This is the second entry in our Interviews with Learning Leaders series.
Sandy Stricker is director of learning strategy and technology solutions for CDK Global, the largest provider of integrated information technology and digital marketing solutions to the global automotive retail industry. With more than 25 years in the learning and development industry, Sandy’s passion is developing leaders and involving them in their associates’ growth, as well as metrics and evaluations, and identifying new ways to increase the value and impact that learning can bring to an organization. She has a bachelor’s degree in training and development from DePaul University and a master’s in organizational behavior from Benedictine University.
You have had various roles as training manager, organization development, director of curriculum design and more. What advice would you give to others progressing in their career?
My biggest piece of advice is, “Do not hesitate to take a lateral or seemingly lower-level position.” I went from a senior director to director position in order to pick up two major areas of experience. Some people saw this as a demotion, but I didn’t. The way I see it, it was an opportunity to learn and grow. I got experience managing the curriculum design group for sales. I picked up two things on my bucket list: I gained the inner workings of sales, and I now understand the complexity of good instructional design, particularly for eLearning. It is important to understand what you have not done in your career and what you would benefit from.
Also, taking a role that is outside of your comfort zone may be helpful in getting to the next step. When I stepped into the learning technology role, I didn’t know my SCORM from my AICC. And now I’ve gained not only a working knowledge, but I’ve built relationships with our IT organization that have been amazing.
What is the manager’s role in making training successful?
Many managers see the job of training as the training department's. While L&D exists for the purpose of improving performance and helping others to do their job more effectively, the truth is that a manager plays a huge part in the success or failure of a person’s training experience. In most cases, when training "fails," it's because the associate didn't get the support they needed before, during, and after the training.
How can managers better support their employees from a training standpoint?
They should understand the objectives of the training and what the employee will be learning. They can then have conversations about their expectations of the employee during the training, and how to apply the knowledge and skills back on the job when they return. They can also prepare the person for the training and make sure any pre-work is done.
They can also support the employee during the training, carving out the time for them to attend and trying to avoid distractions while they are there. Finally, they should meet with the employee after the training—let them talk about how it went, what they learned, how they will apply it. The manager can offer insights and help in applying the skills and knowledge. If managers see training as an investment in the team member, then the follow-up becomes important to see the investment in time and money as being well spent.
How do you recommend learning leaders strengthen partnerships with business leaders?
It is about building relationships, inserting yourself, and trying to get involved in the business. Set up meetings with people who are instrumental in the business. Don’t talk about L&D. Have conversations about challenges they are experiencing, what a day looks like, how they make money, some business processes that help them to be successful. Understand the goals and vision. It will help with how to develop relevant learning. For example, with the sales experience, I learned how they work, and I understood I couldn’t make a 90-minute course that they would take on a computer. Instead, we created short bursts that were accessible on a mobile device.
Tell us about a learning initiative that was successful in improving the performance of a group.
I was leading a leadership development group, and my team created a year-long blended manager development program. The team developed some preliminary skills helping managers perform better with managing people, leading a team, doing performance reviews, creating a strategy, etc. The managers would learn and then go and apply it. For example, they would read about coaching, coach an individual, and come back and talk about the experience with the group. It was seven years ago, and the program is still running strong; it helped increase the skill set of leaders immensely. It is blended, so it saves the company in travel and instructor expenses. I recently met a manager who went through it six years ago and who said it is the best training they ever had.
How do you raise an L&D team’s capabilities and build skills?
I do some analysis; it doesn’t have to be formal, but I see where people are today. I communicate my expectations of what I want people to do. I let them know pretty straightforwardly: “Here is where I want you to be and where I see you today.” We review the gap, and work together to create a development plan to get them to the next level. It is the same in L&D as other places—they need to be involved in the development plan. Be frank. Give stretch assignments to help get them there. Working outside our comfort zone is a great opportunity for learning.
What is your philosophy on improving performance?
The minute you start thinking of L&D as a course, you are missing it. When you see it as an ongoing process to increase knowledge, skills, and competence, you have arrived!
Topics: Interviews with Learning Leaders