People – your most important asset!
For many companies their people are the genuine differentiator.
With ever-changing customer behaviours and increased regulation firms need to get the best from their staff.
It’s pretty clear that when you have effective development programmes, ones that equip staff with the tools, skills and knowledge, they will deliver a superior performance. Coupled with clear roles and responsibilities this means your staff will know what they need to do as well as how to do it.
Risk will be managed more effectively and you will also see a radical improvement in staff engagement which will drive customer satisfaction and revenues.
Effective learning + clear roles = increased performance and engagement
To make sure the solution is right for you, we offer a free Discovery Workshop at the outset of every new client relationship facilitated by one of our most senior people.
At the end of each assignment it’s normal practice for Coach House to hold an Outcome Workshop. This helps all of us understand the transition journey and ensures a genuine closeness of working relationships.
Designing Effective Learning – In a Nutshell
In its simplest form, effective learning design will almost always involve a number of phases:
- Engaging with stakeholders and relevant subject matter experts to diagnose the business performance issue(s) and understand the learning needs – what is the business issue? and is it one that learning solutions can address? (or is the root cause more about a required process/system or wider organisational change?).
- If learning needs exist, this should result in agreement of a learning design proposal (identifying the target learning audience, their learning needs and definition of key project aspects). The learning design proposal will set out the aim and learning outcomes which solutions are to meet (be they knowledge/skill/behavioural).
- A project milestone plan will also be prepared (which specifies each project deliverable, their key project delivery dates and amounts of SME support time required).
- Learning solutions often comprise a ‘blend’ of learning materials which are to be completed – either sequentially (a linear blend) or on more of a ‘pick and mix’ basis according to an individual’s precise learning need. In many organisations, it is common for each job role to have a learning pathway which visually sets out learning components completed (from initial onboarding to experienced levels). Consequently, the learning being designed will normally be integrated into relevant job role learning pathways.
- It is vital to agree measurable learning objectives that learners will be expected to achieve as a result of completing each component of the learning solution. These will be aligned to the high-level aim and learning outcomes defined in the learning proposal.
- Measurable learning objectives will specify what the learner should be able to do (performance), to what quality/quantity level they should be able to do it (standard) and the conditions under which they should be able to do it, e.g., unaided/with reference to given material/checklists etc (the conditions).
- The first step here is to produce ‘proofs of concept’ for each intended component of the learning solution – then agree the structure, ‘look and feel’ of components in line with branding guidelines, where they will be hosted and how/when they will be accessed. For example:
• the style of ‘face to face’ learner/trainer materials
• the platform to be used for eLearning products and their look/feel (e.g., Articulate Storyline based eLearning or Adobe Captivate ‘Show Me’ / Try Me’ demonstrations and simulations)
• examples of reference/support materials, quick reference guides/fact sheets and desktop aides - We then engage with the subject matter experts/internal learning team(s) to gather relevant content for each learning component. This content should articulate the key ‘What’/’Why’/’How’ and ‘What if?’ messages to be included in the learning. Any relevant sources of existing guidance/knowledge/knowhow and support groups should also be identified with a view to them being signposted in the learning.
- The build phase proceeds through a period of 1st/2nd drafting in line with the agreed design specifications, each subject to review and feedback from subject matter experts. Feedback is also gained from a small group of typical ‘end user’ learners (i.e., ‘User Acceptance Testing’) to ensure clarity and completeness of learning.
- Any eLearning components will be built with reference to ‘storyboards’ which set out screen content, e.g., text/visuals/quizzes/learning scenarios as well as how learning will be validated/tested.
- Where required, deliverers of learning are introduced to the learning materials to ensure understanding of content and delivery method(s) to be used (‘Train the Trainer’).
- Occasionally, opportunities for some form of coaching/mentoring support for deliverers/line managers may be identified, to support the effectiveness of their role in the launch of the new learning solutions. If so, then this activity will usually have already been included in the learning design proposal and milestone plan mentioned above.
- Final drafts are then piloted to a group of learners; feedback is gathered, and final adjustments are made to learning materials to complete final sign off from stakeholders//project sponsor.
- Launch of learning solutions should be publicised via internal communication, with guidance on how to access learning, it’s content and any recommended completion order (including completion of any prework and pre/post learning discussion with line managers).
- Following launch, learning solutions should be subject to an evaluation of their effectiveness in addressing identified learning needs and the changes to workplace performance. Organisations use a wide range of approaches to learning evaluation although they typically follow an underlying approach like the ‘Kirkpatrick Model’, i.e.:
Level 1: Reaction
Whether participants find the learning favourable, engaging, and relevant to their jobs
Level 2: Learning
The degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the learning
Level 3: Behaviour
The degree to which participants apply what they learned when they are back on the job
Level 4: Results
The degree to which targeted outcomes occur as a result of the learning - Ongoing evaluation and review will feed back into the ‘Diagnostic’ phase (‘1. Diagnose Issues/Needs’) above as change over time leads to the identification of new business issues and learning requirements.
Change Management
We have helped a variety of companies through the complete Change Management journey.
From the initial recognition that Change is required, through to the Preparing of Change, Managing Change and finally Sustaining Change, we take people through the Change journey by:
There are four Change fundamentals that are crucial for a successful Change initiative:
- Sponsorship from the Leadership Team – enabling leaders at all levels to role model the behaviours and Changes we are working towards
- Communication and Engagement – helping the leadership and all levels of the organisation to understand the Change, why it is happening, the benefits of Change and encourage feedback and dialogue
- Managing challenges and resistance – proactively anticipating and addressing behaviours which inhibit Change
- Learning and embedding new ways of working – ensuring that systems, processes, procedures are part of the Change and building peoples’ capabilities to implement and sustain the Change
We ensure that the Change is part of a formal programme or project plan, with a Change sponsor and sufficient resources to complete the initiative within agreed timelines and scope. We believe it is essential that a Change manager or Change specialist is part of the programme to help drive the right solutions.
We use a variety of Change tools to help identify and manage key activities. There include a Change Impact Assessment (CIA) – an evolving document that takes into account the design, build, testing and deployment phases of the work. We also use Role Mapping and Training Needs Analysis (TNA) to determine the impact on people and the support they may need to ensure they have the right capabilities.
We can provide examples of our work and talk you through how we identified and resolved particular issues.
Case Studies
We know it’s always good to see what we have done for others as it helps bring to life what we do. We also know it’s helpful that you can see we have a proven track record, with others, who have faced the same or similar issues to you.
No case study is going to fit exactly with the situation you are facing. So the selection here is as representative as we can make it of the wide variety of engagements our team has undertaken. However, we think it’s much better to talk through issues and see how we may be able to help so please get in touch.
Case Study 1 – Global Regulator
A global Regulator wanted to ensure its’ staff were competent in carrying out their roles. Meeting statutory obligations was a must, but at the heart of this was the desire to provide great learning solutions to support career development.
Coach House worked in partnership with our client to develop a competency framework where the organisation was able to assess and define the capability of their staff. Once the framework was in place the Regulator could use it as a tool to aid recruitment, initial training, career planning, talent management and succession planning. Coach House continues to provide advisory services to this client and demonstrates a long-term successful partnership.
Case Study 2 – Academy Build
Coach House was given the opportunity to work with a Regulator who had a vision to go way beyond basic training and wanted to embrace a culture of continuous learning and professional development. Coach House, in partnership with the client, designed an ‘Academy of Learning’ which was nominated for a prestigious national award.
Standards were an integral part of the Academy build with 3 key focus areas; standards for all staff, additional requirements for managers / leaders and technical standards. To ensure the learning underpinned the firm’s values, a key area of the design was the alignment of the cultural characteristics.
The Academy continues to grow, respond to changes and is still supported by Coach House.
Case Study 3 – Global Bank Remediation Programme
A major bank was running a remediation programme and wanted support to ensure it delivered the best possible consumer outcomes and meet its’ business and regulatory objectives. Coach House, with our significant expertise, proven tools and methodologies, provided the focus needed to deliver a robust solution within a challenging and exacting timeframe.
We delivered:
In addition, we supported the development of regulatory reporting and preparing senior bank employees for meetings with the Regulator.
Case Study 4 – Capability Development
A ‘Big 4’ consultancy firm was facing unprecedented demand in a technical discipline. They approached Coach House to work alongside them in developing the skills and technical capabilities of their staff. We conducted a training needs analysis, designed, and delivered experiential learning and throughout the process acted as mentor, subject matter expert and provided ongoing support and reassurance.
It was critical that the consultancy firm could assure the competence of their staff. Coach House designed a robust application of learning assessment, which allowed the consultancy firm to be completely confident in their ability to meet client expectations.
Case Study 5 – Transformation
We supported a major transformation programme for the Audit Function of a ‘Big 4’ consultancy firm. This involved the design and implementation of an Accreditation Framework to ensure auditors could evidence that they had the correct skills and experience. Its purpose was to improve the quality of audits and raise capabilities. It represented a significant cultural shift with the challenges that entailed. It enabled the firm to select appropriate auditors and a development path for all levels of staff.
I could not recommend David and his team any higher, in my opinion, they are one of a new breed of consultancies – and long may it continue.
Working with David and the team at Coach House is an absolute pleasure. David… is always ready to support in any situation.
Professional and supportive, David is a joy to work with!