Date post: | 27-Dec-2014 |
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60%
32%
53%
T R A I N I N GL E A D E R STECHNICAL
P RO F E S S I O N A L SFOR
OF LEARNING LEADERS SAY THEIR ORGANIZATIONS DO NOT OFFER SPECIALIZED
COURSES OR WORKSHOPS FOR LEADERS OF TECHNICAL PROFESSIONALS
OF LEARNING LEADERS SAY THEIR TRAINING ORGANIZATIONS PROVIDE
EFFECTIVE TRAINING FOR LEADERS OF TECHNICAL PROFESSIONALS60%
53%
32%OF EFFECTIVE ORGANIZATIONS’ OVERALL TRAINING INVESTMENT IS
DEDICATED TO LEADERS OF TECHNICAL PROFESSIONALS - 146% MORE
THAN THE AVERAGE INVESTMENT MADE BY INEFFECTIVE ORGANIZATIONS
L E A R N I N G L E A D E R S DRIVE THE DEVELOPMENT OF AN ORGANIZATION
T E C H N I C A LL E A D E R S
ARE A GROUP WITH UNIQUE DEVELOPMENT NEEDS
o f
• FACE-TO-FACE INSTRUCTOR-LED COURSES
• COACHING
• ROLE PLAYS
L E A R N I N GL E A D E R S
S AY :
• SELF-PACED ONLINE
• S IMULATIONS OR VIDEOS
• ASK EXPERT PEERS
• SELF-DEVELOPMENT
• ENCOURAGING TEAM ENGAGEMENT
• LEADING TEAMS THROUGH ORGANIZATIONAL CHANGE
L E A R N I N GL E A D E R S
S AY :
• DELIVERING ON PROJECTS WITH FEWER RESOURCES
• RECRUITING TECHNICAL PROFESSIONALS
• BALANCING THEIR TEAM’S COACHING NEEDS WITH THEIR OWN PERSONAL RESPONSIBILITIES
T E C H N I C A LL E A D E R S
T E C H N I C A LL E A D E R S
6W O R K P L A C E N E E D S O F T E C H N I C A L P R O F E S S I O N A L S
AC H I E V E M E N T
AU TO N O M Y
P RO F E S S I O N A L I D E N T I F I C AT I O N
M I S S I O N A N D G OA L S PA RT I C I PAT I O N
C O L L E G I A L S U P P O RT A N D S H A R I N G
K E E P I N G C U R R E N T
SOFTWAREDEVELOPER
VP OF LEARNING& DEVELOPMENT
TRAININGMANAGER
INSTRUCTIONALDESIGNER
HR DIRECTOR
RESEARCHSCIENTIST
ENGINEER FINANCIALANALYST
T H E R E I S A G A P B E T W E E N T H E A S S U M P T I O N S
O F L E A R N I N G L E A D E R S A N D T H E E X P E R I E N C E S R E P O RT E D B Y
L E A D E R S O F T E C H N I C A L P RO F E S S I O N A L S .
TO P 3 C H A L L E N G E S F O R T E C H N I C A L L E A D E R S
• ONLINE RESOURCES • BOOKS AND ARTICLES • LEARNING FROM PEERS
• INTRODUCE TOOLS AND STRATEGIES TO IMMEDIATELY APPLY ON THE JOB
• INCLUDE KNOWLEDGEABLE AND ENGAGING FACILITATORS
• INCORPORATE INTERACTIVE CLASSES (LECTURES AND ACTIVITIES)
• INCLUDE MODULAR SESSIONS WITH A CONTINOUS LEARNING APPROACH
E F F E C T I V E T R A I N I N G I N I T I AT I V E S
P R E F E R R E D L E A R N I N G M E T H O D S
T H E R E I S A L I G N M E N T O N :
M O S T E F F E C T I V E D E L I V E RY M E T H O D S
LEARNING LEADERS ARE RESPONSIBLE FOR
DESIGNING AND DEVELOPING TRAINING THAT ADDRESSES THE
LEARNING PREFERENCES OF TECHNICAL LEADERS, AND ALSO
CONSIDERS THE NEEDS OF TECHNICAL PROFESS IONALS THEY LEAD.
POOR LEADERSHIP NOT ONLY HINDERS
PRODUCTIVITY, BUT ALSO IMPACTS:
• RETENTION AND ENGAGEMENT
• TALENT DEVELOPMENT
• INNOVATION
• ADOPTION OF NEW TECHNOLOGIES
• T IME TO MARKET
E S S E N T I A L S K I L L S F O R T E C H N I C A L L E A D E R S
• BUILDING TRUST
• BUILDING COLLABORATIVE RELATIONSHIPS
• COMMUNICATING EFFECTIVELY AT ALL LEVELS
B Y U N D E R S TA N D I N G T H E I R DA I LY
C H A L L E N G E S , T H E I M P O RTA N C E O F PA RT I C U L A R L E A D E R S H I P
S K I L L S , A N D T H E I R P R E F E R R E D L E A R N I N G M E T H O D S , L E A R N I N G
L E A D E R S C A N D E S I G N A N D D E V E L O P E F F E C T I V E A N D
C O N T I N O U S T R A I N I N G I N I T I AT I V E S F O R L E A D E R S O F
T E C H N I C A L P RO F E S S I O N A L S .
S AY :
S AY :
RESULTING IN:
S INCE MANY TECHNICAL LEADERS ARE OFTEN
TECHNICAL PROFESS IONALS THEMSELVES , THEY ENCOUNTER S IMILAR
LEADERSHIP P ITFALLS , SUCH AS:
• MICROMANAGING THEIR EMPLOYEES
• BALANCING THEIR OWN DEVELOPMENT NEEDS WITH THOSE OF
THEIR EMPLOYEES
• FAIL ING TO IMPROVE LEADERSHIP SKILLS AND EMBRACE NEW
RESPONSIBIL IT IES
• BEING A LEADER INSTEAD OF A PROJECT MANAGER
S O U R C E S “Leading Technical Professionals,” 2013 Report by Training Industry, Inc. and GP Strategies. www.trainingindustry.com/training-outsourcing/products/research/leading-technical-professionals.aspx “Leading Technical People,” 2013 Report by BlessingWhite, A Division of GP Strategies. www.blessingwhite.com/LTP