A case study of learning programs at Energex, a Queensland-based electricity distributor. The main emphasis is on building mindsets, not skills to drive energy and enthusiasm for learning, and ultimately a return on the learning investment.

1. Transferring learning from the
classroom to the workplace
Richard Fryer
Group Manager, Organisational Effectiveness

2. Focus of this session
•
Explore the relationship between learning investment
and business impact
•
Explore the merits of centring development around
mindset rather than skill
•
Look at a case study of mindset-based learning at
Energex

3. • Electricity distribution services to SEQ
• Government Owned Corporation
• Regulated by the Australian Energy Regulator (AER)
• c.3,800 employees
• Mixture of white and blue collar within workforce
• Approximately 550 leaders

4. Future benefits are not always clear ahead of
time…

5. Organisations are complex non-linear systems

6. Assumptions of cause and effect are too
simple to tell the whole story
Small changes can
have a big impact
Don’t underestimate
the power of people
doing just a few
things differently

8. Learning is a social process
It occurs naturally and continually through collaborative
activities, rather than through discreet events (i.e. courses)
Learning in the workplace (or as close to it as possible) is
the most effective way of ensuring application of knowledge
People have to want to learn, therefore mindset is the key

9. Orientating people to learning

11. It is our mindset that either ignites or
extinguishes our passion to learn
What do you believe? …
Results matter more than effort?
Is intelligence fixed or can it be developed?
Talented people don’t have to work hard?
Before we can transfer learning from the
classroom we have to get it to happen!

12. A growth mindset is a learning orientation
[Source: Carol Dweck]

13. CASE STUDY:
Building Conscious Leaders at Energex

14. Corporate Leadership Programs

15. Case Study – Conscious Leaders
• Identified a mindset gap in our leaders – too much of the
fixed mindset
• Piloted in 2011 on two cohorts:
• Aspiring Leaders – less than 2yrs in leader role
• Established Leaders 2 – 8 years & increased field
participation
• Highly successful Pilots therefore officially launched in 2012:
• 2 x Corporate programs
• 2 x Divisionally funded programs

16. Program content
Based upon neuroscience, emotional intelligence, mindfulness
and psychological principles:
•
Leading Self, Leading Others and Leading at Energex
•
Creation of foundations for how I will choose to lead, based upon
my values and preferences
•
Avoiding mindset traps and maximising my leadership potential
•
Mindsets and confidence to prepare for challenges
•
Self awareness and my impact upon others
•
Building an innovative and high performing culture at Energex

17. Strategies for transferring the learning
• Short & Intensive delivery spread out over time – 5 days within 4
modules across 3 months.
• Regular 1:1 coaching between Modules provided by previous CL
‘Alumni’, L&D team members and program facilitators
• Weekly challenges sent to participants
• Formation of CL ‘Alumni’ networks across divisions and leadership
levels
• Involvement of direct manager in program presentation days

18. Embedding activities
•
1 day workshop per quarter on Leadership topics (e.g.
Engagement @ Work, Creativity in the Workplace,
Influence – How to Make a Difference)
•
Regularly distributed Leadersheets, articles and
resources
•
Intranet workspace site for virtual networking and
resource sharing (Sharepoint)
•
Use of ‘Alumni’ as coaches and mentors within current
programs
•
Leadership Development ‘consulting’ service to assist in
further reinforcement and tailored embedding to specific
leadership teams via direct service provision and/or
coaching of ‘Alumni’ in application of program learnings
to the workplace

19. Observed shifts in participants
• Pre-Post Surveys conducted to determine self-reported shifts in
mindsets and leadership development
• Overall improvements observed across areas of Emotional
Intelligence such as moderating behaviour, understanding hindering
mindsets, and impacts upon others
• Other additional shifts were observed re: building positive
relationships across the business, and effectively leading people
through change
• Participants’ managers identified that these areas of improvement
made an observable, helpful and direct business impact
• The demand for Conscious Leaders programs is ever growing