Training Program AdministrationLecture in Industrial PsychologyUniversity of Iceland Business SchoolFebruary 2011         ...
Topics covered:      The profession and the promise      Objectives and scope of corporate training      Organizing cor...
Mobilizing Minds  (Bryan, L.L. & Joyce, C., McKinsey & Co., 2007)• Real engines of wealth are intangibles   – created by p...
Talent development is viewed today as ...• The responsibility of management and staff• An investment rather than a cost• A...
Your Career - Learning & Talent Development Path(BC HRMA Career Path Model, PeopleTalk, 14 (3), Fall 2010      HR Executiv...
Website content areas – the scopeChartered Institute of Personnel & Development (http://www.cipd.co.uk/)Learning, training...
Objectives in managing training and development• To increase productivity• To insure that the right skills are in the righ...
Loose alignment                                Tight alignment  Focuses on financial measurement and       Establishes & i...
Adult Education in Iceland•   Endurmenntun HÍ                        •   Fjölmennt, fullorðinsfræðsla•   Opni háskólinn - ...
CIPD statistics from 2009 • Investment/employee      £250 • Training days/employee     4
Organization of Training                                           Preparation, development,                           Sch...
What do directors of training do?(CIPD 2009 - Chartered Institute for Personnel & Development, U.K.)                      ...
Needs Analysis:Define activities, knowledge and skills that are likelyto bridge the gap between the current and desiredsit...
Sample objectives for a municipality• Disposal of hazardous materials will be emphasized  with the public and business inc...
What do new graduates lack?(Learning & Talent Development 2010, CIPD)                     Competencies                   %...
What methods work best?(Learning & Talent Development 2010, CIPD)                        Aðferðir             %1. In-house...
Requirements for getting results from training• Is the instruction likely to increase company success?• Is the material an...
Sample decision chart – who pays for trainingand when?                                  VALITOR and employee       VALITOR...
Evaluation of trainingLevels:1. Reaction, attitudes2. Participant learning3. Implementation support and plans4. Use of new...
Basic record keepingEmployee   Job Title Description of training Training method   Participant fees   Hours or units award...
Professional Associations:http://www.astd.org/astdhttp://www.cchra.ca/en/http://www.cstd.ca/http://www.shrm.org/Pages/defa...
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Corporate Training Management

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Slides accompanying lecture to grad students in Industrial Psychology at the University of Iceland Business School. February 2011.

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Corporate Training Management

  1. 1. Training Program AdministrationLecture in Industrial PsychologyUniversity of Iceland Business SchoolFebruary 2011 Randy Fleckenstein – Sr. Mngr. HR & Facilities
  2. 2. Topics covered:  The profession and the promise  Objectives and scope of corporate training  Organizing corporate training
  3. 3. Mobilizing Minds (Bryan, L.L. & Joyce, C., McKinsey & Co., 2007)• Real engines of wealth are intangibles – created by people – R&D, marketing and quality of training• Value of intangibles* – Intangible capital of world’s 150 largest firms • $7.5 trillion in 2005 vs. $800 billion in 1985 *market capitalization minus invested financial capital
  4. 4. Talent development is viewed today as ...• The responsibility of management and staff• An investment rather than a cost• A necessity rather than a luxury• Creating value through “social capital”• Necessary to attract employees with higher levels of education who demand continuing education opportunities• A business support function with professionally trained management and staff• Necessary to coordinate company needs with the vast array of vendors and institutions marketing knowledge and skills• Necessary for meeting certification and compliance requirements• A vital element in maintaining the company’s competitive advantage
  5. 5. Your Career - Learning & Talent Development Path(BC HRMA Career Path Model, PeopleTalk, 14 (3), Fall 2010 HR Executive Director, HR • Director, Talent Management Manager, HR • Manager, Recruitment; Manager, Learning Services Sr. HR Generalist • Sr. Recruitment Specialist; Corporate Trainer; Sr. Learning Services Specialist HR Generalist • Recruitment Specialist; Learning Services Specialist HR Assistant
  6. 6. Website content areas – the scopeChartered Institute of Personnel & Development (http://www.cipd.co.uk/)Learning, training and development• Appraisal training• Blended and e-learning• Career management and development• Coaching and mentoring• Design and delivery• Evaluation• Induction• Management development• Learning and training needs• Secondment• Self-development• Strategies and policies
  7. 7. Objectives in managing training and development• To increase productivity• To insure that the right skills are in the right place at the right time• To develop and encourage improved management practices• To disseminate the corporate culture and sense of being a member of a team• To ease employee adaptation to change• To increase job satisfaction, competence and engagement
  8. 8. Loose alignment Tight alignment Focuses on financial measurement and Establishes & implements annual learning delivery objectives Does not include learning and associated Builds learning objectives into the strategic objectives in the strategic plan plan at the outset of the planning process Equips people with the basic skills they Learning enables the org. to adapt to future need to do their current jobs requirements or shape it’s futureEmployees participate in training designed Employees seek and act on widely relevant to improve job-related skills learning opportunities Rarely provides occasions when learning Encourages continuous learning & opportunites can be identified identifies outcomes from learning Value of learning, CIPD 2007, bls. 8
  9. 9. Adult Education in Iceland• Endurmenntun HÍ • Fjölmennt, fullorðinsfræðsla• Opni háskólinn - HR fatlaðra• Háskólinn á Akureyri • Efling stéttarfélag• Viðskiptaháskólinn á Bifröst • Verkalýðsfélagið Hlíf• Landbúnaðarháskóli Íslands • Fræðslunet Suðurlands• Hólaskóli, Hólum í Hjaltadal • VISKA - Fræðslu- og• Alþjóðlegt samstarf símenntunarstöð Vestmannaeyja• Sókrates/Grundtvig • Miðstöð símenntunar á Suðurnesjum (MSS)• Nordplus Voksen • Símenntunarstöðin á Vesturlandi• Sókrates/Mínerva • Fræðslumiðstöð Vestfjarða• Námsflokkar • Farskólinn - Miðstöð• Námsflokkar Hafnarfjarðar – Miðstöð símenntunar á Norðurlandi símenntunar vestra• Mímir-símenntun • Símey - Símenntunarstöð• Fræðslusetrið Starfsmennt Eyjafjarðar• Fræðslumiðstöð atvinnulífsins • Þekkingarsetur Þingeyinga• IÐAN – fræðslusetur • Þekkingarnet Austurlands• Fullorðinsfræðsla hjá stéttarfélögum
  10. 10. CIPD statistics from 2009 • Investment/employee £250 • Training days/employee 4
  11. 11. Organization of Training Preparation, development, Schedule course/learning administration Management of the Needs analysis: trainingStrategy, managers, staff & function Learningobjectives the “environment” Budget Evaluation The Job Support
  12. 12. What do directors of training do?(CIPD 2009 - Chartered Institute for Personnel & Development, U.K.) Verkefni1. General management and design of education and training2. Teaching and oversight with the training centre3. Managing and organizing training conducted by external instructors/vendors4. Needs analysis and gaining management support5. Supervision and evaluation of education and training
  13. 13. Needs Analysis:Define activities, knowledge and skills that are likelyto bridge the gap between the current and desiredsituation.Needs identified from strategies, policies, plans, procedures,regulations and laws.Needs that stem frominsufficient outcomesNeeds that stem fromexceptional outcomes (the next challenge?)
  14. 14. Sample objectives for a municipality• Disposal of hazardous materials will be emphasized with the public and business including proper sorting of waste and economical and safe disposal.• Departments with larger numbers of employees shall conduct staff meetings at least twice a year.• Each employee will enhance their communication skills in alignment with his/her job responsibilities.• Improved trimming and cleaning of parks and public areas.How would you assess training needs with the above in hand?
  15. 15. What do new graduates lack?(Learning & Talent Development 2010, CIPD) Competencies %1. Management/leadership skills 592. Business skills and strong commercial awarenss 563. Customer service skills 414. Work ethic 375. Communication/interpersonal skills 34
  16. 16. What methods work best?(Learning & Talent Development 2010, CIPD) Aðferðir %1. In-house training and plans 562. Coaching supervised by front-line 51 managers3. On the job training 304. Transfers, job swaps and internships 305. Support and study groups/networks 21Near bottom: Conferences 9
  17. 17. Requirements for getting results from training• Is the instruction likely to increase company success?• Is the material and are the methods suitable for the participants?• Are the participants active?• Are examples used?• Are the participants prepared?• Are the participants required/encouraged to use their new knowledge and skills following instruction?• Is follow-up built into the program?• Is the instructor competent and does he/she command respect?
  18. 18. Sample decision chart – who pays for trainingand when? VALITOR and employee VALITOR pays Employee pays share the costsEmployee is on salary, VALITOR and the employee The employee finances thecompany pays participant share costs of education, training/education. Thefees and other costs e.g. the employee applies company may provide leaveassociated with education for a grant from the union without pay and the unionand training. education fund while the may reimburse some of the company allows the tuition fee. employee to participate during working hours.Education/training that The training may be useful No recognized connectionenhances the employee’s to VALITOR (now or in the with current or future jobcompetence in current or future) but is not a priority requirements within thefuture positions that he/she for the company or for the company.is being groomed for. employee’s current job.
  19. 19. Evaluation of trainingLevels:1. Reaction, attitudes2. Participant learning3. Implementation support and plans4. Use of new knowledge and skills on the job5. Improvements to the job, service levels and bottom line Adapted from: Guskey, T. R. "Staff Development and Teacher Change." EDUCATIONAL LEADERSHIP 42:7 (April 1985): 57-60.
  20. 20. Basic record keepingEmployee Job Title Description of training Training method Participant fees Hours or units awarded Dates of training Confirmed
  21. 21. Professional Associations:http://www.astd.org/astdhttp://www.cchra.ca/en/http://www.cstd.ca/http://www.shrm.org/Pages/default.aspxhttp://www.cipd.co.uk/http://www.hrnorge.no/English/http://www.dhrmf.dk/and many Linkedin T&D interest groups Welcome to the profession! Randy Fleckenstein randver@valitor.is
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