1、 August 2015 Excellence in Leadership Development Energising leaders through technology This report has been written by Towards Maturity, building on its extensive benchmark research with over 4,000 organisations since 2003. Supported by Download and share: www.towardsmaturity.org/in-focus/leadershi
2、p2015 Copyright Towards Maturity CIC, 2015 London. P a g e | 2 FOREWORD BY NEIL WILSON, DIRECTOR KPMG LEARNING ACADEMY I am frequently asked by our clients “what does good look like” in the field of Leadership Development and how can technology be leveraged to enhance their leadership development pr
3、ogrammes. I felt that there was a considerable amount of anecdotal evidence surrounding this topic and therefore wanted to explore the validity of assertions quoted and delve into the true reality. Specifically for me, the purpose behind commissioning this report was threefold: 1. To understand if a
4、nd how experiential learning is being applied to leadership programmes; 2. To understand what best practices can be gleaned from existing programmes and to share these with the L and 3. To understand the role of digital learning whether it be in enabling, driving and/or supporting, leadership develo
5、pment programmes. What Towards Maturity have drawn out through this survey, is that there are a number of commonalities across the “higher performers” bringing insight into what is working and what is not. These nuggets of information are something that businesses and L Modernising Learning: Deliver
6、ing Results www.towardsmaturity.org/2014benchmark 4 Learner Voice Part 1 www.towardsmaturity.org/learnervoice1 5 UKCES, 2014. The Future of Work: Jobs and Skills in 2030, London: UKCES. ISBN: 978-1- 908418-63-0. http:/www.ukces. org.uk/ourwork/future-of-work 6 CIPD Leadership easier said than done h
7、ttp:/www.cipd.co.uk/hr-resources/research/leadership-easier-said-done.aspx Copyright Towards Maturity CIC, 2015 London. P a g e | 7 Mindtools What is leadership define four elements of leadership7: Creating an inspiring vision of the future Motivating people and inspiring them Managing delivery of t
8、he vision Coaching and building a team to achieve that vision In their 2015 report, “Leadership development - is it fit for purpose?”, The Corporate Research Forum8 highlights how the role of leaders and managers is blurring, with line managers expected to be able to articulate the strategic vision
9、as well as manage the tasks at hand. The CRF report also outlines five features of well-designed leadership development programme to address todays leadership challenges: Building in space for reflection, discussion with peers and senior leaders, and practice Making content, experiences and exercise
10、s as relevant as possible to the real work of leaders Engaging different senses and emotions (e.g. through stories, video and hands-on experience) Recognising that leadership is a skill that requires years of practice to develop, rather than being teachable on a five-day programme Making sure that t
11、he context in which leaders work is receptive to the new skills they are developing and allows them to put those skills into action The essence of good leadership does not change but the tools available to support leadership development are evolving rapidly. Technology is helping businesses to spot
12、and nurture potential leaders from an earlier point, fast-tracking those with the aptitude and ability to outperform their colleagues into leadership roles. The management of talent and human capital remains an important feature as a means to sustaining business performance. So, in a fast changing,
13、technology-enabled business environment, how can we apply new tools and models to build the leadership skills today in order to prepare organisations for success tomorrow? Are our leadership development programmes meeting the needs of todays leaders and serving the leaders of tomorrow? Are they supp
14、orting business leaders or letting them down? ABOUT THIS RESEARCH The aim of this research is to provide independent evidence that will help organisations understand the role of technology in leadership development and how to improve the impact of learning innovation. In this report we look at what
15、is driving change in leadership development, the benefits that are being delivered by adopting new approaches, the barriers to learning innovation and the actions L Young - talents (junior professional); middle managers talents; managers and senior managers talents.” 2.3.52.3.5 S SHIFTING THE BLENDH
16、IFTING THE BLEND Across the sample as a whole, 68% offer entirely face-to-face options. 75% offer blended programmes and 26% offer some programmes entirely online. Senior managers, however, are more likely to be offered face-to- face training and less likely to be offered programmes that are facilit
17、ated entirely online. “A blended approach works well with middle managers on a set programme. Senior Managers prefer a bespoke option.” Copyright Towards Maturity CIC, 2015 London. P a g e | 14 TABLE 3 AUDIENCES FOR LEADERSHIP DEVELOPMENT Existing directors or senior managers Middle managers Frontli
18、ne managers Future leaders Face-to-face 50% 45% 45% 39% Blended 30% 33% 33% 33% Online only 14% 19% 19% 17% Not offered 6% 3% 3% 11% There appears to be some swing back to a belief in the effectiveness of face-to-face leadership development events. This is a concern in the light of the need expresse
19、d by many organisations to reach larger audiences, especially in international or de-centralised environments, where opportunity cost and budget constraints are reported to be a major factor in the efficiency of delivery. Differences emerge when we look at the proportions that do not offer all the t
20、raining options. Whilst most offer leadership training across all of these audiences: 21% do not offer face-to-face leadership training to their future leaders 6% do not offer face-to-face training to their middle managers 1 in 4 organisations that gave detailed percentages for each training option
21、do not offer an online option to any of these audiences In 2011, classroom training was the norm: The number of entirely online programmes has significantly increased since 2011, particularly when training middle and frontline managers, although the overall proportion of leadership development offer
22、ed has not increased. In 2011, 37% were not offering leadership training to future managers/leaders. In 2015, this proportion has fallen to 11% In 2011 fewer than 5% were offering online only options. In 2015 this has increased to 26% In 2011, 58% of all delivery was entirely classroom-based. In 201
23、5, this has fallen to 41% Directors and Senior Managers continue to lean towards more face-to-face classroom delivery and away from online options: more junior roles and future managers are less likely to be offered classroom training. Copyright Towards Maturity CIC, 2015 London. P a g e | 15 Higher
24、 achievers are more likely to offer online programmes. They are also more likely to extend these programmes to leaders at all levels. “We have a farm system. First is a leadership conversation open to all employees. the next level of conversation with those beginning to practice and being held accou
25、ntable for leadership behaviours. the third level is for those who are demonstrating those behaviours. Finally we call our Highest Level, Elders.” THE CHALLENGES OF IMPLEMENTING A TECHNOLOGY-ENABLED LEADERSHIP DEVELOPMENT STRATEGY 2.4.12.4.1 WWHAT IS DRIVING INVESHAT IS DRIVING INVESTMENT IN LEARNIN
26、G TETMENT IN LEARNING TECHNOLOGIESCHNOLOGIES? ? A smaller sample of 50 participants shared the specific benefits they were looking to achieve by including technology in the blend and the extent to which they were successful in largely achieving their goals. Figure 4 shows that when it comes to leade
27、rship development, investment in learning technologies is expected to achieve far more than just delivering more learning for less cost. Almost 100% of this sample wanted technology to help them to adapt learning to context, increase the sharing of good practice amongst leaders and reduce time away
28、from the business. Whilst expectations from investment in technology are high, fewer than half of this group are largely achieving the benefits they seek. FIGURE 4 DRIVERS BEHIND INVESTMENT IN TECHNOLOGY FOR LEADERSHIP DEVELOPMENT (N=50) 90% 90% 92% 92% 94% 94% 96% 96% 96% 42% 45% 42% 49% 36% 49% 40
29、% 53% 53% Increase speed of engagement Improve effectiveness of face-to-face learning reduce time to competency Faster application of learning at work Cost savings over traditional methods Consistent application of learning at work Reduce time away from business Increase ability to adapt to need/con
30、text Increase the sharing of good practice Largely achievedDriver 13% directors 21% middle managers 15% frontline managers 30% future leaders 0% directors 7% middle managers 0% frontline managers 0% future leaders Higher achievers Lower achievers Offering online programmes Copyright Towards Maturity
31、 CIC, 2015 London. P a g e | 16 2.4.22.4.2 WWHAT ARE THE BARRIERSHAT ARE THE BARRIERS TO PROGRESSTO PROGRESS? ? The innovative L interested in learning more and considering implementation Following We are aware of the 70:20:10 model and whilst a lot of our learning follows this we have not explicitl
32、y implemented it. Transforming Very aware. This is an important part of our new transformation strategy. Embedding It is entrenched in all our learning - as well as PDP forms etc, good common language in our business. Copyright Towards Maturity CIC, 2015 London. P a g e | 39 Despite 96% of L&D leade
33、rs looking to technology to help increase the sharing of good practice, the growth in the use of in-house social media sites predicted in 2011 from 49% to over 70% has not happened. In fact, some three in ten do not have any plans to implement social media. The role of community and social media to
34、support learning is a priority for higher achievers. Compared to lower achievers, they are: Three times as likely to be implementing communities of practice Three times as likely to be using external social media in learning design Twice as likely to be using in-house social media The Nokia Case stu
35、dy on page 40 highlights the incredible power of communities to ease the loneliness of leaders having to lead through turbulent change, combined with easy to access, relevant content it shows how a leadership programme, grounded in business imperatives, can help turn an organisation around. SUPPORTI
36、NG LEARNING AT THE POINT OF NEED For leaders to embed learning into their everyday lives, it is also important that they can access resources at the point of need. We have seen that leaders are already heavily reliant on web searches and their mobile phones to help them learn what they need to do th
37、eir job at the time when it is most relevant, but how are L&D supporting that? Over the last four years, L&D leaders have started to respond to this trend. Usage of mobile devices in leadership development design has risen to 39% from 31%, with further penetration to 72% predicted by 2017. Cross-pla
38、tform solutions are planned by 45% of organisations that have not already made this change. Compared to the lower achievers, higher achievers are: Over three times as likely to use mobile devices to support learning Seven times as likely to provide apps to support performance at the point of need Th
39、e DisasterReady case study on page 44 shows how delivering easy-to-use and easy-to-find learning via the cloud is starting to transform the way that leaders on the ground in remote parts of the globe are able to respond faster to disaster. Their leadership portal allows fast access to content and al
40、so creates an opportunity to develop cross-sector communities and sharing of ideas in a process of innovation amplification. 57% communities of practice 71% external social media 64% in-house social media 18% communities of practice 24% external social media 35% in-house social media Higher achiever
41、s Lower achievers 64% mobile devices 50% bespoke mobile apps 18% mobile devices 6% bespoke mobile apps Higher achievers Lower achievers Copyright Towards Maturity CIC, 2015 London. P a g e | 40 Case study 4. Equipping Nokias leaders in turbulent times Peter Holmark (Head of NSN HR Talent, Leadership
42、 and Organisational Development), based in Berlin, Germany, leads a deliberate strategy to use e-learning to help save and re-position Nokia Networks. “Early in 2013 we had just eight-quarters left before we ran out of cash. With an unattractive portfolio our competitors were rapidly eroding our cus
43、tomer base. The organisation was in turmoil as we changed ownership and our name in a bewildering sequence.” With minimal budget, no time available and with learning not at the top of the leadership teams agenda, what could be done to help? “We knew lots about managing change but our leaders needed
44、support in leading it.” Appraising the existing learning portfolio and its business impact, Peter realised that the 70:20:10 model which served the business well in the stable state was just not fit for purpose in times of dramatic and turbulent change. “Our leaders could not give the bandwidth or t
45、he time to do what the model requires in supporting people through the uncertainty”. The changes were dramatic. In the subsequent two years 15-25% of the payroll (17,000 people) left from every location around the world. “Our Leadership Development focus was about easing the loneliness felt by those
46、 taking hard decisions, all the while watching a clock ticking towards extinction if turnaround failed.” Helpful material from the existing learning library was re-packaged and marketed in ways that made for easy engagement. A new portal was installed to enhance global individual accessibility. “We
47、also looked at new stuff. We turned to neuroscience, aided by the Neuroleadership Institute. With them we co-created four 30-minute videos used in a webinar-based blended programme, benefitting from an overlap of skills in the process. We made huge use of webinars globally but also had local facilit
48、ation in which HR was extremely helpful.” The results have been dramatic. The programme was aimed in its first four months at the upper levels of the leadership. The asynchronous take-up has seen over 40% of the 55,000 staff accessing the programme, often repeatedly, over the year of its operation.
49、According to Peter, “What the blend, its focus and its easy accessibility seems to have done is to create a space where those at the sharp end of turnaround leadership can talk to people trying to do similar things but in different situations. Their questions were the same, the experiences and answe
50、rs helped just through sharing. The loneliness, isolation and the emotional strain of constant tough decision making were reduced”. The success lay in a package that was experience based but designed to be capable of re-visiting in itself a comforting oasis when nothing else is stable. “Qualificatio
