The Role of the Line Manager in Facilitating Workplace Learning - Part 1

I have been asked to give a presentation on the above title at an international L&D Conference in the new year.

Consequently, I've started to pull together my initial thoughts on this topic. I plan to use this blog as a mechanism to help pull these ideas together, and (hopefully) to get some feedback from others reading this emergent 'presentation'.


So - Why focus on the role of the Line Manager ?

Firstly: the Corporate Executive Board has some powerful data on 'What a difference a (great) manager makes'. In summary: they illustrate that 'employees whose managers are the most effective at employee development perform up to 25% higher'.

The 25% is cites as a combination of both the directly attributable impact (16%) and the effects of enhanced engagement (9%).

Secondly: the 70:20:10 ratio is widely held as a good illustration of the relative % influence of 'on-the-job':'coaching':'training courses' in workplace learning. Hence, 90% (if not more) of the opportunites to directly influence learning rests not with the L&D professional, but with those managing the colleague.

So as discussed by Martyn Sloman of CIPD and others - the opportunity for L&D professionals is to influence the day-to-day action of managers.



So - What L&D related actions do we require of Line Managers ?

In considering what are the actions we (L&D) want to see line managers embrace - I'd suggest this can be put bluntly as 'developing colleagues is not just about sending them to appropriate training courses'

More constructively - I offer the following SIX questions as a framework for Line Manager action.

1. What are the additional skills your department needs to deliver the business goals ?
2. What actions will help to ensure colleagues understand their individual development needs ?
3. What can you do to help colleagues appropriately blend training with outher development activities ?
4. What will you do to ensure colleagues appreciate the importance of building the required skills ?
5. What opportunities can you provide to ensure colleagues put the newly acquired skills into practice ?
6. What learning can be identified from the actions taken & how will these be implemented in your department ?

Please let me know your thoughts on the above framework

The Three Signs of a Miserable Job - another management fable

I've recently read the latest fable from Patrick Lencioni called 'The Three Signs of a Miserable Job'

For anyone looking for a simple, action-orientated & highly focused alternative to the Gallup Q12 scholarship on Colleague Engagement - I'd recommend reading this book.

The model is very simple - Lencioni advocates that:

• Anonymity
• Irrelevance
• Immeasurement

are the three fundamental factors that drive job dissatisfaction (whether you are a CEO or cleaner).

For more details see: www.miserablejob.com

Clearly, the story-telling style of fables don't resonate with all leaders (especially when the core message is very simplistic) - but anyone considering training interventions relating to building colleague engagement may want to, at very least, add this to the recommended pre/post training reading list.

Use of Actors in Learning Events

The following HR Zone Article provides a good summary of the role Actors & Forum Theatre can play in delivering engaging training & learning events.

In my experience, this approach is more widely understood and deployed in the UK than the US.

As the article highlights - the costs of using actors for 1:1 role-play are high (and can often be replaced adequately by other participants on the training course, playing the 'other' role).

I'm a fan of the (most cost effective) forum theatre approach - where scenarios can be played out based on the suggested words offered by the training class delegates (e.g. what are the actual words you would us if, as the manager, you are faced with this situation ....). Not only can this approach demonstrate different reactions you can get to the same approach (for those managers who don't vary their style depending on both the situation and person involved !), but also the scenarios can be 're-played' allowing the delegates to learn rapidly by trial and error.