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Sergio Sotelo

Learning Services Director

Netex Learning

Challenging the learning

experience

Large organisations are empowering middle

managers to help people in their professional

development as well as define their own

performance goals. These practices,

increasingly disassociated from the 'endless'

chains of cascading objectives, require

coaching to help people in the short term

(itinerary for the position) and in the medium

term (skills development to be prepared for

the future).

What is the role of the L&D department in this

regard? Instructors, coaches, middle

managers? Classroom facilitators to cover the

needs of the majority of the members of a

group? Helping intermediate managers

through performance-consulting to diagnose

and design a solution strategy? Contributing

to the budget to hire someone from outside

the organisation? These questions and many

others are part of a recurrent debate that

many L&D departments face, partly because

of the arduous need to justify their own

existence.

Teams are online

With or without the mantra of digital

transformation, people working within

organizations are already on the Internet,

collaborating in WhatsApp groups, sharing

documents (if only by email).

They are using all types of mobile apps,

inside and outside of the work environment, in

order to buy goods and services, to socially

interact, to follow trends, and to be kept

informed.

However, when to comes to covering those

needs that will help them meet their

professional goals in the short or medium

term, they look for the answer in Google, or in

classroom training.

What does Google provide? Immediateness,

'guaranteed' or sponsored results, etc. And

why face-to-face training? Because teachers

tailor the lessons to suit the needs of the

group - they question, raise the voice, change

the angle, listen, expand, provoke, synthesize,

respond to the students' concerns - and what

is more important, they predict the next

question.

Teachers play with advantage and respond to

students' body language. Within this concept

of face-to-face training, we also include the

remaining 'face-to-face' interactions.

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