EDITOR ’ S QUESTION
Increasingly , employers are looking to structured learnerships and internships to build the next generation . The reliance on tertiary institutions to produce candidates with good work ethic and practical experience has been replaced by workbased programmes that include a strong theoretical training base but allows participants to build a wider set of business skills while gaining practical , realworld experience .
An organisation ’ s culture is not created top-down , but cannot survive without clear executive input and behavioural incentives . Successful CIOs build cultures of accountability , respect and innovation by living these behaviours themselves and being deliberate about the ways in which they reward behaviour . For instance , if we want to foster a culture of learning , learning cannot be something that happens only outside working hours ( when employees are often expected to self-study for certifications or accreditations required by the organisation ). Creating frameworks that acknowledge learning time as working time and protecting that time to enable employees to meaningfully engage with learning material sends a clear message that learning is valued .
The first step is to identify talent with leadership potential – while leadership skills can be taught and acquired , the quick wins are often in approaching individuals who are already showing signs of affinity to leadership behaviours . The next step is to accelerate their learning opportunities – whether these are through strong coaching relationships , formal training or other programmes , there needs to be a clear commitment to their development .
I believe that there should be a strong , collaborative approach between HR and , learning and development teams . To be part of the conversation , HR should ensure they continually upskill not just in their own subject area , but in the business itself , as well as the business units they serve .
A shared vocabulary around the technology and skill sets is critical for delivering the appropriate training interventions , being clear on competency frameworks and the reward programmes that link into them .
We have a number of development programmes focussing on building competence , ranging from school leavers to graduates . We work with partners who are skilled at the people elements , while we provide subject matter expertise and real-world experience to build their skills .
That said , business skills are often neglected in IT professions , where project deadlines often require more investment in technical skills .
We tackle this in a number of ways : through a dedicated leadership development programme that looks at business acumen ( including financial skills , understanding contracts etc ), management skills ( delegation , feedback , influencing ) and people skills ( coaching conversations , communication styles , leadership and conflict de-escalation styles ).
Thinking training is a once-off intervention is a common mistake . When training new skills or re-skilling into new roles , training needs to be ongoing , measured and then applied .
Another common mistake is to ask employees to upskill after hours – not only does this send a message that training is not a priority , it also impacts the retention rates ( tired learners are slower and less receptive to new ideas ). Finally , not linking training to your performance management processes means that rewards and incentives are not linked to real effort and improvement . p
ELMARIE GRANT , HEAD , SYNTHESIS ACADEMY
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