the Learning & Development department defined multi-modular development programs and educational catalogs.

Lifelong learning

With the spread of e-learning, development programs were enriched with blended learning elements. With home offices, learning experience platforms and the need for lifelong learning, it is time for an agile mindset and toolset to take hold in leadership development as well.

Starting from the learner

L&D-driven training programs with a transfer concept will continue to exist, but no longer as a core component, but as a supplement to a development concept starting from the learner. The transfer of learning, which is at least theoretically held in high regard, is also part of the ‘waterfall view’ of traditional project management.

Learning that is demand-driven, tailored and up-to-date

In the meantime, Youtube, Netflix, etc. have enabled demand-driven, tailored and up-to-date learning. For example, if you want to learn to change the wheel of a micro-scooter, you can get immediately actionable offers on the Internet. Many programs learn as they go and suggest to learners, with AI support, what they will need next. Agile leadership development means enabling timely, appropriate learning experiences for ongoing leadership learning needs and is driven by five characteristics:

5 Characteristics of Agile Leadership Development:

  • Iteration
  • Empowerment
  • Purposeful learning motivation
  • Effective, transparent learning process
  • Use of current learning technology

1. Iteration

Agile methods such as Scrum or OKR are based on the principle of checking in regular, rather shorter intervals: “Where do we stand and where do we want to go?” The same principle makes sense in L&D: For example, reviewing once per quarter based on target competencies and results:

  • Where do we stand? (Review)
  • How was the learning process? (Retrospective)
  • What do we want to have learned in the coming quarter? (Goal setting)
  • During the quarter, we work towards the goals. Regular check-ins, e.g., weekly, are used to review learning progress, set next learning activities, and ensure that the importance of learning can prevail over the urgency of day-to-day business.

2. Empowerment

The learner as designer: in the past, companies mainly saw the L&D department as primarily responsible for operational learning. Today, it proves to be more efficient if the learners themselves take the main responsibility. L&D can support by making particularly attractive parts of the “learning ocean” accessible through research and negotiation with learning providers and can also ensure that the corporate culture and strategy are supported through pre-selection of content.

Planned training programs with consistent participants fit less in the agile learning world than in traditional learning environments. And in the trainings, the methodology also changes towards

  • Working with practical cases from the participants
  • More coaching orientation than teaching
  • Accompanying learners in practical applications through shadowing.

The consistent orientation towards the learner and the intensive involvement in the design of the learning process also increases commitment.

3. Meaningful learning motivation

Learners are no longer sent to seminars. The focus is on intrinsic motivation. In other words, learners know why they are learning something at a particular time in a particular way. Usually because they themselves have identified a challenge that they now want to overcome.

When the L&D department wants to promote a learning project, it focuses primarily on the “why.” What are the opportunities, what is the benefit of what has been learned? If employees understand for themselves that an agile learning culture brings more advantages than disadvantages for them, then the ball will keep rolling. In this way, a sustainable, agile learning culture can be built that is not lived by push from the outside, but pull from within.

4. Effective, transparent learning process

The meaningfulness of lifelong learning for leaders means that no quarter goes by without a need to learn. As a result, learning is a process in which 3 sub-steps are repeated on a regular basis:

Step 1

Define target competencies and learning outcomes: Learners define the target competencies together with their own leaders, L&D and, in some cases, colleagues and customers. A distinction can be made between two time horizons:

Long-term: this is a set of competencies valid for e.g. 2 years for the current function description. This long-term set of competencies is adjusted once a year for the next two years.

Short-term: effectiveness is increased by focusing on only a few competencies and expected learning outcomes within a quarter, e.g., 3 in total.

Learning objectives are defined as either intended learning outcomes or competencies. The recommended formulation is the future completed at the end of the quarter, “I will have learned X.” This envisioned image exerts motivational traction for the learning process.

Step 2 

Learning and measuring progress during the quarter: During the quarter, learners have a variety of asynchronous and synchronous learning opportunities available to them:

Asynchronous offerings are e-learnings, learning videos, or learning audios from inside and outside the organization.

Synchronous offerings are face-to-face events and virtual measures such as webinars, master classes, etc., usually with the possibility of direct exchange among learners and with the trainer or coach.

Since learning preferences vary, it is largely up to the learner to decide which offerings, at what intensity, and at what times are best suited. Some prefer to learn via audio files while doing sports, others need personal exchange with colleagues or a trainer. Since many things are constantly changing anyway, learning is understood as a continuous process for which a certain time and financial budget is dedicated.

Those who see learning as a project could run the risk of valuable time being lost between projects and the learning projects themselves losing relevance even before they have been completed.

Measuring progress is done through check-in meetings with yourself and a learning partner. Many learning platforms offer an automatic reminder, but a recurring appointment in Outlook is also sufficient. Intermediate grading in percentages helps visualize progress, making it more present.

Step 3

Diagnose competencies at the end of the quarter, review and adjust intended learning outcomes: At the end of the quarter, learners take a final grading before the learning cycle begins again with the definition of new intended learning outcomes. Average goal attainment is less important than the process of continuous learning. It promotes motivation when the learning trend is made visible across quarters. Gamification of the entire learning journey with bonus games, treasure hunts, and continuous feedback will contribute to the joy of learning especially for younger learners.

5. Use of current learning technology

In the meantime, the use of e-learning to supplement other learning formats has become a common practice. There are hundreds of learning platforms on the market that aim to support different learning scenarios. LMS are mostly used to provide web-based learning content, track learning progress and facilitate communication.

Current developments are moving in the direction of learning experience platforms that use artificial intelligence to make learning suggestions to the learner based on his or her past queries. Internet applications such as Amazon, Booking.com, etc. observe user behavior and thus make suggestions that are as accurate as possible. AI is helping to get to know users better and better. It becomes more convenient for users because they are supported in their routines.

At the same time, atypical learning experiences should be maintained, since deeper learning involves confusion and breaking away from old concepts.

The original german article was written for Magazin Training by

Gunther Fürstberger

Gunther Fürstberger

CEO , MDI Management Development International

Gunther Fürstberger is a management trainer, book author and CEO of MDI, a global leadership development institute and managing director of Metaforum. His core competence is leadership in the digital transformation. He gained his own leadership experience as HR manager of McDonald’s Central Europe/Central Asia, among others.

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Personnel developers as trusted guides  

Personnel developers as trusted guides  

by Marina Begic, Stefan Diepolder | Jun 21, 2021 | Impuls series, International leadership development, learning effectiveness | 0 comments

Impuls Series - The Future of Workplace Learning

Part 3 with Marina Begic (Digital Business Development Expert and Senior L&D Consultant) and co-author Stefan Diepolder (Content Curator and Digital Learning Expert) 

Our Digital Business Development Expert and Senior L&D Consultant Marina Begic is currently focusing intensively on “The Future of Workplace Learning”.

Fast and targeted learning, especially for leaders, is becoming increasingly important in an intensifying digital and agile world. Therefore, Marina shared her personal learnings with us in Part 1: “Digitization Boost” and Part 2: “Self-directed learning needs more than just an LMS!”

By the way, we’ll soon continue with part 4!

Hey, Marina is a member of our LinkedIn expert group

If you would like to exchange thoughts and ideas about “Agile Leadership Development”, please send us a request. We are looking forward to you and your valuable impulses!

Join us now!

Personnel developers as trusted guides

An international survey by the Corporate Leadership Council reveals that around two-thirds of respondents see the role of personnel development (PE) as having no effective impact on business results, because the measures do not match actual needs and because the company’s challenges are not addressed in a timely manner.

The pandemic has accelerated the need to acquire new skills and competencies. As a result, the role of HR developers becomes even more central than before. Investing in employee development in the workplace would thus have to be a must-do of corporate strategy. According to Mc Kinsey, however, the budget for qualification measures fell during the pandemic for 21 percent of respondents (in Germany, according to the degreed study, even 41%).

How does Learning & Development manage the balancing act

between more precise content in the face of rapidly changing needs and at the same time less budget?

Personnel developers must move much closer to the strategy and the situational needs of the company’s employees. In the future, personnel developers will have the following two main roles:

Learningabler

 

Trusted Guide

As learning enablers (or technological gatekeepers), they create suitable spaces and provide methods, formats and tools to ensure that knowledge gets to where it is needed quickly and efficiently.

The even more important role is that of the trusted guide or learning curator.

Trusted Guides are human filters, they are competent, trustworthy people through whom we can get fast, competent and straightforward help, who support us in obtaining and verifying relevant information.

How do we find relevant information that really helps us in the increasingly dense information jungle with manageable effort? Who can really help us?

The Learning and Development department must become the first GO-TO address for these challenges.

Personnel developers can act as trusted guides directly on topics for which they themselves are passionate, or indirectly in the empowerment of other internal trusted guides.

In this context, internal Trusted Guides should have authority over content

and with the support of the methodology specialists in the Learning & Development departments, recommend content that can be drawn from different situations and create settings and learning paths that meet the needs of the target groups and enable social exchange

On the one hand, these can be experts or, in particular, leaders. Successful leaders create trust and framework conditions through open spaces and networks so that employees can take responsibility for shaping the company’s development.

Inflexible prefabricated learning programs are insufficient

Inflexible prefabricated learning programs, which are planned and rolled out for two years in advance after a one-year development period, simply no longer meet these requirements.

In addition, 100% suitable content is not always available on the market, and sometimes adaptation is required. To produce the content, you often lack the resources, the time or the skills.

Curation becomes increasingly essential

In the future, curation will therefore become increasingly essential, as the focus will be on merging existing content with new experiences. Or, in other words, on the personalization of knowledge, i.e. the adaptation of content to one’s own needs, the needs of a department, a company, an industry in the open knowledge mindset (freely available and editable knowledge). 

The market needs more flexible learning platforms for this purpose

which are not only concerned with searching for and collecting their own content – and subsequently producing content – but also with filtering, organizing and enriching it with other content, i.e. curating. Open Sesame and Microsoft Viva are already moving in this direction, but their potential is far from exhausted.  

We will therefore need a combination of agile, supportive learning technology and a new functional understanding of L&D departments supported by trusted guides in order to meet the current and future challenges of learning & development.

 

Marina Begic

Marina Begic

Digital Business Development Expertin und Senior L&D Consultant

Marina has been working on new, effective learning methods and the future of corporate learning for over 15 years. In her current role, she is responsible for Digital Business Development at MDI, where her focus is not driven by the current buzzwords, but primarily on the feasibility of digital transformation for clients such as Erste Group, Lenzing, Semperit, Deutsche Bahn, Andritz AG, Uniqa, Mayr-Melnhof, Frequentis, RHIM. Her greatest strength is bringing loose ends together, which she impressively demonstrates time and time again with her big picture view and multi-dimensional approach. Her greatest passion is to provide learners not only with an experience, but also with real, lasting value for their real challenges.

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Stefan Diepolder

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Site Assessment in the context of agile management development

Authors: Josef Wegenberger, Oliver Wegenberger

Society for Business Psychology and Organizational Dynamics

Let’s put ourselves in the shoes of a company from the 1980s. TECHNIK AG is a typical large company with several thousand employees. The order situation is stable, the personnel is well qualified for the tasks through school and professional training. All leaders are “masters of their trade”, have essentially all the necessary knowledge and are thus predestined to act as “superiors” in the respective department. Personnel development is limited to training and continuing education, and even this is the exception rather than the rule. Discussions with employees are event-driven, and structured employee appraisals do not actually take place in practice. Further training events for very specific target groups are “prescribed” and centrally controlled.

In the mid-1980s, training needs are surveyed – if at all – by well thought-out training needs surveys using questionnaires sent to all managers. The human resources department evaluates these and prepares a preliminary training budget. Budget planning is then decided for the entire company; changes and budget reductions are reported back to the divisions and departments. After this, the specific training and development measures are planned and implemented by the end of the year. The remaining planned measures are postponed to the next year or are no longer current. Short-term training needs are covered by reallocations or cannot be realized.

The case study is constructed. However, it shows the cycle of two to three years from training needs assessment to implementation and evaluation.

Let’s switch to the present.

Our case study – TECHNIK AG is still operating successfully in the market. It is now divided into numerous subsidiaries and cooperates with numerous partner companies and start-ups.

The environment is VUCA

  • “Volatility” 
  • “Uncertainty”
  • “Complexity
  • “Ambiguity”

The year 2020, with the COVID pandemic, has once again reinforced the rapid pace and dynamics of changed and changing conditions.

Statements, such as “speed kills” and “the big will not eat the small, but the fast will eat the slow”[1], are no longer slogans [but] reality.

[1] Based on Eberhard von Kuenheim [*1928] Chairman of the Board of Management [1970-1993] and Chairman of the Supervisory Board [1993-1999] of BMW AG.

Agile working methods – Learn and evolve with change

Rapid and flexible cycles in target management [agreement – delegation – implementation – review / evaluation], virtual leadership, networking, etc. are changing the world of work and thus teamwork management at all levels and in all areas. TECHNIK AG has already converted performance management to quarterly cycles and coordination takes place in “daily standings”, weekly and monthly team meetings and individual discussions between leaders and team members.

Talent and competence management is still lagging behind somewhat and still opts for the more classic methods of assessing the current situation – apart from a few exceptions and “experiments” – by means of standardized appraisal interviews and assessment centers or potential analyses. However, all those responsible in the company are aware that agile talent and competence management will become a critical factor for success in the future.

“Agile and flexible approach” is sometimes confused in practice with “implementation without planning”.

Exactly the opposite is the case. Only through precise planning as well as a goal-oriented and consistent approach can the benefits of agile management be exploited.

Target management must not be a “one-time” thing at the beginning of the fiscal year”, but must be an integral part of “daily business” at all levels.

This can be applied equally to agile leadership development.

However, the application of the various, small-scale methods of competence development, such as micro-learning, learning nuggets, e-learnings, webinars, intensive coaching elements, etc., requires a continuous assessment of the current situation. This includes the competencies relevant to the requirements [personal, communicative, methodological, special, technical and management competencies].

The “call” for targeted development of competencies

is also due to the fact that the investment costs are to be used efficiently and the “return on investment” is to be made at the earliest possible point in time.

The assessment of the current situation is the basis for recommendations for further development and clear development target agreements, which – analogous to target performance management – are evaluated, for example, on a quarterly basis:

The graphic shows the control loop of agile competence management, with the starting point of the site assessment (Standortbestimmung) in the form of the agile competence evaluation. (Kompetenzentwicklung) The result of the competence target/actual comparison (Erfolgskontrolle) leads to recommendations for further development. (Feedback) These are to be converted into concrete learning objectives, which form the basis of competence development

An essential component of the Continuous Learning Process

is the monitoring of the success and effectiveness of the learning content. The methods used for this purpose include self-assessments, specific test procedures, work samples, and even [interim] examinations as part of training courses. The feedback between manager and team member is the starting point for further competence evaluation and the continuous learning process can start again.

The role of the manager and their goals in this competence development process are to be adapted to agile leadership development:

  • “Strengthen” the employees’ “strengths”.
  • “Weaken” the “weaknesses” of the employees [i.e.: raise improvement potentials and neutralize deficits].
  • Developing employees in such a way that the actual competence profile ideally matches the target competence profile
  • Increased assumption of responsibility through competence development
  • Increasing flexibility
  • Increasing quality
  • Ensuring team-relevant competencies to achieve agreed team goals

The employees’ self-responsibility for their own development gains in importance:

The role image of team members continues to develop “from employees to co-entrepreneurs“. For the area of competence development, this means increased self-responsibility for their own development and career. Continuous learning will [have to] become a matter of course for all employees.

Goals of employees in the context of their own personal development:

  • Recognize, promote and implement own talents, strengths.
  • Foundations for own career development
  • Flexibility and mobility
  • Ensuring job-relevant competencies to achieve agreed goals
  • Adaptation of job-relevant competencies and qualifications to the requirements of the task area
  • Assumption of extended responsibility, more decision-making and action powers
  • Securing and increasing standard of living
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Self-directed learning needs more than just an LMS!

Self-directed learning needs more than just an LMS!

by Marina Begic | May 20, 2021 | Impuls series, Leadership Impact, learning effectiveness | 0 comments

Impuls Series - The Future of Workplace Learning

Part 2 with Marina Begic: Digital Business Development Expert and Senior L&D Consultant

Our Digital Business Development Expert and Senior L&D Consultant Marina Begic is currently focusing intensively on “The Future of Workplace Learning”.

Fast and targeted learning, especially for leaders, is becoming increasingly important in an intensifying digital and agile world. Therefore, Marina shares her personal learnings with us. We kicked the series off with the first topic, “The Future of Workplace Learning – Digitization Boost”.

By the way: Soon we will have more on the future role of L&D experts and trusted guides in part 3!

Hey, Marina is a member of our LinkedIn expert group

If you would like to exchange thoughts and ideas about “Agile Leadership Development”, please send us a request. We are looking forward to you and your valuable impulses!

Join us now!

Self-directed learning needs more than just an LMS!

During the pandemic, we all experienced what is already possible with E-Learnings and how quickly we can switch from face-to-face to virtual training. Those who already had a learning management system (LMS) in place probably found it easier to make digital learning materials and videos available to their employees and co-workers. At the same time, the learning curve was also very sharp, as we quickly learned what possibilities digital learning solutions offer and where the limitations are.

“LMS is supposed to promote self-directed learning”-this is a phrase I hear again and again from L&D departments and leaders when asked about the purpose of the LMS. The responsibility of learning should lie with the employees themselves.

What is self-directed learning anyway?

There is no standard definition, so here is an attempt to summarize it:

Learners should take the initiative on their own accord, grasp their own learning needs and learning goals, and select and apply the appropriate learning content. The mere availability of content in an LMS based on a PDP (Personal Development Plan) is therefore not sufficient to bring forth self-directed learning. Learning is a social phenomenon that needs a holistic approach.

An LMS is well suited to provide a predefined process with the appropriate content at the right point. If you don’t have too high expectations of the LMS, it can still be a very useful tool when used correctly.

However, if you want to sustainably change the learning culture in your company and develop it further in the direction of agile learning, you should not back a large, expensive horse that may no longer be usable in a few years, but rather try out many smaller options using sprints.

70:20:10

The 70:20:10 model, which is often used in leadership development, brings us closer to the fact that we are always and everywhere learning, especially through our work (70) and from others (20). In the future, there will be an increasing blending of the three “ways” of learning, i.e. formally (10%, Education), through interaction with other people (20%, Exposure) and informally through our own experience (70%, Experience).

Learning is the Work. (Jarche, 2013) 

The education portion, i.e., the formal part of learning, will increasingly be used and accessed where it is needed. The technical requirements for this are already in place.

Adaptive Systems or Learning Experience Platforms (LXP)

This also demands systems that continuously adapt to users and their needs. Adaptive systems or learning experience platforms that deliver easily digestible knowledge nuggets independent of time and place and at the same time memorize learning preferences and suggest meaningful new learning content.

From the user’s point of view, one could have skipped the development step of the inflexible LMS and started right away with so-called experience platforms. But be careful, not every LXP is a real experience platform. Giving the user an active role in the learning process beyond clicking things through should be a minimum requirement and not a promoted further development on the market.

What can also hinder the learning process in connection with an LMS implementation are

  • A long implementation process: it is not uncommon for it to take several years from the search to the roll-out of the software. Usually, a requirements catalog is created for months with 15 different stakeholders/sponsors (who are usually not the direct target group at all).
  • The search is on for the perfect solution that meets all the technical criteria and, by chance, also provides exactly the right content for the company.
  • Work is done according to the waterfall principle instead of the agile principle, i.e. the system is not deployed until all functions run without errors.

If the target group cannot be continuously tested and adapted, there is a high risk of failure.

What can current LXP platforms provide?

  • Current LXP platforms such as eloomie, Rallyware, HLX, and StoryShare offer not only learning content, but also an integrated authoring system for creating your own e-learning, enable self-service content curation and content sharing, and thus also touch on social learning.
  • Learning platforms should offer cross-platform content as part of their standard program and suggest suitable Netflix-style content based on user behavior using artificial intelligence.
  • The Leapsome platform uses an analytics tool to continuously determine its own training needs and links daily business, tasks, goal management, and feedback. However, the option to integrate third-party content is missing here.
  • So LXP also pay attention to the active and social components of learning, experience and exposure.
  • But only 25% of U.S. companies have a learning experience platform in place, and according to the Haufe Benchmarking Study from 2020, LXP is still not very widespread – for 62% of respondents it is not even a term.

For those who don't yet have an LMS and want to promote self-directed learning, here are 9 tips for doing so:

1. use existing systems: existing intranets or communication platforms/channels may not be able to perform all LMS functions; however, they probably can do more than you think. Text, images and even videos can be easily integrated at one point or another in almost all companies these days. So first knock on IT’s door and have key users show you the functionalities of existing systems. Besides, nobody wants the 25th program – no matter how useful and interesting it is.

2. content ALWAYS before infrastructure: don’t wait for the LMS to be announced in 6 months to deliver content that is currently relevant to your employees. By then, the content may even be outdated. There is certainly a solution, e.g. intranet, social media company group, monitors in production/break halls or simply link via email/SMS to Youtube channel. It is important to bring the message as close as possible (barrier-free) to the target group.

3. Iteration before perfection: It is better to publish content in small bites, i.e. microlearnings in 3-5 minutes, in different channels on a regular basis. Work in sprints for both software/infrastructure and content production, get feedback from target audience and move on. Even if it is tempting in terms of price, rather make up shorter license periods. Content that is no longer needed in a year is then still too expensive even discounted.

4. relevance: Think well about what content to go out with first with your target audience using e-learnings. How relevant is the content to the target audience? Is it “only” legally relevant (mandatory training) or does it also solve a problem for the target group. How do I communicate to the target audience that this content is relevant? Here it pays off to devote a little more time to this, even when designing the content of the e-learning: If, for example, a standard content is purchased, one could quickly use cloud-based authoring tool to create a personalized framework with introductory words to the WHY or even a short intro video with the CEO. You can also work with the sandwich method. A mandatory content (like IT security) packed between two more exciting contents.

5. good news spreads fast: but only if enough employees know about it and can spread it. Therefore, start with content that is relevant to a larger audience. So what brings the fastest quick-win, creates the greatest impact, increases business value? It is therefore advisable, for example, to prefer Outlook training for all employees to e-learnings for C-levels.

6 Mix & Match: Even if at first glance it appears to be easier to work with a large one-stop provider that covers all functionalities and often already provides a lot of content, it is nevertheless more difficult to navigate a large ship in times of change. You will never be able to cover everything from one provider. Optimal is a mix of purchased standard content, partially or completely self-produced and professionally produced content. I always recommend starting with a few selected pieces of content rather than releasing a library with hundreds of pieces of content without any control.

7. involve the target group (empowerment): not only by means of a one-time needs assessment at the beginning, but on an ongoing basis. The production staff probably knows better than the L&D department how to improve the production line and how to present that. Have project groups produce their own content and give them tools to create and share short videos themselves with short “How to make a Microlearning” training. Call competitions, create innovation awards, provide access to video/authoring tools.

8. strategy roadmap: Even an agile learning journey needs a north star, a mission. Therefore, select partners strategically. What is the goal of the LMS implementation? Because management wants to digitize the company? Is there a strategy for it? What is to be changed as a result? In what time frame? What problems will it solve – short, medium, or long term? Does it really need an LMS for this, or maybe something else already? What goal does the digital learning content pay towards? A strategy roadmap helps with orientation. At this point, it can be helpful to bring independent external experts on board. Either just for the strategy or also for content curation and personalized production.

9 Communication first: Communication is half the battle and the key to success. Really. Period. An e-learning strategy must always be accompanied by a communication roadmap and sufficient transparent communication. But what is “sufficient”?

The following approach can provide guidance:

  • At the beginning of the project: 70% communication for 30% message.
  • In the development phase: 50% communication for 50% message
  • In the maintenance phase: 30% communication for 70% message

That sounds like a lot of work to you? It is!

But e-learning is not introduced to make things easier for the L&D department, but for everyone else 😉 The good news is, however, that you don’t have to do the communication work alone and actually can’t do it at all. You need trusted experts called trusted guides to do it.

More about the future role of L&D experts and trusted guides will be available shortly in the third part of my impulse series

Marina Begic

Marina Begic

Digital Business Development Expertin und Senior L&D Consultant

Marina has been working on new, effective learning methods and the future of corporate learning for over 15 years. In her current role, she is responsible for Digital Business Development at MDI, where her focus is not driven by the current buzzwords, but primarily on the feasibility of digital transformation for clients such as Erste Group, Lenzing, Semperit, Deutsche Bahn, Andritz AG, Uniqa, Mayr-Melnhof, Frequentis, RHIM. Her greatest strength is bringing loose ends together, which she impressively demonstrates time and time again with her big picture view and multi-dimensional approach. Her greatest passion is to provide learners not only with an experience, but also with real, lasting value for their real challenges.

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