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Crestpoint

Why Crestpoint

How Crestpoint evolved its Value Proposition and framework to meet the changing challenges of an evolving Learning and Development Context

A consistent trend within Crestpoint is that all the challenges we have faced as a learning organization have only resulted in a new practice that becomes part of our learning architecture and system. The present, and the outlook for the future have originated from what we saw as “challenges” in the past.

The Evolution of Crestpoint’s Learning Value Proposition

Phase 1

Challenge Crestpoint’s Solution Results

The event / journey scuffle | Period: 2001 to 2004

  • How to make it a journey?
  • What is the continuation between episodes?
  • How to move from knowledge outcomes to expertise and system outcomes?

LAPs – Learning Application Posts

  • Making learning seep into work spaces through application posts between sessions
  • Moving from a cognitive learning approach to application and result-based approach
  • Engaging beyond the classroom experience
  • 50% of the knowledge input translated into application at any given point with any given client from 2001 –till date
  • Long term interventions and partnership. Average partnership tenure: 10 yrs + (max)

Phase 2

Challenge Crestpoint’s Solution Results

The missing compass | Period: 2004 to 2008

  • How to make the WIIFM strong for the learner right from the beginning?
  • What creates an environment for reflection with clear guidance on how to address gaps?
  • How to connect the dots between purpose, reflection and learning application?

L360 (Learning 360) assessment followed by an individual development plan (IDP) – the compass for the rest of the program

  • Building a role-based Learning 360 questionnaire as an assessment tool (Pre and post program)
  • Backing the assessment with analysis and recommendation on where to focus one’s energy in the program from a learning application perspective (IDP)
  • Over 15000 Individual Development plans (IDPs) generated from 2008.
  • Clear enhancement in learner experience because of contextualizing and driving with focus
  • 4% to 7% tracked improvement between pre/ post program scores

Phase 3

Challenge Crestpoint’s Solution Results

Self-help did not help |Period: 2006 to 2011

  • Is dedicated support required for learning application as a new stream in the model?
  • Does learning application really happen with a little extra support?
  • Will this new role be able to break the illusion of busy-ness in the learner’s day?

Crestpoint’s patented Role: LEO – Learning Embedding Officer

  • The LEO became an integrator between the classroom and the work station
  • It was clearer to marry real time targets at work with learning goals
  • Measured implementation of learning helped in accelerating business metrics back at work. There was structure and dedicated support to achieve expertise and system outcomes
  • Excellent buy-in from client organizations for this practice which led to this being a client –paid aspect (billable) right from 2006 – till date.
  • 200% consistent ROI on all exclusive programs from 2006 – till date

Phase 4

Challenge Crestpoint’s Solution Results

The skeptic program stakeholder | Period: 2006 to 2012

  • How do we track learning implementations month on month, session on session? Who are the key entities that make this process robust?
  • How do we connect the four important entities – learner, manager of learner, LEO, program owners?

Online portal and Manager Involvement

  • Implementations don’t count until they are approved by the supervisor / manager of the learner
  • Learners upload implementations online
  • Implementations get measured, tracked and rated transparently
  • Managers are informed and updated throughout the program
  • Over 10,000 graduates with manager approved implementations
  • Zero tolerance for retro fitting and data fudging in the implementation process
  • Hold off on certification until 50% of the modules are implemented with manager approval.
  • On demand learning analytics reviewed and considered for repeat business by stakeholders

Phase 5

Challenge Crestpoint’s Solution Results

Business Impact – The behavioral tangible| Period: 2012

  • Do we know the client organization and their business well enough to build the BSC?
  • How do we showcase ROI to client in the language that is best understood by them?
  • Does ROI projection mean repeat business?

Customized Balanced Score Card (BSC) – implementations linked to International Certification and PDU entitlement

  • ROI consolidation through BSC approach
  • Implementations linked to International Certification from Crestcom (Denver) PDU entitlement
  • Alumni network and continuous learning through social media
  • Over 12 graduations every year with ROI takingcenter stage
  • 40% repeat business
  • Eg: Rs. 44 cr revenue impact at a leading manufacturing giant. Rs. 36 cr cost saved – attributed to Crestpoint program implementations.

Phase 6

Challenge Crestpoint’s Solution Results

Needed TWO to tango | Period: 2014

  • When should the client be involved?
  • How should the client be involved?
  • Who is the expert?
  • Co-creation of customized / role –based content and approach
  • Formation of core teams with senior leaders from client organization
  • Core team becomes a team of apostles unintentionally and help build program brand and visibility
  • CEO minus 1 / 2 are the levels at which core teams are formed
  • Absorption of the program is 90% when content is co-created
  • Strong endorsement of the program by top management

Phase 7

Challenge Crestpoint’s Solution Results

The death of the cognitive learner & the arrival of the agile learner | Period: 2015

  • Will cognitive learning take a hit if it is not done face to face?
  • Will the learner prefer using face time for collaborative action –based learning?
  • Which approach will lead to ROI?

FLIPPED classroom model Technology / Mobile Enabled Online Learning

  • Managers and learners create wonders in flipped classroom sessions
  • Learners sense freedom and flexibility because of online learning
  • Better program visibility and buzz in the client organization because of flipped classroom sessions
  • 50% of associate’s billable learning time is released from archaic cognitive learning model.
  • 60% of program initiated implementations lead to revenue impact and cost saving – stems from flipped classroom sessions

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