Developing, Documenting, and Distributing Learning 27Copyright © 2005, Idea Group Inc. Copying or distributing in print or electronic forms without writtenretention was a key factor in the design of the strategy with pre- and postcontact with
delegates at progressive intervals to reinforce the learning. For this reason, the material
that follows identifies the cycle stage of the actions taken to the programme (pre, during,
or post).
Sustaining the Learning
Pre Event
High-performing, high-potential colleagues were the target audience for Managing
Essentials because this population was generally known to be more capable and willing
to cascade learning, lead by example, and to therefore impact the majority of colleagues
as a result of their experience on the event. To ensure appropriate employees with this
skill set were exposed to the learning, employees could not self-register for the programme
but had to be nominated by a senior colleague in their business.
To combat cultural issues that historically reinforced silos within the business and
across geographies, Managing Essentials is delivered at a pan-European level as
opposed to local country level. Nominations are managed by the Programme Manager
through the database to ensure a 50/50 split of participants from the UK and continental
Europe. The deliberate mix of delegates on each event, sharing and cascading knowledge
and breaking down business segment and geographical boundaries, has been recognised
by delegates as a core strength of the programme.
During the Event
Every delegate received a hard copy binder of materials covering the learning
models and references from the three-day event and supplementary reading materials and
references. The facilitators referred delegates to their binders throughout the programme
and ensured key action points were documented in the binder to encourage participants
to refer back to it and use it when back at the office.
On approximately 60% of the conference calls held with delegates post event, at
least one employee referred to his/her frequently returning to the binder to remind him/
her of his/her learning. Many claimed to keep their binder on their desk where it could
be easily referred to.
Post Event
The Marsh internal Learning and Development team developed a sustainability
timetable post programme using a variety of KM tools. A summary of activity is noted
in Table 1.
Months three, six, and 12 of the postprogramme plan were proposed in first quarter
2003, but have not yet been fully implemented. Europe has consistently implemented up
to the three-week stage in this timeline and has sporadically implemented the six-week
and onwards activities.
Each of the KM tools and practices used in the above timeline has its pros and cons.
The objective of using this range of tools and methods is to provide an overall synergy
to all the learners involved, appreciating different learning styles. The feedback the team
has had is that the facilitated conference call is useful for reminding delegates of their