Transforming Learning Culture at Prostate Cancer UK
The L&D team at Prostate Cancer UK has transformed the organisation’s learning culture by using data-driven insights to tailor training initiatives to staff needs. This case study explores the strategies implemented, the challenges faced, and the key takeaways from this journey.
Initial observations
Shanice identified gaps in the existing L&D strategy, particularly in addressing staff needs for career progression and professional development. To effectively shift the learning culture, she focused on understanding the unique motivations and aspirations of the staff.
Member fact file:
Prostate Cancer UK is committed to supporting men with prostate cancer and has been a member of the Charity Learning Consortium since 2014, utilising both its content and learning management system.
Strategy Development
1) Data collection and stakeholder engagement
- Regular meetings: Shanice held meetings with colleagues across all levels, including leadership, to gather insights into their motivations and expectations regarding learning.
- Survey analysis: She analysed existing data from colleague surveys and performance appraisals to understand employee experiences and identify learning needs.
- Informal networking: To build relationships with employee networks, the Head of EDI helped Shanice gain insights into organisational culture and staff needs in a relaxed setting.
2) Understanding learners
With the help of her colleague, Shanice developed spreadsheets to track learner profiles, documenting their job roles, experiences, and aspirations. This effort aimed to create tailored learning experiences and develop learner personas that inform L&D initiatives.
3) Engaging learning experiences
To foster engagement, the team incorporated interactive elements, such as real-life scenarios, role-plays, and games that aligned with the organisation’s mission. For example, the introduction of a character named Nigel in eLearning courses encouraged learners to stay engaged while navigating essential training topics.
4) Streamlining course content
Recognising the limited time of impact-driven staff, Shanice focused on stripping away unnecessary information in courses. She collaborated closely with subject matter experts (SMEs) to define essential knowledge leading to behaviour change and safety improvements.
5) Instructional design and communication
A five-phase instructional design process was established to clarify roles and feedback expectations among SMEs. This structured approach aimed to prevent course designs from becoming overloaded with competing priorities.
6) Linking learning to organisational strategy
Throughout the process, Shanice emphasised aligning L&D initiatives with the organisation’s broader strategy. She communicated her vision in terms relevant to Prostate Cancer UK’s goals, ensuring that learning interventions were seen as integral to the charity’s mission.
Challenges Encountered
1) Limited time for learning
Staff members’ busy schedules often resulted in challenges in engaging with L&D activities. Shanice had to find creative solutions to deliver impactful learning within tight timeframes.
2) Scepticism from leadership
Some leaders were initially sceptical about the necessity of bespoke, scenario-based eLearning versus off-the-shelf options. Ongoing conversations helped Shanice address these concerns and build support for customised learning solutions.
3) Maintaining engagement
Keeping staff engaged in learning, particularly with mandatory training courses. Strategies such as gamification and real-life applications were employed to enhance engagement.
4) Data Collection for impact measurement
Gathering useful data to show the impact of our L&D efforts was a challenge. But by setting up a solid way to track data from the start, we could prove our work was making a difference and stay accountable.
The results and key takeaways
- Gathering data provided valuable insights into staff needs and preferences, enabling the creation of tailored learning.
- Linking training content to real-life scenarios proved crucial for enhancing engagement and ensuring relevance.
- Ongoing communication with leadership and stakeholders helped build support.
- Communicating the value of L&D in the context of organisational goals was vital for gaining buy-in from senior leaders.
Watch Shanice’s interview with Learning Now TV
Conclusion
Shanice’s efforts to reshape the learning culture at Prostate Cancer UK creates engagement through real-life relevance and aligning learning with organisational goals, she has laid the foundation for a culture of continuous professional development that not only meets staff needs but also furthers the mission of the charity.
About Shanice
Shanice McBean is the Senior Learning and Development Manager at Prostate Cancer UK and has been instrumental in transforming the organisation’s learning culture over the last year since joining the charity.
Shanice won the ‘Rising Star’ award at the Charity Learning Awards 2024 by making such a substantial impact through her strategic approach.
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