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1
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Learning |
- Treated as a part of normal everyday work.
- Treated differently and separately to training.
- Recognised as strategic for business success.
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- Not considered part of everyday work.
- Treated the same as training i.e. as an infrequent, planned and separately costed activity.
- Not considered strategic for business success.
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2
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Learning Time |
- Learning time is baked into everyday work.
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- Utilisation levels do not leave or include any time for learning.
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3
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Learning Environment |
- Designated spaces available for learning.
- Different ways of learning available.
- Co-located team members are easily able to learn from and help each other.
- Environment is conducive to both work and learning.
- Caters for all knowledge and ability levels from beginner to expert.
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- No designated spaces ear-marked for learning.
- Limited ways of learning on offer.
- Team members not easily able to learn from or help each other.
- Environment is not conducive to both work and learning.
- Does not cater for different knowledge and skill levels.
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4
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Learning Opportunities |
- Learning opportunities are open to all.
- Publicised widely so easy for everyone to find out.
- Central mechanism for anyone to create and notify people about learning opportunities and to measure interest and uptake.
- Learning activities repeated allowing everyone opportunity to participate.
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- Opportunities for learning are limited or restricted.
- Learning opportunities not publicised widely.
- No central mechanism for arranging and notifying people about learning opportunities or to measure interest and uptake.
- Learning activities not repeated to the benefit of all.
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5
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Training |
- Viewed as a necessary, formal, planned and costed activity.
- Training budget extends to all employees.
- Training is not limited.
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- Viewed as sometimes necessary.
- Training budget does not cover all employees.
- Training budget is shrinking (possibly due to lack of use).
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6
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Training Utilisation |
- Individuals fully utilise their annual training allocation.
- Individuals encouraged to use their training allocation.
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- Individuals don’t have or use their annual training allocation.
- Individuals not encouraged to use their training allocation.
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7
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Department |
- Departmental learning charter in place.
- Protected corporate learning time in place.
- Learning achievements are recognised, rewarded and celebrated.
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- No departmental learning charter in place.
- No designated time for corporate learning in place.
- Learning achievements not recognised, rewarded or celebrated.
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8
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Managers |
- Recognise that building capabilities is important and necessary (strategic).
- Focus equally on building people and delivering results.
- Lead by example.
- Are seen to regularly participate in learning activities.
- Support and pro-actively encourage personal learning and development.
- Managers are supportive of communities and attendance.
- Identify and publicise learning opportunities and encourage their staff to participate.
- Share their personal learning.
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- Do not see building capabilities as important (not strategic).
- Do not focus equally on building people and delivering results.
- Do not lead by example.
- Not seen participating in learning activities.
- Not supportive or encouraging of personal learning and development.
- Managers not supportive of communities or attendance.
- Don’t identify and publicise learning opportunities nor encourage their staff to participate.
- Do not share personal learning.
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9
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Desired Outcomes |
- Leaders communicate business objectives effectively to staff and explain what needs to be learned and why.
- Staff understand company strategy and buy into the vision of what new skills need to be learned.
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- Leaders do not communicate business objectives sufficiently to explain what needs to be learned and why.
- Staff don’t understand company strategy and therefore don’t buy into the vision or the need to learn new skills.
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10
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Staff Engagement |
- Managers meet regularly with staff 1:1 to discuss personal development.
- Managers help their staff to feel good about themselves and their work.
- Managers encourage and enable their staff to maximise their potential.
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- Managers do not meet regularly 1:1 with staff to discuss personal development.
- Managers do not help their staff to feel good about themselves or their work.
- Managers don’t encourage or enable their staff to maximise their potential.
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11
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Individuals |
- Personal development plan in place.
- Keep track of personal learning using a learning diary.
- Make time for learning.
- Take full advantage of the different ways of learning available.
- Healthy curiosity leads to learning.
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- No personal development plan in place.
- No learning diary or learning not tracked.
- Don’t make time for learning.
- Don’t take advantage of the different ways of learning available.
- Are not curious to learn new things.
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12
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Technical Communities |
- Seen as important vehicles for sharing knowledge, supporting projects and building people.
- Formed around varied areas of interest where anyone can attend.
- Hold frequent events.
- Best practices and emerging industry trends are discussed.
- Aid and support career progression.
- Arriving late means you won’t get a seat.
- Great vibe.
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- Not regarded as important so not supportive of knowledge sharing, projects or building people.
- Non-existent or centred only around roles.
- Infrequent (eventually die out).
- Best practices and emerging industry trends are not discussed.
- Not supportive of career progression.
- Not well attended.
- No vibe!
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13
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Conference Attendance |
- Conference attendance is considered valuable and essential to stay in touch with industry trends and best practices.
- People are encouraged to attend conferences and bring back learnings.
- Treated as an investment rather than a cost.
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- Managers don’t trust staff sufficiently to allow conference attendance.
- Conferences are seen only for experts or as a reward to some people.
- Cost is an issue.
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14
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Retrospectives |
- Frequently conducted to confirm what works, identify lessons learned and opportunities for improvement.
- Teams regularly make time for retrospectives.
- Considered best practice.
- Teams prepare well prior to retrospective events.
- Retrospectives are documented.
- Regularly identify opportunities for improvements.
- Identified improvements are implemented.
- Teams learn from mistakes.
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- Not conducted regularly or have become low value, “tick box” events.
- Teams “don’t have time” for retrospectives.
- Recognised as a best practice but not fully embraced.
- Teams do not suitably prepare for retrospectives.
- Retrospectives are not documented.
- Fail to identify actionable improvements or opportunities for improvement not sought.
- Identified improvements get overlooked or forgotten.
- Teams fail to learn from mistakes.
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15
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Knowledge Sharing |
- Knowledge sharing is a routine behaviour.
- Lessons learned are identified and frequently shared.
- Mistakes and inefficiencies are avoided and not repeated.
- SMEs frequently share best practices and demonstrate skills.
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- Knowledge sharing sometimes happens but is not routine.
- Lessons go unlearned.
- Others repeat the same inefficiencies or mistakes.
- SMEs don’t share their knowledge and skills to the benefit of others.
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16
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Culture |
- Continuous learning is pervasive.
- Retrospectives, lessons learned and knowledge sharing are routine practices.
- Learning is captured.
- There is a healthy curiosity to learn new things and embrace new ways of working.
- People rise to and enjoy the challenge of learning new skills.
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- Learning is infrequent and has little visibility.
- Retrospectives, lessons learned and knowledge sharing are not routine.
- Learning is lost.
- People are not curious or looking to embrace new ways of working.
- People are challenged by learning and rarely learn new skills.
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