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SPECIAL REPORT WWW.HRMONLINE.CA

EDUCATION GUIDE 2017 From the impact of artificial intelligence to the skills of tomorrow, HRD presents its annual guide to the trends that are shaping corporate L&D functions in Canada

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EDUCATION GUIDE 2017 Canadian organizations’ spending on L&D has been on an upward trend since 2010. HRD’s annual Education Guide highlights some key L&D trends to keep an eye on 02 RISE OF THE ROBOTS

Automation is one of the biggest threats to the modern workforce – so how can HR meet this challenge head-on?

06 A GENERATION SET UP FOR FAILURE?

The old methods of leadership development aren’t adequately preparing tomorrow’s leaders. Here’s how to design a leadership development program that resonates with millennials

08 CALMING STORMY SEAS: EXECUTIVE COACHING

Executive coaching is a tried-and-true method to help leaders navigate daily business challenges, but there are a few things HR practitioners need to keep in mind when looking for an executive coach

12 THE FUTURE IS HERE

How new and emerging technology is reshaping the path of learning & development

16 PREPARING FOR FUTURE TECH

Jenny Dearborn, chief learning officer at SAP, talks to HRD about how HR should approach the new tech-enabled world of L&D

www.hrmonline.ca

17 3:39 PM

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EDUCATION GUIDE

Rise of the robots

Paul Juniper explains how HR leaders will be forced to adapt as automation replaces millions of human workers THE WORLD of work is changing in so many ways. Whether it’s millennials and their modern expectations, boomers reaching retirement, or the increasingly mobile nature of the workforce, HR leaders are being forced to shift their approach at a rapid rate. There is, however, evidence to suggest that one driver in particular is going to have the most significant impact on HR departments and the way organizations across the world approach work: automation. As well as shaking up the way traditional jobs are perceived and compensated, automation has the potential to cause massive social disruption. A recent study conducted by the McKinsey Global Institute predicted that automation could jeopardize between 40 and 75 million jobs worldwide by 2025. What exactly are those 75 million people expected to do for employment? “If we think Uber has been disruptive in terms of the taxi industry, wait until we don’t need people driving those vehicles anymore,” says Paul Juniper, director of the Industrial Relations Centre [IRC] at Queen’s University. “Soon enough, your phone will know that your meeting is about to finish and will arrange for a driverless car to be waiting for you outside. Lots of people are going to lose their jobs, and it’s not just going to be repetitive jobs. The reality is that planes can already take off, fly and land themselves.” Juniper believes that somewhere between 40% and 50% of jobs have the

potential to be automated. While the first wave of automation impacted manu facturing, teller and basic manual labour jobs, the next wave is expected to affect a wide range of qualified professionals – like paralegals, for example. “It’s not just low-paying jobs that have the potential be automated – higherpaying jobs will be targeted this time

traditional performance management systems, which include a once-a-year appraisal with a manager, are not going to work at all,” Juniper says. “Finding and then retaining workers is going to be very important, and there will be major changes to the recruitment and compensation functions and employee relations. The number of employees that HR interacts

“In the past, the automation of a particular role actually led to jobs being created in different areas, but I’m not so sure the same thing is going to happen this time” Paul Juniper, Queen’s University Industrial Relations Centre around,” Juniper says. “In the past, the automation of a particular role actually led to jobs being created in different areas, but I’m not so sure the same thing is going to happen this time.” For HR leaders, one of the biggest implications will be the dramatic changes to traditional workplace structures. In the new gig economy, organizations will not have a consistent number of employees on site: People based anywhere in the world can bid for the work via apps, which are already available. The way people get paid, the packages they receive, and the way they join and leave employers – all are going to experience dramatic change. “For HR leaders in the new economy,

with will be reduced dramatically, so retaining those relationships becomes much more important.” The days of HR being responsible for 1,000 workers who do fairly generic jobs are numbered. Instead, HR will need to figure out how to attract people who manage and maintain robots, which will be a highly specialized skill. These types of workers are going to be in high demand and will work for various organizations on a contract-type basis. “If you have a 500 people doing a generic job, and you lose one or two, who cares?” Juniper says. “But if there are only four or five people in the world who can do a role, and you are competing with 10

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other companies, then HR needs to work out how to attract those people and then how to keep them.” In the not-too-distant future, there will be a huge number of people with skill sets that no organization wants or needs. Retraining will be more crucial than ever before, and it will be essential for workers to develop the entrepreneurial and marketing skills required to get a new job. “HR’s role becomes really important,” Juniper says. “HR leaders will be the ones who make those changes happen quickly – the people who help employees and managers through these changes and help the executive team understand the implications. HR has to be able to design change. The days of us being gatekeepers and police are over.” HR will be at the forefront of the new frontier of work, and Juniper believes that in order to thrive, HR leaders must take an active approach to managing their own careers. Being flexible in terms of skills, and believing in and embracing continuous learning, is critical. To illustrate his point, Juniper gives the example of an HR leader who became the CEO of a Crown corporation in Ottawa. She researched the kinds of organizations

she wanted to work for, identified their executive and HR leaders, and then made a point of meeting and getting to know them. The woman told those leaders she wanted to work for them, and when opportunities came up, they called her. “It didn’t happen by accident; she

managed her career upwards,” Juniper says. “A lot of people sit back and apply for a job when it comes up, but you have to remember that 70% of jobs are never posted. You need to create your own opportunities, which is possible if you have the right skills.”

Changing demographics, new technologies and a globally competitive market are transforming the work we do and the way we do it. How do you keep up with the skills and tools to manage and thrive in this evolving business environment? Queen’s University IRC, a professional development unit within the Faculty of Arts & Science, delivers programs in labour relations, human resources and organizational development, based on 80 years of experience and research. Our programs are led by industry leaders and designed for busy practitioners who want to directly apply their knowledge to their work environment. Human resources: Learn how to build and engage teams in multidisciplinary environments, manage change, and transform key HR data into business strategy. Labour relations: Develop the skills to effectively handle disputes and negotiations, build trust, and manage unionized environments. Organizational development: Diagnose organizational challenges, explore design issues and develop robust solutions. Choose from two- to five-day open-enrolment programs delivered across Canada, or customized on-site training solutions that address your organization’s specific needs. We also offer certificate programs in advanced human resources, organizational development, labour relations and advanced labour relations for professionals who want to continue to develop their skills and contribute to their organization’s success. Why Queen’s IRC? • Opportunities to network with high-level colleagues from across the country • Coaching from internationally renowned facilitators with real-world experience • Experiential programming to test theories and ideas • Skills and strategies that directly apply to work environments • Mentoring beyond classroom sessions Learn more at www.irc.queensu.ca

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DPS ed. Guide 5.02.qxp_Layout 1 2017-05-16 10:58 AM Page 1

QUEEN’S UNIVERSITY IRC Professional Development Training

Your workplace is changing—are you? Most work environments today are dealing with constant change. New millennials in the workforce are seeking different rewards than their older co-workers, and evolving technology is changing the way we all do our jobs. How do we adapt to these shifts and build teams that foster collaboration? Queen’s University IRC tackles these challenges head on. We offer a wide range of one-day, multi-day and custom programs that give you the skills you need to implement change and ensure its continued success. This Fall, make positive approaches to your changing world. Visit our website at irc.queensu.ca to download our Fall 2017-Fall 2018 Program Planner, or contact one of our professionals to discuss how we can support you and your teams.

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UPCOMING FALL 2017 PROGRAMS • Designing Collaborative Workplaces Toronto: September 26-28

NEW!

• Change management Calgary: October 3-5

Learn more:

Toll-free: 1-888-858-7838 email: irc@queensu.ca Web: irc.queensu.ca

• Coaching Skills Halifax: October 17-18; Victoria: December 6-7 • organization Development Foundations Toronto: October 24-27 • Talent management Toronto: November 8-9 • Designing Change ottawa: November 28-30 For a complete list of programs, visit our website at: irc.queensu.ca

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EDUCATION GUIDE

A generation set up for failure?

Much like millennials have changed the way we work, soon they will change the way we lead. The old leadership development models will not work for this generation, says Hiam Sakakini

WE’VE NOW moved firmly into an era in which millennials are taking on the responsibility of managing people. The problem is, their predecessors haven’t given serious consideration to the unique ways millennials learn, adapt and grow as professionals, and consequently are not arming them with the critical leadership

capabilities that ensure future sustain ability of an organization. I see it everywhere: Senior leaders are taking a page from the old textbook on how to manage and grow a workforce. But this advice simply doesn’t work for the 6.1 million millennials in the workforce today. How scary to think we are potentially

missing easy opportunities to engage this segment of future leaders. Having spent a significant portion of my career both managing a team of millennials and learning about their needs, it has become apparent to me that this old way of developing our future leaders doesn’t develop leaders anymore. To get some perspective, let’s look at the trends Gen Y bring with them: • Millennials typically have itchy feet and tend not to stay in a position longer than two to three years. • They like to work in sprints – short projects with rotating teams increase their productivity and engagement. You’ll notice that emergent leaders will feel compelled to solve a problem presented through a project and then retreat to being part of the team once the problem they noticed is solved. • They prefer a leader who is involved and inclusive – a mentor and a coach as well as a friend, and someone who is accessible, not hierarchical. They want a leader who genuinely cares about them as a whole person, not just during their working hours. • They need immediate feedback on their performance – they want it straight after a milestone is achieved. They are natives of the digital world, which has propelled the art of instant feedback. • They are driven by their core values,

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which anchor their every decision. This seems to be instilled by a great relationship with their parents, who tend to be the key influencers in their decision-making. • They enjoy a challenge, they like to be constantly stimulated, and they aren’t afraid to stretch themselves out of their comfort zone – especially when the project has impact. With these trends in mind, the challenge now is how do you grow leaders who typically don’t spend very long in a single role or with one employer? What strategies do you need to implement to fulfil their need to feel challenged and learn best on the job? And how do you factor in their care about impact, not status and titles? How you incorporate all of this into a journey that develops leaders for the future will determine the long-term success and stability of your organization.

It starts with managers of managers Typically, promotion – and therefore, by default, succession planning – rewards bottom-line results. Type A personalities who are driven, fearless, competitive and focused do exceptionally well as individual contributors, rising through the ranks because they are as goal-driven with their careers as they are with their KPIs. They get noticed, they openly ask for promotions, and they are seen as natural leaders over those who seem ‘too emotional.’ I will admit that, as a young saleswoman at Google who loved to smash through every target handed to me, I was that person. Before I knew it, I had a team and was expected to teach them the tips and tricks that I knew instinctively. The problem was, I was never equipped to coach, and as a result, I faltered ... badly. How can managers of managers play a crucial role?

HR FUNDAMENTALS: OLD VERSUS NEW Old-school

New-school

Hire for a specific team

Hire for personal values and cultural fit

Hire for skills and experience

Hire for motivation, growth mindset and aptitude for change

Promote based on bottom-line results and short-term achievements

Promote on results combined with behaviours and long-term impact

Develop leaders through high-potential fast-track plans and programs

Develop leaders through experiential on-the-job projects that bake in coaching, reflection, tools and guides

Give feedback at performance review time

Give feedback in real time

Pay attention to how your superstars are achieving their KPIs. Are they collaborative? Are they inclusive? Do they ask for feedback from their teammates as well as from you? Are they helping their team toward achieving their collective goals? Rewarding the how as much as, if not more than, the what through your competency and behaviour frameworks will, by default, get the right future leaders into the next leadership layer. Support your new managers in learning the art of coaching. This is a new skill that typically only gets taught after an individual contributor becomes a manager, and it is crucial to their success and the success of their team. Be the meta-coach.

Deconstructing leadership learning This is a challenge, and it will require investment of time and the support of a good internal or external learning & development business partner, but the investment will pay off. Within everyday workplace teams, projects and initiatives, there exist golden opportunities to learn valuable leadership lessons. This all starts with a) identifying the learning opportunity, b) keeping the right tools, principles and techniques at your fingertips to match the scenario at

hand, and c) having the guidance of an experienced facilitator who allows the team time to stop, reflect, give feedback and experiment. I don’t think leadership programs will entirely be replaced by this approach; however, the tools and principles that lie within them can be deconstructed into bite-size, easy-to-use downloadables, facilitator guides and how-to videos that can be used within the life cycle of any project or initiative. Capitalizing on the learning oppor tunities within everyday business projects will mean a richer experience for all involved and potentially less time and money spent on formal leadership learning courses. Ultimately, the ramp-up time to upskill future leaders will be significantly shorter, coinciding with the trends of millennials and their itchy feet. An interesting side effect will be more ROI for your L&D budget. Hiam Sakakini is the co-founder of Think Change Grow and is the former head of leadership development at Google APAC. During 14-plus years of working in Fortune 500 companies in a range of roles, Sakakini has developed a passion for pinpointing the simplest strategies to help individuals and teams build the skills, confidence and competence needed to become genuinely customer-focused and deliver outstanding bottom-line business results. For more, visit thinkchangegrow.com.

www.hrmonline.ca

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EDUCATION GUIDE

Calming stormy seas: executive coaching

In periods of uncertainty, it’s in the interests of both employers and employees to commit to professional development, and one proven option is executive coaching “THIS IS a really tough time to be a CEO or running a large corporate division,” says Denise Fleming, managing director of Foresight’s Global Coaching [FGC]. “There’s generally nobody to talk to once you get to that level, and it can be a very competitive environment. That’s why we often see CEOs of large corporations stay for five years, and at the end of that period, they’ll need at

“The challenges a leader today faces will require high levels of courage and a truly open mind to enable them to lead their organizations successfully to some new place, probably in a changed marketplace.” How can these choppy seas be navigated? One answer is executive coaching. “Working with a former CEO or country head, which is what all FGC

“No doubt a lot of what’s to come will be brilliant and exciting – but it will take courage on the side of leaders to get there” Denise Fleming, Foresight’s Global Coaching least 12 months to do nothing but rest. They are burned out – it’s often a 24/7 job, and most of them are 365 days a year. You can’t keep that up.” This personal stress is magnified during uncertain and often volatile business conditions. Fleming says there is only one response: Leaders must exponentially ramp up their leadership skills. “The future is indefinable,” she says.

coaches are, can provide a confidential space to try to make sense of what’s happening and come up with the best possible solutions,” Fleming says.

Why use an executive coach? Finding an effective coach is critical. Although history over many decades has shown the benefit of having an internal mentor – as opposed to a coach – Fleming

warns that the mentoring process must be well structured, and the mentor must be a senior executive from a different part of the business – otherwise, confidentiality issues can arise. Much more effective, Fleming says, is an external coach who works with a leader in an environment of total confidentiality. “Another employee acting as a sounding board can’t do that,” she says. HR practitioners, for example, can provide an executive with feedback on a host of issues pertinent to the organization, but they must do so carefully. “Giving feedback to a more senior executive may not be a good career move for a HR practitioner,” Fleming says. “Internal sounding boards may not see the organization objectively or understand the full ramifications, particularly in terms of how decisions may impact the board of directors.” An external executive coach will be fully briefed on negative issues, which can be addressed within the coaching environment. They might also have greater understanding of those issues in terms of the impact on the executive’s career aspirations.

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EXECUTIVE COACHING VERSUS LIFE COACHING The coaches at FGC are themselves non-executive directors and have often had extensive senior-level leadership experience. In short, they know firsthand both the external environment currently facing leaders and the stresses these leaders are under. “As a senior-level coach, you only have credibility if you’ve been there and done that,” Fleming says. “It doesn’t matter what qualifications you have or where you’ve come from and what theory you have behind it – unless you’ve actually sat in one of those high-level roles, you have no understanding of the enormous pressure and the stress in these jobs.” FGC coaches are also committed to continuous learning themselves, including monthly development meetings with their colleagues and two off-site

Is there a fine line between executive coaching and life coaching? Denise Fleming explains: “It’s easy to see what’s common between life coaching and coaching leaders in an organization – both involve work with people. The appropriate life coaching can provide support to someone who needs individual help for whatever reason, but usually they pay for that service themselves. Executive coaching is measured against the objectives set by the organization, which pays the fee, and it’s only successful if it meets both the organization’s and the [executive’s] objectives. There has to be an organizational return. In this environment, many are relying on leaders’ success – the investors, the employees, the board.” sessions a year. For example, for the last two years, FGC has been researching and learning about what Fleming calls the global digital revolution. “We looked at the industries that were going to be dramatically impacted by technology; we looked at the leadership in those sectors and the sorts of things they’d have to do differently,” Fleming says. “Our focus has been on coaching leaders to navigate these changes.”

The practicalities The FGC model starts by matching the senior executive to the right coach. The first step is to take a brief from the executive’s manager or chairperson. “We ask them, ‘What do you want this executive to do differently that will make your job easier?’” Fleming says. “It’s critical to get their involvement because they know what this particular individual could do that could make the organization more effective,

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EDUCATION GUIDE

BUSTING THE EXECUTIVE COACH MYTH Denise Fleming says it’s a myth that anyone with business experience can be an executive coach. “They can’t,” she says. “Brilliant coaches are very rare and very special.” Here are some of the characteristics a good executive coach must have: • Credibility and peer respect – not just knowledge of administrative or business roles, but genuine credibility from having been there and done that. They must understand the dynamics and politics of large organizations • Collegiality and collaborative skills – and the ability to communicate with clarity • Wisdom and authenticity, with a genuine commitment to the success of the client and their organization • Intellectual rigour • Personal confidence

get that next role, and they don’t quite know why they haven’t gotten it or what they have to do next.” Those three briefs are then merged together into what FGC calls the ‘coaching brief.’ From there, the organization will set the objectives. That brief is used by Fleming and her team to select the most suitable coach – that is, the person with the right background, experience, knowledge and personality to deliver what both the organization and the individual hope to achieve. From there, it’s up to the executive and their schedule to determine how much time they devote to the coaching sessions.

what they’re doing,” she says. “The client always owns the decision they make, but a coach will help them to make sure they’re exploring the right areas, asking the right questions and so on.” The agreed objectives form the backbone of assessment of ROI. The FGC model is simple in this regard: Advancement toward the organization’s agreed objectives is considered the appropriate return on the coaching investment. These objectives might, for example, concentrate on integrating an acquired business or preparing an executive to step into a CEO role. The organization has the opportunity to

“As a senior-level coach, you only have credibility if you’ve been there and done that” Denise Fleming, Foresight’s Global Coaching

• Superior listening skills • The ability to frame and ask the right questions. “If you know the right question to ask, it can be a gamechanger,” Fleming says

more efficient or deliver whatever it is the board wants them to deliver on.” A separate brief is obtained from the group HR leader or most appropriate HR professional. The objective there is to gain insights around how the executive works with people: Do they have loyal reports? Do they have difficulty retaining people? How do they work with peers? Finally, a brief is obtained from the executive – the client – to get a sense of the challenges they are facing. “It’s holistic,” Fleming says. “For example, sometimes people have external pressures at home. Or internally, they may have difficulty with peers or with direct reports, or they may be extremely keen to

“In our model, you have total uncapped access to a coach,” Fleming says. “There are no specific sessions. Everything is customized to you and your needs.” She says that ideally, a face-to-face meeting is held at least every two weeks, although this can escalate to a couple of times a week during a restructure or major upheaval. “It’s a relationship, not a timed-session model,” she adds. Every three months, FGC will review the coaching with the direct manager, the executive themselves and the HR representative to make sure objectives are being met. A contract may run for only 12 months, or it may be extended depending on personal circumstances. The one proviso, Fleming notes, is that the executive does not become dependent on the coach for decision-making. “Our coaching is about enhancing our client’s ability to make decisions, to own

change those objectives at any time. Senior executives will also be given confidential personal objectives such as stress reduction or enhanced leadership capabilities; these are assessed in total confidence by the coach. “The evidence of our success is the long-term relationships we have with our corporate customers, which go back, in some cases, to when we started in 1998,” Fleming says. “It isn’t hard to assess ROI in our model because we coach to measur able objectives. That’s what we do – there’s nothing woolly about what we do.” It takes courage to be a great leader, and Fleming reiterates that this new era requires a different kind of courage. “We can’t predict what will happen in the future,” she says. “No doubt a lot of what’s to come will be brilliant and exciting – but it’ll take courage on the side of leaders to get there.”

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EDUCATION GUIDE

The future is here

With immersive technology starting to take hold of the corporate L&D space, HRD gains some insights into where L&D is heading and what is shaping this future path

IMAGINE YOU are the HR director of a leading department store chain. Your HR team’s traditional means of inducting and onboarding new seasonal staff was to send

their direct manager and perhaps a future colleague, and be shown the location where they will work. In addition, video technology can teach them how to use the cash

“An LMS is an LMS; it’s your learning strategy and the content that’s going to make the difference” Marc Havercroft, SAP SuccessFactors them some ‘must-read’ documents the week prior to their start date, and then on their first day, have them spend time meeting with their supervisor as well as with a peer in order to be ‘shown the ropes’. In 2016, that suddenly seems quaint. While inducting and onboarding will always require the human touch, the L&D elements of these processes are being revolutionized. Today, two weeks from starting the job, a new hire can potentially use their smartphone to be introduced to

register and process payments. And that’s just the start – in a few short years, onboarding will likely embrace the same augmented reality technology used in the unexpected tech hit of 2016: Pokémon Go.

Moving with the times A number of key elements are coming together to help transform corporate L&D. Apart from technology, chief among these elements is the desire of employers to create cultures of continuous learning.

Marc Havercroft, VP of business transformation and advisory at SAP SuccessFactors, defines these cultures as critical to any business moving forward into the digital age. Learning in this era is being impacted by two disparate but related components. First, there’s leadership’s fear about being able to grasp the shift toward ‘Industry 4.0.’ “As leaders, it’s the ability to take their business into the digital age,” Havercroft says, adding that it’s no surprise that companies are now appointing people to their boards who have both a digital focus and digital skills. Second, there’s been a shift from the employees’ perspective. They want to proactively manage their own careers now and in the future. “Today, one of the biggest reasons people pick a certain organization to work for is not so much for the work they’ll do; it’s more about what they’ll learn on the job,” Havercroft says. “Continuous learning is going to be a mainstay of the EVP for many organizations.” While learning & development once was a ‘tick the box’ exercise in risk mitigation – especially in the case of compliance training – today both employers and employees realize it’s in the interest of both parties if learning is self-directed and enjoyable. Research from Deloitte found that “employees at all levels expect dynamic, self-directed, continuous learning opportunities from their employers.” With change being the new normal, Havercroft suggests that employees are perhaps more interested today in keeping their skills sharp. “Anything that will ensure their skills don’t become obsolete will help,” he says. “Everyone wants to remain a valuable asset in the work environment. Self-directed

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BUILDING ON HUMAN NATURE

learning, to me, also means relevant content on mediums that are based on the individual’s wants and expectations.” What role does technology play in such a world? Havercroft suggests it’s a lever to execute and harness change – but it’s the learning content that remains critical. “An LMS is an LMS; it’s your learning strategy and the content that’s going to make the difference,” he says. He likens technology to a car – it will get someone from A to B, but it’s still important for the driver to know where A and B are. “That’s why I think technology facilitates continuous learning and facilitates the growth of individuals and organizations,” he says. “However, you must know where you’re going.”

Marc Havercroft of SAP SuccessFactors outlines how the best learning technology builds upon basic human behaviours. “Peer-to-peer learning is what we do best as human beings,” he says. “It’s why we set up buddy systems at work. It’s why classroom education has been the default for so long and why we have internships in the workplace. You can be an expert in something, but your social relationships are a big influencer on how you learn or try new things. Traditionally we would have viewed peer-to-peer as having someone physically sitting next to you. But today you could be collaborating with someone on the other side of the world via channels like SAP’s Jam collaboration tool, or you could be interacting on wikis. Peer-to-peer technology simply draws on how we learn and how we interact with each other as humans.”

L&D and the cloud This last point is where cloud technology plays a critical role. The cloud is simply information and knowledge stored in a central location – a data warehouse or similar. In the L&D space, the cloud allows employers to store greater knowledge and content, and also provide access to that knowledge and content across multiple

digital platforms. This might mean learning via a YouTube video at home or a learning portal at work – or anything in between. The cloud also provides the ability to easily distribute and add to that knowledge – a major boon for employers interested in capturing the knowledge of their employees in a central portal. Eventually, virtual reality and augmented

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EDUCATION GUIDE

4 LEARNING TRENDS Mobile learning Online learning using tablets, phones and laptops allows learning to happen anywhere, at any time. In a gig-based economy, employees can live anywhere in the world, making mobile learning an important aspect of an organization’s L&D strategy. Micro-learning Similar to mobile learning, microlearning also strays from the traditional course model and delivers small nuggets of information via mediums such as short how-to videos or textbased instructions. Self-directed learning In traditional L&D models, HR and management gave limited learning options at specific times. With changes in technology, learning has become more employee-centric; they can learn how and when they want. Immersive learning One of the most recent trends in learning is immersive technologies. Some of these technologies are virtual reality, like Google Cardboard and Oculus Rift. These allow learners to immerse themselves in any environment in real time. They could help teach employees how to react in dangerous or high-risk situations. reality-based technology will be additional mediums through which learning can be delivered. However, Havercroft says success is not really dependent on technology; that’s just the medium through which learning is delivered. Instead, he suggests HR leaders concentrate on: • Relevant content • The medium that works for their business and their workforce • Measuring the success of any initiative

On this last point, Havercroft suggests that measuring engagement is not enough. “Engagement, to me, means I know what I’m doing and I’m doing it well. It’s really about productivity – because productivity means bigger profits.” Citing the earlier example of induction and onboarding at a department store, Havercroft says the manager’s time to get a new hire up to speed could potentially be reduced from two weeks to a few hours; productivity is therefore increased for both the employee and the manager. “When you consider the manager’s salary and the employee’s salary, and how much business the company does in the

However, given these monumental changes in the L&D landscape, SAP SuccessFactors has shifted subtly from being an L&D and talent management solutions provider to being more involved on the content creation and consulting side of L&D. “We realized that many clients need help in taking what I’d call 2D content and making it 3D or 4D,” Havercroft says. “It’s taking the traditional employee manual and saying, ‘Would this work better as a video?’ or ‘Could we utilize augmented learning or peer-to-peer learning here?’ We’re urging clients to ask, ‘What are we actually trying to teach people here?’”

Technology will be a platform for executing on strategy and getting there more quickly, but employers and individuals must be conscious of where they are and where they want to go before they utilize the latest technology two weeks in the lead-up to Christmas, suddenly you get a clear idea of the impact on the bottom line,” he says. “That’s the power of learning – when it’s linked to commercial outcomes like that.”

A focus on content as much as technology SAP has a long history in the corporate learning space, primarily through its on-premise/ERP platforms, and now with its cloud-based SAP SuccessFactors HCM Suite, including the SAP SuccessFactors Learning solution. The cloud enables employers to deliver learning through mobile, video, peer-to-peer, and eventually virtual and augmented reality.

He reiterates that technology will be a platform for executing on strategy and getting there more quickly, but employers and individuals must be conscious of where they are and where they want to go before they utilize the latest technology. “If you’re moving an employee manual from paper to online, if that manual is rubbish to begin with, it’ll still be rubbish online,” Havercroft says. “So it’s bringing that technology and the content together in a holistic offering. We must harness the power of technology and not be scared of it; however, we must do that in a way that ensures we still deliver the outcomes we want.”

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EDUCATION GUIDE

Preparing for future tech HRD chats with Jenny Dearborn, chief learning officer at SAP, about how technology is shaping education What are the key L&D challenges facing organizations today? I’ve seen in my travels that organizations are vastly different in terms of their levels of maturity. Some seem to be tackling issues that surprisingly still exist, such as uncertainty about how to organize and deliver classes. They’re saying, ‘I don’t know what classes to teach,’ or ‘I taught a bunch of classes and I don’t know who showed up.’ Alternatively, I see organizations still talking about how much money was spent on average per learner. Those are really basic metrics, and it’s really how we

fantastic innovations that are coming. Can technology help foster a continuous learning environment? I would say that it’s very foundational to have technology as a key part of how we move forward because we are such a connected world. We live on our mobile devices. It’s really how we consume information. YouTube is the number-one way that people consume all of their news and entertainment – more so than radio, television and newspapers combined. So when we talk about how to get our

“We need to get people comfortable with that continuous blend – there is no difference between work and learning” Jenny Dearborn, SAP measured the industry ... and our effectiveness probably 20 years ago. Some of the corporations that I connect with are doing things that are significantly more advanced. For example, they want to know, ‘How do I predict exactly what somebody needs in exactly the moment that they need that information?’ or, ‘How can I get my workforce ready with the skills of the future?’ or, ‘How do we make sure that our workforce does not become obsolete?’ It’s about the machine learning, the artificial intelligence and all these

workforce ready for the skills of the future, it has to be built on the current state of how people communicate with each other. What used to be the case in the US and lots of places around the world is that you learn for 25% of your life, and then you work for 75% of your life, and then you die. We need to get people comfortable with that continuous blend – there is no difference between work and learning. There is foundational learning that you can do for the first 15% to 20% of your life, and then it’s work-learn, work-learn, work-learn.

How important is the balance between technology and other delivery modes like face-to-face? Absolutely there has to be a balance in learning modes. We need really good instructional and experiential design to understand when it is appropriate to have learning that is delivered face-to-face and when it is appropriate to have learning delivered in some sort of virtual or electronic format. But what we really need to come to terms with moving forward is how we learn through experiences and relationships – the informal learning. It’s on-the-job shadowing, coaching and mentoring. It’s stretch assignments, things like that. Informal learning and experiential-based learning is the way that humans retain the most amount of information. The best way to remember something is to experience it and have it built into a relationship – like what you’d have with a coach or mentor. How is our fixation on technology impacting L&D content? Twenty years ago, we said if you want to be relevant in the future, you need to have a STEM career, a degree in science, math or engineering, and that was going to be your ticket to the future. What we need to reinforce right now is that anything that can be automated will be automated, and right now, being a software programmer is not a ticket to job security because we have software that writes software. Really, it’s about understanding what skills are uniquely human moving forward that will not be replaced by artificial intelligence. Then it’s about getting our future citizens ready for uniquely human roles and responsibilities. That requires looking at STEM, but then marrying that with a traditional liberal arts education around problem-solving, innovation, creativity, cultural sensitivity and emotional intelligence. Those really are the uniquely human skills; if you marry those with STEM, that’s the best way to prepare for the workforce of the future.

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