Cem.cefa.graz.2011.generation based staff development

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Cem.cefa.graz.2011.generation based staff development

  1. 1. Generation-based staff development as a profit impacton Human Resource Portfolio optimization CEM – Cefa Graz 17.11.2011 Britta Holert
  2. 2. Table of Contents 1. Introduction 2. Staff Development  Definition  Components  Limits  Competence-Fields  Determinants of Human Behaviour  Types of Staff Development  Generational Approach  Learning Curve  Development Requirements  Human Resource Portfolio  Identification of Training Needs  Methods of Staff Development 3. Goals and Trade-offs 4. Staff Development Controlling 5. Conclusion & Knowledge-ProfitCEM – Cefa - 2011 Dipl.oec. Britta Holert 2
  3. 3. 1.Introduction "It is not enough to teach a man a specialty. Through it he may become a kind of useful machine, but not a valuable personality. It is essential to acquire an understanding of and a lively feeling for values.He must acquire a vivid sense of the beautiful and of the morally good.... He must learn to understand the motives of human beings, their illusions and their sufferings, in order to acquire a proper relationship to individual fellow men and to the community.” (Albert Einstein)CEM – Cefa - 2011 Dipl.oec. Britta Holert 3
  4. 4. 1.Introduction • Numerous studies have confirmed - what most of employers and managers already know - an investment in the professional development of employees enhances The quotations validity is employee satisfaction and emotional retention. continuous • Employee satisfaction is an important driver of customer satisfaction. • Emotional retention correlates with: • Motivation and engagement & innovation Employee satisfaction and • Loyalty & absenteeismemotional retention • Workplace change & internal termination of employmentCEM – Cefa - 2011 Dipl.oec. Britta Holert 4
  5. 5. 1. Introduction Additional reasons for the importants of staff development:  Production factor labour/knowledge is expensive  Optimal use necessary  Development of potential needed  Prevention of deskilling  Technical progress and structural transformation changing job descriptions and requirements:  50% of the employees are affected per decade of major change  Half-life knowledge decreases steadily  Growing competition:  Products are increasingly homogeneous  Service quality generates customer satisfaction  Service quality correlates with employee satisfactionCEM – Cefa - 2011 Dipl.oec. Britta Holert 5
  6. 6. 1. Introduction Requirement for Companies and Employees Increasing Knowledge- Demographic innovationintensification change pace Company competitive factor: Staff & organizational Competent & powerful employees developmentGOALS REQUIREMENTS Employees Health & competence workability & employability during up to retirement their whole work lifeCEM – Cefa - 2011 Dipl.oec. Britta Holert 6
  7. 7. 1. Introduction Employability Future viability today & tomorrow Competence Health Ability to learn Integration Self-management Responsibility Common responsibility employabilityCEM – Cefa - 2011 Dipl.oec. Britta Holert 7
  8. 8. 1. Introduction Aging companies must cope with increasing requirements External requirements: Labour market: Globalization Availability Knowledge as production factor of qualified Acceleration & flexibilization junior employees Movement in the services sector average age Necessary internal resources: Market: Competence & health Aging customers Motivation & mutability Changing customer needs Innovation cultureCEM – Cefa - 2011 Dipl.oec. Britta Holert 8
  9. 9. 1. Introduction Summarized Goals  Competence  Withstand market pressure  Employee satisfaction  Change ability  Emotional retention  Profitability  Employability  Innovations  Humanization of work  Learning organization  Work-life-balance  Competitiveness  Life-long learning  Optimal utilization of human capital  Intergenerational learning  Balanced age structure  MutabilityCEM – Cefa - 2011 Dipl.oec. Britta Holert 9
  10. 10. 2. Staff Development - DefinitionStaff development is the aggregate of allemployee-related measures in companies They serve to qualify the employees taking account to their individual talent, professional inclinations and interests Staff development is supposed to educate and train employees in all competence-fields The key objective is to strengthen strengths and to weaken weaknesses Staff development should be strategically, proactive and long-term oriented to secure the future of a company CEM – Cefa - 2011 Dipl.oec. Britta Holert 10
  11. 11. 2.Staff Development - Components •Theoretical component •Linking of information •The more information needed to create knowledge Know- the learning process takes exponentially more time ledge •It is efficient to create knowledge with minimal information (ability to interpolate information- lags) •Practical component •When knowledge is created, it should be Com- converted to capability “Just in time” petence •Otherwise the knowledge gets lost •Behaviour arises by embossing and socialization •It is difficult to change but it can be improved if Behaviour there are basics •Adequate behaviour is turning into a “must have”CEM – Cefa - 2011 Dipl.oec. Britta Holert 11
  12. 12. 2. Staff Development – Limits Knowledge- Competence- Behaviour- transfer transfer transfer is limited is limited is limited • by talent, intuition • by the ability of • by embossing and experience triple loop learning features, • by the ability to (learning without socialization, learn having the own perception and • by motivation and experience) values willingness to learn • by the ability of • by the willingness to reflective learning changeCEM – Cefa - 2011 Dipl.oec. Britta Holert 12
  13. 13. 2.Staff Development - Competence-Fields Professional •Basic and special vocational knowledge competence •Advanced professional skills Methodological •The ability to organize work efficiently •The ability to work efficiently in a team competence •The ability for efficient interpersonal interaction Social competence •Conflict solving, communication, empathy team capability, etc. •Intrinsic motivation, ability to learn, willingness to learn, own initiative, positive thinking Self-competence •Responsibility, reliability, stress-resistance, innovation-readiness, etc. •Social- & self-competence, social intelligence, self- reflection, being a role modelLeading-competence •Decision-making ability, assessment & team- development capability, etc.CEM – Cefa - 2011 Dipl.oec. Britta Holert 13
  14. 14. 2. Staff Development - Competence-FieldsThe competence portfoliohas to be balancedStaff development should Professional competencetake care of thatEspecially important isto sustain thelearning ability &willingness Methodological Leading- Socialbut the competence competence competenceoperationalcircumstancesalso must fitThe organizational structure &and the leadership capacity Self-influences the development competencesuccess significantly CEM – Cefa - 2011 Dipl.oec. Britta Holert 14
  15. 15. 2. Staff Development- Determinants of Human Behaviour Individual Individual competence motivation …individual …expectation attainments Behaviour ...needs ...skills behavioural performance ...social behaviour ...absenteeism behaviour ...innovation behaviour Objective Social possibility permission …technology ...leadership ...organization ...cultureCEM – Cefa - 2011 Dipl.oec. Britta Holert 15
  16. 16. 2. Staff Development- Determinants of Human Behaviour Make sure that your employees adapt the change Competence Activate the potential of your employees Respect the individual expectations and needs of your employees Do not deactivate intrinsic motivation of your Motivation employees inactive “walk your talk” P Have efficient leadership-competence Permission Be technologically up to date Build-up an efficient organisation-structure Possibility CEM – Cefa - 2011 Dipl.oec. Britta Holert 16
  17. 17. 2. Staff Development - Types of Staff Development • Basic vocational training (stable)Vocational education • Special vocational training (variable) • GEN Y & Z • Adaptive (horizontally)development -> all GEN’s In-service training but especially GEN BB and X • Advanced (vertical) development -> GEN X&Y • Languages, PC-knowledge, social skills Supplementary • Intercultural competence, general knowledge, education methodological competence • GEN Y, X & Z Changing • New basic vocational training, because the old profession is no longer needed professional • Change of economical structure education • GEN BB & XCEM – Cefa - 2011 Dipl.oec. Britta Holert 17
  18. 18. 2.Staff Development - Types of Staff Development • Junior procurementVocational education • Taking account of the development of need structures relative to the generations Y and Z and the demographic trends • Employability-> all GEN’s but especially In-service training • GEN BB and X • Employee-retention> especially GEN Y Supplementary • Employability-> all GEN’s but especially education • GEN Y, X & Z Changing • To master structural change professional • Retraining for a part of the workforce education • GEN BB & XCEM – Cefa - 2011 Dipl.oec. Britta Holert 18
  19. 19. 2.Staff Development - Generation-based Employee surveys for options & functions Take action & Analyze results communicate results Communicate Communicate action plans findings Set priorities & action plansCEM – Cefa - 2011 Dipl.oec. Britta Holert 19
  20. 20. 2.Staff Development - Generation-based Generations have common embossed features, specific need- structures, learning behaviour and experience. These parameters have to be identified in order to develop a staff-development concept. Generation 68 War children until the early-50s Have initiated the social change Baby-boomers Early-50s up to the mid-60s Large cohorts, who had to live with competition early on Generation X Mid-60s up to the end of the 70s Carry the protective posture of their education through life Generation Y End of the 70s up to the early 90s Breaking labour market rules Generation Z Early 90s up to ? Live change self-evidentCEM – Cefa - 2011 Dipl.oec. Britta Holert 20
  21. 21. 2. Staff Development - Generation-based • Each generation has common embossed features, which shape the learning behaviour • The learning elasticity is decreasing over a lifetime, which means that the possible learning amount per time unit is getting smaller • The goal is to use the potential of all age classes • Intergenerational learning creates added value Staff development • A balanced age structure is a strategic target should be based on following findings: • Different age groups have other learning possibilities and needsCEM – Cefa - 2011 Dipl.oec. Britta Holert 21
  22. 22. 2. Staff Development - Generation-based •Aged persons have a lot of experience •This is an advantage, if the experience is valid new knowledge can be added on •This is a disadvantage, if the experience is not valid anymore it has to be deleted > “unlearn” and new knowledge must be learned •They are used to storage knowledge for a lifetime •They have to learn to filter information adequate to the Aged situation •The decrease of the learn elasticity demands increasing employees time to adapt the change in requirements •They need their learning capacity to adapt change •Time to convert knowledge by exercising into competence is increasing (compare to “learning how to drive”) •Residue potential for advanced education decreases (compare to “cash cow”) •Increasing differences in performance and learningability depend on the living situationCEM – Cefa - 2011 Dipl.oec. Britta Holert 22
  23. 23. 2. Staff Development - Generation-based •Young persons just make experience •This is an advantage, if the knowledge is new since invalid brain links not have to be deleted •This is a disadvantage, if the old knowledge is valid since the learning process is time-consuming •There is a great amount of valid knowledge young people have to learn in addition to the rapidly increasing new knowledge Young •By a high learn elasticity the time needed to adapt changing requirement is short employees •There is learning capacity left for advanced knowledge •Time to convert knowledge by exercising into competence is short(compare to “learning how to drive”) •They are used to pick up knowledge if needed to solve a problem “just in time” •Residue potential for advanced education is big (compare to “grower”)CEM – Cefa - 2011 Dipl.oec. Britta Holert 23
  24. 24. 2. Staff Development - Generation-based 68th BB GEN X GEN Y GEN Z very young young Past middle Present older Future old Age wave -> Aging-workforce Retirement timeCEM – Cefa - 2011 Dipl.oec. Britta Holert 24
  25. 25. 2. Staff Development – Learning Curve SD = Staff Development personal limit advanced (vertical) SDt deskilling adaptive (horizontally) SDt 25 35 45CEM – Cefa - 2011 Dipl.oec. Britta Holert 25
  26. 26. 2. Staff Development – Learning Curve Conclusion Let them climb “the mountain” as long as they are powerful and energetic enough to improve their competence Encourage them to climb as high as possible (Pygmalion effect) Later, they can walk straight ahead on a level highest possible using all their experience and competence Optimal utilization of the workforce uses the potential of all age groups perfectly This is of important since knowledge workers in the service sector have a big share of the value chain Hence, unused potential is very expensiveCEM – Cefa - 2011 Dipl.oec. Britta Holert 26
  27. 27. 2. Staff Development – Development Requirements  Job Design (optimization of matching)  Assignment-control Performance  Identification of the potential wise advisers top-stars  Identification of the experienced learn-elasticity employee stars  Fault-tolerance  Trust-culture  Incentive-systems high potentials low performer growers PotentialCEM – Cefa - 2011 Dipl.oec. Britta Holert 27
  28. 28. 2. Staff Development – Development Requirements  Job Design (optimization of job description matchung)  “must have” (ad rem)  Assignment-control  needs of the workplace  Identification MbO of the potential  “nice to have” (ad personam)  Identification of the learning-  individual goal for a period of time elasticity to activate potential  Fault-tolerance  Trust-culture  Incentive-systems MbO MbO MbO MbO job job job description job description description descriptionCEM – Cefa - 2011 Dipl.oec. Britta Holert 28
  29. 29. 2. Staff Development – Development Requirements  Job Design (optimization of matching)  Use evaluation to locate the person on the curve  Assignment-control  The Correlation with the age is  Identification conditional of the potential  Identification of the learn- elasticity  Fault-tolerance  Trust-culture advanced (vertical) SDt personal Limit  Incentive-systems deskilling adaptive (horizontally) SDt 25 35 45CEM – Cefa - 2011 Dipl.oec. Britta Holert 29
  30. 30. 2. Staff Development – Development Requirements  Job Design (optimization of Assignment- •Temporary matching) control concentration on important tasks  Assignment-control  Identification •People mostly learn of the potential Fault-tolerance by making mistakes •Need to be  Identification of the learning- innovative elasticity  Fault-tolerance •Reliability fosters Trust-culture trust  Trust-culture •“walk your talk”  Incentive-systems •They have to fit to Incentive- the need structure systems of your workforce •Cafeteria systemsCEM – Cefa - 2011 Dipl.oec. Britta Holert 30
  31. 31. 2. Staff Development - Human Resource Portfolio Fulfillment of the current strategic competence requirements and tasks wise top adviser performer basic performer Well suitable for Suitable for current and high performer current tasks down- expandable tasks grading performer high low performer Conditionally Suitable for potentials suitable for current expandable tasks tasks switcher incapable performer Potential for future competence requirements and tasksCEM – Cefa - 2011 Dipl.oec. Britta Holert 31
  32. 32. 2. Staff Development - Human Resource Portfolio Target-groups of development:  Typ 1: Low performer up to incapable performer  Typ 2: Growers – switcher up to high potentials  Typ 3: Stars – high performer up to top performer  Typ 4: Experienced employees – basic performer up to downgrading performer or wise advisers The employees have to be classified along:  Performance evaluation (all competence fields)  Eligibility diagnosis (potential and learning elasticity)  Employee survey with respect to options and perceptions  Reflection of the age and health to find out the individually adequate way of staff developmentCEM – Cefa - 2011 Dipl.oec. Britta Holert 32
  33. 33. 2. Staff Development - Human Resource Portfolio Adopting treatment of employees to their type •Decreasing adaptation • Very good performance capability and additional potential •Find the right way to • Above average learning make them able to ability and speed learn again • A challenge is needed to •Otherwise they suffer degrading top prevent boredom and from a burn out performer performer .leaving incapable high • A lot of potential •Low performer with performer potential • Above average learning no ability to learn ability and speed •Internal termination • A challenge is needed •Try to show that to prevent boredom input gives output and leaving •Otherwise let them • They have to improve go their performanceCEM – Cefa - 2011 Dipl.oec. Britta Holert 33
  34. 34. 2. Staff Development - Human Resource Portfolio competence requirements and tasks Fulfillment of the current strategic Typ 4 Typ 3 - Adaptive training to prevent - Adaptive training to prevent deskilling deskilling - Use of experience - Advanced training for vertical development - Training to gain the ability to “unlearn” invalid knowledge Typ 1 Typ 2 - Training on the job step by - Possibility to convert knowledge step into competence - Classical instruction - Advanced training for vertical development Potential for future competence requirements and tasksCEM – Cefa - 2011 Dipl.oec. Britta Holert 34
  35. 35. 2. Staff Development - Identification of Training Needs Corporate strategy Internal requirement Internal qualification analysis “Needs” requirements planning Expert survey/scenario External qualification Labour market analysis requirements “Make or by“decision Performance evaluation & eligibility diagnosis Analysis of the learning Potential analysis “Internal potential” elasticity Job design Education & training Job description & MbO “Potential activation” needsCEM – Cefa - 2011 Dipl.oec. Britta Holert 35
  36. 36. 2. Staff Development - Identification of Training Needs Company needs Employee needs Methods qualification gaps performance new technology converting evaluation new products qualification into observation competence activating eligibility new markets potential diagnosis expansion of personal assessments production evolution employee development surveysCEM – Cefa - 2011 Dipl.oec. Britta Holert 36
  37. 37. 2. Staff Development - Methods of Staff Development Type of SD On-the job Off-the-job Near-the-job Into-the job organizer vertical Internal “learning internal internal internal organizer by doing” education training education training & training vertical External external external X external organizer education training educationCEM – Cefa - 2011 Dipl.oec. Britta Holert 37
  38. 38. 2. Staff Development - Methods of Staff Development •Classical •Knowledge transfer instruction •Education •Training •Qualifying •Competence •Internal & external •Internal On-the- Off-the- job job Near-the- Into-the- job job •Training in •Step by step job simulated working enrichment places •Qualifying & •Competence training •Internal & external •Internal & externalCEM – Cefa - 2011 Dipl.oec. Britta Holert 38
  39. 39. 2. Staff Development - Methods of Staff Development Target- groups methodsIncapable performer terminationLow performer classical instruction, training on the job step by step education, training, instructive conversation, “blendedSwitcher learning”, mentoring, coaching, assistantship, etc aforementioned, job rotation & loading, “problem-basedHigh potentials learning”, etc.High performer mentoring, workshop, delegation, coaching, etc. workshop, delegation, coaching, “problem-based learning”Top performer etc.Wise advisers self-developmentBasic performer adaptive education & training, mentoring aforementioned, training to learn & unlearn, memoryDegrading performer training CEM – Cefa - 2011 Dipl.oec. Britta Holert 39
  40. 40. 3. Goals and Trade-offs Company goals Workforce goals Goal conflicts ensure the future market-value production inter-company preservation competitiveness mobility enhances ensuring the using opportunities learning existence organisation ensuring lifelong learning procurement self-development ROI requires employee retention inter-company ensuring retention return on invest mobilityCEM – Cefa - 2011 Dipl.oec. Britta Holert 40
  41. 41. 3. Goals and Trade-offs Especially young well educated people have good opportunities Generally well educated & trained employees are in demand Retention is important in order to have a ROI  without development many will leave anyway, with development some leave if they are not satisfied or have better opportunities  others will stay but terminate internally which means they do not work efficiently and are not innovative Aged employees  have more loyalty and prefer a secure working-place  by sustaining their workability and learning-ability, training their mind, and using their experience, an innovative future can be lived with them  without development they will be deskilled soon and loose their motivation Goal  employee satisfaction and emotional retention for customer satisfaction and profitabilityCEM – Cefa - 2011 Dipl.oec. Britta Holert 41
  42. 42. 4. Staff Development Controlling Cost controlling Result controlling Satisfaction-success budget in relation to - satisfaction with methods spent funds - presumed benefits Learning-success spent funds in relation to -knowledge-testing added value - employee survey Transfer-success -employee & leader survey - performance evaluation Profit impact -review of financial results - customer surveyCEM – Cefa - 2011 Dipl.oec. Britta Holert 42
  43. 43. 4. Staff Development Controlling Development strategy, goal-state- comparison, ideas, decisions of the management StimulusCybernetic loop Controlling Correction Goal Actions Planning Decision CEM – Cefa - 2011 Dipl.oec. Britta Holert 43
  44. 44. 5. Conclusion & FindingsStaff Future will “Nothing is Servicedevelopment be different, more unjust qualityhas a long- therefore, than equal depends onterm impact experience treatment of staff qualityon overall is not unequal” andbusiness enough; customerperformance insight is satisfaction requested depends on service•find out by •changing market •therefore you •profitability understanding can not parameters correlates the future, create a staff •aging with the which job development customer requirement workforce concept which satisfaction are needed •there are less treats all younger •learning is a•employability employees people state Management the same 2.0 means to •innovation •staff interact with with the development the aging does not have employees workforce to be expensiveCEM – Cefa - 2011 Dipl.oec. Britta Holert 44
  45. 45. Thank you for your Attention!CEM – Cefa - 2011 Dipl.oec. Britta Holert 45

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