Employee Training and Development When We Don’t Know What Will Happen Next
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What will happen next year? What will happen in six
months? Do we know? Does anyone really know? The
answer is, “No.” But – we do know that many
organizations and leaders will find ways to succeed next year and in six months. How will they do it? They
don’t have magic powers or crystal balls. What they
have is the ability to make decisions and function
effectively even when they don’t know what to do
next.
These successful organizations behave and think
differently than successful organizations of 10 or even
five years ago. Organizations aspiring to sustainable
success will need employees who are able to think and
function effectively when they really don’t know what
to do in situations, either. So we have to ask ourselves,
what are the implications for our employee
development, training and education function? What
does this function look like, do and who does it?
We believe the implications may be rather profound.
Employee learning will be central to the success of
organizations as employees will have to acquire new
skills and may even have to “learn how to learn.” In the
highly charged, very competitive environment in which we find ourselves, employee learning may ultimately
hold the keys to organizational success. So how
organizations build that function, staff that function and
think about that function will lay a foundation for
success, because in this environment being able to act and make decisions when you simply don’t know what
to do will make the difference between success and
failure.
Employee Training and Development When We Don’t Know What Will Happen Next…
V U C A
Victoria Swisher, author of a book called,
Becoming an Agile Leader, is quoted in the
January/February issue of Human Resource
Executive in an article titled, “The Importance of
Agility,” using the acronym “VUCA.” She says this
sums up the world we live in: volatility, uncertainty,
complexity and ambiguity.
The fact that our world is
more complicated and is
changing rapidly isn’t news.
Organizations struggle to
keep up and find ways to
compete, and that means
we have to find ways to help
our employees succeed and
develop the skills they need.
The VUCA world requires a new set of skills and
competencies from both organizations and
leaders to effectively respond. Success in a VUCA
world will require successful organizations and
leaders to be highly engaged with change,
complexity and ambiguity. We are going to shift
from problem solving to working our way through
dilemmas.
Problem solving skills typically involve moving in
logical sequences from a set known factors
towards a solution. It is usually an orderly process.
A dilemma can be described as a situation in
which no solution is apparent. Dealing with, or
more appropriately, managing dilemmas is going
to be more common in this VUCA world, and we’ll
need a different set of skills to do this effectively.
We are moving from a world of problems, which demand speed, analysis and elimination of uncertainty to solve – to a world of dilemmas, which demand patience, sense-making and an engagement with uncertainty.
Denise Caron, It’s a VUCA World “
In a presentation called “It’s a VUCA World” by
Denise Carron, she outlines a set of workforce
management dilemmas and suggestions.
• Flexible, decentralized networks within a structure of strategic intent
• Learning through immersive experiences,
scenarios and rapid prototyping
• Acceptance of uncertainty with intuition as a
valid contributor to clarity
• Strategic sense-making beyond operational
problem solving
• Uncoupling “winning” from the need for a
solution
• Engagement with complexity
This framework is a radical departure from the
way most organizations think about solving
problems, and it represents an interesting
adjustment to the way we think about employee development and learning, too.
BIG Every day, we create 2.5 quintillion
bytes of data
so much that 90% of the data in the
world today has been created in the
last two years alone.
IBM’S Understanding Big Data:
Analytics for Enterprise Class Hadoop and Streaming Data
In 2011,
YouTube had
more than
1 trillion views
or around 140 views for every
person
ON EARTH (YouTube)
The average computer user
checks 40 websites a day
and can switch programs
36 times an hour
(New York Times)
D A T A
Keep it simple. Really. Too much of the thought
leadership in the field of employee development and
training makes the whole process seem mysterious and
complicated. It doesn’t have to be that way.
So let’s start by simplifying the vocabulary a little bit.
There is a lot of research published about formal,
informal and social learning. Forget about the
differences between types of learning. Instead, focus
on employee learning. Training, therefore, becomes a
subset of the overall employee learning strategy. So –
it’s really all about learning. No more. No less.
In today’s work environment, there are really three core
questions for us to answer:
• What does an effective employee learning function
look like?
• What does today’s effective and relevant employee
learning function do?
• Who performs employee learning in today’s
organizations?
The answer to these questions isn’t that complicated,
either. Our economic environment is changing, and our employees are bringing external influences with them
to the workplace. A workplace in which we have to
shift our learning focus away from a traditional
“corporate structure” or training department
approach, and think of learning more like a network where user generated content and influencers are
more important. We’ll explain all of this in more detail –
right now!
EMPLOYEE TRAINING, DEVELOPMENT & LEARNING
• What does it do?
• What does it look like?
• Who does it?
Employee learning can be reduced to a simple mission
– help employees perform better. We would argue that
this simple mission has always been at the core of
employee development, but we’ve lost our way a little in all of the theoretical discussions around the fringes.
Now – don’t make the mistake of thinking that by
simplifying our thinking and mission, we’re making the
job easier. In fact, the job of employee learning has
never been more difficult in some ways. We have to
find ways to incorporate new tools. We will have to find
ways to use tools that have not yet emerged. We will
have to train for jobs that don’t exist today, and these
jobs might be crucial to our success. These jobs might
emerge in the next one to three years. This function –
employee learning – will not be easy.
What do we need the employee learning function to do?
At its core, here are some of the “things” we will need to be able to do:
Identify and develop new world competencies. Learning agility will be a vital
competency for leaders. We will need to prepare leaders to function in
situations that are unfamiliar and ambiguous, and that skill set requires agile
learners.
Become engaged with complexity and ambiguity. These realities of the world
are not going away. Don’t ignore them Look at them as opportunities to
create a new direction for employee learning, and build a new set of
competencies using new tools and resources.
Utilize and promote social platforms and technology. The
VUCA world simply moves too fast to deliver content without
tapping into technology and social learning tools.
Engage networks. Networked organizations will be more
collaborative, innovative and successful. Learning professionals
can (and should) be the “connective tissue” in these networks.
These are the people others “go to” for questions, or to find out
who knows someone or something. BizLibrary uses an application
called “Community.” Learn more about it here.
Make user-generated content accessible. It always has been, but
we need to save it, share it and make it accessible to everyone.
Understand that anything is content. Content can be anything of value to
employees, and we will need to deliver content in short, focused bursts.
Think like the YouTube generation and make heavy use of video for important
pieces of content.
There will be more to add to this list, and your organization will almost
certainly have a different take on these and other things to do. Hopefully,
this will serve as a good starting point for shifting your thinking about how to
ensure that your employees are able to learn, unlearn and relearn mission
critical skills and competencies.
Six Characteristics of
People Who Are
Learning Agile
1. Challenge the status
quo
2. Remain calm in
difficult times
3. Reflect on
experiences
4. Seek challenging
situations
5. Open to learning
6. Not defensive when
faced with adversity
The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.
Alvin Toffler
“ “
All of those attributes that describe the
business world of today are tailor-made for
someone with learning agility. The hallmark
of someone with learning agility is that they
learn lessons from diverse experiences and
are able to distill those down to rules of
thumb, so when they’re put into an
unfamiliar situation, they aren’t stumped by it. It has almost become a price of entry for
success now, especially in leadership and
executive roles.
Learning agility is a skill we’ve never really had to
make a primary focus, but it’s going to be more
and more important.
The good news is learning agility can be
acquired. But traditional corporate training
departments are not very well-suited to perform
well in this market, nor are traditional corporate
training departments well-suited to function well in
this VUCA world.
Victoria Swisher,
The Importance of Agility,
Human Resource Executive, January/February 2013, p. 16
As Alvin Toffler so eloquently stated, a
foundational skill for the 21st Century is the ability
to learn, unlearn and relearn. Stripped down to
the barest essentials, this will be the core function
and core competency required of employee
learning functions and professionals – the ability to
help employees learn, unlearn and relearn. We
have no idea what skills or even what job will be
important in the next three to five years, and this
level of uncertainty will require greater degrees of
agility than ever before – learning agility, strategic
agility and organizational agility. Are our
employees ready?
If we start with the proposition that as learning
professionals, our core mission is to prepare our
organization’s employees for success, we have to
understand exactly what is required for success in the current economic and market conditions. In
this VUCA world, it’s becoming more and more
apparent that organizations that can function
effectively in unfamiliar situations will be the
organizations that enjoy sustainable, long-term success. These organizations will need both
leaders and key employees who can perform well
under these conditions, so we’re going to have to
look at ways to develop and educate these
leaders and employees.
How do you think
your leadership
perceives your department
or function?
2%
17%
33% 34%
14%
We are reactive /
tactical / Our
purpose is
to simply fulfill.
2 3 4 We are proactive /
strategic / Our
purpose
is to act as business
partner.
High-Impact Learning Organizations
are 8.33 X more likely to be seen as
strategic business partners.
A Problem: Leadership Perception of Learning and Development
The chart below, developed from some excellent research from Bersin by Deloitte, illustrates the business case for making your organization a high-impact
Learning Organization. There are two core issues. First, High Impact Learning
Organizations are viewed 8.33 times more frequently by senior
management as strategic partners. When senior leadership sees
the employee development, training and learning function as a strategic
partner, the function is not at risk of becoming irrelevant. Second, we know that
Learning Organizations are 17% more likely to be market leaders than their
peers.
When we can link the employee learning function directly to the organization’s
overall financial performance and to its strategic goals, we place employee
learning at the forefront of the organization’s future planning and success. In this
VUCA world, the potential impact for employee development and learning has
never been greater. We are seeing the emergence of learning agility as a critical skill and competency, and employee learning professionals need to lead
organizations to the development of this important skill as a part of their
strategic objectives.
ASTD 2012 State of the
Industry Report: Training
delivery and methods 2010
compared to 2011
59% 59%
33% 37%
25% 25% 26% 20%
2010 2011
Instructor-led classroom
Technology-based
All online
Self-paced
ASTD publishes a state of the industry report at the end of each year. This report
gives us an interesting view of where the overall training industry sits in terms of
structure, function and strategic importance within organizations. The two
graphs at the bottom of the page summarize four broad types of training
modality used in 2010 and 2011, the last two years of reporting. The volume of
traditional classroom training and in organizations offering all online training is
59% and 25% respectively. The changes are modest in technology-based training rising from 33% in 2010 to 37% in 2011 and in self-paced training which
dropped from 26% to 20% in 2011.
While the two reports are interesting, they tell a story that we cannot escape. At
its core, the broader training industry is not responding quickly enough to the broader market and economic changes that reflect changes in demographics,
technology and behaviors in the workplace. In order to meet the needs of
organizations in a VUCA world, employee learning needs to do the following:
• Focus on employee learning only – forget about labels (formal, informal, social)
• Deliver learning on skills and competencies that promote organizational goals
• Meet your employees on their terms, in their place and on their schedules
If you can rethink employee learning along these lines, you will take a major
series of steps towards long-term strategic relevance.
• Focus on employee learning
only – forget about labels (formal, informal, social)
• Deliver learning on skills and competencies that promote organizational goals
• Meet your employees on their terms, in their place and on their schedules
What does the employee learning function look like today?
We know employee learning needs to do a few things
differently, so what will that look like?
In some important ways, it will look the same. Some of the things we do work really well. In other ways, we’ll
need to shake things up a little. The answers to this
important question will vary a bit from organization to
organization. The factors that will influence the structure
of your employee learning function will range from
employee readiness and receptivity to technology to
organizational culture. It doesn’t matter in the end how
you build your function as long as the function delivers
critical, strategic results and helps employees learn,
unlearn and relearn the skills and competencies your
organization needs to succeed.
Generally, employee learning functions or departments
will look different going forward. Organizations are
always looking for ways to cut costs and like many
support functions, employee development is nearly
always scrutinized for cuts. That pressure is likely going to
continue. So, future employee learning functions will
likely share many of the following traits and
characteristics:
• Smaller and decentralized
• Flat (fewer managers and more specialists)
• Technology dependent
• Collaborative
• Network based and driven • Content curators and creators
Q. What works? A. Technology
LMS. Learning Management Systems are an integral part of any best-practices employee learning program today. The ability to deliver content to widely dispersed employees, on-
demand and then report on progress is essential to the management of an effective
learning function. There are exciting developments in LMS functionality, too. Many now fully
support mobile delivery, custom content hosting and a wealth of other features and
functions that might be important to your organization.
SOCIAL LEARNING. Social media inspired tools are everywhere. Yammer was one of the first
tools to bring true social media functionality to organizations, but it’s been followed by a
host of other solutions. In fact, nearly all of the top LMS and learning technology platforms
on the market include some form of social learning functionality. For instance, allowing users
to comment on courses or recommend courses to other users is a feature in some systems.
COLLABORATION. What may be driving the development of even more innovative and
sophisticated tools is the need for organizations to collaborate more effectively across
widely dispersed and scattered organizations. Collaborative tools can connect organizations in much the same way as social networking sites do by creating internal
networks of employees based upon a wide range of criteria from function to geography.
The best tools are so flexible that both organizations AND employees can create groups just
like social networking sites allow - by geography, interests, areas of expertise, etc.
Collaboration tools should allow employees to ask and answer questions, share ideas, links, files and any other content they find useful, interesting, relevant or valuable.
Click here to get a free
live demo of
BizLibrary’s
award-
winning LMS!
Click here to learn more
about
BizLibrary’s
Social
Learning
Application!
Q. What else works? A. Content
CLICK HERE TO CHECK OUT BIZLIBRARY’S
STREAMING VIDEO LIBRARY - 1600+ VIDEOS
With increased use of mobile
devices, we need access to
learning resources that work
well on a large range of
devices from desktops to
mobile devices. If done well, video presents an opportunity
to bridge the gap across
multiple platforms.
ONLINE VIDEO. The days when the only type of online training was
“slideware” – slides that the learner advanced -- are long over. Some of the
very best and most effective online content is high-definition video. Video
production has advanced to the point that organizations have great choices and variety of content and styles so they can find something that
suits their needs and culture.
CUSTOM VIDEO – Video is also easy to make. All you need is simple video
editing software and a camera. But – make sure you apply sound
instructional design principles to all content you build or make yourself. You
want to make sure the quality of your own content matches the
expectations of quality your employees have developed from your other
video content and from videos they see on the web.
Q. What else works? A. Content
CLASSROOM TRAINING. Yes. It works, and it’s sometimes the best way to
educate employees on certain types of content and subjects. It’s great for facilitating discussion and learning application.
USER-GENERATED CONTENT. Traditional employee training
departments might not like to hear this, but employees have
always shared their own content. The proliferation of a range of social media tools and collaboration applications is bringing
more and more user (employee) generated content closer to
real time use. It’s time we embrace this reality, this content has
value and it works.
BLENDED LEARNING. Blended learning is still the best way for
employees to learn, but we are not referring to blended learning
in a classroom. We’re referring to a true blended approach where
high-impact learning organizations incorporate technology tools,
learning technology, online resources, user-generated content,
learning projects, into a cohesive learning function that is
essentially invisible to employees, because learning is such an
integrated part of their day-to-day work experience.
So what’s changed? Fifteen years ago, Meg
Ryan and Tom Hanks fell in love over the internet
in the romantic comedy, “You’ve Got Mail.”
Viewers watched (and waited) in anticipation for the dial-up internet to connect… then waited
a bit longer for the chipper announcement that
they’d received an email.
Now, enter the year 2013. Those email exchanges seem almost archaic. Dial-up has
been replaced by broadband. Romantic
messages have been replaced with Match and
EHarmony. Our smart phones carry Angry Birds,
Kindle books, hundreds of friends on Facebook, GPS, Amazon shopping, and more everywhere
we go. Our data-driven world obviously
permeates our social life, but it has changed the
landscape of the current workplace as well.
Simply put, for better or worse, our work is always
with us.
We are now connected 24/7 like never before, and this connectivity allows work to move into every aspect of our lives, at a speed that makes the days of
“You’ve Got Mail” seem like a snail’s pace.
What’s really amazing about this connection to work is how we do it. Most of us
do it with our own devices! In a study by IDG Global Solutions, 77% of the 21,000 respondents used their smartphone for business. Fifty percent of those same
respondents also had a tablet, half of which were used for work. But less than 2%
of all corporate supplied training content was accessed on mobile devices in
2011.
But it’s not just technology. Demographics are changing. According to TIME
Magazine, there are about 80 million millennials in the workplace. This millennial
generation has a need for speed in workplace communications. This need for
speed is driving us to communicate with and contact coworkers constantly – via
instant messenger, emails, etc. And, this trend will only continue. According to
data from the U.S. Bureau of Labor Statistics, it is estimated that Gen Y – that
portion of the workers born after 1990 – will comprise more than 40% of the U.S.
workforce by 2020.
The technology and demographic shifts are accompanied by a major
behavioral change, too. Web 2.0 ushered in an age of a truly democratic web
where user-generated content dominates everything.
This shift of the media from the old newspaper format, to Web 2.0 represents a
change from media dominance by media corporations to media dominance
by the participants. Now, everyone can contribute. The rise of blogs is a
perfect illustration.
Apple sold 47.8 million iPhones last year alone
And only 46 % think their
companies are prepared
for Bring-Your-Own-Device
(BYOD) issues.
BYOD Insights 2013: A Cisco Partner
Network Study
90 % of employees
used their personal smartphones for
work-related purposes in the past year
?
In 1999 the number of online blogs was estimated at under 50 (You’ve Got Blog, 1999). By 2003, estimates are at 2.4 million to 4.1 million (The Blogging Iceberg,
2003). Now, virtually every site on the Internet allows for visitors to comment. Sites
like Wikipedia, Urban Dictionary, Craigslist, YouTube, even the commentary
section of news articles encourage user participation. It’s now part of our
culture.
So then shouldn’t the way we develop employees reflect these same
technology, demographic and behavioral shifts? In a word, “Yes.”
Employee learning should be available anywhere, anytime, just like the internet is available for employees away from work. Trust us; your employees are already
accessing information they need, when they need it, on their own devices at
work. Would you rather be a part of those conversations and discovery or
behind the curve?
First, get on board with the idea that you have to make information available on
your employees’ terms. That means on their devices, when they want or need it
and in a format they will digest. And in a world of 1 trillion YouTube views, the
best solution seems to be streaming video training. This is the way to engage the
younger generations that are taking over the work force. That generation is used
to constant, shorter content, and so video training content is a much more
fitting solution than the classroom training of the past.
Next, get used to the idea of user-generated content. Millenials are hard-wired
to be connected and tend to be more collaborative. By moving towards a
collaborative way of working, we can drive innovation among employees and
begin to see the benefits of crowd wisdom. Rather than a hierarchical structure of training (or employee learning), today’s training world will be flat and focused
on user-generated content.
If the American dream used to
be about stability
(and therefore security), the
Millennial dream,
both due to financial
circumstance and
preference, seems to value
flexibility (and therefore
freedom).
Michele Serro , founder and CEO
of Doorsteps.com. Appeared at
fastcompany.com
So – what can you do?
FORMAL ON-THE-JOB
SOCIAL AND INFORMAL
When you step back and think about all of this information, you end up with a
blend of . . . well . . . everything and anything.
Let’s return to a statement from earlier in this e-book. Keep it simple.
Learning content is anything your employees can use to perform their jobs better.
When we think about learning content this way, we can stop thinking about the
endless variety of training modalities, terms, styles and theories. Instead, we focus on
only what helps our employees perform better.
Learning content is anything . . . .
• Streaming video – formal resources needed to build foundational knowledge
and baseline skills
• User-generated content – advice from co-workers on safer, faster or more
efficient ways to use existing tools, equipment or resources • Custom video – rapidly made video explaining a new product release
• Questions and answers – employees ask and answer questions all day, but if they
ask and answer questions in a social platform everyone benefits from the answer,
as opposed to an e-mail exchange where only the sender and recipient benefit
We are limited only by our imaginations. We are learning all of the time. We learn at
work – most of the time. The shift we have to make as learning professionals is to quit
thinking in labels and categories. We have to quit thinking that we are the source of
learning. We aren’t anymore. If our organizations are going to really thrive, we have
to give up control of the employee learning function and turn it over to the people
who really ought to own it – the employees themselves.
Learning content is anything and we need access to it from anywhere.
After a slooooow start,
organizations are making
progress in offering training
via mobile devices.
1.4 % of training is available
on a mobile device
compared to 0.4 % in 2010.
ASTD’s 2012 State of
the Industry Report
PEOPLE TOOLS CONTEXT
Context.
“We need technologies to support
learning at work today. We can buy them packaged in a single,
centralized system, or we can
assemble them ourselves and
integrate them as much or as little as
we wish. They can be our learning
management system, our personal
learning environment, our knowledge
network or whatever. Whatever we
call these tools and systems, the key
thing is what they do. Properly
implemented, they help us make
sense of the issues we face, and work
better as a result,” Donald Taylor, from
the blog post, What Does LMS mean
today?
People Today’s workforce is more specialized than ever. Your top
talent in customer service, sales, product development,
marketing and manufacturing aren’t necessarily in
leadership positions or managing people – they’re doing
their jobs and they are stretched thin. But in the end it’s the
power of your people – the power of the crowd and the
wisdom of the crowd - that will lift your employee learning
to a new level. As learning professionals we have to find ways to facilitate and motivate this growth.
Tools To support widespread organizational learning we need
tools to allow easy access and provide context to the
training materials, user-generated content, sharing and
feedback. The use of tools and learning technology
enables more collaboration across the organization. In
addition, it makes it easier for employees at all levels to
reach knowledgeable leaders and co-workers across the
organization.
Who performs in employee training, development and education function?
As we’ve learned a little more about what an
employee learning program should look like and do,
we need to shift our thinking to who performs the
function in today’s organizations. Traditionally, we’ve looked to employee development professionals to
perform the functional roles associated with employee
development, training and learning. But given the flat,
collaborative nature of today’s work environments,
does it make sense to continue to rely solely upon these
same professionals to fill that role?
The correct answer is, “It depends . . . .” We will need a
new kind of learning professional to succeed in this
economic environment marked by volatility,
uncertainty, complexity and ambiguity.
We’ll need professionals with these traits and
characteristics:
• Digitally confident
• Highly connected professionals (internally and
externally)
• Collaborative
• Engaged with ambiguity
• Agile learners • Influences
• Informal leaders
These types of professionals will be able to adapt and
grow with our employees to meet emerging development challenges.
Information and Influence So – who will perform the
employee learning function of
the future?
Everyone. Open access to technology and networking tools
make that not only possible, but
completely routine.
• Informal Leaders
• Employees – each one
• Traditional roles still matter
• Instructional designers – how to
build content in new modalities
• Classroom facilitators –
collaborators and connectors
not lecturers
• Administrators – information
hubs and influencers
There is an old adage – “Knowledge is power.” This
adage has certainly been proven true in many, many
circumstances in the course of human history. But in
today’s modern organization, we’re seeing something entirely different begin to emerge. We’re in this era of
“big data”, and an economic world characterized as
VUCA where everyone has pretty equal and
democratic access to knowledge. Where is the power
of knowledge in such a world?
On the other hand, we’re faced with a world in which
organizations need flexible, decentralized networks
within a structure of strategic intent to manage the
complex dilemmas facing businesses. Knowledge
doesn’t matter much in that environment. The people
who can connect other people based upon common
interests, needs and expertise will matter. People who
can influence these networks and find the important
pieces of data among the chaos will be important.
“Knowledge” per se becomes less so.
Every complex network has “connective tissue.” In
human and professional networks, these are the people
who seem to know everyone. They are the people you
call when you want an introduction, or want to know who is the HR contact at XYZ Company. This is the
space into which learning professionals of the future
should look to fit. By becoming the connective tissue in
their organization’s flexible, decentralized networks,
they can serve a vital and strategic role in furthering the learning objectives and strategic objectives of the
entire organization and every employee.
Power is like being a lady…if you have to tell people you are, you aren’t.
Margaret Thatcher
We don’t know what skills and even what jobs are going
to be critical in three to five years. We need employee
development professionals who are able to help our
organizations adapt quickly as we learn more about
what our emerging needs will become. A traditional,
rigid, structured employee training department is
generally not set up to be this agile, and many of the
professionals functioning – quite successfully – in
traditional training departments might not be up to the
challenges of the new economic realities.
Another critical element we will see in truly agile learning
organizations is the commitment to continuous learning
required of all employees. We’ve already discussed the likely structure of employee learning functions, and this
function is probably going to be flat and much leaner.
With the constant progression towards Web 2.0 inspired
workplace productivity applications and tools, user-
generated content and internal social networks are going to be vital to the success of most organizations.
Employees are already pulling just-in-time content to
themselves. They are just not tapping into resources
provided by their employers to do so - 90% are already
using their own devices for work. But the fact of the
matter is employees need information at the moment of
need – not later. So employees, in many cases, are
already taking ownership of their own learning. Given
the influence of social media inspired tools, employee-driven learning will be the rule rather than the exception.
Ultimately, the employee learning function will rest
largely with the employees themselves.
“ “
www.bizlibrary.com/vuca
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