From creator to conduit – the role of learning functions in managing knowledge and networks
Article Type: Strategic commentary From: Strategic HR Review, Volume 11, Issue 6
Thought leaders share their views on the HR profession and its direction for the future
I have been lucky to work in, lead and consult with learning teams globally. However, the more work I do connecting business, talent and learning strategy,the more I find it is time to change the function’s role. It is time for us to look beyond creating learning and focus on knowledge and how that flows. In most organizations the role of “Learning & Development” (L&D)has been to define what gets learnt through needs analysis and then produce or acquire the content. However, there are some major trends under way that require learning to take on a new role. The following are three of the key trends:
1. There is recognition that the majority of learning really happens through “in the moment” transfer of knowledge and of the impact on learning content creation
Lombardo and Eichinger (1996) picked up on that in the 1990s. They observed that 70 percent of learning happens “on the job” through experience,20 percent happens through observing practice (either informally or through tools like action learning), and 10 percent through formal learning (e.g. in classes, e-learning or reading). Today many L&D functions still have to focus on the 10 percent, and, when investment is there, the 20 percent. This means their work centers around high-volume courses and creating content that is as relevant to as many as possible. Time and again learners tell us that they would love to access content that is specifically relevant to them, at the point when they most need it. This type of content is found in the 70 percent, but it is hard to capture. This type of learning is also formed of constantly flowing knowledge, often tacit in nature, moving between employees. Learning transfer is happening in response to immediate and unpredictable needs in the organization,but for learning functions it is not practical to capture these needs and create unique high cost interventions.
2. The role of social networks in spreading information and ideas in organizations is becoming better understood
Social network analysis is helping us to see that the way ideas and knowledge are exchanged relies less on hierarchy, and more on connections across teams,functions and external parties. Arguably it has always been so, but with our new understanding of this field we can facilitate that much more. Clients I work with have looked at changing the roles of key people in networks to improve how they can share information, and to connect people who are looking for answers to questions. Simply identifying someone as a formal expert, and giving them space to develop that in their role, is one way to achieve this. Learning functions no longer have such a need to facilitate connections between people through development programs.
3. The rise of corporate social and collaboration tools is opening the flood gates on how knowledge flows round organizations
Tools like Bloomfire, Jive, Chatter and Huddle make it so much easier to share videos, documents and presentation materials at work. We see engineers videoing a fix to a product and posting it online to their colleagues immediately. No need for a training course there. To the above point, the people who can tell you more about a subject are very visible on these tools, and easy to communicate with. That means for learning functions the role of gathering information for employees, packaging it and delivering it back is far less necessary. Employees define what is needed and get answers from these visible collaborative networks and mentors.
An opportunity for the learning function
This leaves the learning function with a great opportunity. The trends above change how organizations can process and make use of the knowledge their employees hold. That is our sweet spot as learning professionals. However, there is no time or funding to spend on packaging up knowledge – we need to be the ones who support its flow. We need to prioritize what knowledge is important, focus on ensuring that it is available just in time, and provide the mechanisms and impetus for sharing. That means social networks, community management, collaboration tools, and a belief that if we make knowledge accessible employees will utilize it, are vital to the learning function of the future.
This is not without its challenges. Prioritizing knowledge requires a deep understanding of organization strategy and capability. Building networks and collaboration tools does not mean they will necessarily just be adopted. We have a good deal to learn from those who are building online communities in a social and marketing setting. They focus on what really gets people interested in sharing, not what they think should do. It’s new ground, but a great opportunity.
Simon ConstancePartner at Orion Partners.
About the author
Simon Constance is a Partner at Orion Partners, where he leads the Infrastructure Practice. He works with large clients in the public and private sectors round the world to develop the organizations, systems and processes to execute people and talent strategies. He has held senior HR roles and also worked for Accenture in consulting and outsourcing. He has led learning teams in the areas of leadership, management and technical development. He has also led the implementation of a number of learning IT systems. He holds a BA (Hons) in Economic and Social History (Liverpool) and a MA in Human Resource Management(Newcastle). Simon Constance can be contacted at: simonconstance@orion-partners.com
