Transcript Competency Development Programs

Building Capability; The Context For A Development Program
Prioritize
Capability
Development
Target
Development
Activities
Manage The
Talent Pipeline
Business
Context &
Priorities
Maximize
Individual
Performance
Build
Benchstrength
Manage Top
Talent
Building A Development Program
1 Clarify business
priorities and
desired outcomes.
7 Measure
outcomes.
On-going
Support
6 Provide help as
participants apply
their new
Competencies onthe-job.
2 Define the
essential
Competencies to
be developed.
Competency
Profile
3 Assess the
development
needs of the
target population,
quantify the gap
and set Program
Goals.
Business
Context &
Priorities
Development
Experiences
5 Develop a mix of on- and
off-job experiences which
enable participants to
practice the new
Competencies.
Needs
Analysis
Infrastructure
4 Build the delivery
and administration
infrastructure.
1 - Simple Capability Plan
Business
Strategy
Organizational
Implications
Impact on Human
Resources
Target Population’s Role
2 - Competency Requirements
Business
(Knowledge, Skills, Behaviors)
Technical
Personal &
Professional
3 - Initial Program Priorities
The Population and the
Competencies with the
potential for the highest
impact on current
business priorities
High
Impact
Low
Low
High
Opportunity for Improvement
3 - Program Goals
Create a product
• E.g. Effective leaders; increased strength in key management
competencies.
Achieve certain changes
• E.g. Increased growth; increased customer satisfaction; reduced errors
and waste; improved employee morale etc.
Establish a process
• E.g. Development of the organization’s leaders; team-based
approaches.
Transmit the norms; the way things are done here
• E.g. talent management; decision-making; strategic planning.
From: Mark Smith, 'Curriculum theory and practice'
4, 5, 6 – Common Practices in Development Programs
Strategy
•
Targeting the investment where it will have the biggest impact;
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Significant improvement in a few critical competencies.
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•
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Wherever the key competencies are required, regardless of title.
Prioritized for key populations.
“Globally Standardized, Locally Prioritized, Individually Customized”.
Design for sustainability
—
—
Bite-sized, digestible chunks using blended learning.
Up-front investment in technology infrastructure to reduce on-going costs of maintaining training through business
downturns.
—
Integrated with key systems (Performance management, Talent tracking, Recruitment)
Integrated Development Program
•
•
Incorporating training in effective development strategies which achieve real changes in behavior;
—
Challenging on-the-job learning,
—
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Feedback, personal assessment & a focused development plan,
Personal coaching,
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Peer networking,
Enabling on-going self-development.
Supportive environment, culture and management practices;
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Rewards & recognition.
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Promotions & assignments.
Recruitment.
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Management processes (Performance management, Talent management).
Training Component
•
•
Using technology to maximize participation, learning, behavior change and cost-effectiveness.
Increasing acceptance, transfer & application by addressing Tasks (e.g. what to do when an employee isn't getting the work done) v
Topics (e.g. Performance Management).
•
•
Addressing the real situations and challenges the learner faces, and answering the learner’s questions.
Matching the “real world” media style and quality the learner experiences elsewhere.
•
Accessible when and where and how the learner wants it.
4 – Delivery and Administration
• Changes in behavior arise more from the appropriate application of what is
learned, than from the specific knowledge or concepts acquired.
• Skills training is a commodity.
— At the Supervisor, FLL & MLL level, everyone everywhere in every industry needs
the same basics; Setting Expectations, Listening, Giving Feedback etc.
— Although there is “good skills training” and “bad skills training”, lots of vendors
deliver good skills training equally well.
— Many large, successful organizations purchase “off-the-shelf” teaching modules,
and customize in-classroom practice modules.
• How effectively the organization supports and reinforces competency
development is more impactful than the choice of what models are taught.
• “Maintaining the talent pipeline” must be a core company capability;
“teaching leadership skills” need not be.
• Most companies would be better off upgrading the skills of its Managers and
HR specialists rather than developing a cadre of in-house trainers.
4 - Development & Delivery Options
Do It Yourself
Develop content & materials, deliver training and manage the curriculum using
in-house resources.
Partner
License most content & materials. Deliver training and manage the curriculum
through a core of in-house resources, supplemented by outside
partners/vendors.
Outsource
Outsource materials development, curriculum management and training
delivery to an outside partner/vendor.
4 - Essential Roles
Role
Responsibility
Company’s Executive Leadership
Establish and support capability development as a business priority.
Steering Board
Focus and prioritize the program.
Chair the Steering Board.
Company’s Training & Development
Director
Manage Curriculum development.
Manage vendor relationships.
Manage the Curriculum budget.
Focus the attention of management teams.
Validate content & priorities.
Manage communications.
“Local” Curriculum-Responsibles
Select attendees.
Drive local management involvement & support.
Coach managers and participants.
Support peer coaching.
“Local” Coach (preferably a Line Manager)
Support training delivery by assisting at workshops in “localizing” examples and
exercises to the company’s local business issues.
“Local” Training Coordinator
Coordinate curriculum schedule, communications, enrolment, logistics, trainers.
Curriculum Logistics Manager
Coordinate materials production & distribution, vendor invoices.
Purchasing
Negotiate agreements with vendors.
IT
Install & maintain E-Learning components.
Ensure the participant translates the training & development into results by
Participant’s Line Manager
• endorsing and supporting the training,
• setting goals and expectations before the training,
• following up after training to discuss and reinforce what was learned,
• recognizing and rewarding improved leadership behavior.
5, 6 - Curriculum Components
Stage
What The Learner Needs
• To hear about the relevance of the training to own
business from own own line management.
Preparation
• To understand the relevance of the training to own job
and future.
Components
• Scripts for line managers to host local
conference calls, team meetings
• Web-based self- and 360 assessment
• Personal learning goals.
• To see the leadership concepts demonstrated in relevant
situations.
Instruction
• Multiple means of accessing training modules, with
personal control over the scheduling of training.
• Self-Paced and E-Learning modules
• Simulations
• On-going feedback on own understanding of the
concepts.
Practice
Application
• Opportunities to practice new skills, get feedback on own
progress, and advice on how to apply and implement
his/her new skills.
• Workshops
• Tools that help apply his/her new skills.
• Job Aids
• On-going access to advice and feedback as s/he adapts
and implements his/her new skills.
• Peer Coaching
• Occasional “refreshers and reminders”.
Reinforcement
• The opportunity to compare progress with and learn from
his/her peers.
• Materials to support line managers
• Email & web-based communications
• Materials to support local meetings
• Web-based Networks
• Opportunity for re-assessment