Quick growth is a blessing and a curse, and organizations often don't take the right steps to stave off the curse because they are so busy growing. This is a mistake.
Growth means change, and change is uncomfortable. Discomfort will fester and grow right along with an organization unless it is hit head on. How can you do this? By treating change as an opportunity to learn and develop as an organization.
Fast-growth companies may feel there is no time for "learning and development," but if constructed effectively, L&D can often be accomplished within the work environment, and indeed, help strengthen the very foundation of your company. Here's how to make that happen.
Focus on Dialogue
Learning in a start-up is all about dialogue: What needs to happen, what did happen and why and what can the organization learn moving forward?
We still cling to the concept that learning occurs in a classroom, but that concept is stale and old-fashioned. Learning occurs when individuals and their team see a problem, seek and try a solution and then, most importantly, reflect on why the solution did or didn't work. Defining the problem and seeking solutions is communal work, but learning occurs on both the team and individual level.
Let's say a founder and CEO of a two-year-old small parts and service company found out that a sale to a long-time customer was lost because they didn't have the part available. The founder knew how to get the part, but the sales person simply checked the inventory and said it was not available.
If you approach this as a moment for learning instead of a "failure" on the part of the sales person, there's an opportunity for growth. The founder should discuss the situation with the sales manager and the sales person, explaining that she has contacts that can usually get difficult parts, and that the sales person should always call her before saying "no."
The sales manager and sales person learn a great deal about the nature of the business' relationships, the connections of the founder, and the founder's customer service philosophy: "Let me be the one to say no." The founder has the opportunity to hear the team's thought process, and help them shift to a process better aligned with her strategy.
Use Real Business Examples as Teaching Points
Founders often keep everything in their heads, but the information needs to be shared in a way that allows everyone to learn if fast-paced companies want to maintain the quality of their services as they grow.
How can everyone learn? Use a real life business example as a teaching point.
With real-time examples, the team learns. They learn how to communicate with each other, they build and execute processes, they share responsibility — and then learn to trust each other because the candid evaluation of the solutions effectiveness can only be made when each stakeholder has an opportunity to be part of the evaluation.
The individual learns. He learns about the work of his peers, so he gains insight into a larger part of the organization. He learns to build relationships with his peers. He learns how to effectively communicate, and if he is thoughtful during the reflection, he can find his own way to improve. With the new found trust, he can also ask others what he might do differently next time.
This kind of experiential learning accomplishes two important things: the actual effectiveness and efficiency of the work, and the ability to continuously improve both as a team and as individuals.
Learning and development really shouldn't be an add-on; it should be an integral part of the work of the organization. That way, the learner develops skill, but also develops context about how his role fits into the work of the organization as a whole.
Photo: Creative Commons
Want to keep learning? Explore our products, customer stories, and the latest industry insights.
Taking A Company-Wide Approach to Learning & Development
There’s a lot of coordination that goes into a company’s learning and development programming, from identifying skills gaps and creating engaging content to scaling initiatives company-wide. And because there’s so much complex planning involved, organizations can sometimes get caught up in the details, and overlook how L&D fits into broader organizational goals. A recent survey—titled "The Revolution is Now: New-Skill Your Workforce to Catalyze Change"—from Cornerstone People Research Lab (CPRL) and the Human Capital Institute (HCI) found that only 55% of organizations believe their L&D programs are well-aligned with their company’s overarching strategy. But CPRL and HCI’s survey reveals two logical ways to overcome this challenge. First, there’s a need for L&D executives to participate in strategic conversations around organizational goals to ensure that L&D planning aligns with broader business plans. And second, it’s important to share responsibility for learning effectiveness. If facilitating continuous learning is a part of everyone’s role, it becomes easier to integrate it organization-wide. Promote Cross-Departmental Collaboration and Responsibility To better align L&D efforts with overarching business goals, learning executives have to participate in strategic conversations about organizational direction. For instance, when business leaders gather to discuss goals and KPIs for the coming year or quarter, HR and L&D leaders should be involved in those conversations. And the opposite is also true: Business leaders need to help direct the learning outcomes framed against those goals. According to the "Revolution is Now: New-Skill Your Workforce to Catalyze Change" survey from CPRL and HCI, only about half (51%) of learning leaders report being involved in these discussions. During these business planning discussions, it’s important to establish accountability, especially among people managers. CPRL and HCI found 67% of people managers report being involved in the creation of content, but only 47% are involved in the accountability for the results. By holding more people accountable to the success of L&D programs, it can be easier for a company to spot pitfalls or opportunities for improvement. It creates shared goals for measuring effectiveness, and establishes a process for making changes. For example, by getting people managers involved in L&D initiatives, L&D leaders can work with them to get a better understanding of a specific team’s skill gaps or what reskilling or new skilling solutions will work best for them. All leaders in an organization, in fact, should be eager to participate and own their team’s newskilling, reskilling or upskilling efforts. Ask a people manager in the IT department to reiterate the importance of learning to their team, and track the amount of time their employees spend on learning content. This approach will not only create a shared commitment to continuous learning, but can also help leaders outside of L&D and HR get a better idea of what content or formats work best for their teams and recommend adjustments accordingly. Continuous Learning Is Everyone’s Responsibility Aligning overarching business plans and strategy with learning and development efforts can improve each’s efficacy. The more cross-departmental collaboration that exists, the more information that HR and L&D leaders have about their workforce and its needs, strengths and weaknesses. And with more accountability, all stakeholders in an organization can become more involved in ensuring the successful partnership between L&D and a company’s overall strategy. To learn more about the findings from Cornerstone’s "The Revolution is Now: New-Skill Your Workforce to Catalyze Change" survey and its recommendations for using cross-departmental collaboration and accountability to help with L&D efforts, click here to download and read the full report.
Why supporting neurodiversity is essential for any successful workforce today
When we think of diversity in the workforce, we typically think of it along the lines of race, religion, sexual orientation or gender. But focusing only on those four is its own sort of constraint. To truly create a successful and diverse workplace, you need to ensure you're also embracing neurodiversity too. Understanding neurodiversity In the late 1990s, a single mother in Australia named Judy Singer began studying Disability Studies at University of Technology Sydney. Her daughter had recently been diagnosed with what was then known as “Asperger’s Syndrome,” a form of autism spectrum disorder. As she read more and more about autism as part of her studies, Singer also suspected that her mother, and she herself, may have had some form of autism spectrum disorder. Singer describes crying as she realized that her mother, with whom she'd had a tumultuous relationship throughout her childhood, wasn’t purposefully cold or neurotic as she had thought. She just had a different kind of mind. In her honors thesis, Singer coined the term “neurodiversity.” For Singer, people with neurological differences like autism spectrum disorder, attention deficit hyperactivity disorder (ADHD), or dyslexia were a social class of their own and should be treated as such. If we are going to embrace diversity of race, gender, religion, sexuality, etc., then we must embrace a diversity of the mind. The following video is an excerpt from the "Neurodiversity" Grovo program, which is available in the Cornerstone Content Anytime Professional Skills subscription. Neurodiversity in today's workplace Recently, neurodiversity has become a trendy term in diversity, equity, inclusion, and belonging spaces. And many organizations are working to hire more neurodivergent people, as well as give them opportunities to thrive at work. That’s why, at Cornerstone, we recently produced a series of lessons on neurodiversity. If your organization hasn’t prioritized neurodiverse inclusion yet, here are some reasons why it both supports your people and organization. 1) Neurodivergent people are underemployed Neurodivergent people, especially people with autism, are widely under-employed, regardless of their competence. In the United States, 85% of college graduates with autism are unemployed. According to a 2006 study, individuals with ADHD have higher rates of unemployment than individuals without. However, there is no evidence that neurodivergent people are less competent or less intelligent than neurotypical people. Organizations are missing out on talented people. 2) Neurodivergent people are more common than you may think Neurodiversity manifests in many different ways. It can encompass autism spectrum disorder, ADHD, dyslexia, dyspraxia, dyscalculia, Tourette syndrome, and many other conditions. And as scientists have learned more about what makes someone neurodivergent, they're identifying more and more people. According to the World Health Organization, 1 in 160 children have some form of autism spectrum disorder. The Centers for Disease Control and Prevention estimate that 1 in every 162 children have Tourette Syndrome, and roughly 8 percent of children under 18 have attention deficit hyperactivity disorder, or ADHD. And that's just children. How many adults, like Judy Singer's mother, have struggled their whole lives without a diagnosis? People who are neurodivergent are everywhere. Diverse organizations are stronger Diverse organizations and teams not only have better financial returns than less-diverse ones, but they also perform better. Having the different perspectives presented by people who are neurodivergent can help your team solve more difficult problems. Different perspectives and different ways of thinking lead to creativity and innovation.
Why Selecting a Leadership Development Program Is Way Too Complicated
Many organizations face a leadership gap and cannot find the talent needed to grow. We could blame the retiring baby boomer phenomenon, the free agent nation, or the lack of investment made in developing leaders. But since blame is a lazy man’s wage, I will not entertain that debate because there are too many options out there for developing leaders. There are many leadership development programs in the market. In minutes, with a simple Internet search or over coffee with your head of human resources, you can discover myriad high-quality leadership development programs that you could use in your organization to develop leaders. The problem is not finding a good program, but in choosing one. Answer the Right Questions So how does one choose? The problem we face in evaluating leadership development programs is that we get caught up in evaluating the content rather than asking a simple question, "What do we want our leaders to be able to do?" Each organization is unique in how it answers this question. And that is where the secret lies. If an organization can select a program that matches the answer to the question above, the selected program will likely be the right one. After all, each leadership development program is very good in some way. It is not so important which one you select. It is important that you use the one you select. In other words, the key is to not let it become another un-opened binder on the bookshelves of your management team. Be An Effective Leader Let me give you an example: If an organization’s answer to the question above is, "We want our leaders to be proactive and focused on the things that drive results," your choices are narrowed down to only a few programs that would deliver on that answer. And if I had to pick one program that would deliver on that answer, without hesitation, I would choose, "The Effective Executive" by Peter F. Drucker. It is a classic, and all five of the behaviors of effective executives taught in the book remain vital skills that any leader should practice if he or she wants to be effective in his or her organization. In the book, Drucker teaches that effective executives: Know where their time goes Focus on contribution and results Build on strengths Concentrate on first things first Make effective decisions This is not a book review or a plug for "The Effective Executive," though I do believe if you had to choose one set of skills to teach your leadership, it would be the five from Drucker’s book. This is a challenge for every organization to simplify the selection of leadership development programs, and ask, "What do we want our leaders to be able to do?" Answering this question clearly will help you choose the right program. After all, many programs are excellent. The secret to success is not in which program you choose, but that you get people to apply the program you choose. Photo: Can Stock