| The potential advantages of line manager involvement | | | | coaching role with their staff. Significant relationships |
| in learning and development has long been recognised. | | | | exist between the effective provision of coaching and |
| The line manager is in a unique position to reinforce | | | | guidance by the line manager and levels of employee |
| learning from management training or other forms of | | | | satisfaction, commitment and motivation. |
| development, by integrating them into an employees | | | | 6. Finally, to be truly effective line managers need to |
| working life and promoting a positive approach to | | | | understand their role as a “sponsor” of an |
| these types of activities. | | | | individual’s or team’s learning and development. |
| So how should a line manager be involved in their | | | | For example, it sends completely the wrong message |
| staff’s management training and development? | | | | to someone if a manager asks them to attend a |
| 1. The first area of involvement is for the line manager | | | | management training course but then prevents them |
| to set clear expectations with their staff, both in terms | | | | from attending some or all of it. |
| of what they need to deliver (job responsibilities, | | | | As a sponsor, the line manager should: |
| targets etc) and how they are expected to deliver | | | | · Invest time, energy and enthusiasm in their |
| these things (approach, behaviour at work, etc). | | | | employees development. |
| 2. The next area of involvement is conducting | | | | · Demonstrate public commitment to management |
| performance appraisals and agreeing personal | | | | training and development by “walking the talk”. |
| development plans, i.e. measuring the “gap” | | | | · Sanction any hindrance or blocking behaviour from |
| between what an individual delivers (and how they do | | | | employees reference their learning and development. |
| it) and what is needed. | | | | · Be clear with their teams the importance of |
| 3. In agreeing personal development plans line | | | | management training and development in raising |
| managers should not just ask “What are this | | | | standards and performance. |
| persons weaknesses?” but should also ask | | | | · Recognise successes. |
| “Where will learning and development add the | | | | Too often education and development is the province |
| greatest value to their performance?” | | | | of HR or the training department but by becoming |
| 4. Line managers should understand the breadth of | | | | more involved in their managers training and |
| learning and development interventions that are | | | | development, line management will have a greater |
| available to them. For example, too many turn to the | | | | impact on their teams performance and capability, |
| ubiquitous “Management Training Course”, or | | | | which will ultimately impact the performance of their |
| “Presentation Skills Course”, when in reality there | | | | organisation. |
| are hundreds of development actions that an individual | | | | 1. Gibb S (2003) Line Manager Involvement in Learning |
| can take from reading a book to learning to play | | | | and Development: small beer or big deal? Employee |
| chess. | | | | Relations, Vol 25, No.3, pp 281-293. |
| 5. Line managers should also take on more of a | | | | 2. Latest Trends in Learning Development and Training. |