Changing the game in graduate development

Presented by: Nathan Clark & Christopher Gilpin Development Beyond Learning (DBL)

Refocusing the 70/20/10

Changing the game in learning and development

Nathan Clark

Christopher Gilpin

Who is DBL?

• Forward-thinking, specialist provider of professional development solutions for leaders, managers and young professionals.

• We create programs that are high impact, geographically scalable and responsive to changing business needs

• 2015 marks DBL’s 10th anniversary – established in Sydney, Australia.

• London office is 18 months old growing from 2 to 17 UK/European clients since launch.

The three big questions

1. How can you increase the engagement of a participant in a development program?

2. How can you involve managers, leaders and/or mentors to support development on the job?

3. How can you measure ROI in the graduate development process?

How can you increase the engagement of graduates?

• Work-load and commitments

• Time away from desk

• Varying motivation levels

How can you involve managers, leaders and/or mentors?

• Busy schedules

• Varied skill-sets and abilities

• Multiple lines of reporting

How can you measure ROI in the development process?

• What do you actually measure?

• Data availability

• How to report effectively?

The rise of the millennial and their progression to leadership and management

• By 2025 millennials will represent 75% of the workforce

• 27% of working millennials are managers, 5% are senior managers, 2% are executives

• 38% of the workforce is already led and managed by millennials

The rise of the millennial and their progression to leadership and management

“In the near future millennials will occupy every consequential leadership position in the world, be it in business, academia, government, or in the non-profit sector. Will they be ready to lead?”

The rise of the millennial and their progression to leadership and management

What we all know about millennials in 30 seconds…

• value development and eager to progress.

• desire feedback, collaboration and connection.

• define workplaces as places where they are productive.

• value user generated content and knowledge sharing.

• 49% check their smartphone or mobile device every ten minutes.

The future of graduate development

The future of development

We believe future development strategies must equip graduates to lead and operate in constantly changing environments – in more agile, scalable and impactful ways.

Re-imagining of the 70:20:10 Model

70% 20% 10%+}On-the-job Learning

& Development

}Formal Learning &

Development

Re-imagining of the 70:20:10 Model

What we’re seeing internationally

• Define what successful application of desired skills looks like.

• Manager or leader-supported and verified on-the-job activity

• Visibility of developmental activities to the wider business.

• Equip the right people with the right tools to encourage ongoing

on-the-job learning experiences

• Using gaming principles to engage, measure and support

• and lastly….

“Show me a stat, and I’ll show you a happy stakeholder”

Data. Data. Data.

Engagement Dynamics

What has been learned about gaming in non-gaming, corporate contexts?

• 79% of survey participants said they would be more productive and motivated if their learning environment was more like a game (TalentLMS)

• Gamification will be the primary mechanism that that 40% of the Global 1000 organisations will employ to improve business operations (Gartner Research)

• More than 50% of corporate processes will become gamified (Gartner Research)

A different set of design principles

Staged Progression Collaboration Points Loss

Aversion

Status and Influence

Identity Development

Achievement Recognition

fast becoming known as ‘Engagement Dynamics’

www.developmentbeyondlearning.com

Engagement, not gaming.

Engaging Graduates

Engaging Graduates

Involving Managers

Involving Managers

Examples

Examples

Examples

Communication Report Mel Roarke

Mel was rated as being “Professional”. Her cohort rating is as follows:

Mel is in the top 50% of her cohort on this subject. The rating details are as follows:

Based on the feedback from her manager, Mel’s communication has been rated as “Professional” because she displayed certain qualities in their initial meeting (outlined below). Although there is still room for Mel to improve in the future, this is a great start to her graduate program.

Qualities exhibited during the meeting:

Speaks Clearly Confirms Understanding Transmits information clearly & logically Adapts communication style to meet other person’s style

What does your graduate currently do well with their communication?

Mel conducted herself in a professional manner. She is great at clarifying points by relaying information received.

What could your graduate improve on as it relates to their communication?

Ensure that she takes time to listen completely and not interrupt unintentionally.

24%

51%

19%5%

UnprofessionalNot so ProfessionalProfessionalHighly Professional

Measuring ROI

The three big questions

How can you increase the engagement of a participant in a development program?

How can you involve managers, leaders or mentors to support development on the job?

How can you measure ROI in the development process?

Putting this into practice

Start simple1Integrated learning, not interventions

Business-led learning

Work backwards from behaviours

Arm managers to be successful

2345

Q & A

Changing the game in graduate development

Presented by: Christopher Gilpin & Nathan Clark Development Beyond Learning (DBL)

Refocusing the 70/20/10