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COMMUNITY-BASED LEARNER-DRIVEN

LEARNING

EIIL Learning – In-Company Programmes

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Driven by Efficiency :

• One to one works well• One to Few is more efficient –

task learner to bring colleagues

• Team interviews get more than one to one – provide team with process guidelines

• Additional views allow team to distil common good practice – team ask expert to identify other experts

Learner-Driven Learning

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Improving Effectiveness

• Structure and purpose improve effectiveness of interactions – provide team with purpose (Task Instruction - Guide)

• Recording interactions turns ‘one to few’ into ‘one to many’.

• Repeat this with other experts….

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Temporary Support through Culture Change

• Provide temporary support – (matching, mapping, recording, promotion, process templates, coaching)

• Provide ongoing support – KPIs, Manager’s KPIs

• You have exceptional performers throughout your company

• It is easier to task learners to seek learning than to task experts to share

• Experts need only respond when asked. Time is precious and respected

• Managers need only ‘Let’ curiosity happen

• Learners can be encouraged by KPIs

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‘This really had an impact. At the end of the [Skills Intensives] workshops everyone is able to do something differently. And they know where to go to get more information to keep getting better. From an initial pilot group we now have people wait-listed to join in the roll-out ’

– Helena, T&D Manager

EIIL Provision

• Four workshops to identify curriculum of short-courses

• Temporary project support (Templates / coaching)

• Temporary project support (dating agency function / promotion / KPI-setting)

• Temporary Project support - Pilot short programmes, record content generation; make guides available (as pre-reading)

• Coaching and Review – dbase activity; KPI reporting

LDL Case Study – Chemical Company, Belgium

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‘Everyone is involved - when they finish a Skills Intensive workshop, they are not on their own in the company.’

– Peter, Learner

The [Definition] workshops were a ‘quick win…!’ The definition teams heard from some really inspiring people, both from different parts of our company and from the EIIL network. They were impressed, but also took away some tools for themselves to try the same approach.’

– Johan, Dept Manager

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LDL Case Study – Chemical Company, Belgium

• Purpose: To make internal learning more effective, and more efficient.– Today’s situation:

• Middle and senior managers are mostly sent to external workshops – personally quite interesting for individuals, but on return to work there is no real change in approach or performance.

• In-house workshops are not well-attended. People ask for a development opportunity but when they get it they don’t have time to attend

• People are working in technical peer-group communities, but have not yet extended this concept to other work areas.

• Solution:– A series of short-duration ‘active-learning’ workshops ‘Skills

Intensives’ on four initial themes – Each theme’s activities were defined in a one-day EIIL Masterclass-

based Definition workshop with Senior contributions from the Company and from the EIIL Network.

– A programme of ‘Learner-driven’ workshops rolled out by the Key Learners. Initial coaching by the EIIL. In-company ‘accredited’ coaches developed in initial workshops to take over after first few pilots.

– Whole programme KPI driven. Learners tasked to drive two workshops each per year, each involving 4 – 6 of their ‘Learning Community’.

– Minimal preparation time for senior ‘experts’ in the company to assure their participation.

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‘I can’t believe how motivated the Learning teams were to take on this programme. After their definition workshops, they have really burned through the curriculum, and mostly in time they’ve created for themselves. It’s been really efficient for us – all we’ve had to do is to persuade their managers to let it happen.’

– Martin H, T&D Manager

EIIL Provision

• Two workshops to identify curriculum

• Temporary project support (Templates / coaching)

• Temporary project support (dating agency function / promotion / KPI-setting)

• Temporary Project support - Pilot short programmes, record content generation; make guides available (as pre-reading)

• Coaching and Review – dbase activity; KPI reporting

LDL Case Study – Chemical Company, Germany

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‘The Skills Intensive workshop have been great and the EIIL guidelines are really flexible. We chose the option to do ours as a series of lunchtime interviews, where we invited an expert to join us for lunch. The EIIL methodology made sure we got the most from these sessions and of course we Reviewed each lunchtime straight away.’

– Franziska S, LearnerThe [Definition] workshops were really useful. All of the seniors had learned what they know by asking questions to other seniors in the company. I feel perfectly able to do this myself now – and will make sure I take along some of my colleagues every time.’

– Annette L, Learner

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• Purpose: To make better use of internal expertise and to build strong networks between technical and non-technical communities.– Today’s situation:

• Middle and senior non-technical managers have acquired some level of technical knowledge through a variety of career assignments.

• Opportunities for variety in learning assignments is reducing as company changes / fragments.

• Technology changes with changing company portfolio.• Technical and non-technical communities do not integrate well until middle /

senior levels, leading to misunderstanding and mis-trust.• Solution:

– Two one-day EIIL Masterclass-based ‘Definition’ workshop with Senior contributions from the Company. Participants (recently recruited non-technical graduates) developed a curriculum for essential technical knowledge.

– KPI-driven programme of ‘Learner-driven’ workshops was rolled out by the Key Learners (Definition workshop participants). Initial coaching by the EIIL. In-company ‘accredited’ coaches (from EIIL alumni) developed to take over after a few initial SI workshops.

– Temporary project support to match Learners, themes and in-company Experts, and to promote the programme amongst other communities.

LDL Case Study – Chemical Company, Germany

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• You have exceptional performers throughout your company• It is easier to task learners to seek learning than to task

experts to share• Experts need only respond when asked. Time is precious and

respected• Managers need only ‘Let’ curiosity happen • Learners can be encouraged by KPIs

www.eiil.net

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