trends

An effective leArning progrAm

Why leArning?

hoW to design A leArning progrAm?

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VUCA world

the 2020 workplace

Volatile Uncertain

Complex Ambiguous

Traditionalists Baby Boomers

Generation X Generation Y (Millennials)

Generation  Z personal

work personal

work fun

serious/professional Visibility integrator

Value Chain Architect Innovation Collaborator

Social Transformer

mobile

five generations

social media

gamification

change in supply chain roles

High Impact Learning

tools

implementation

‘gap’ as starting point

+ - learning by doing

Hybrid Learning

collaborative

learning platform

trainers/instructors

learning experiences

training material

mind maps

test/pilot

roll-out

measuring progress

program evaluation

training facilities

program development

eBasedtraditional

case studies

existing mind maps developing mind maps in the training

in-company external

feedback participants input trainers

input company

Learner marketing management support

Learner reward & feedback

validation certification & diplomas

individual

motivation

barriers

Supply Chain

Human Resources

other departments

strategy current future

value supply chain training costs supply chain training

entry level needs

development needs

knowledge skills competences

time money/budget ambition personal circumstances

intrinsic

extrinsic

Maslow hierarchy of needs

self-development employability promotion/career resume building

physiological safety love/belonging esteem self-actualization self-transcendence

the company

value of learning & development

line vs staff managerial level expert/thought leader level

recruitment development reward/performance attrition

organisational productivity transformation growth organisation

specific measurable attainable relevant timely

learning objectives

individual learning styles

reach & intensity

learning dichotomies

supporting workplace learning

training design

VAK

Kolb cycle

SMART

learning competencies

knowledge skills

eLearning

face to face learning

Blended Learning

1:1 1:n

synchronous webinars online coaching

training coaching

70:20:10 choice of blend

asynchronous

visual auditory kinesthetic

reflect experience conceptualise experiment

soft skills hard skills

formal vs informal passive vs active Learning by Experience traditional  vs self-directed self-paced vs time planned individual vs team/group curriculum vs snack learning standard vs tailored organisational culture & climate

motivation social network opportunity to practice learner’s autonomy

connectivity purpose feedback

creating a need clarification sense of urgency

in a team individual with interaction with peers in network

individual with interaction trainer/coach

training advice

coaching

knowledge library LMS platform

supply chain experts local

international

Serious games

computer simulations role plays

portals

Beer Game Involvation (physical) games

PowerPoint paper

The Fresh Connection The Cool Connection

Driven by big and global developments and specifically in supply chain management, continuous learning should be seen as a continuous process. Since each individual and organisation is unique, developing and implementing effective learning programs is challenging. Supply Chain Movement and consultancy Involvation have therefore developed a mind map for supply chain learning, including a practical roadmap and warning signs.

Mind Map for continuous Supply Chain Learning

mindmAp mAnuAl future: seventy percent is learned in the workplace, twenty percent is learned from colleagues and ten percent of learning happens in a formal learning environment. When someone experiences and recog-nizes something, he/she will remember it. However, to give informal and on the job learning a chance, it will have to be sup-ported: check

The ultimate goal is to implement an effective and tailored learning program, in order to reach the defined learning objectives. Question is what the best lear-ning intervention is for this? A training, a learning program, a consultancy project or coaching? For high impact learning, tools, structure and feedback are required. Involvement deserves special attention, in

order to ensure that employees actually participate in the learning program. Mea-suring progress in the learning process ensures that the program delivers the desired results with the employees in their daily work: Act

The military world characterizes the pre-sent world as VUCA: volatile, uncertain, complex and ambiguous. This rapidly changing and uncertain world is forcing companies to work and learn differently. The workplace is also changing consi-derably due to the rise of mobile devices (smartphones, tablets, etc.), social media and the increased blending of work and private lives. Additionally, there is an impor-

tant trend towards ‘gamification’: applying games not only for recreational but also for professional purposes. Finally, since the composition of the working population is changing rapidly, companies need to set high standards for training and continuous learning: plan

Why should employees actually learn? For their own development or that of the

company? The motivation and the potential blockages to learn can differ per person. For the various business functions, lear-ning requirements vary as well. Human Resources sees education and learning as a part of the whole “life cycle” of an employee during his/her career, whereby the costs and benefits of learning are essential. Looking at learning and develop-ment from different angles is essential for

developing and realising specific learning paths: do

The design of a good learning program starts with the sharp (SMART) definition of the learning objectives, depending on the subject area and the individual preferences and learning styles. Learning methods differ in reach and intensity. Research and expe-rience show that ‘blended learning’ has the

Creators mind map:

check

continuous supply chAin

leArning

plAn

doAct

Supply Chain Mind Mapping

SC MSUPPLY CHAIN movemeNt