The skills approach
IBM has a deep-rooted skills focus and culture of learning, as illustrated by its well-established THINK40 programme, which requires all employees to complete at least 40 hours of skills development a year. Reflecting this, a key part of the initial assessment of prospective apprentices is whether they value continuous learning.
Once they start, their learning will mostly be on the job. While they follow a core curriculum to develop knowledge and skills, 80% of their time will be spent on client projects. This is then supported by extensive coaching and mentoring, with each apprentice having monthly performance reviews with senior managers like John Griffin, Learning and Development Leader for Early Professionals.
The company has identified the key skills for different apprenticeship pathways, and each month, apprentices assess their progress against these. At the same time, so do the managers, drawing on information such as client and colleague feedback. The manager then monitors how the apprentice is progressing against the required knowledge, skills and behaviours – which becomes a starting point for discussion.
One common outcome of this is that apprentices are made aware of areas where they have become ‘unconsciously competent’: where they have developed valuable skills through the work they are doing, without realising. This provides an opportunity to not only reflect on what they have learned, but how they did it – resulting in more understanding of their learning style and capacity.
The monthly review process also helps identify learning needs, whether in areas where the apprentice is not developing skills as expected, or where they have a particular interest. John and his colleagues are there to guide apprentices to the most relevant learning pathways, including joining internal communities. ‘There are thousands of options available,’ John observes, ‘so part of our role is to help them find the training that best aligns with their ambitions and the company’s needs.’
To ascertain the latter, John and other L&D professionals have ongoing conversations with colleagues across the business to understand what skills are currently most required.
This intensive support lasts for the duration of the apprenticeship. After completion, the mentoring relationship remains, with apprentices able to contact those who have supported them for ongoing guidance.
“The skills-based organisation model is what IBM has always been like. For employees, work becomes more fulfilling when you know what you do and the skills you have are aligned with success.”
John Griffin, Learning and Development Leader for Early Professionals, IBM UK