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CHIEF EXECUTIVE PROGRAM ON LEADERSHIP

Workshop Centres          : Pune, Ahmedabad, Bhopal, Hyderabad

Trainer                               : Prof.  Jack Wood and Anubha Maurya Walia

Programme Name           : “Leadership: depth psychology and understanding the unconscious and irrational forces in managerial decision-making”

Workshop Description and Session Plan Breakup :

There are limits to the exercise of rationality in leadership and management.  We shall begin to explore together a more depth those limits as well as some fundamental aspects of leadership, followership, teamwork and motivation. In these three workshop sessions we’ll focus on a detailed exploration of behaviour—both your own and that of others—and how decision-making is actually done in the small group. 

This workshop will explore the fundamental processes that occur in groups and teams. The session uses the overt “content” of working on a specific problem-solving situation as a means to focus on the essential covert “process” of the team. Video may be used as a means to review both individual leadership styles and patterns of group behaviour.

Please contact - enquiry@prism-global.org

LEADERSHIP AND FOLLOWERSHIP - Research paper published by ISTD

Dear Friends

I feel great and thanks everyone for there appreciate and love showered over for my research paper in Leadership and Followership, which has acclaimed great appreciation and published in ISTD journal, the very same was highlighted in ISTD Convention 20-21 Jan 2012 in Kolkata too and with the demand from my friends, near and dear once, pleasure to put it on my blog.

Leadership Development for Competitive edge

Wise leaders know that it is not an effortless task to magnetize and then retain great employees but tough task is to build leaders. Sometimes even seniors keep discussing where we should we start from to develop leaders?” There is a great belief that leaders grow leaders and interestingly these leaders were followers some point of time. This statement if you read carefully, you will realize the importance of followers – we followed our parents, gurus, mentors, teachers or our admirers and enhanced our own leadership skills.  There is no wrong to say that at some point of time we all were followers. If an organization is going to build a succession effort which includes a robust leader development approach, you begin by finding your best leaders. Interesting is under the centralization system, subordinates follows their boss or super boss and its not surprising that Value, Belief, Behaviors describe effective leaders  also describe followers too.

What we want our future leaders to be like, at their core, to behave like, to be able to do, and how their priorities should change as they move from individual contributor, to team leader or first level supervisor or senior leader in an organization and by aligning personal goal to corporate goal.

Lets understand “What” leaders focus on following growing leaders and the answer is “The 3Cs”—Confidence, Care and Coach (i.e how leaders use their own effective time for nurturing his/her people), was the analysis implies all the leaders practicing and showing Confidence, Care and Coach, creates followers and able to align organization goal to self goal.

Research Methodology:

This paper is the brief research project which was carried out after research on primary data. The study involved exploring various current leaders and their subordinates also how subordinates imitates there leaders in service . Assessment was individually administered in the form of standard questionnaire and responses were elicited.

In current study individuals was measured on three criteria:

Coach (how much seniors work with their subordinates and invest their time on them),

Care (Understanding the concern and resolving it),

Confidence (Positive approach and relying on own team members).

COACH:

A very problem you create when you begin with the premise that leaders grow leaders — does the senior leader make the time to do the thought work it requires to put together a good leader development effort? It was observed, the best leaders do this and in-fact those carry it passionately has seen great results from his/her team. The next important aspect gets highlighted, why we need to focus on Coach when most people including leaders are concerned about Competency, Character, Ability, which was also the part of research? It was observed in the experience of many, the most in implementing leadership development turns out to be Coach—how leaders use their time, and particularly is one of their key responsibilities—growing other leaders i.e nurturing them for next higher role by making them follow you. Interesting is there can be no leader without followers. The effort on leadership development efforts that produce the best leaders need senior leaders not only to plan the initiative, but also to take an active part as coaches, mentors or as examples. Interesting question again arises, how can we differentiate between Mentor and Coach?

For Coach both role has to be played by leader for developing leader and that to with Care. The basic difference between them is:

Under the said state, when we ask a question, would you like to become follower?  and the answer is why anyone would want to be follower, but with Coach, existing leaders don’t specify the same to  his subordinates, it is subordinate start following his leader for the time his leader invest on him. Evolutionary psychology hypothesis that people follow because the benefit of doing so outweigh the cost of going it alone or fighting to become the leader of a group. The famous Milgram experiments of 1950 demonstrated that people follow orders. Coaching doesn’t only means guiding but also showing direction to people with care approach.

CARE:

A lot of leaders are uncomfortable with the word “Care.” Does a manager really have to care about subordinates or followers to get them to do the job they are paid to do? The level of care is lacking because of their limited relationship with subordinates as sometimes find them difficult to engage. It was evaluated if we engage subordinates with care, high effort, enthusiasm, energy gets reflected for performance and drive them to achieve results. Un-care subordinates are just keep on doing task in hand rather than showing their own capability, skills and creativity.

Employees’ shows great performance when likely cared deeply about you and your success. Team / subordinates were probably never more motivated and dedicated in entire career and start following own Boss / seniors when care is shown. If you have felt dedicated and motivated, you can most likely pass on the same feelings to your peers and the people who reports to you.

After discussion with senior employees cum leaders, we identified following suggestion which can will help to demonstrate that you really do care about people or can be used to show care for own people.

·         Listen and understand concerns of people : Indirectly tell your employees you are concerned for them. Elton Mayo - “Human Relations” approach (to 1950’s). Mayo’s views lead to the construction of manager as a leader focuses on listening and understanding concern of subordinates.

·         Ongoing constructive feedback : If you really care about someone, you give them constructive feedback–both positive and negative comments on continuous basis. Act as a coach.

·         Acknowledge the greatness within your employees :  Everyone is capable of accomplishing extraordinary tasks. Part of the role of the leader believes that their people are capable of doing great things. When you believe in people, the results are very positive.

·         Identify Creativity intentions : People usually have positive intentions for any idea they suggest, even if the idea doesn’t work. Managers who care about their people look for their positive intentions rather than what went wrong or what is wrong. Everyone makes mistakes. Accept creative idea and look for the opportunity for improving when things go wrong.

·         Support peoples growth and development on ongoing basis : If you really do care about someone, you want the very best for that person. This means providing him or her with an opportunity to grow. Although this initially appears to be a win-lose scenario, with the employee winning and the manager losing or vice-versa, ultimately has resulted in a win-win situation.

Another perspective is, it’s much easier to give someone a challenging assignment outside their comfort zone and throw them in the water - sink or swim - rather than taking the time to coach them beforehand or during the process. The experienced leaders also teach not only by coaching but also with the lessons of experience they share informally at work (and also formally in the classroom), it’s another thing to take the leap to get up in front of a classroom and possibly be transparent about yourself as a leader who made mistakes in the past or who doesn’t know everything. Interestingly the Leaders use both the Cognitive and Behaviorist approach for making new leaders.

Cognitive approach is a powerful mechanism that provides the means of knowledge and goes well beyond simple imitation of others.  "It is the result of listening, watching, touching or experiencing".

Whereas the behaviorist approach in psychology has looked to the use of experimental procedures to study behavior in relation to the environment. Behavioral theory in psychology is a very substantial field, how people learn in the real world. To make both Cognitive and behaviorist aspect has been described in gist.

COGNITIVE	BEHAVIOURIST
Learner role to be Active,  Self Directed and Self Evaluating	Passive and Dependant
Role to be Facilitator and Presenter	Director and Monitor
Task oriented	Subject oriented
Learning climate to be collaborative	Judgmental and competitive
All Instructional activity to be group oriented and interactive	Directive and subject oriented

CONFIDENCE:

Confidence, an important perspective used by Leaders to develop leaders or followers. Many motivation experts make the case of positive thinking and self affirmation as a mean of building confidence. Social Psychology also tells us that identification with leaders and trust are two important reasons why people choose to follow. Simply thinking doesn’t make a reality; anyone genuinely gain confidence not by affirmation but one who practices and achieves the same. In this process, leaders while developing expand their abilities and create genuine self confidence by peeling the Leadership Onion. Leaders develop round picture of their talented employees because they tend to focus on the performance of certain task, relying on competencies and keep investigating behavioral characteristics of an individual. With this, other aspect Leaders keep doing is:

·         For positive accomplishment keep recognizing and rewarding  performers

·         Professional development though competencies

·         Empowering them with both authority and responsibility

·         Expressing confidence both Verbally and non-verbally

·         Making them learn the ability to understand organization from both  perspective -  internal and external customer

·         Helps in developing positive self image

CONCLUSION

It goes without saying that good leadership is crucial to any successful business and there are many factors that contributes to good leadership. Whether someone is naturally a good leader or not, anyone can become a good leader – the debate is never ending. The main thrust on analysis was based on primary research from service industry to identify predictors of followers and how they convert in leader. It is possible to suggest intervention strategy to further boost followers in organization. In short, when we’re developing leaders, the culture change is that it is strategically important to the organization’s future that senior leaders spend a chunk of precious time developing those behind them. Research has consistently shown that more engaged employees are hard working, more productive and more likely to stay in an organization than those who are disengaged & when senior don’t show confidence in them. The organizations actually expect same from their leaders. There is no single standard or correct order to implement 3Cs but need to have balance application of all three and when the right balance is used employees will experience a high degree of efficiency, effectiveness, and satisfaction in all assignments. In the end, best statement we have read “To lead people, walk beside them - A leader is best, when people barely know he exists, When his work is done, his aim fulfilled, They will say: We did it ourselves." Lao-Tzu “Lao-Tsu

 
Reference Work:

Milgram, S. (1963).  Behavioral Study of Obedience.  Journal of Abnormal and Social Psychology, 67, 371-378.

Milgram, S. (1965).  Some conditions of obedience and disobedience to authority.  Human Relations, 18, 57-76

Gordon Curphy  - Roelling Followership model

Robert Kelley -http://printfu.org/read/rethinking-followership-fc5e.html?

Barbara Kellerman presentation in New Delhi

http://www.courageousfollower.net/

Walumbwe FO Lawler, JJAvilio, BJ (2005) Transformational, leadership and work related attitudes. Journal on Leadership and organizational studies.

The Courageous Follower: Standing Up To and For Our Leaders, written by Ira Chaleff

ABOUT ANUBHA

Anubha is a prolific trainer and consultant carries more than 14 years of rich experience with blue chip organizations like ICICI Bank, Moodys ICL  having  9000+ hours of training experience to her credit.  Founder for Prism Global specializes in  Behavioral trainings, Quality & Innovation consulting for Workplace transformation. Has numerous accolades to her credit  i.e Train the Trainer (TTT), Six Sigma, Internal & Lead  Auditor, and written research paper on Learning & Talent development  (Merit holder for EHRD THINKER AWARD) and her current paper was accepted by  - AKGIM ICON-ISTD, Creativity and Innovation for Organization Development  2011. Visit for her detail profile at https://sites.google.com/site/anubhawalia

Creativity and Innovation : Challenges and Opportunities

Dear Friends
Its again a pleasure to share my 3rd Research paper accepted for ICON - International Conference on Organisation development.

Creativity is the mental and social process invigorate by conscious or unconscious insight of generating ideas and concepts whereas innovation is the successful development of new ideas: an outcome of the creative process, which involves generating and applying in a specific context. People who create and people who innovate can have different attributes and perspectives.

The current challenge in an organization is to improve efficiencies at work; is to plan and execute. Most people plan a little, execute a lot, and then use their creative powers. Creativity allied to innovation, which creates unexpected value, recognized as central point to organizational performance.

We have tried to address Creativity and Innovation based on 5W1H (WHAT, WHERE, WHY, WHEN, WHO, and HOW concept.)

This paper is an attempt to introduce new and focus approach used or can be used in an organization for creativity and innovation where creativity has always been at the heart of human endeavor and innovation that markets value is a creator and sustainer of performance and change. Most organizations have barriers to creativity, ideas, and innovation. Some are obvious while some are more subtle. Some barriers emerge from attitudes and perceptions of organizational leadership while others come from organizational structure or even from the employees themselves. Creativity requires entire-brain thinking i.e right-brain (imagination, artistry and intuition), plus left-brain (logic, planning and processing) focusing on the principles of art and science as catalysts for transformation.

We will focus on how individuals attribute and perspective can be used on foundational skills for origination by integrating creativity and innovation collaboration resulting to accelerated performance based learning i.e multiple intelligence, brain based learning and learning styles.
Interested friend pl write a mail for full  research paper to anubhawalia@gmail.com ... with best wishes

LEARNING AND TALENT DEVELOPMENT

The need for Learning and Talent Development has been intensified in recent times due to organization growth, competition and demand for talent resources in all types of sectors. Various system, process and approaches viz using various learning techniques in form of Coaching, On Job Training, Internship, Bite sized learning are being adopted to improve Talent Along with the understanding of the need to hire, develop, and retain talented people,  organizations are aware that they must manage talent as a critical resource to achieve the best possible results and same is not possible without focusing on Learning.

We have tried to address Learning and Talent Development based on 5W1H concept.

This paper is an attempt to introduce new and focus approach used in organization.

Learning is self directed. It leads to modifying behavior, skills and knowledge. It also extends the idea of personal development (thereby organisational development) and often catalyzes beliefs, values, wisdom, compassion, emotional maturity, ethics, and integrity.

Talent Development is based on this fundamental principle and aims at fostering the learning needs of those identified with right potential. The same can be achieved through plethora of means such as coaching, training and sharing experiences. This further needs to be followed up with by continuous regular feedback and anecdotal observation of change to ensure learning effectiveness.

Effectiveness of learning and talent development practices

Chartered Institute of Personnel and Development survey report (Profile of respondent from various sector-agriculture, communication, telecom, food, professional, health, education etc base 724, global) - All organizations were asked which three learning and talent development practices they believe are the most effective. Activities showing an increase in perceived effectiveness since 2009 include: in-house development programmes (56% in 2010, compared with 48% in 2009), coaching by line managers (51% compared with 47%), and on-the-job training (30% compared with 27%). These are also the activities seen to be the most effective overall. Only external conferences, workshops and events, and coaching by external practitioners showed a decrease in perceived effectiveness compared with last year (respectively 9% compared with 16% and 16% compared with 18%).

WHAT (Introduction)

Learning means a relatively permanent change in cognition (understanding and thinking) that results from experience that directly influence behavior. Learning how or improving ability is not like learning that or acquiring information. Truths can be imparted, procedures can only be inculcated, and while inculcation is a gradual process, imparting is relatively sudden. It makes sense to ask at what moment someone became apprised of a truth, but not to ask at what moment someone acquired a skill (Ryle). Learning as a process - task-conscious or acquisition learning and learning-conscious or formalized learning.

In the five categories that Säljö identified we can see learning appearing as a process - there is a concern with what happens when the learning takes place. In this way, learning could be thought of as 'a process by which behavior changes as a result of experience' (Maples and Webster). One of the significant questions that arises is the extent to which people are conscious of what is going on. Are they aware that they are engaged in learning - and what significance does it have if they are? Such questions have appeared in various guises over the years - and have surfaced, for example, in debates around the rather confusing notion of 'informal learning'.

One particularly helpful way of approaching the area has been formulated by Alan Rogers (2003). Drawing especially on the work of those who study the learning of language (for example, Krashen 1982), Rogers sets out two contrasting approaches: task-conscious or acquisition learning and learning-conscious or formalized learning.

Task-conscious or acquisition learning. Acquisition learning is seen as going on all the time. It is 'concrete, immediate and confined to a specific activity; it is not concerned with general principles' (Rogers 2003: 18). Examples include much of the learning involved in parenting or with running a home. Some have referred to this kind of learning as unconscious or implicit. Rogers (2003: 21), however, suggests that it might be better to speak of it as having a consciousness of the task. In other words, whilst the learner may not be conscious of learning, they are usually aware of the specific task in hand.

Learning-conscious or formalized learning - Formalized learning arises from the process of facilitating learning. It is 'educative learning' rather than the accumulation of experience. To this extent there is a consciousness of learning - people are aware that the task they are engaged in entails learning. 'Learning itself is the task. What formalized learning does is to make learning more conscious in order to enhance it' (Rogers 2003: 27). It involves guided episodes of learning.

Talent Development refers to an organization's ability to align strategic training and career opportunities for employees. There is no shortage of definitions for this term, used by corporate leadership the world over. With a nod to other points of view, (DDI) defines talent management and development as a mission critical process that ensures organizations have the quantity and quality of people in place to meet their current and future business priorities.

The process covers all key aspects of an employee’s “life cycle:” selection, development, succession and performance management.

Key components of a highly effective talent management process include:

v  A clear understanding of the organization’s current and future business strategies.

v  Identification of the key gaps between the talent in place and the talent required to drive business success.

v  A sound talent management plan designed to close the talent gaps. It should also be integrated with strategic and business plans.

v  Accurate hiring and promotion decisions.

v  Connection of individual and team goals to corporate goals, and providing clear expectations and feedback to manage performance.

v  Development of talent to enhance performance in current positions as well as readiness for transition to the next level.

v  A focus not just on the talent strategy itself, but the elements required for successful execution.

v  Business impact and workforce effectiveness measurement during and after implementation.

WHY

It is imperative in competitive world to have a continuous learning and talent approach for both organization and human capital. By looking ahead to define requirements and initiate effective learning interventions in good time, organizations can stay ahead of change and manage turbulent times adeptly. This is not to say that organizations should stall training initiatives during rough weather. Instead cost effective measures such as coaching by line manager / supervisor / employer, E-learning and job-rotations can be used. For any Learning and Talent development organization and mentor have to invest money, time, energy and observed in positive result. Return on Investment in Talent Management (David Creelman) : Measures You Can Put to Work Right Now, states

2. There are good, proven, practical measures like “engagement” which offer valuable insights to investors, the CEO and the Board on whether human capital is in good shape.

3. Measuring a precise ROI of talent management initiatives is difficult in general, but specific quantitative studies can provide the information needed for decision making.

4. Semi-quantitative assessments (a mix of quantitative and qualitative information) is typically what managers want to give them confidance that an initiative is worthwhile.

WHOM (FOR WHOM)

Coming decade is going to be very crucial for learning and talent development. Organizations have to drive sustainable change based on focused learning and development aligned to organizational objectives for all employee at various levels in organization.

HOW

One of the tough process is HOW? The starting point for this is desired functional & behavioral skill-identification at different level by the organization. Further, a process of prioritization to identify the most urgent skill required is called for. This should be based on the effect on profitability, cost reduction, efficiency and effectiveness.
Every organization has its own learning and imparting style and use both - Cognitive and Behavioral Approach. 

COGNITIVE	BEHAVIOURIST
Learner role to be Active,  Self Directed and Self Evaluating	Passive and Dependant
Instructor role to be Facilitator and presenter	Director and Monitor
Training content to be Task oriented	Subject oriented
Learning climate to be collaborative	Judgmental and competitive
Instructional activity to be group oriented and interactive	Directive and subject oriented

Current trend in Learning and Talent development practices declared most effective are the following: in-house development programs (56%) and coaching by line managers (51%) and E-learning by 62% (source 2010 survey report of CIPD). Organization therefore should plan and focus on incorporating all the above in their Training measures.
It’s also pivotal for any organization to integrate coaching, organizational development and performance management to drive organizational workforce effectiveness. Before this, we need to understand the leadership skills. The main gaps identified by employers in this include performance management (setting standards for performance and dealing with underperformance), collaboration, leading and managing change. Another important fact which we cannot miss is lack of business acumen and interpersonal skills.

The very next question that arises is when and where can such leadership skills, business acumen or interpersonal behavior be taught. The answer to that is a manifold level:

1-      Graduate level

2-      B-school or professional course

3-      Internship

4-      On the Job Training and

5-      Workforce Diversity

College / Graduate  is very crucial level followed by B-school or professional courses. Seniors member / Educationist can foster collaboration and build spirited teams. They should actively involve students and make them understand that mutual respect is what sustains extraordinary efforts; they can strive to create an atmosphere of trust and human dignity and strengthen students making each one feel capable and powerful.

During Internship, employers / supervisor needs to  passionately believe that they can make a difference. As they envision the future, creating an ideal and unique image of what the organization can become and should nurture internee for growth.

On the Job another aspect towards making employee learn leadership, business acumen and interpersonal skills can create standards of excellence and then set an example for them to follow. Because the prospect of complex change can overwhelm people and stifle action, they can help to set interim goals so that people can achieve small wins as they work toward and can achieve larger objectives.

And above all Workforce diversity to keep hope and determination alive, helps to recognize contributions that individuals / employee make. In every winning team, the members need to share in the rewards of their efforts and celebrate accomplishment.

WHEN

New KASOCs (knowledge, attitude, skills, and other capabilities) can only be learnt by learner and only they can choose to apply their new KASOC to the work they do. However, a company-wide development process is normally managed by the Human resource vertical, or a development specialist. Also, the line manager’s input to the identification of learning needs and motivating their staff to learn and apply their knowledge is vital and crucial role and should be ongoing.

WHICH WAY / METHOD

The way we have organization intervention, we can have learning intervention i.e. planned process of change in a person’s KASOC through various methods including coaching, mentoring, in-house or on-job training, thus transforming the employee for self and organizational development.

A learning ‘intervention’ where much of learning occurs directly through work, managers should aim to include these responsibilities within their normal repertoire of behaviors, rather than view them as separate learning activities. For that reason, they may be viewed as leadership practices that promote learning and talent development rather than learning practices that enhance specific knowledge and skills.
There are a number of ways people learn and let us understand the various and the most popular and effective means of learning based on Work-related or Action related learning techniques.

COACHING AND MENTORING

Coaching is in demand and as a coach you must have skill of counseling, consulting and persuading in your expertise. The trainer can have an important part to play in coaching programs and the working together of the trainer and coach has much to commend it. Coaching is more structured in nature, time-bound and focused on specific development and achieving specific goal issues identified during TNI (training need identification). Coaching revolves around specific development area / talent development.

Mentoring is an ongoing relationship between employee and manager and lasts for a longer period of time. Guidance by a senior qualified expert in term of passing knowledge and experience helps broadening the view and perspective of mentee and helps mentee for future roles. The differences between coaching and mentoring are usually that mentors have relatively long-term relationships with their junior colleagues and their focus is less on events than in the case of coaching.

	Mentor	Coach
Focus	Individual	Performance
Role	Facilitator with no agenda	Specific agenda
Relationship	Self selecting	Comes with the job
Source of influence	Perceived value	Position
Personal returns	Affirmation (verification) / learning	Teamwork / performance
Arena	Life related	Task Related

Coach with the help of counseling help staff understands the root cause of long standing performance and issue at work. Counseling acts as an intervention to address psycho-social as well as performance issues.

ON THE JOB TRAINING WHILE INTERNSHIP

 Training is a Learning experience in that it seeks a relatively permanent change in individual that will improve the ability to perform on the job. Training involves changing KSA – Knowledge, Skills or Attitude (Richard G Zalman (1991). Some organization may not have formal training programmes and in such organization employee learns working on actual job. On the job training (OJT) is a preferred method for many organizations from SMEs to large sized firms. The Training is delivered on a one-to-one basis at the trainee’s place of work at given time. OJT activity is specified, planned and structured.

OJT is the most popular effective structured approach to delivery and can be worked on four – 4Ps Step

1. Prepare (prepare instruction plan) based on attention and motivation
2. Present (Tell, show, demonstrate, explain) in cognitive form and symbolic coding
3. Practice (let the learners do the job, provide feedback) i.e. symbolic rehearsal
4. Pursue (check progress) i.e. and behavioral reproduction.

OJT should be focused both with formal and informal way and can be supplemented with classroom session too. Instruction can be given by coworker or supervisor at the job site on an informal basis followed by formal program with supervisor. Both should follow carefully developed sequence in learning events.

KNOWLEDGE MANAGEMENT

If knowledge is today’s best corporate asset then organizations must find a way to preserve, nurture, share and protect such capital. For development of the talent, organizations focus on knowledge management and on knowledge management system life cycle. Focusing on knowledge creation and capturing it, finally codifying it through system implementation by using various tools and portals which lead to help in knowledge transfer and sharing. Organization have to build knowledge repositories, supporting such knowledge varieties as customer knowledge product knowledge, service knowledge and the like will also help in creating new job i.e. Knowledge developer, knowledge facilitator to knowledge officer. This can be separate vertical in organization under learning and development field.

INTERNSHIP: the benefits to interns and to organizations

Organizations agree that internships can be used as a way to test potential new staff. Focused approach can ensure that internships are a good way to develop new talent in an industry. It can also help to develop management and leadership skills among the existing staff. Best of all, it is very cost-effective. Focus of the internship training to acquaint trainee with company and completion of projects by resource of organization to act as a mentor and guide them. It has been found very useful in building an appropriate image of organization in the mind of trainee. Human relation training to interns embraces broad area including leadership, communication, interpersonal relationship, moral and motivation. It shapes attitudes and develops talent to high morale and performance.

BITE SIZED LEARNING (both at graduation level and organization level)

Small chunks of formal training in form of morning or daily evening huddle or circle time for an hour or two and in varying formats in organization, perhaps can be linked with other techniques such as games, role plays, and simulation. This has proven to make learning events more interesting and shown great improvement in talent development.

FACTS AND FIGURES

·        The Learning and Talent Development 2010 survey of over 700 practitioners -found that the most effective learning and development practices currently are in-house development programs (56%) and coaching by line managers (51%). According to the annual survey, 82% of practitioners use coaching within their organizations, a large growth this year compared to 69% in 2009.

·        The survey found that e-learning is the practice that has increased the most in the past year, with six in ten (62%) organizations saying they use it more now than in 2009. In-house development programs are also used more by 58% of organizations, and coaching by line managers is used more by 56%. The survey found that attendance at external conferences, workshops and events has decreased the most, with a quarter (26%) of organizations are using it less.

·        The findings also reflect our position that practitioners should work more closely with line managers as they are better able to fine-tune learning and development to specific employee needs.

Learning and talent development growing rapidly and its talent who change the world and learning pave the way. How to transfer, manage and share learning is organization perspective and talent helps organization go global.

Anubha Maurya Walia – Prof and Trainer

Founder and Principal Trainer at Prism Trainings and Consultancy

New Delhi – 110076, India

M-9818446562

anubhawalia@gmail.com

Reference work

1. Richard G Zalman, The basics of In-house skills training,HR magazine Feb 1991 pp 74-78.
2. Research conducted in 2008, by DDI and the Economist Intelligence Unit (EIU)
3. A Human Capital Institute Position Paper - September, 2004: By David Creelman Return on Investment in Talent Management
4. Ryle 1949: 58
5. H John Bernardin - HRM
6. CIPD Annual Survey Report 2010
7. Maples and Webster 1980 quoted in Merriam and Caffarella 1991: 124