E-Learning, Informal Learning, Line

Transcription

103
E-Learning,
Informal Learning,
Line Responsibility:
Audit to Impact
Will Thalheimer, Work-Learning Research
Hillary Leisten & Sal Venegas, Walgreen Co.
March 11 - 13, 2009
Orlando, FL
E‐Learning, Informal Learning, Line Responsibility: Audit to Impact
Retail Best Practices
March 2009
Will Thalheimer, PhD
President
Work‐Learning Research
info@work‐learning.com
617‐666‐9637
Sal Venegas
Corporate Manager Walgreens Learning Services
sal.venegas@walgreens.com
847‐914‐8188
Sal Venegas
Corporate Manager, Program Development
Walgreens Learning Services
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Reflection Questions
Walgreen Co.
• Long history of store‐based learning Which of the following characteristics make it difficult to excel in the learning enterprise? • More than 6000 stores across the US
• Expanding into non‐traditional healthcare Which are opportunities? • Tight margins, competitive industry, increased regulation
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Walgreens Retail Stores
Walgreens Learning Landscape
• Geographically dispersed with over 200,000 employees
• Large support function, split into two departments: Learning Services & Systems Training
• 10 – 15 job roles per store
• Learning largely e‐learning, with some classroom training for management
• Very top‐down management, very task focused
• Main driver of what gets built – requests from Operations
• No training budget – managers expected to fit training into budget
• Learning group is centralized in Chicago
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Session 103 – E-Learning, Informal Learning, Line Responsibility: Audit to
Impact – Will Thalheimer, Work-Learning Research
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March 11 - 13, 2009
Orlando, FL
How Did This Get Started?
The Walgreens Perspective
• What was the situation like at Walgreens that prompted this effort?
What are the issues with a geographically‐
dispersed audience? What is likely to happen if stores don’t have a training budget? • What was the driving issue?
• Why was someone from the outside called in?
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Mission
Help Clients Build More Effective Learning Ë Utilizing Wisdom from Research & Practice
Ë Compile Research, Share Findings
Ë
Work
Consulting (Learning, Performance, Assessment)
Ë Workshops & Speaking
Ë Learning Audits, Work‐Learning Audits
Ë Research and Writing
Ë
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How Did This Get Started?
The Work‐Learning Research Perspective
• What had you been doing with Walgreens?
• What seemed to be the driving issue?
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Framing the Audit Goals
• How Well is Learning Supporting Store/ Pharmacy Success?
• What More Can be Done?
• What were some of your biggest worries getting started?
• What’s Wrong with the E‐Learning? • What were the biggest plusses getting started?
Note: E‐learning programs are called PPL’s at Walgreens
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Orlando, FL
© Copyright 2008-2009 Will Thalheimer, www.work-learning.com
Making Learning Work
The 4 Factors
The Learning Landscape
Learner
Learns
Learner
Retrieves
Learner
Fulfillment
Learner
Applies
Learning
Intervention
Performance
Situation
Learning
Results
Learning
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Outcomes
A. Preparation
B. Training
C. After-Training
D. OTJ-Learning
Are Learners Able &
Willing to Learn?
Does the Culture
Encourage and
Support Training?
Do Learning
Programs Create
Understanding
and Enable
Remembering?
Does the On-theJob Situation
Support &
Reinforce What
was Learned?
Does the
Workplace
Support On-theJob Learning?
A1. Do workers have
time for learning?
Do learning
programs:
A2. Do workers want
to learn the topics
taught?
B1. Promote
motivation to learn?
C1. Do managers
reinforce what was
learned?
D1. Do workers know
good/poor
performance when
they see it?
A3. Do learners’
managers encourage
learning
(vs. completion)?
A4. Do learners’
coworkers encourage
learning?
C2. Do workers have
incentives and/or
motivation to use
what they learned?
B2. Enable
understanding?
B3. Focus on relevant
tasks?
B4. Provide sufficient
practice?
C3. Do workers have
sufficient authority,
time, competence,
and resources?
B5. Focus on key
concepts, and avoid
overload?
C4. Can learners
remember what they
learned?
D2. Do managers
provide good coaching
and feedback?
D3. Are there clear
overarching job goals?
D4. Can workers learn
from each other?
D5. Is there a learning
attitude/culture?
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Overarching Goals
Project Phases
• Maximize the benefits of Walgreens formal learning practices, within the business model’s typical cost and time constraints.
• Phase 1 – Gather Data to Determine Needs
• Maximize the benefits of Walgreens store/pharmacy workplace‐learning environment to ensure store/pharmacy success.
• Phase 5 – Continue Momentum, Fix Problems
• Phase 2 – Build Consensus About the Issues
• Phase 3 – Bring Stakeholders Together to Make Plan
• Phase 4 – Begin to Implement Plan
• Phase 6 – Ensure Integration, Look for Opportunities
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Methodology
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Interviews in Boston & New Hampshire with 20+ employees
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Focus Groups in Minneapolis, Tucson, and Southern California
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Store Observations and Shadowing
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Learning Audits of E-Learning Courses (PPL’s)
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In-class review of training for executive assistant managers
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Review of company artifacts (newsletters, magazines, etc.)
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Interviews with training management and staff
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Interviews/Discussions with key business leaders
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Attendance at Learning Task Force meetings
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Strengths of the Methodology? Limitations of the Methodology? 18
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Recommendations
• Focus on competency, not completion
The
Findings
• Improve e‐learning quality
• Retool Walgreens learning function
• Develop better metrics
• Grow “performance development managers”
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Exact Quote from the Walgreens Website
A lesson well learned ‐ and never forgotten…
Learning
Culture
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Charles R. Walgreen, Sr.
In a series of jobs with Chicago's leading pharmacists ‐ Samuel Rosenfeld, Max Grieben, William G. Valentine and, most importantly, Isaac W. Blood ‐
Walgreen grew increasingly knowledgeable ‐ and increasingly dissatisfied ‐ with what he saw as old‐
fashioned, complacent methods of running a drugstore. Where was the desire to provide superb customer service? Where were the innovations in merchandising and store displays? Where was the selection of goods that customers really wanted ... and could afford? Where was the sense of trying to understand, please and serve the many needs of drugstore customers? LAVA
Learning
Analysis
Vision
Action
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Reports, Documentation, Databases
Formal Training
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
PPL’s
PPL In‐store Worksheet Activities
ADSM
Tutoring by DTSS and DPTC, etc.
Workshops (e.g., Beauty Trainings)
Public Seminars
Seminars for District Staff at Corporate
8. Emerging Leader
Reports
KPI’s
StoreNet
Policy and Procedures
Walgreens World
Out‐of‐Store Work Experience
Meetings
1. All‐store meetings
2. 5‐minute shift meetings
3. Store management meetings (store managers with their EXA’s and MGT’s)
4. District meetings
5. Task Force & committee meetings
6. Management Seminar (Vegas)
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1. Rotations to other stores
2. Time spent in training stores
3. MGT’s get 1‐day orientation in one store
4. MGT’s spend 20 days in a training store
5. Task force work, (or more generally, committee work)
6. Special assignments for DM
7. Special assignments for Region or Corporate
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Worker‐Initiated Learning
Formal Training
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
PPL’s
PPL In‐store Worksheet Activities
ADSM
Tutoring by DTSS and DPTC, etc.
Workshops (e.g., Beauty Trainings)
Public Seminars
Seminars for District Staff at Corporate
Emerging Leader
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Meetings
1.
2.
3.
4.
5.
6.
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All‐store meetings
5‐minute shift meetings
Store management meetings (store managers with their EXA’s and MGT’s)
District meetings
Task Force & committee meetings
Management Seminar (Vegas)
18.
19.
20.
21.
22.
People ask peers questions. Peers answer questions.
People ask managers questions. Managers answer questions. People ask for new challenges.
People ask for feedback from manager(s), peers, or direct reports.
People ask to shadow someone with more experience.
People take notes and refer to them later.
People take notes to remember to ask questions later.
People review the PPL’s (online or from printouts).
People ask to do different tasks or work different shifts.
People look for opportunities to work with (learn from) “experts.”
People review StoreNet, KPI’s, and/or other reports
People read Walgreen’s World, Applause, etc.
People create a vibe that lets others know they are open to feedback.
People step back, and observe and reflect on what is going on.
People take advantage of open‐door policy.
People gossip and listen to gossip.
People evaluate their own strengths/weaknesses and look for opportunities to parlay their strengths and improve on their weaknesses.
People notice their tendencies and try to be more flexible.
People look for opportunities for repetitions to solidify their learning and refine their skills.
People make a special effort to remember who knows what.
People contact the Help Center.
Managers ask for feedback on their management behavior.
Hands‐on
Learning
Manager‐Driven (Expert‐Driven) Learning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Reports, Documentation, Databases
1.
2.
3.
4.
5.
Reports
KPI’s
StoreNet
Policy and Procedures
Walgreens World
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Out‐of‐Store Work Experience
1.
2.
3.
4.
5.
6.
7.
Rotations to other stores
Time spent in training stores
MGT’s get 1‐day orientation in one store
MGT’s spend 20 days in a training store
Task force work, (or more generally, committee work)
Special assignments for DM
Special assignments for Region or Corporate
29.
DM’s do walkthrough’s pointing out good and bad things.
Managers do walkthroughs pointing out good and bad things.
Assistant Managers do walkthroughs pointing out good and bad things.
Managers ask workers to complete tasks on task list, highlighting what is important.
Managers assign tasks to be done, enabling workers to learn new tasks.
Managers assign tasks to be done, reinforcing previous learning.
Managers show how a task is done.
Managers show how a task is done and then assign the task and give feedback. Managers provide constructive criticism and positive feedback at critical moments.
Managers assign workers to (a) Observe Task Being Done, (b) Do Task with Close Supervision, (c) Do Task with Far Supervision, (d) Do Task On Their Own. Managers leave problems, and see how long the problem will stay (w/o worker intervention).
Managers intentionally pair “learners” with people with the right attitude, knowledge, and teaching skills.
Managers let employees try experiments (i.e., merchandising) andthen look at data to see what effect it had.
Managers give people new challenges. Managers encourage an “experimental attitude,” encouraging workers to wonder what would happen if changes were
made, trying things out, learning together through trial and error.
Managers assign people to take over certain responsibilities when they are off.
Managers assign people to take over other people’s responsibility when they are off. Managers answer questions, or find out who to ask.
Managers give people a notebook to (a) write down questions, (b) take notes on things to remember. Manager encourages others to approach him/her, encouraging questions, discussions, etc.
Manager models appropriate behavior.
Manager coaches/mentors store employees.
Manager sets guidelines for each worker to know who to ask.
Manager educates workers on who knows what.
Manager educates workers on the location of critical information.
Manager provides employees with detailed performance reviews.
Managers give others responsibility for doing walkthroughs.
Store manager assigns people particular departments or areas in the store to manage, and together they observe the results (from a sales perspective).
Store manager keeps track of each employee’s development, either through a mental or actual checklist, and provides coaching, training, and learning opportunities as appropriate.
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A.
Extensively
We fully understand it.
How many of you get to look at on‐
the‐job learning/ performance?
B.
Significantly
We understand some
C.
D.
None/Little
We don’t really get it
Occasionally We understand a little
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Rough Example – Pharmacy Tech
Learn
Most
Other Pharmacy Techs
Senior Pharmacy Tech
Learn
a Lot
Learn
Some
Learn
a Little
Pharmacy Supervisor
Pharmacy
Manager
Learn
Least
Store Manager
Reflection Question
Walgreens
Corporate
DPTC
Pharmacist
EXA
Insurance
Companies
MGT
Experience
Corporate 3rd Party
Self Learning
“Off the
board”
Customers
Walgreens
World
Does your business side understand that people learn from those closest to them? PPL’s
StoreNet
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How Learning Works in Stores
How Learning Works in Stores
Expert
OK
Weak
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Moderate‐Skill Store
Strong‐Skill Store
Expert
Expert
Weak
Expert
Weak
OK
SIMS
Coord’r
OK
Store
Manager
H. Beauty Advisor
EXA
OK
Weak
Beauty Advisor
EXA
Service
Clerk
OK
Service
Clerk
MGT
H. Photo
Tech
Weak
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Service
Clerk
Weak
SIMS
Coord’r
Expert
Store
Manager
Weak
Weak
Service
Clerk
Expert
Expert
OK
Expert
Weak
Service
Clerk
Expert
H. Photo
Tech
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Weak‐Skill Store
Service
Clerk
MGT
Weak
Head
Cashier
Weak
Weak
Service
Clerk
Photo
Tech
Beauty H. Beauty Advisor
Advisor
Service
Clerk
Weak
Photo
Tech
Expert
Head
Cashier
Implications
OK
Weak
Expert
1. On‐the‐job Learning is easier at some stores than others.
OK
SIMS
Coord’r
OK
Store
Manager
H. Beauty Advisor
EXA
OK
Weak
Beauty Advisor
2. Causing a spiraling up/down effect:
Weak
Weak
Service
Clerk
Service
Clerk
Service
Clerk
OK
MGT
H. Photo
Tech
Weak
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Service
Clerk
OK
Head
Cashier
Weak
Photo
Tech
• the more learning, the more experts, the more learning, etc.
• the less experts, the less learning, the less experts, etc.
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Reflection Question
Is this notion widely considered in your organization? E-Learning
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Get Rid of PPL?
Store Manager: “The problems before PPL were greater than they are now. I think PPL has created additional issues, so I don’t think it’s fair to say, get rid of PPL get rid of our problem. We just go back to the same problem we had before we didn’t know most stores probably weren’t taking the time to communicate with the new employees, which created a lot of problems.”
Exact Quote from the Focus Groups
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PPL Feedback
“We become more focused on getting people through, tab, tab, tab, tab, test. So that they’re done instead of them learning material. It’s an unrealistic timeline that a lot of times gets thrown out there…”
“The thing that’s important with the PPL is is like make sure that you like learn it right before it comes in. If you got that knowledge fresh in your mind than you got the hands‐on then boom you pick it up like that. If you learn the PPL and then six months later the new equipment comes you’re like well I better just go back and read that again and you’ve wasted time and we don’t have time to waste.”
Manager: “I never asked somebody, you know, did you learn anything from the PPL, just points us to get it done that’s it.”
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What People LIKE About PPL’s
PPL Feedback
“I’ll be real honest. Ever since the first day first time I got here and did PPL’s it was great and I learned a lot on the computer but I really, except for the legal ones, I haven’t really paid attention to a lot of them except one time a couple of years ago when they switched over to the new [pharmacy] system, the whole system got completely revamped, then I really paid attention to that. So, it’s that stuff that is really critical in knowing how to run the computer. The other stuff I really just look over it. I don’t look at it.”
“As I say that, part of me feels guilty actually. I feel guilty saying that because there is somebody out there who actually puts the time in to make sure that people should know this stuff and, all of a sudden I’m realizing, are putting it out there not just to put it out there, maybe somebody out there that feels this is important maybe I should look at it. I’m feeling a little guilty about that.”
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What People Do NOT Like About PPL’s
Some Perspective on PPL
l
Perceptions: Lots of strongly-felt complaints. Many see benefits too.
l
PPL’s have been evolving to more hands-on application; better design.
l
PPLs have a brand problem.
l
PPL completion mandate is problematic
l
PPL’s create wrong frame about what training/learning is
l
l
l
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Managers may spend less time on coaching, or thinking about
development
Due to corporate staffing model, training department was driven to hire
less senior, lesser-skilled staff
Technology base created limitations
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Improve E‐learning

Re-Brand PPL’s, and revise them to
better support hands-on learning.

Improve the PPL learning environment

Energize the courses

Rethink every PPL: Eliminate? Shorten?
Redesign?

Add a “Steve Jobs” or “Oprah”
hardnosed visioning and editing role

Gather better data on how PPLs are
implemented
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The
Competency
Way
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The Competency‐Management Way
The LMS Way
Jane Smythe
MGT
Store # 67384
Course Name
Completion?
Last Date
Tobacco Handling
Yes
10‐1‐2007
Merchandising Introduction
Yes
10‐4‐2007
Merchandising 1
Yes
10‐15‐2007
Merchandising 2
Partial
10‐17‐2007
Merchandising 3
No
‐‐‐
Customer‐Service Introduction
Yes
10‐2‐2007
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I need to train my beauty advisor. I wonder who has an expert beauty advisor?
Expert
Sure Sue, can you help me with my Performance‐
Development stuff? How about sending your advisor over next week?
Expert
Store
#98103
Hey Joe, can Sally train my beauty advisor?
Oops. I’m getting an alarm. The system tells me I might have a weakness in photo skills in my district? Let me see.
District
Manager
Ouch. It looks like we need to plan some extra hands‐on training? I’ll get those two expert Head Photo Techs to cycle around the district for the next month until we fix this.
Weak
OK
H. Beauty Advisor
Store
Manager
Store
Manager
Weak
Expert
Store
#98102
Store
#98101
Store
#98104
Store
#98106
H. Beauty Advisor
Store
#98105
Photo
Tech
Store
#98108
Store
#98107
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Store
#98101
Photo
Tech
Store
#98104
Store
#98102
H. Photo
Tech
Store
#98103
Expert
H. Photo
Tech
Weak
Store
#98106
OK
Photo
Tech
Weak
Expert
Photo
Tech
Weak
Store
#98108
H. Photo
Tech
Photo
Tech
Store
#98105
Store
#98107
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Reflection Question
Does your organization have anything like this?
Learning
Function
Would this work for you?
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Retool Walgreens Learning…
• Training is a request‐driven operation for the most part.
• Training constantly educates Ops that issues may not be a training issue.
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Retool Walgreens Learning
• More Focus on Workplace Learning, Management Development, and Performance Consulting – Less Focus on Developing Courses.
• Develop a better partnership with operations, more proactive.
• Business strategy was to bring in entry‐level staff and grow from within, rather than hiring talent from outside.
• Seek more highly skilled talent.
• Learning materials are sometimes created without Training input (or knowledge).
• Spend more time on the ground, in stores, with audience
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Reflection Question
Do we need to retool our learning function from time to time? What’s your experience?
Metrics &
Feedback Loops
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Develop Better Metrics

Reflection Question
Have store personnel rate their developmental
opportunities

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Rate store development culture, rate store manager, assistant managers.
Are you able to do the learning measurement you want to?
Have store managers, asst. managers rate district learning support and coaching
Create better measurement for PPL effectiveness

Let each learner rate each course, develop competency-management metrics
Do formal control-group evaluations of 1% of courses every year
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Grow Performance Developmen
t Managers
What Sets Them Above?
1. Gets Both Store & People Results
2. Tracks Employee Competencies
3. Looks for Development Opportunities for his/her
People
4. Is Open for Questions, Discussion. Is
Approachable. Is Inviting.
5. Makes Developmental Assignments, even when
it temporarily reduces store performance.
6. Assigns Responsibilities, not just Tasks
Leveraging
Managers
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7. Gives People Practice in Noticing what is wrong
and what is right
8. Enables Experimentation and Follow-up Data
Analysis an Decision-Making
9. Uses PPL’s to Drive Hands-on Learning
10. Is a Good Role Model
11. Creates a Trusting, Caring, Respectful
Environment
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Reflection Question
Has your organization been able to leverage its managers to push on‐the‐job learning?
The
Follow-up
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Current State
• In first year of a 5 year plan to change the learning culture.
• As part of larger corporate initiative, we’re re‐evaluating the jobs and skills needed for the learning function and reorganizing the department.
Current State
• As part of a larger talent management initiative, we are building a competency‐
learning system.
• As part of a larger initiative, we are putting more training resources into the field.
• We’ve been bringing in higher level more experienced people, to manage and staff the function.
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Sal Venegas
Corporate Manager, Program Development
Walgreens Learning Services
304 Wilmot Road, MS #3165
Deerfield, IL 60015
(847) 914‐8188 Mail:
sal.venegas@walgreens.com
sal@venegas.info
President
Work‐Learning Research, Inc.
2 Belmont Terrace
Somerville, Massachusetts, 02143, USA
617‐666‐9637 Mail:
info@work‐learning.com
Website: www.work‐learning.com
Blog:
www.willatworklearning.com
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