Over the past two weeks, we have shared articles centred around the “Golden Circle” as cited by Simon Sinek. In case you missed it, we published; Why core beliefs are important for any business and The core values and realisation of “how”

The Golden Circle business theory starts with "Why" we do what we do. Equally important, perhaps even more so, is "What" we do. Having discovered our motivation, and having laid out core principles, we finally turn what we do from a meaningless task into something that enriches ourselves and those who choose to do business with us.  

According to Sinek, the "Why" and the "How" exist in the limbic brain. These are the parts of the brain primarily involved in emotions. The "What" exists in the neocortex which is responsible for conscious and rational thought. The "Why" and the "How", through constant reinforcement and conscious practice become like tying a shoelace. They become part of our subconscious and as such, are ultimately exhibited in the "What" - the goods and products we provide, as well as the actions taken to implement our core values and principles.

How does this concept translate into success?

Firstly, success needs to be defined. In our world of business, characterised by profit-focused initiatives, success boils down to simply making money. However, human beings are far more complex than that. The old cliché that money doesn't buy happiness is inarguably true although it provides more comfort to those few who have it. And since we spend a vast amount of our personal time at work, it stands to reason that we should find reasons for happiness and fulfilment in the workplace and the work that we do.

In short, success needs to address the systemic need for money as well as the human need for emotional gratification. Understanding Sinek's Golden Circle of "Why?, "How?", and "What?" also means that seeking emotional gratification is not simply left to the individual. It is important for the individual to feel comfortable and to contribute to the company culture, and vice versa. By putting effort into our "Why" and "How", the effect will naturally follow through into "What" we do. By integrating into a business, and consciously adding to these values, the results will be significant, as the business is already, and constantly adding to your potential for emotional satisfaction. If one could quantify human emotions and gratification, in this case, the whole would certainly be greater in a collective manner.

Omni HR Consulting exists as a notable example of these ideals in that its vision ("Why"), its core principles ("How"), and the services it sells ("What") all interact with each other in positive ways that enrich the lives of those in its value-chain, such as, employees, clients and learners. The organisational vision statement: “Creating Standards Others are Drawn to”  is realised by enacting the core principles which in turn generates a service that is peerless in its quality, created by those with a stated purpose and a passion for it.

Searching for justification and meaning in work is necessary for emotional fulfilment. In our last article, we discussed the concept of "Why?” as explained by the business theorist Simon Sinek. Businesses with strong core beliefs not only provide this meaning to their business but also provide emotional support and gratification for the employees who share the visions of these core beliefs. As such, it is necessary for businesses to seek out employees who believe in their mission and their principles. And thus, a beneficial association of emotional wellbeing is attained.

Most companies and people know “how” they do what they do. A carpenter knows how to sand wood. Similarly, a company knows how it sells its product. The "How" is an extremely important part of business operation. However, when it comes to core values and the implementation thereof, it is easy to simply pay lip-service to them and try to justify how our everyday activities fit into those core values rather than making time to consciously enact those core values. The difference between "Why" and "How" in this regard is the vision and the mission statement. The "Why" addresses the vision and thus the intent of the business. "How" is summarised by the mission statement wherein details are provided in how the business enacts the "Why".

When addressing core values, a business needs a clear idea of how to engage with the values. It is no good to simply tell staff and customers to hold values of, for example, honesty or liberty.  These values must be promoted and acted upon by members of the business. Jeff Ruby points out four ways of instilling core values:

1. Encourage conversations about your core values
2. Make your core values visible
3. Recognise employees who emulate your core values
4. Hold each member of your team accountable to your core values

Adherence to these methods can be done in many ways limited only by your creativity. It is important not only to envision positivity in the outcome but also through the implementation of the core values. Discussions can be engaging and interesting and workshops can be fun. Through this, employers and employees not only have something to strive for that goes beyond the physical purpose of the business, but they have methods of how to strive.

Let us help you align / realign your Corporate Culture

Corporate Culture is a set of values, attitudes, beliefs and standards that guide the way the organisation interacts with their employees and customers and can be seen in the organisation structure, strategy, goals and how business is conducted.

Omni HR Consulting provides business and people development solutions through training and consulting services. We can support teams (at all levels in the business) to align or realign to the organisations’ strategic drivers and the tactical approach to realise the company/organisational strategy and related goals.  Get in touch with us today!

​Contributor:

Greg Beyer
Researcher at Omni Academy for Education, Training and Development

​References: ​

Sinek, S. 2009. "Start with Why?". Portfolio.

Red Rock Leadership​​, ​​Accessed 16 June 2020. Article by Ruby, J. 2017.

In our current climate, unpacking the concept of self-directed learning seems appropriate. In a South African context, before the national-declared lockdown, most training and development organisations found themselves in client engagements which resulted from traditional training activities being halted. The uncertainty of what the long-term effects of both the lockdown and social distancing will have on our traditional learning delivery mechanism, such as face-to-face learning, is still unclear in addition to when traditional delivery may resume.

Personally, I do not believe that the traditional approach to training and development will support long-term future sustainability for either the Skills Development Partner, the Learner or Workplace. COVID-19 has placed a magnifying glass on our traditional and sometimes re-active strategies linked to Skills Development. It has highlighted some key flaws.

According to the World Economic Forum: “Access to skilled workers is already a key factor that sets successful organisations apart from failing ones. In an increasingly data-driven and complex future, this difference will become even more acute. Skills gaps across all industries are poised to grow in the Fourth Industrial Revolution. Rapid advances in artificial intelligence (AI), robotics and other emerging technologies are happening in ever shorter cycles, changing the very nature of the jobs that need to be done - and the skills needed to do them - faster than ever before.”

A short-term solution to the skills gap challenge that we are facing, which is growing at an alarming rate, is acquisition. You can pay a premium for talent, but this strategy inflates scarcity and price of the skill and does not serve the long-term sustainability of the skill nor the workplace. We should also not forget that the skills required today will be obsolete within a much shorter timeframe, as we are in a continuous change cycle that is further compounded by volatility, uncertainty, complexity, and ambiguity (VUCA).

What is an equitable approach? 

Organisations’ have to realise that investing in their workforce (learners) to re-skill is non-negotiable. We cannot continue a skills acquisition pathway – we need to develop the skills we need. We need to participate in the value chain for Skills Development to enable industry sustainability, not only ensuring organisational sustainability. Tapping into collaboration across the value chain is important. We need to work with each other. Organisations and skills development partners and policymakers need to engage to ensure Skills Development Strategies align to the increasing demand of future skills. One could say we need to all work toward a culture of lifelong learning!

I maintain that we are in a Skills Development era that requires two unique skills development pathways; One focused on the skills required for the current context and the other totally future-focused. The Skills Development Strategy is therefore no longer a one-dimensional or reactive one, it requires a broad contextual understanding of global challenges, local implication, and individual application. We need to be visionary, aspirational and contextual and then align this thinking to the individuals’ (employee/learner) unique circumstances.

Self-Directed Learning as a Model

Learners (employees) are responsible owners and managers of their own learning process and integrate self-management with self-monitoring.  A co-dependent relationship between the workplace and learner emerges.

The workplace needs to have a Lifelong Learning Culture – one that proactively advocates learning and upskilling with employees that take personal responsibility for their skills development. This is a symbiotic relationship that has far-reaching mutual benefits. 

Taking Malcolm Knowles’ (1975) influential definition of Self-Directed Learning into consideration and we unpack the model within the current global challenges it is obvious that Self-Directed Learning is going to play an instrumental role in the months and years to come within Skills Development.

1. Take the initiative

Self-Directed Learning usually takes place in association with various kinds of helpers (teachers, tutors, mentors, peers). There is a lot of mutuality among a group of self-directed learners. (Knowles, 1975, p.18)

It must be our first consideration to establish what support systems need to be in place to provide our learners with guidance and support. Moving traditional-based learning (classroom, face-to-face learning) to virtual and/or e-Learning will require organisational learning culture changes. Working closely with learners and Skills Development Partners will ensure a shift towards self-direction (ownership) of the learning experience and the support mechanisms will unlock the mutuality between the cohort of learners.

The Harvard Business Review cites: The role of the chief learning officer isn’t just about training anymore “The need for organisations to become more adaptable means changing the goals of corporate learning. Instead of narrowly focusing on job or compliance-related training for all but their high-potential leaders, organisations should cultivate every employees’ ability to explore, learn, and grow (in other words encourage self-direction).  The objective is not only to train people but also position the company for success.” Do you see how this links to an organizational Learning Culture and how the collaborative model of engagement between the Employer, Learners and Skills Development Partner can help achieve this? Furthermore, it will contribute to the diminishing of skills scarcity.

2. Diagnosing their learning needs 

McKinsey on Adapting workplace learning in the time of coronavirus states: “…businesses can’t afford to put capability building on hold. Whether the effort is reskilling at the business-unit level or a company-wide aspirational transformation, companies can’t simply push the pause button on critical workplace learning, even as they move rapidly to put employee safety first.

To continue enabling and delivering value-creating efforts, learning leaders have a number of tactical steps they can consider to protect employees, adapt programmes and delivery, and establish and expand virtual learning. Digital and virtual learning programmes were already on the rise before COVID-19 struck, and we already see a marked increase in such learning programmes, which many younger employees embrace.”

Referencing back to my previous comments around Skills Development pathways and Lifelong Learning.;  it is our collective responsibility to understand the unique learning needs of not only the organisation, department, team – but also the individual. If COVID-19 has taught us anything; to enable continuous development, we need to understand the individual learning challenges, like access to data, with the level of self-direction the individual has. This needs to be built into a clear Development Stack that supports the individual learner from a career progression and skills development perspective, but also aligns to the unique needs of the organisations current and future skills requirements.

We need to diagnose the learning needs in such a way that currency is top of mind – for immediate application and future contextual application. Consider the concept of data and how it influences decision-making. One of our key future contextual skill requirements for most individuals and organisations would be the development of data-driven decision-making. This skill is key for nearly everyone in the world of work, but for different reasons and application. We need to work on developing our people and teams in such a way that they can use data to activate decision-making – digital-data competency. In other words, how do we interpret data and integrate it into our decision-making? … A very different cognitive skill.

3. Formulating learning goals

I find myself referring to collaboration across the value-chain when considering formulation of learning goals related to self-directed learning. It strikes me that to be able to craft effective skills development pathways we need all the stakeholders. The learner needs to consider the context in which they want to develop. They need to recognize the need for development and more so for continuous development within the current global talent market. Adults are motivated to learn as they experience needs and interests that learning will satisfy. Their orientation to learning is life-centred – career progression, growth, personal interest and they tend to find experience as a rich source of learning. In my opinion the sooner and more often learning gets applied in real-life scenarios, the more likely it is to STICK! Therefore, the contextual framework of skills development within the organisation becomes critical. Is the learner able to see the intent of the development? Has the skills development partner created a development stack that supports not only the workplace but also the learners need for self-direction?

The preceding questions need to be integrated within the organizational context; reference (for example) the need for digital-data competency, as noted in point 2 above. Formulating learning goals need to be shaped by skills development pathways. As mentioned previously; pathways which are focused on the skills required for the current context and one that is totally future-focused. The current context will be more competency-focused and the future-focused skills development pathway would be more capability- focused.

Contributor: : Lize Moldenhauer

Managing Director at Omni HR Consulting

Sources: ​

1. https://www.weforum.org/agenda/2019/03/the-digital-skills-gap-is-widening-fast-heres-how-to-bridge-it/
2. https://infed.org/mobi/self-directed-learning/
3. https://www.amazon.com/Return-Study-Handbook-Distance-Workplace/dp/0749496908
4. https://www.mckinsey.com/business-functions/mckinsey-accelerate/our-insights/adapting-workplace-learning-in-the-time-of-coronavirus?cm_mmc=marketing-_-email-_-undefined-_-ATD-Springsale2020-Email-Marketing-Springsale2020-Email-MondayApril27-SaleLaunch-16111&utm_source=marketing&utm_medium=email&utm_campaign=ATD-Springsale2020-Email-Marketing-Springsale2020-Email-MondayApril27-SaleLaunch-16111
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Why do we work?

​The answer to this may seem straightforward, but in reality, it isn't. When we break society down into its individual elements, the logical answer is to say that we work to make money so that we can live. This is a logical explanation, but life isn't that simple. Human beings are immensely complex creatures. We have emotional needs that do not fit snugly into simplistic ideals of socio-economic order.

For many of us, the drudgery of day-to-day work takes a toll on our psyche as individuals. Even the most profitable jobs can leave us feeling empty and unsatisfied. It is thus, necessary for our mental wellbeing to justify and designate reasons for our work. And while this may seem like something that the individual is responsible for doing, there are significant benefits for businesses to invest in emotional support for their employees.

With this in mind, we can examine the success of businesses that have strong core-beliefs that help transcend the self-serving employer-employee dynamic that is prevalent throughout the world. Simon Sinek, the author of "Start with Why" (2009), provides much insight into purpose-driven business attitudes and functions. He sheds light on how to improve the relationship between employers and employees so that all who take part feel emotionally fulfilled. Sinek's theory revolves around what he calls the "Golden Circle" -- three concentric rings representing from the innermost to the outermost, 'Why?", "How?", and "What?".

The "why?" questions the reason for the business or the job's existence. It questions the cause and what the beliefs are. The "How?" asks which specific actions are taken to realise the "Why?", and "What?" addresses the result of this process. According to Sinek, much of what constitutes finding success and fulfilment in the realm of work can fit into this template. This speaks directly to the business with strong core beliefs.

A business that addresses these questions properly will benefit its employees, its customers, and ultimately its stakeholders. This benefit will not just be in monetary, but emotional terms as well. A business that has a set of strong core beliefs will also show that it has a passion for what it does, and it is this passion that influences all within its sphere of operation. It gives meaning to the work done by the employees who will feel satisfied with the fact that they are contributing to the positive outcome engendered by the core beliefs of the business. It is important that a business employs people who share these core beliefs. By doing so, the business addresses its "Why?" by joining with it, people who have the passion to work towards a common goal.

Ultimately, there needs to be a symbiotic relationship between the employer and the employee that goes beyond the simplicity of profit-making. It is by addressing why we want to make a profit that drives the emotional success of the business and its employees.

Omni HR Consulting has developed a new leadership approach to gear leaders for the changes brought about by the 4^th Industrial Revolution. ACORN (an acronym) to the leadership approach is both practical and operational and can be implemented in any environment. An environment that cares and acknowledges that “we’re all in it together” will create conditions that allow for growth and upskilling, yielding a purpose-driven team.  To learn more about ACORN  visit our website

In our current climate, specific to the restrictions brought about by COVID-19, it is valuable for many people to increase their own responsibility for driving learning and acquiring the skills necessary to succeed in their careers; through active participation in various online courses available to them. It is, perhaps, ironic that limitations imposed on society are responsible for the success of certain functions and learning adaptations.  In this respect, it is easy to see that online communication and learning, is becoming not just a more efficient way of succeeding in careers and education but will become a vital part of society.

A good example to note is the approach of Just-in-Time Learning which stresses the promotion of information in bite-size chunks for easy dissemination. This works especially well in replacing traditional methods of upskilling in the workplace, as time-consuming and costly workshops will be less relied upon. As is apparent with this dynamic, there is a greater reliance on individual rather than group responsibility. As businesses shift to this model of functioning, there is a greater level of trust put on individuals to manage their own education, be it within the business itself, or in the wider world of education.

Many people will enjoy the opportunities that come with this shift in operating. Similarly, there will be those who prefer more traditional methods. Nevertheless, the shift is happening and will continue to gain traction in the fields of business and education with various evident approaches being shared. This, in part, is a direct result of social order dynamics that are governed by adherence to global pandemic we are experiencing.

There are several avenues for taking charge of your own upskilling.

1. Workplace or On-the-Job Upskilling: An employee could decide what skills they want to acquire and discuss with their line manager. Perhaps, taking on an extra project to benefit themselves as well as the business, by uncovering new abilities. Consideration needs to be taken as to how this extra work will impact the workload.
2. Staying Connected: Open source and social platforms such as YouTube provides access to a myriad of resources. Although these are not as structured as accredited online learning; many videos are short and as thus easily consumed. The benefit of online learning is hassle-free, not having to attend workshops with set-schedules and therefore employees can learn in their own time.
3. Employer-initiated Workshops: Many businesses offer e-Learning modules and webinars to help employees gain the skills necessary to improve themselves. One should not discount the benefit of peer-to-peer learning and colleagues serve as an invaluable resource as well.

As we march towards the future, we are reminded of how automation, artificial intelligence (AI) and robots will emerge, taking over jobs or functions within businesses that can be automated. In finding opportunities for upskilling, employees will also enhance their abilities in generating ideas. It is this ability for creative thinking that will be in high demand in the future, as repetitive tasks (within some job functions) will be automated. Human skills (skills that cannot be done by AI or robotics) will become more valuable.

Along with the need for creativity, is also the need for Emotional Intelligence (EQ). All jobs that require human interaction rely on this trait, example,  leadership and management positions, sales and marketing, HR, waiters and bartenders to name a few. Never underestimate the need for your emotions! Understanding how people think and being able to respond is a skill that is far beyond the capabilities of AI at present.

Ultimately, self-improvement cannot be done without self-management.

The world is rapidly changing around us. Every day brings new challenges, and new initiatives open to meet these challenges. What they do today may become redundant tomorrow. Those who maintain a high level in managing the acquisition of skills will not only protect themselves from redundancy but also improve their standing as an asset to their business.

Omni HR Consulting has done extensive research on the topic of Leadership, Artificial Intelligence and the Need to Redefine Future Skills Development. As a result, we have developed a curriculum of skills development solutions to assist leaders (and employees) to engage in the positive based future of Artificial Intelligence.

To learn more about the skills solutions to remain relevant well into the future, visit our website for all available open-programmes.  Alternatively, our e-Learning offering allows you to learn online, at your own pace, in the comfort of your own home – please visit our e-Learning platform: OmniStack

Having to learn new things can often be a daunting task. In the workplace, employees often do not have the time to get to grips with new concepts and ideas in training sessions in addition to meeting deadlines and working effectively. The added pressure on employees could create negative environments in which to work.

Just-in-Time Learning addresses this problem by making information easily accessible in bite-size chunks that can be disseminated and interacted with minimal effort, and as such, it's convenience cannot be denied. The application of this approach is done most often through the internet and by the use of computers and mobile devices. It is for this reason, that the rise to this approach is more evident as we experience the unprecedented situation that COVID-19 brings – with so many employees working from home.

Dynamic in nature, Just-in-Time Learning, bypasses many of the restrictions in which we currently find ourselves. We have no concrete idea as to when the pandemic will be over, or restrictions lifted. Societal action and interaction have increased the possibility for new epidemics (and pandemics) and therefore it is of great necessity that we have options that bypass the need for physical interaction in the business world, but not simply as a temporary measure. It needs to be a permanent fixture.

We have outlined the benefits to Just-in-Time learning, and in many ways, this approach exhibits success greater than systems before the COVID-19 crisis. We have learned that business can, contrary to popular belief, operate despite not having its employees in-office. It is likely that Just-in-Time Learning will continue long into the future.

Will Just-in-Time Learning be a sustainable learning practice?  One could argue that Just-in-Time Learning is what is needed in our country (and the world) right now and due to COVID-19 and social-distancing norms; regular face-to-face classroom interventions are unable to occur. One could further argue that due to the pandemic, individuals and organisations have needed to find ‘creative’ ways to ensure that skills are enhanced when and where it is needed. The reality though: COVID-19 and the pandemic have undoubtedly impacted all of us, especially learning practitioners. In saying so, Practitioners need to adapt to a new way of doing things, as returning to regular classroom (face-to-face) delivery may not be enough! Our world, society and communities have changed. Learners have changed. Organisations have changed. Our need for information and learning consumption too has changed.

Just-in-Time Learning will be sustainable as one has to consider who is sitting in the driving seat of the learning intervention. If a learner (or end-user) takes charge of their own learning, decides where, when and how they want to learn; acquiring skills on-demand meets the need and in part defines the concept of Just-in-Time Learning.

Omni HR Consulting has developed a full-service e-Learning platform called OmniStack, which is specifically designed to meet the changing environment and evolving development needs of individuals who are wanting to enhance their careers through a development pathway.

Not only does Omni Stack allow for on-demand learning but encourages individuals to “stack” their development, leading to progression linked to a specific career or industry.  The need for exponential transformation within the learning space is now! We need to evaluate and rethink our approach to learning and skills acquisition.

Get in touch with Omni HR Consulting, should you wish to discuss opportunities to help you or your organisation move to a digital way of learning.

Communication can be regarded as the lifeblood that connects human society. With the growing pace of communication, it is vital that if we want to be and remain competitive, we must make use, not only of technology but of ideas and theories of learning that encapsulate the desires for faster communication. The faster that communication can be achieved, the faster we can act and react.

Bearing this in mind, a particularly interesting avenue of investigation is "Just-in-Time Learning".

Just-in-Time Learning is not something that is directly defined. Moreover, it is a broad term to describe an organisational method of providing learning exactly when and how it is needed. Traditional methods rely on scheduled meetings and events that all members must adhere to in order to benefit. This can be disruptive in a negative sense, as it interrupts workflow and inconveniences both the business and the employee. The main difference is that Just-in-Time Learning operates on a level that offers flexibility in this regard, with the aim of making events accessible exactly when needed and via a variety of electronic methods such as laptops or mobile devices. In other words, the goal is to provide what is needed, when it is needed, and how it is needed in ways that bypass traditional logistical problems.

The emphasis here is on brief, bite-sized chunks of information, usually in the form of short videos that target a specific snippet of information. The user is not looking for a full learning experience, but a simple and quick answer to a question, a quick tutorial, an informative infographic, or an interactive exercise.  A key issue here is that Just-in-Time learning must be well laid out and the answers that are being sought must be easily identified and accessible. Success in this regard is that the learner, not being overwhelmed with reams of information, is more likely to retain the information relevant to their specific need.

In short, what is needed for the provider and the learner is the essence of brevity. Articles must be short and must address a single point. Videos must be concise and instructional, uncluttered with extra information, and must get straight to the point without lengthy introductions, repetitive explanations, and irrelevant facts.

The benefits of Just-in-Time Learning are clear when used in a corporate setting. Special attention must be given to the benefits in terms of worker productivity. Upskilling need not be long sessions requiring extensive and expensive logistical concerns. What is needed can be disseminated and engaged within every office space in the workers' own time. This includes mobile workers as Just-in-Time learning can be used through mobile platforms. As such, productivity does not suffer.  

Just-in-Time Learning optimises currency and learner control. It offers mature and convenient ways to access information from almost anywhere. It is a technological development for an increasingly younger and more technologically savvy workforce. In this regard, Just-in-Time learning is not simply a convenient development, but a necessity that addresses the demands of the millennial workforce.

Our environments,  educational systems and workplaces are changing at a rapid pace. As training providers and employers, we need to ensure we understand the psychographics of our future workforce and adapt accordingly to ensure we remain relevant in order to have a competitive advantage.

We have adopted a bit-learning approach to our e-Learning solutions, thus providing learners (and employers) with the opportunity to develop the required knowledge and skills on-demand. Take a moment to browse our catalogue of online solutions delivered via OmniStack.

We recently hosted a Facebook Live event where we posed the question: Who led your Digital Transformation Strategy?

A: COVID-19

B: Chief Technology Officer (CTO) or

C: Chief Executive Officer (CEO)

Before I get into the dialogue associated with the question,  I think it is prudent to unpack what is meant by Digital Transformation. From my perspective, ‘it is a foundational shift in how organisations deliver value to its customer or end-user’. This is easier said than done. What shift? What value?

Let’s start with value.

Stephen Covey’s bestselling book ‘The 7 Habits of Highly Effective People’ states: To begin with the end in mind! What is the value you want to create for the customer or end-user, in other words, have the end in mind: who is the person that will utilise the service or solution? And to truly understand this, we need to have an intimate understanding of consumer behaviour and needs. We need to be careful however not to fall into the trap of focusing too closely on being cutting-edge and relevant that we place most of our effort in technology solutions that don’t meet the consumer or end user's needs.

Organisations need to figure out what digital transformation means for their business and what their goals are before they go throwing a bunch of new technologies at poorly defined problems – this is the shift. Herein lies the golden thread of Digital Transformation – it is not so much about technology as it is about strategy. Yes, technology plays an extremely important part, but it is the intent and purpose of the organisation that will drive the associated digital transformation not the technology.

In the Wall Street Journal: Businesses Predict Digital Transformation to be Biggest Risk Factor in 2019, “Organisations need to gear up and align the culture, people, processes and intelligence gathering to embrace this rapidly changing environment.” said Protiviti Managing Director, Jim DeLoach.  I believe that this is still the reality. Businesses are scrambling, globally, to cope with the disruptive effect of COVID-19. The pandemic has far-reaching implications and has resulted in business survival tactics through digital “crisis” transformation.

This brings me back to the initial question: we are finding an extensive amount of businesses seeking survival through alternative strategies and therefore, adapt their services and solutions to a digital platform. This implies that Covid-19 (in some businesses) has led the Digital Transformation agenda and has disrupted business in an unprecedented manner. Business as usual is not working with the new realities that lockdown and social distancing has brought about globally.

Existing operational parameters, legacy technology infrastructure and a sharp decline in revenue forecasts pose a risk to companies. They are struggling to transform fast enough to survive and compete against companies that are “born” digital and/or has Digital Transformation in place. Covid-19 has placed a magnifying glass on Digital Transformation Strategies and businesses ability to adopt and adapt to this transformation. The more complex the organisation the more challenging the shift.

The Harvard Business Review article: Digital Transformation Is Not About Technology, refers to five key lessons of Digital Transformation. As an entrepreneur, business owner, shareholder and leader these lessons resonate with me.

Lesson one, figure out your business strategy before you invest in anything! When asked the question in our event, my answer was decisive and clear – our Digital Transformation Strategy was led by our Transformational Purpose:

• to provide access to affordable, quality education post-school and,
• to provide education for employability to eradicate poverty.

All decisions that are made within the context of Omni must support this purpose. Our intent does not change, why we do business does not change – we want to make a difference, but the way in which we do business, might. Therefore, 18-months ago, we established a Digital Transformation Committee whose primary directive was to digitize the entire organisation across our Transformational Purpose and our associated Strategic Objectives. To achieve this, you cannot work in isolation. It might be a visionary leader’s insight that opens the door to the need for digital transformation but occupying the building once the door is open needs a team.

That brings me to the second lesson: Leverage insiders.

The success of Digital Transformation sits in the diversity of the individuals that drive Digital Transformation. It is not about one leader’s influence or directive – it is about a diverse team challenging thought processes, scenario planning and co-accountability that ultimately leads to a sustainable Digital Transformation Strategy. Every proposal needs to support the intent of digitizing the entire organisation. To enable these strategies, we needed to frame our thinking very differently.

As a team we focused on creative, anything is possible, innovative, disruptive thinking. Mindsets must change; we need to think differently when engineering solutions. Remember the concept of starting with the end in mind?  That is exactly what we did – and that brings me to the next lesson.

Lesson three: Design customer experience from the outside in. It was not about our need for automation and convenience, we wanted to design and engineer experiences that made sense to our customers/ end-users.  

Think about all the noise that consumers are exposed to. One has to find a meaningful and authentic way to connect with your customer/ end-user. Solutions and services must be framed to help and serve. Personally, I don’t believe we can continue to sell. I know some of you might find this statement challenging.  We need to start framing our services and solutions in a way that helps people and supports people. If this unprecedented time of uncertainty and disruption is teaching us anything; it is that the currency for success is leadership and the demand is for authentic and individualized solutions.

I want to skip lesson four and first focus on lesson five: Bring Silicon Valley start-up culture inside. This is critical!

Lean and flat structures, rapid deployment of minimal viable products (MVP), agility, speed, quick decision making, and exponential change management strategies are needed to drive effective Digital Transformation. I believe that a major success factor for Omni has been the way in which we have deployed the start-up culture. From the diverse committee that strategically drives Digital Transformation to the various sub-committees that drive the operational and tactical aspects of the strategy.

The “sub-committees” are designed to be lean, agile and autonomous. It is about the end result, the customer /end-user experience and not micro-management and task-focused reporting. Understanding that in the current construct of business operations, nothing is ever finite or finished and this has helped us adopt a mindset of continuous professional development. It has enabled us to adapt fast and not be afraid of testing services and solutions that are still in the development phase. Technology and environmental aspects evolve way too fast to wait for perfection. Perfection - authentic individualized solutions – are achieved through testing and retesting with a mindset of evolvement, not arrival.

Lastly,  lesson four:  recognize employees’ fear of being replaced.

Within Digital Transformation, the change and adaption curve that employees experience are unprecedented. Covid-19 has aided this fear. The reality of global recession and associated job losses are the stark reality of what most of our employees read in the news and on social media. In addition, the global disruption of the Fourth Industrial Revolution and the associated technology like Artificial Intelligence (AI), robotics, the Internet of Things (IoT), 3D-printing, Genetic engineering, Quantum computing, Blockchain and other disruptive technologies are a huge contributor to how employees feel about Digital Transformation. Here, our leadership currency is a real differentiator. We need an ethical approach to how we support our employees to remain current. We need to work on un-skilling, re-skilling and up-skilling our staff so that they remain relevant. A higher level of skill will be required. We will not be able to compete with technology, but we need to find a way to work effectively with technology to leverage human capabilities. Some of the skills that will be required from our employees are:

• Complex Problem Solving (Use data to solve a problem which is complicated or intricate)
• Critical & Computational Thinking (Interpret and manage massive amounts of data through the use of statistics)
• Creativity (The ability to generate inventive ideas using blue-sky thinking and out of the box disciplines)
• People Management (Manage, lead and influence people through a servant and situational leadership framework)
• Collaborative Management (Collaborate as a cross-functional team in complex situations to solve problems with speed and agility)
• Emotional Intelligence (To manage one’s emotional framework through self-awareness and develop empathy and social skills)
• Judgement and Decision Making (To deploy thinking and cognitive processes that leads to making a decision)
• Service Orientation (The ability to recognise and meet customer needs)
• Negotiation Skills (The ability to find common ground & reach an agreement in complex and disruptive situations)
• Cognitive Flexibility (Adapt strategies with ease in an evolving environment)

It should be our mission to provide our employees with opportunities for growth to enable Skills Devolvement that is relevant for the future world-of-work. It will require us as leaders to craft an integrated plan of Human Capital and Digital needs. In doing so, we will not only construct the organisational Digital Transformation Strategy but also the associated Human Capital needs that will be instrumental to support the strategy.

In closing, a Digital Transformation Strategy of any organisation should not be crisis or technology-driven. It should be driven by a strong organisational purpose and the associated desire to create value for its people,  customer and end-user.