Mindmap-Continuous-Learning-Involvation-2023.pdf

Supply Chain Mind mapping

1. trends
An effective
leArning
progrA m
Why leA rning?
hoW to design
A leArning progrA m?
1 2
34
VUCA world
the 2020
workplace
Volatile
Uncertain
Complex
Ambiguous
Traditionalists
Baby Boomers
Generation X
Generation Y (Millennials)
Generation  Z
personal
work
personal
work
fun
serious/professional
Visibility integrator
Value Chain Architect
Innovation Collaborator
Social Transformer
mobile
five generations
social media
gamification
change in supply chain roles
High Impact Learning
tools
implementation
‘gap’ as starting point
+ - learning by doing
Hybrid Learning
collaborative
learning
platform
trainers/instructors
learning
experiences
training material
mind maps
test/pilot
roll-out
measuring progress
program evaluation
training facilities
program development
eBased
traditional
case studies
existing mind maps
developing mind maps in the training
in-company
external
feedback participants
input trainers
input company
Learner marketing
management support
Learner reward & feedback
validation
certification & diplomas
individual
motivation
barriers
Supply Chain
Human Resources
other departments
strategy
current
future
value supply chain training
costs supply chain training
entry level needs
development needs
knowledge
skills
competences
time
money/budget
ambition
personal circumstances
intrinsic
extrinsic
Maslow hierarchy of needs
self-development
employability
promotion/career
resume building
physiological
safety
love/belonging
esteem
self-actualization
self-transcendence
the company
value of learning & development
line vs staff
managerial level
expert/thought leader level
recruitment
development
reward/performance
attrition
organisational productivity
transformation
growth organisation
Specific
Measurable
Attainable
Relevant
Timely
learning
objectives
individual learning
styles
reach & intensity
learning
dichotomies
supporting workplace learning
training design
VAK
Kolb cycle
SMART
learning
competencies
knowledge
skills
eLearning
face to face learning
Blended Learning
1:1
1:n
synchronous webinars
online coaching
training
coaching
70:20:10
choice of blend
asynchronous
Visual
Auditory
Kinesthetic
reflect
experience
conceptualise
experiment
soft skills
hard skills
formal vs informal
passive vs active Learning by Experience
traditional  vs self-directed
self-paced vs time planned
individual vs team/group
curriculum vs snack learning
standard vs tailored organisational culture & climate
motivation
social network
opportunity to practice
learner’s autonomy
connectivity
purpose
feedback
creating a need
clarification sense of urgency
in a team
individual with interaction with peers in network
individual with interaction trainer/coach
training
advice
coaching
knowledge library
LMS platform
supply chain experts
local
international
Serious games
computer simulations
role plays
portals
Beer Game
Involvation (physical) games
PowerPoint
paper
The Fresh Connection
The Cool Connection
Mind Map for continuous Supply Chain Learning
mindmA p mAnuAl
Creators mind map:
check
continuous
supply chAin
leArning
plAn
doAct
BROUGHT TO THE SUPPLY CHAIN BY:
PREPAREFORTOMORROW,
ENABLETODAY!
WEALLKNOWTHAT
BLENDEDLEARNINGWORKS
EXPERIENCE
TEAMWORK
HOMEWORK
APPLY 
Companies already putting Blended Learning into practice in their supply chains include:
Increasing the knowledge of 
supply chain professionals
Providing all managers with the same
fundamental knowledge and skills
www.thevaluechainacademy.com    |   [phone]
Adv_ValueChainAcademy_def.indd 1 22-04-1616 10:41
Supply Chain Mindmapping
Driven by major disruptions and
global developments, specifically in
supply chain management, learning
and development should be seen as
a continuous process. Since each
individual and each organisation is
unique, developing and implemen-
ting effective learning programs
proves challenging. Supply Chain
Movement and consultancy orga-
nisation Involvation have therefore
developed a mind map for supply
chain learning, including a practical
roadmap and warning signs.
The military world characterizes the pres-
ent world as VUCA: volatile, uncertain,
complex and ambiguous. This rapidly
changing and uncertain world is forcing
companies to work and learn in a differ-
ent way. Also the workplace is changing
considerably due to the rise of mobile
devices (smartphones, tablets, etc.), social
media, remote working in home offices and
the resulting increased blending of work
and private lives. Additionally, there is an
important trend towards ‘gamification’:
applying games not only for recreational,
but also for professional purposes. Finally,
the composition of the working population
is changing rapidly, forcing companies to
set high standards for training and continu-
ous learning: plan.
Why should employees learn? For their
own development or for the organization?
The motivation and potential barriers to
learn vary from person to person. Learning
requirements also vary for the various
business functions. For Human Resources,
learning and development is part of the
“life cycle” of an employee during his/her
career, during which costs and benefits of
learning are essential. Looking at learning
and development from different angles is
key for developing and realising specific
learning paths: do
Designing a good learning program starts
with the sharp (SMART) definition of the
learning objectives, based on the subject
area and the individual preferences and
learning styles. Learning methods differ in
reach and intensity. Research and experi-
ence show that ‘blended learning’ has the
future: seventy percent is learned in the
workplace, twenty percent is learned from
colleagues and ten percent of learning
happens in a formal learning environment.
To realise the full benefits of informal and
on the job learning, they need to be sup-
ported: check
The ultimate goal is to implement an
effective and tailored learning program
to realise the defined learning objectives.
What is the best learning intervention
to support this, a training, a full learning
program, a consultancy project or coach-
ing? High impact learning requires tools,
structure and feedback. Special attention
needs to be given to involvement, to ensure
that employees actively participate in the
learning program. Measuring progress
ensures that the program delivers the
desired results with the employees in their
daily work: act