Transcript Staff development

Staff Development
Staff
Development
Approaches, Skills
and Issues
Chris Jarvis
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Staff Development
Training, Education and Development
 Training
Skills, knowledge, the "affective" – attitudes, values and beliefs.
 Education
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Chris Jarvis
Institutional process includes qualifications up to & incl. degrees.
Major contributor to personal development. Direct & indirect
enhancement of knowledge, ability, character, culture,
aspiration & achievement.
Development
Primary process - positive or negative. Individual (&
organisation?) adaptation to achieve potential. Become more
complex, elaborate, settled, aware, differentiated & autonomous
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Staff Development
What training?
 Operational competence
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aggregate of knowledge, understanding, skill & personal orientation
in a situation
at a standard or level of performance.
 Product, service, procedural and system know-how
 Task and situation specific
 Reduced, double-sided and stapled photocopying
 Return of goods procedure
 Advanced Powerpoint Skills
 Recruitment interviewing
Open and closed
 Gall-stone removal
competencies + pre Desert survival
and co-requisites
 Aircraft emergency landing
 New policy on patient care
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Staff Development
Education?
 Open capacities – may include task
specific?
 knowledge, wisdom, skill (physical,
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conceptual, procedural, social) &
personal orientation
analysis + problem solving bridging
concept and practice
standards/level of performance?
levels of product, service,
procedural and system know-how?
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3Rs and
access to
learning
Scientific/philosophical rigour
Critical evaluation
Complex synthesis
Analytical explanation
Technical application
Contextual understanding
Descriptive knowledge
and categorisation
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Staff Development
What education - 2
 National curriculum and school/university quality
 Education for
 citizenship
 occupational success
 personal development and life
 School, college, university, community/adult
 Life long learning
 Public attitudes about the value of education
 Government, employer and individual responsibility for
education
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Staff Development
Business Strategy & Training
Training policy
& programmes
Mission
Staffing plan
Demand for skills
Skills audit
Data for audit
Performance review
Data to integrate
individual &
organisational needs
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Development action
Training, seminars, delegation,
coaching, private study, day
release, learning company, IIP
Know-how for
competitive advantage &
performance
Skill gaps
recruitment,
redundancies
redeployment
Development
needs
Current
performance
Improved capability,
competence + motivation
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Staff Development
Business Training development
 Programme and task focused learning
 Developmental needs of employees (group + individual)
 Technical and management development
 Self-managed learning & career management
 Learning organisations/knowledge management
 Culture and its role in organisations – HRM levers for
change, in particular, shifts in attitudes and beliefs (as well
as behaviour)
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Staff Development
Programmes & Interventions
 New recruits
 induction to firm & job, familiarisation  comprehensive job training
 Develop & up-date know-how for “live” situations.
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Technical: product, procedure & specialism training
Social skills e.g. handling demanding situations
 Corporate training for all e.g. for ISO9000 or new policy
 Supervisory & management training
 from leadership to corporate analysis, change & Action learning
 Sales training
 Customer, dealer & supplier training
 Face-to-face vs. package training - from manuals to CBL
 Corporate education e.g. to counter institutional racism?
 Company University - Ford, McDonalds, LotusU?
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Staff Development
Organisational Expectations
 FE & HE preparation to enable new technology & empower
 adapt & learn new skills, continuous occupational development
 Learning for CQI, flexibility, multi-skilling & shifts in
management style
 Empowerment
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Flatter project/team structures.
less supervision, set own objectives, self monitoring and corrective
action
 Manage interfaces & delight customers - external & internal
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Staff Development
Disappointment with “Training Services and Schemes”
 Much talk, expenditure & effort in training
 Many initiatives and events
 Evidence of outcomes and value for money: from training
events, coaching, secondments, learning from experience
(success & failure) & role models.
Yet, T&D strategies often disappoint. Why?
 What determines & influences training effectiveness?
 How do training needs become apparent?
 What factors hinder/help investment in T&D?
 Training as a strategic issue?
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Staff Development
Whose is served?
 The individual
Well placed (job demands + aspirations) to evaluate development
needs (SWOT)? But is time & effort invested? Perception of“market”
gaps, demands, relevance, support & learning opportunities?
 Training Sponsors
Top managers (“lack of know-how is jeopardising performance”)? Line
Managers? HRD specialists who speak for T&D activity? Employer
attitudes to training. Voluntarism.
 Institutional and Market factors?
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Civic, intellectual & cultural factors. Workforce competencies &
international comparisons. Industrial re-structuring.
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Staff Development
Staff Development Strategies
• Laissez-faire - little or no training, buy-in.
• Training for workforce maintenance: induction, product,
policy/procedure
• Off-the-job training vs. on-the-job
• Staff appraisal, coaching & mentoring
• Central training vs. devolved
• Recognising, valuing & accrediting “competencies” (NVQs)
• Learning Company model. Investors in People
• Supported self-organised learning, Life-Long Learning & CPD
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Staff Development
Apply Legge‘s critical analysis
framework to HRD.
Karen Legge:
HRM Rhetorics & Realities 1995
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Staff Development
Training Manager - Service provider or change agent?
Forecast, plan, organise, direct & control.
Strategic analysis, choice and implementation of programmes
Maintainer-Instructor
Reactive + provider of T&D within existing brief, structure & culture
Change Agent (Facilitator)
Proactive + consultancy. Define problems.
Facilitate organisational & individual learning, innovation & cultural
change.
Role in transition?
 from provider to change agent
 in-house or outsourced
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Staff Development
Analysing training needs?
 Blanket/Comprehensive or Selective
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Who does it?
Define needs, objectives, frequency, difficulty, performance standards &
measurements
Brief/train all according to level.
Job curriculums - ALL or SOME job facets: skills, knowledge & attitudes for
tasks/situations
New legislation, strategy/policy drive.
Identify
 key tasks and problems/difficulties
 competencies to handle it.
 learner involvement + individual & group needs
 best learning approach, training media & methods
Is a training solution vital for performance?
Self-organised learning: opportunity or cop-out?
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Staff Development
Competence, Experience & the Job
 a composite of knowledge & behaviour/skill
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comprising ability to do something to a defined level
in a performance situation
Existing staff may be competent or less than
competent.
Perceived gaps in mastery of performance.
The organisation may urge enhanced competence.
Can the organisation reward enhanced competence?
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Staff Development
Pre-requisite (Foundation) competencies
For
 A trainee airline cabin crew member?
 midwife?
 bought ledger clerk?
 marketing assistant manning a stand at the
Ideal Homes Exhibition?
 new CEO for Rail-Track?
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Staff Development
General Model for Training Interventions
•Return to job
•Transfer of learning
to performance
•Has training solved the problem?
Environment of change
Learning for knowledge,
competence & creativity
Organisational & trainee feedback
Learning
needs &
outcomes
- individual
& group
Training
Content
Methods
of delivery,
learning opps
& materials
Programme
and
implementation
Learners
on
completion
Symptoms
Learning Contract
Assessment & test criteria - validity, reliability & utility
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Staff Development
How do we measure learning - degree of behaviour change?
 Compare - performance & progress between
individuals
 Against established norms or standard levels of
performance/progress for specific applications
 Assess/test- individual progress & performance
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Staff Development
Generic, Core/Key Skills (Open capacities )
 transferable across jobs/or tasks
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awareness, investigation, observation/reflection, analysis & learning
decision-making/problem-solving, creativity & evaluation
communication & social skills, interacting/working with others,
influencing
numerical & information oriented skills plus IT abilities
 Critical success factor competences
 Occupational competencies (NVQ)
 Boyatzis : threshold competencies & clusters for management
 Kolb : learning to learn and the experiential learning cycle
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Staff Development
Boyatsis - Seven Threshold Competencies
(1982, The Competent Manager, Wiley)
 Use of unilateral power - forms of influence to gain
compliance
 Accurate self-assessment - realistic/grounded view of self,
strengths & weaknesses/limitations
 Positive regard - basic belief/optimistic in others
 Spontaneity - free/easy self-expression.
 Logical thought - orderly, sequential, systematic
 Specialised knowledge - usable facts, frameworks, models
 Developing others - helping, coach, feedback skills,
facilitating, supporting
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Staff Development
Boyatzis - Clusters of Mgt Competence
 Goal & action management cluster
 concern with impact, diagnostic use of concepts,
 efficiency orientation, proactivity
 Leadership
 conceptualisation, self-confidence, oral presentation
 HRM
 use of socialised power, managing group processes
 Focus on other clusters
 perceptual objectivity, self control, stamina & adaptability
 Directing subordinates
 Threshold competencies - developing others, spontaneity, use of
unilateral power
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Staff Development
Kolb Experiential Learning Cycle
A useful model for
personal awareness
and development
Concrete
Experience
(Activist)
Active
Experimentation
(Pragmatist)
LEARNING
CYCLE
Abstract
Conceptualisation
(Theorist)
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Reflective
Observation
(Reflector)
D Kolb, Rubin & McIntyre
Organisational Psychology, Addison Wesley
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Staff Development
Successes/Failures of Training & Educational Interventions
 Pre 1964. Collapse of apprenticeships
 1964 Industrial Training Act and ITBs
 CATs and Polytechnics
 BTEC and City and Guilds
 From 1972 onwards – the marginalisation of ITBs. Abolished 1982
 Manpower Services Commission. YOPs and TOPs
 Training Services Agency
 National Curriculum
 Local management of schools
 Expansion of university education – from Polys to Universities
 National Vocational Qualifications
 Investors in People
 Fees for Higher Education, education loans and training credits
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Staff Development
Investors in People: National voluntarism
accreditation to promote Er-led, quality, effective staff development
 top level, commitment to
develop all employees to
achieve business objectives
 regular review of T&D
needs of all staff
 action to train & develop
individuals on recruitment +
throughout employment
 evaluate T&D to assess
achievement & improve
future effectiveness
Chris Jarvis
• written plan: business goals/targets, how
employees will contribute, assess needs etc.
Identify T&D resources
• agree T&D needs with each employee. Link
to NVQ if poss. Action: train new recruits &
improve skills of existing staff
• Review investment, competence &
commitment of employees & skills learnt
against business plan + at all levels
• T&D effectiveness reviewed by top level 
renewed commitment & targets
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Staff Development
National Vocational Qualifications
 1986: desire for a skilled, flexible workforce ›› ›› NCVQ + NVQs based on
 National Occupational Standards = performance standards developed
by employer-led NTOs
 what competent people in the occupation are expected to be able to do
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main aspects of an occupation
best practice & ability to adapt
knowledge-base underpinning competent performance.
GNVQs in schools (but A Level "gold standard")
1997 NCVQ merged with the School Curriculum & Assessment Authority
(SCAA) ›› ›› Qualifications & Curriculum Authority (QCA).
Remit: pre-school learning, national curriculum and tests, GCSEs, Alevels, GNVQs, NVQs, higher level vocational qualifications.
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Staff Development
Underpinning principles - NVQ Approach
 Open access. No artificial barriers to training
 Focus on what people CAN DO > learning for qualifications (process
& time) + APL
 uniform standards (devised by industry lead bodies) - no rival
qualifications.
 flexibility & modularisation + a learning contract
 assessment principles - portfolio & work-based (demos at work or
simulations).
 Time to complete. Criteria = “currency”.
 assessment by qualified (NVQ’d) assessor
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Staff Development
Differing Views on NVQs
“Enormous potential for the health of the
nation & the creation of a learning society”.
Sue Slipman, a lead body representative, 1995
“A disaster of epic proportion”
Prof. Ian Smithers,
Brunel University,
Channel 4 documentary, 1993
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Staff Development
Tesco Implementation of NVQs
 flatter, lean, flexible organisation
 line managers as assessors. Store managers internal verifiers
 every line manager is responsible for structured training &
assessment + involved with NVQs
 improved performance through pay links
 integration of needs of individual with needs of organisation
 staff development through accreditation of higher competence
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Staff Development
Tesco NVQ Policy - Perceived Benefits
 ideal training for a retail organisation?
 training assessed internally by line managers & at store level
 high performances from staff?
 less absenteeism, increased motivation & improved general
staff moral
 reduced labour turnover
 career progression for staff - helps with selection of core staff
 customers benefit from improved quality standards & services
 IIP kite mark
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Staff Development
Criticisms of National NVQ Strategy
 Not market-led - under-represented in mgt, professions, financial,
technical & international
 Shift from “learning” to assessment (laborious process)
 Bureaucracy, evidence portfolio, charting, assessment of each
unit/element
 Employers want local tailored NVQs ---> challenges validity of
“national model” & generality of standards
 Assessment standard depends on assessor supply/quality.
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Institutional HE antipathy to “training agenda”
“technically equipped but intellectually incapable (underpinning
ideas)”
Low take-up. Growth at Levels 1/2, none at Level 3, fall at Levels
4/5. Traditional vocational awards outstrip NVQs by wide margin
esp. at higher levels.
TEC funding linked to NVQ take-up. TECs disappear.
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Staff Development
HRM and ingredients of a “Learning Organisation”
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Adopt a Learning Approach to Strategy
Participative Policy Making
Informating (Information Systems)
Formative accounting
Internal Exchange (Client-Server relationships)
Reward Flexibility
Roles and flexible, matrix structures
Pedler et al
Boundary workers as intelligence agents
The Learning Company
Company-to-company learning
Learning climate
Senge
Self-development opportunities for all
The Fifth Discipline
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Staff Development
Training & Rewards - Issues
 Best practice in a learning organisation
 Integration with “appraisal and rewards strategy”.
 Locals + cosmopolitans (Gouldner) & market mobility
 Investors in People
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Good training …more pay, less pay? Increments for qualifications?
Certification as a job requirement.
Selling job competence. Strong CV. Career progression, job change,
employee independence & life long learning
Who pays? Should the leaver reimburse the employer who has just
paid £2500 for their training?
 CPD stress - compulsory, evidence-based continuous
“professional” up-dating
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Staff Development
Reading
 Buchanan and Huczynski - Chapters
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5: Learning
17: Organisational Development
 Mabey and Salaman Chapters
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10: Learning Organisations
11: Promoting Learning in Organisations
12: Managing the Process of Training and Development
 BOLA:
 http://sol.brunel.ac.uk/bola/training/
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