In today’s world, many professions are facing significant challenges arising from social and technological change. Among them is the accountancy profession.
According to a new report by ACCA (the Association of Chartered Certified Accountants), careers have become longer with less linear paths. Digital innovations in finance and accounting presenting both an opportunity for accountants to move up to more value-adding roles and responsibilities. This also means individuals are at risk of getting marginalised if they are not open to change.
The report noted that while individuals have to be increasingly responsible for their own career choices and growth, employers must embrace the variability of content and providers available.
As for L&D professionals, to become valued strategic partners, an evolution is needed. Here are five key recommendations from the report.
#1 Understand the role that learning plays in developing talent and achieving strategic value
• Become strategic partners in the rapidly changing workplace rather than order takers.
• Be prepared to move your focus to developing talent strategically to add value to clients.
#2 Anticipate the move from being providers to being curators of learning content
• Assess what you can provide to your learners in more flexible forms.
• Develop strategies to make use of the breadth of learning sources available.
• Provide guidance and support to learners on how to achieve most from the range of developmental programmes available.
#3 Revisit your systems strategy to reflect the shift in modes of learning consumption
• Develop a learning strategy that embraces technology.
• Consider how you can maximise the return on any existing learning management system.
• Investigate how you can develop and implement technology strategies that support social learning and maximally enhance the learner experience.
• Understand the power of data in the learning environment to support personal journeys.
#4 Improve learning design and focus on the personal journey
• Recognise that traditional learning designs that fit generic audiences no longer address the needs of learners.
• Consider how your learning programmes can support more individual learning and personalised journeys.
• Recognise how to support, rather than control, the 70% and the 20% as defined by Lombardo, M.M. and Eichinger, R. W of the learner journey.
#5 Consider how you support individuals’ development into their next role rather than just their current role
• Consider the implications of the ‘borrowing’ resourcing model for your learning programmes.
• Recognise that the quality of the learning experience offered to the individual is essential in attracting the best talent when seeking to ‘borrow’ resources.
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