Clive on Learning

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What managers really want

Clive on Learning

Some 180 organisations were surveyed in April and May of this year, representing about 35000 leaders and managers. The leaning towards on-demand and non-formal approaches in preference to the formal - particularly as managers get more senior. What surprises me? These findings shouldn't surprise me because they make perfect sense.

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Why managers matter

Clive on Learning

In a rare training-related article in People Management magazine, Evaluating Performance Gain from Training , my attention was drawn to an interesting study conducted by training outsourcing specialists KnowledgePool , with input from more than 10,000 learners and their managers over a three year period.

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Insights: Line managers and coaches have a critical role

Clive on Learning

The seventh of ten 'insights' is that ‘Line managers and coaches have a critical role'. It is, of course, hardly a new insight that managers and coaches play an important part in workplace learning, because it has ever been thus. They work for their direct line manager. Other reports have come to similar conclusions.

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Ultimately it’s line managers that determine the success of learning and development

Clive on Learning

A week or two back I attended an interesting presentation, Great employers need great line managers , by John Purcell, Strategic Academic Adviser, Employment Relations for ACAS and a part-time Research Professor at Warwick University. Most employees have close ties with their managers; for many, their manager is the organisation.

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Blended learning for management development

Clive on Learning

a paper published In October 2008 by the Chartered Management Institute (CMI). There are so many interesting elements in this report that I'm going to quote it liberally: "Work-based experiential learning is the most dominant mode of management and leadership learning. " Yes, it does.

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Coaching for learning

Clive on Learning

They found that the greatest difference was made by the learner’s manager in setting expectations before the experience and then following up after. And that’s obviously not enough. They did some research into who it was that made the biggest impact on transfer of learning.

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How I would approach creating compliance e-learning

Clive on Learning

More often than not management is coming to us with a requirement for a simple tell-and-test programme that does little more than tick boxes, and it seems that we are only too keen to oblige. And I''d try and make sure that compliance was not only modelled by managers but backed up by the performance management system.