learner blueprinting

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MANAGING THE TRAINING AND DEVELOPMENT FUNCTION Learner blueprinting

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MANAGING THE TRAINING AND DEVELOPMENT FUNCTION

Learner blueprinting

Content

L&D as a Service

Typologies of provision

Components of delivery

The quality infrastructure

Service blueprinting

L&D  as  a  ‘service’  

Biechs (1994): L&D is about the provision of a service where the customer is an internal client.

“output being transient leaving only memories or promises” (Irons 1994)

Garavan et al (2000) identifies two schools of perception of HRD as learning versus HRD as performance focused

Learning  System  Variables  

Learner learning preferences Learning methods Capacity/ resources of function Planning cycles Status/ power Managerial commitment Links to operational objectives

…  generate  learning  systems  

Learner learning preferences

Learning methods

Capacity/ resources of function

Planning cycles

Status/ power

Managerial commitment

Links to operational objectives

–  Sitting next for Nellie –  Analytical system –  Problem-centred –  Action learning –  Systematic training –  Knowledge based –  Political –  Organisational development –  Self-development system

Categorising  

Individual

Organisational

Systematic Design

Wholly emergent

Categorising  

Individual

Organisational

Systematic Design

Wholly emergent

Si#ng  next  for  Nellie  

Self-­‐development  

Organisa7onal  Dev  

Systema7c  design  [ADDIE]  

Learning  System  Types  [SHRIVASTAVA  1983]  

Gathering  experience  

Developing  a  knowledge  

base  

Sharing  thinking  

Adapta7on  of  enabling  resources  

Input Process Output Quality

Quality infrastructure [Canning 1996, 6]

Quality infrastructure

Evaluation

Relationship Management

Standards Coverage

Customer alignment

Quality assurance

L&D  as  a  ‘service’  

Biechs (1994): L&D is about the provision of a service where the customer is an internal client.

“output being transient leaving only memories or promises” (Irons 1994)

Garavan et al (2000) identifies two schools of perception of HRD as learning versus HRD as performance focused

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Service  blueprinGng    

Define as * Customer actions include "all of the steps that customers take as part of the service delivery process." * Onstage/visible contact employee actions are the actions of frontline contact employees that occur as part of a face-to-face encounter with customers. * Backstage/visible contact employee actions are non-visible interactions with customers, such as telephone calls, as well as other activities employees undertake in order to prepare to serve customers or that are part of their role responsibilities. * Support processes are all activities carried out by individuals in a company who are not contact employees, but whose functions are crucial to the carrying out of services processes.

Service  blueprinGng  -­‐  exercise  

Divide the flip chart paper into the following sections:

Customer actions: customers can include both participants and who the L&D intervention is ‘for’ ie, SBU leadership, a project team, etc….. Front stage: what the L&D function should be seen to be doing, or making happen [by the ‘customer’] Back stage: what the L&D function should be doing behind the scenes Support processes: what will the L&D function need to do its front and back stage tasks

Use Post-its to note down actions and processes Place the Post-it in the appropriate section of the flip chart Link the Post-its as appropriate Place in a ‘time’ based order from left to right across the page

Service  blueprinGng  -­‐  exercise  

Tips & Hints

Be as specific as possible – but vagueness is OK

Build on each others ideas – if one is vague, it may prompt

some else to be specific

Discuss with your colleagues – this can be a noisy exercise

If you’re not sure about something, ask

Start with the customer actions and drill down from there[?]

Imagine yourself as that customer and so what would you

want to happen

Additional references

Bitner, M.J., Ostrom, A.L. and Morgan, F.N. (2008) Service Blueprinting: a practical technique for service innovation. California Management Review, 50(3), 66 – 94

Canning, R. (1996) Enhancing the Quality of Learning in Human Resource Development. Journal of European Industrial Training. 20(2), 3 – 10

Iles and Sutherland, NCCSDO (2001) Managing Change in the NHS: Organisational Change. Available on line at www.sdo.lshtm.ac.uk

Shrivastava, Paul. "A typology of organizational learning systems". Journal of Management Studies, 1983, 20, 7-29.

Vanthournout, D., Olson, K., Ceisel, J., White, A., Waddington, T., Barfield, T., Desai, S. and Mindrum, C. (2006) Return on Learning: training for high performance at Accenture. Chicago: Agate