Around The World in 90 Days – A Graduate Development snapshot across Asia, Africa, the UK and Australia

Around the world
in 90 days
A Graduate Development
snapshot across Asia, Africa, the
UK and Australia
Presented by:
Nathan Clark
Lead Consultant – Asia Pacific, DBL

How to make a successful transition to a professional career
Josh Mackenzie
dbl
graduate
Josh Mackenzie
dbl
graduate
Josh Mackenzie
dbl
graduate
5/29/2013 8:24:32 AM
Who is DBL?
• DBL develops business ready talent, fast.
• Author of The Graduate Edge - distributed across 15+ countries.
• Specialist graduate development
• Experience across Australia, Asia, Europe, Africa & North America.
• Helping employers quickly get ROI on their graduate programs.
partner.

Some of our partners
www.developmentbeyondlearning.com

Who am I?

There are two times in life; now, and too late!
“ ”– Terry Hawkins

5 Key Trends
• Specialised, learner-led, tailored program development
• Insightful program measurement, tracking and reporting
• Standardisation of development for geographically dispersed graduates
• Graduate Supervisor up-skilling and engagement
• Re-imagining of the 70:20:10 Model

Australia
Specialised, learner-led, tailored program development
• The opposite of programmatic development approaches.
• Assessment driven – based on the individual needs of graduates.
• Close supervisor support means high relevance development for business unit
• Can be difficult, but is not impossible; even with contracting budgets!
• Leans heavily on guided flexibility of on-the-job learning.

Australia
Specialised, learner-led, tailored program development
Com
m
unication
Presentation
Influence
Feedback
Tim
e
M
anagem
ent
Leadership
Initial Testing Assessment Assessment
On-the-job (70%) On-the-job (70%)
Advanced
Intermediate
Standard

United Kingdom
Insightful program measurement, tracking and reporting
• Well structured trainer/facilitator feedback on workshop participants.
• “Pulse Checks” direct to graduates, guiding subsequent training.
• Intelligent assessment design that measures understanding.
• Individual and cohort data to increase accountability to the greater business.
• Technology measuring engagement as well as results.

Singapore
Standardisation of development for geographically dispersed graduates
• Standard objectives ≠ standard approaches.
• Considerations: culture, business unit, location, insights from initial testing.
• Managing small graduate populations in some regions.
• Increased cross-location communication and sense of connection.
• Mixing shared and focused experiences in formal training scenarios.

China
Graduate Supervisor up-skilling, engagement and accountability
• No sense in graduates entering an environment that is not aligned.
• The “70%” largely made possible by supervisors and managers.
• Utilisation of intelligent tools such as Cultural Dimensions
• Tying KPI’s to graduate results and development.
• Informing and consulting with managers before the program starts.

South Africa
Re-imagining of the 70:20:10 Model
• Swinging the development pendulum back towards on-the-job development.
• Increasing the effectiveness, not just the focus, of on-the-job learning.
• Using the “10%” to solidify learning from the “70%” + “20%”.
• Supported by relevant resources over longer periods.
• Questioning the exact ratio — 60:30:10?

South Africa
70% 20% 10%+
}
Experiential Learning
& Development
}
Formal Learning &
Development

South Africa

South Africa
Success Factors – The 70%
1. Define what successful application of desired skills looks like.
2. Have supervisors drive goal setting and follow-up.
3. Endeavour to make on-the-job development activities visible to the
wider business.

South Africa
1. Clearly articulate value to the business.
2. Find your internal “champions”.
3. Help manage the time of supervisors and mentors.
4. Remove obstacles to connecting the right people.
5. Engage mentors early.

South Africa
1. Embed supplementary resources throughout the program.
2. Repetition without repetition.
3. Set a precedent for personal development early-on.
4. Use formal training to consolidate and cement learning.
5. Make sure it’s portable and accessible

Future Trends
Generating fast ROI from graduates
transitioning into the business

Future Trends
• Celebrating, not just managing the Cultural Diversity in graduate cohorts
• “Flip Teaching” – A new approach to program delivery
• Differentiated Instruction
• Mature LMS infrastructure providing actionable insights
• Gamification: engagement dynamics, not games.

Hofstede Dimensions of National Culture
0
25
50
75
100
PDI IDV MAS UAI LTO

Flip Teaching
Start
Finish
Class Room
Outside the Class Room

Differentiated Instruction
Com
m
unication
Presentation
Influence
Feedback
Tim
e
M
anagem
ent
Leadership
Initial Testing Assessment Assessment
On-the-job (70%) On-the-job (70%)
Advanced
Intermediate
Standard

Differentiated Instruction
Com
m
unication
Presentation
Influence
Assessment

Differentiated Instruction: Bridging the gap
Skills/Capabilities
AbilityGap

Gamification: Using game dynamics
Gamification, not gaming.

Progression
Dynamics
Communal Discovery
Social DependanceIdentity
Inﬂuence & Status
Gamification: Using game dynamics

Continue the conversation
nclark@developmentbeyondlearning.com
nathanclark_
Nathan Clark

Around The World in 90 Days – A Graduate Development snapshot across Asia, Africa, the UK and Australia

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