PUB_Learning Service_FUN_Q_20130225a

ABMLQ Brief | Learning “service”

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EASI Community: www.abmlq.com ABMLQ Social hub: www.facebook.com/a bmlq Metropolis: www.metropolis.abm.c om All MindMaps: http://sdrv.ms/QVolob Brief | Learning: http://issuu.com/abml q/docs/learning_c2_br ief_1_?mode=window &viewMode=doubleP age Framework | Empowered Learning Methodology: http://issuu.com/abml q/docs/abmlq_empow ered_learning_method ology_v4.2?mode=win dow&viewMode=dou blePage Framework | Social: http://issuu.com/abml q/docs/abmlq_social_f ramework_v1.0?mode =window&viewMode =doublePage

Why? Learning, especially that which is consumed by service employees, must have high contextual value and credibility. Compulsory learning (HR, Legal, and Safety) is important within an enterprise and should only consume a minority position when compared to dynamic learning efforts. Providing the service employee with perspective, growth, assistance with transition and vehicles to "leave their mark" are critical components. MindMap | Learning (below) Business challenges  Singular perspectives: o Service, at all levels, has a degree of creativity related to exceeding customer expectations. We constantly balance our curriculum with the degree of "instruction" as, if not careful, instruction may smother the horizons of our employee’s imagination. The real value of any service organization lies with the perspectives of the service employee, our job is to aggregate and channel that information to facilitate an environment where the student is the teacher and the teacher is the student.  Motivation to learn: o Deep in the DNA of the service employee is the desire to do the right thing. These employees are challenged daily with this charter under constantly changing variables. Our job is to provide information, at the point of service, which will raise the level of service and ALWAYS position the employee to be the "hero". Unified Workforce's Social Standing algorithms add a level of social recognition, competition and reward to those employees which engage in continuous learning.  Information retention: o Statistically only 10% of seminar information is retained after 72 hours. "I never teach my pupils; I only attempt to provide the conditions in which they can learn” Albert Einstein. The precious time spent in learning interactions with employees is consumed by showing them "how" to access information and create their own "point of service" references leveraging LQ toolsets.

Examples Learning is the human activity which least needs manipulation by others.

Most learning is not the result of instruction. It is rather the result of

ABMLQ Brief | Learning “service”

unhampered participation in a meaningful setting.  2012 and before o The tactical components used by the aforementioned learning environment have been in place for years as you can see from the MindMap | Learning (full) below. Our ability to cohesively deploy in a scalable, multi-language, socially motivated approach will be brought to fruition in 2013 by way of leveraging Unified Workforce and the new ABM University.  2013 and beyond o Unified Workforce | Contextual insight and collective intelligence | Two of the four reasons for the deployment of Unified Workforce create an environment where dynamic learning components are tied to field assets (equipment, tools) to provide learning at the point of service. o OurVOICE | released in 2012 with 20 scheduled locations is a grass roots example of learning tools. Present challenges from the business to the employees, employees submit responses, voting on best responses dictate the combination of responses which are distributed to the organization via learning and quality collateral. o ABM University | configuration meetings currently underway involving all business service disciplines and internal entities (HR, Legal, Safety, IT, Accounting, etc.). Delegates from across the business ensure that the University is configured to meet their requirements. ABM University will deploy in this manner: a. Delegates on aforementioned configuration teams will select initial deployment targets within their business areas b. All new employees will be enrolled in the University as part of their on-boarding process c. Pending requests by business area (Legal, HR, Safety) and EASI members d. Market based deliberate deployment via market leadership to blanket market based employees Tools Listed below are some of the popular tools used over the last 12 months. To see all of the tools and their relationship with our objectives please reference the MindMap | Learning (full). While all of these tools are deployed and in

ABMLQ Brief | Learning “service”

production many site locations make slight modifications to fit their specific application, we welcome different perspectives and applications of learning and quality based toolsets.  ABM University (ABMU) training plans, registration, content, transcripts o Definition from the ABM Lexicon library: o Vignette review of tool:  Competency models (static) o Definition from the ABM Lexicon library: o Vignette review of tool:  Competency models | aka Training plans (dynamic within ABMU MAY2013) o Definition from the ABM Lexicon library: o Vignette review of tool:  EASI Community (http://abmlq.com) o Definition from the ABM Lexicon library: o Vignette review of tool:  IMPACT cards o Definition from the ABM Lexicon library: o Vignette review of tool:  Metropolis (https://metropolis.abm.com) o Definition from the ABM Lexicon library: o Vignette review of tool:  Mtube (desktop and mobile) o Definition from the ABM Lexicon library: o Vignette review of tool:  OurVOICE o Definition from the ABM Lexicon library: o Vignette review of tool:  Pocket pals o Definition from the ABM Lexicon library: o Vignette review of tool:  Social consumption o Definition from the ABM Lexicon library: o Vignette review of tool:  Unified Workforce o Definition from the ABM Lexicon library: o Vignette review of tool:

References

ABMLQ Brief | Learning “service”

MindMap | Learning

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