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L&D Reflections, ACTION POINTS, L&D Strategy - Coggle Diagram
L&D Reflections
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Community building, breaking siloes
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Having more "control" over all L&D activities. Overview, standardisation, influence, point of reference.
Framework, centralisation, "power"
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Educating the learner, not just providing a service.
BIggest barrier, time and resources.
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Streamlining processes, enhancing outward image
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L&D Strategy
Standardisation
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Interteam meetings in TMA. Understand what they're doing, give context.
No more mass deliverables. Follow up emails, coming up with deadlines, coming on the same page. Recording questions and points.
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Access. How do we simplify access, transparency for learning opportunities. Removing barriers to staff. Streamline to avoid losing participation.
ACTIONS - Review all current policies and removing steps. Asking Questions, deciding on budget.
- be conscious of what should be visible to all staff to ensure equal access
- also conscious of what training is appropriate
Learning agreement. Reduce attrition. Especially courses like MOLE. Physically commit to signing the agreement with manager's signature. Commitment from manager to avoid pulling them out of training. Remove guilt from the learner.
Touchpoints with the organisation. Standardise the way people reach out to someone about learning. Creating an entry point. Standard level of delivering learning, we should have the list.
ACTIONS: 1. Who are stakeholders? LFPs, create a community. 2. Identify consultation partners like RMAs or directorate-level focal points, or clear advertising of offer so could consult with others. 3. communities of practice - reach out and advertising to all Staff as a last initiative. Trying to cover all points. additional action - standardising consultation templates, and standardised following up. Standardised process.
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Customisation
More individualised development goals for learners. Giving opportunity to have advice so they can create a customised learning path through a consultation.
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both
Evaluation and impact, streamlined evaluation, but customised evaluations.
GENERALLY, evaluations should be standardised
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People Management
Customising learning so we accommodate different populations when they need it at the time they need it.
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