This blog marks the start of a three -part series which examines the main implications of learning transfer for organizations. In the light of the megaticals of the digital transformation and the rise of AI in front of the world at the moment, the organizations have been forced to rethink their approach to skills. One of the most important changes was the growing objective (I would dare to say obsession!) On skills. Although the understanding and development of skills are essential, many organizations have fallen into the trap of emphasizing an area that has a limited impact. Trish UHL has attracted to my attention that organizations count, classify and categorize skills rather than look at the impact and transfer of skills.
A notable point raised by Nick Shackleton Jones in a LinkedIn article stresses that organizations should not simply rename existing frames without solving underlying problems. Instead, the emphasis must be placed on how skills can be effectively applied to achieve the desired results.
In this first part of our series of blogs in three parts, we explore the implications of this obsession with skills and discuss how organizations can go beyond simple measures to achieve significant results.
Understand the obsession with skills
The tendency to an approach focused on skills has intensified in recent years. If it is important to identify and follow the skills required for various roles, organizations must recognize that the simple measure of skills will not necessarily lead to better performance. This will help recruit and the general rewards and needs of people, but actual advantages and challenges consist in effectively applying these skills to the workplace.
Go beyond the measures
Organizations must go from their objective to simply acquire skills to promote a real change in behavior. In the past, we have talked about the need to fill the “knowledge gap” because it is an important obstacle to success. However, in the approach of skills, we must pass this to the next level. As a learning professionals, we must make sure that we are not simply satisfied when someone can demonstrate a skill and has this skill, it is when they “own” skills and use it on several occasions and in a coherent way in the workplace that the value is achieved. In short – it is not enough for individuals to know how to perform a task; They must also be allowed to apply their knowledge in real situations.
We can supervise this as an extension of the known model to knowledge of knowledge. The possession phase is necessary to “do it” supported in the workplace in the real world, not only in a learning environment or as a practice or experience. Going beyond practice is change.
Promote property and impact
To obtain significant results, organizations must encourage individuals to appropriate their learning and impact on their roles. This requires creating an environment where employees feel motivated to apply their skills and are supported to do so. Support can take a variety of forms, including managers coaching, an external coach or an AI coach.
While organizations continue to sail in the complex landscape of learning and development, it is imperative to rethink our approach to skills. By going beyond the measures and focusing on the practical application of skills, organizations can promote a continuous learning culture and stimulate a significant change. In the next part of our series, we will explore the importance of the “between sessions” aspect of learning transfer.
Photo of Desola Lanre-ologun on Disable
