Show Leadership by Building Cross-Departmental Relationships

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Sometimes, being a learning leader feels like playing a shell game in a circus. We think we know where the problem is, but once the shell is lifted, we realize that this is not where the nuts really are.
This happens most often when we accept orders and react to what the department manager or supervisor says they should do. However, responding, not responding, is critical to becoming an effective leader in an organization. This requires rethinking the role of learning and development (L&D) and establishing relationships between departments.
answer vs. answer
answer
When we respond to a request, we jump to questions like deadlines, deliveries, and wishes. What do managers think is a problem and how do they think training or resources can solve the challenge? We started aligning the request with the methods we are familiar with, trying to understand the budget and resource allocation, and figuring out how to fit it into the already busy development plan.
Response
When we respond to a request, we first ask, “Tell me more.” We delve into why managers define the problem in this way and why they believe that the proposed method can solve the problem. Ask why. Ask again. One more time. At this point, we should begin to better understand the real interests and who is involved, the technologies and the processes.
is the last process and often captures the real issue. Business processes generally do not start or end in a single department.
Learning leaders add value through interdepartmental communication
It is at this point that learning leaders can add tremendous value by bringing together managers and professionals who connect (or should not, but should) the processes. Depending on the scope of the problem and its impact on the overall success of the business, it can be helpful to talk to employees throughout the process. Why?
Let’s look at an example from the world of marketing.
Sales staff may say that they have not acquired high-quality potential customers. This had a significant impact on the company’s bottom line and attracted the attention of senior management. Poor quality potential customers were explained as poor marketing efforts, so the marketing manager approached the L&D team and asked them to develop training in social media advertising and other aspects.
Develop project plans, consult SMEs, and conduct advertising training on social networks. However, after three months, there was no change in the quality of potential customers. In fact, not only has the number of potential customers reduced, but also the number of positive reviews and contract renewals.
Why does the training have no effect? reaction.
What is the difference? Reply.
Proactive response
A learning leader who pauses and responds looks at the connection points between business units. The leader will discuss:
What is a communication flow?
How do different departments share information and work together?
Are there other reasons for poor quality tracks?
In this case, learning professionals will take the initiative to meet with people in other departments to view the information disseminated throughout the organization. They will also observe the internal situation and check how the people in the marketing department handle the information provided.
For example, a learning leader may find that the product development team has not communicated with the marketing department about changes to product features, or that the finance department has not notified them of changes in product features. Price of the product. This means that the content promoted by marketing is based on old data, which in turn can lead to poor prospects and a bad user experience. Therefore, social media advertising training is not helpful in solving the current problem.
It is difficult for marketers to understand that they must take the initiative to establish relationships with many departments in the company, understand the challenges and opportunities these departments recognize, and help spread this information throughout the company.
L&D as a connector
But what if the learning department that interacts throughout the organization assumes this role? What if the L&D team rotates to become the “connector” between departments and functions?
Consider a new understanding of training and development, in which learning leaders have developed the habit of meeting with managers and professionals throughout the organization on a regular basis to understand the setbacks they face and discover the crux of the problem.
The reason for slowing down the processing time of one department may be that it is difficult to import field formats used by another department. No amount of training can solve this problem, but leave it to you to build a converter meeting.
Maybe employees have received the training they need for applications that they no longer actively use, or have moved from traditional solutions to applications in the cloud? Has the process, change management and training been updated to reflect business development?
Increasing productivity speed, eliminating unnecessary training time and highlighting efficiency, and determining the potential savings of software subscriptions can help L&D become known as our hero.
Redefine the role of L&D
When L&D leaders no longer see their role as training leaders as their job including fueling the wheel of progress, they will see a huge opportunity to develop the learning that employees really want : Knowing it will enable them to do their work better and easier.
Refactoring training and development in this way can help learning leaders locate and solve bottlenecks in the organization, and even become employee advocates to find solutions to these bottlenecks. The impact on the business will be obvious and measurable. It is not so much learning time consumption as it is productivity and satisfaction.
Build relationships between departments
In order to realize this vision, learning professionals must stop reacting and instead react. Before you need it, start building cross-departmental relationships immediately. Identify the advocates involved in each department

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