Stakeholders
The stakeholders in the learning and performance process are the contact centre Customer Advisors (learners), trainers and other development staff in the centres, call centre supervisors and managers, contact centre managers (including change, training and evaluation managers), the University and other LloydsTSB staff (IT, evaluation and telephony divisions).
There is a strong commitment to innovation and change in the University and an equally strong drive for using technology to improve and embed learning in performance. They view the introduction of a scorecard approach as an important driver in the change process across the organisation.
Line management in the contact centres are a critical stakeholder group. Team leaders and contact centre managers are indirectly assessed on their performance in relation to the 'coaching' and development of staff through performance targets (derived in part from systems data), the achievement of which are considered to be directly derived from the skills and knowledge of contact centre staff. This link between effective and appropriate staff development may be strengthened by the introduction of the PLMS and the new scorecard approach, assuming the latter is sufficiently and accurately cascaded vertically through the organisation. It is unclear how links will be made between data generated and effectively deployed through the PLMS and the scorecard targets. Moreover, line managers will need more convincing that technology supported learning will directly and explicitly support their business needs. Again, the barrier here may lie in their interpretation of higher level business requirements and their role in operationalising these - and what they need to do and how to develop staff to meet these needs - in the short and longer term.
The bank's IT management are important stakeholders although it appears that they are not active drivers of technology supported learning and view it more as a demand to be resisted rather than a business requirement to service. See lessons learned.
...continue to the context (p4)
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