How can prospective managers be prepared for their new tasks in a purposeful and sustainable way? What requirements does the concept need to meet here? Our deputy head of the DELTAgroup Academy, Marcel Hürlimann, tries to sum it up as succinctly as possible.
Starting position
The nature of the security industry means that the majority of staff are on on-call contracts, so many of them have another (main) employer in addition to DELTAgroup. What initially looks like a disadvantage is in truth actually an advantage; even the Swiss Army, for example, repeatedly advocates the "militia system". DELTAgroup employees already face many tasks in their main job. The candidates’ time as a substantial resource is a key factor. From a corporate standpoint, there is likewise an interest in employee training that is as efficient as possible and, conversely, as cost-effective as possible. At the same time, there is a need to ensure a sustainable transfer of learning and high-quality training. In an IAP study, 55% of those surveyed said they would prefer future training to have a blended-learning format, with the same number of respondents stating a desire for "a format tailored to me personally with elective modules". In the mmb Insitut’s trend monitor on the subject of corporate learning, almost all respondents (97%) indicated that blended learning would continue to increase in importance in the coming years. The mix of face-to-face learning, in which the focus is on an active and lively exchange between seminar participants and seminar teacher, and self-paced study through e-learning courses provides an unbeatable balance for companies.
So there are clear preferences on the part of the candidates. There are likewise clear trends toward learning on demand. "… Even company courses no longer take place during the core working hours at the company’s site; learning during leisure time (or rather avoidably private time) is increasingly becoming a matter of course for many employees" (e-learning 4.0). The 70-20-10 model needs to be used to ensure a sustainable transfer. This is based on the research conducted by Bob Eichinger at the Center of Creative Leadership. In a study, managers were analysed and asked about the activities in which they achieved their learning successes. The study concluded that the managers acquired 70% of their knowledge through their own on-the-job experiences by independently accomplishing tasks. A further 20% was generated by learning based on role models and only 10% by classic teaching of theoretical fundamentals in seminars or on training courses. Consequently, employees need to be supported and accompanied in their practical work (see article at Karriebibel.de). "For personnel development to lead to sustainable competency development in a 70:20:10 model, the three constituent elements (experience learning through practical work, social learning in exchange with others and through imitation of others, formally organised learning as part of training courses and programmes) need to be incorporated into a coherent overall design. Sustainably effective competency development requires formally organised training programmes to be incorporated into an overarching structure that comprises social learning (including imitation of role models, coaching, mentoring) as well as a working environment that makes it possible to try out new things" (Christoph Meier). All the above findings have been incorporated into the new management training concept.
Concept
Employees want to be able to shape their learning autonomously and flexibly wherever possible. At the same time, a transfer needs to be strengthened by practical experiences. This led to the design of a management training course divided into several sections, in which synchronous and asynchronous knowledge transfer alternates and work in the field under (partly) protected conditions is afforded higher weight. Collaboration in groups is urged in order to enable team building. Sascha Spuor cites another important point in his book: "… the number of participants and their differences in terms of mindset, knowledge and experiences affords new insights and therefore enables better solutions to problems".
The rough design of the newly devised management training therefore looks like this:
DELTAgroup management training 21 process
- IAP assessment to clarify suitability as DELTAgroup manager in collaboration with Simon Hardegger.
- Internal assessment for final approval for management training
- Kick-off in face-to-face training for team building and communication of values
- Independent, self-paced acquisition of theoretical principles in e-learning
- Face-to-face modules for consolidating and deepening theoretical content and initial transfers into practice by participating in scenarios and management games under the close supervision of instructors.
- Independent reflection on own performance and comparison with other course participants in sequences that can be freely selected in terms of time and place.
- Completion of at least one freely selectable additional module. Here, the participants should select the module most suitable for them independently, based on their own reflections.
- Initial management assignment as part of large-scale management training, involving DELTAgroup teams that require a manager. Here, the prospective managers are accompanied by instructors and receive direct feedback from the team and the teaching staff.
- Practical training on at least three assignments, with coaching from existing managers specially trained for this purpose.
- Final qualification as a manager by developing an assignment concept, including issuing of orders in the group as part of a smaller management training exercise. Subsequent promotion in the presence of the existing managers and small aperitif.
In this way, the participants should get more time to develop their management skills and, in particular, spend longer on the necessary topic areas, which should facilitate the transfer. Sustainable integration into the senior executive team is urged through regular contact with higher-level managers, which should result in a good working atmosphere and, in this way, contribute to work motivation (2019 work motivation study conducted by Manpower GmbH).
Sources:
2017 IAP study – People in the work environment 4.0
digitalcollection.zhaw.ch/bitstream/11475/1861/1/2017_Genner_IAP_Studie_ZHAW.pdf
mmb Institut trend monitor citation
www.keeunit.de/blog/blended-learning-studie-2018/
E-Learning 4.0, Prof. Ullrich Dittler
Karriebibel.de
karrierebibel.de/70-20-10-modell/.
Christoph Meier, evaluation of the 70:20:10 model – four reasons for the lack of effect
www.scil.ch/2019/04/28/evaluation-des-702010-modells-4-gruende-fuer-fehlende-wirkung/
Erfolgreich Studieren (Successful Studies), Sascha Spuon, page 41
2019 work motivation study conducted by Manpower GmbH