Increasing the Impact of Internal Management Development Programmes
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CIPD Annual Conference 2013 Session D2
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Increasing the Impact of Internal Management Development Programmes
- 1. D2 Increasing the Impact of Internal Management Development Programmes Andy Lancaster, Hanover Housing Association Research and references available at @AndyLancasterUK
- 2. Setting the scene: Effective middle managers are crucial …
- 3. … but they are often neglected and under pressure
- 4. What is our motivation for middle manager development?
- 5. 3 components of effective management development Practice Qualification Knowledge Going on a seminar On the job training or shadowing Secondments, coaching and mentoring NVQ Diploma Going to college or university
- 6. Merits of different approaches - but is in-house’s time back?
- 7. 5 key themes and 10 questions to reflect on Evolving our provision Aligning to business Realising value for money 10 reflective questions Achieving reinvestment Improving networking
- 8. Aligning to the business 1. What is driving the programme; top down and bottom up? Reward and employer of choice Coherent not fragmented approach Improve management practice Staff survey requested training Improvement needs from appraisals Progression and talent development
- 9. Aligning to the business 2. How can we involve managers in the programme design? Manager’s scoping workshops Discuss top down needs Big picture down to the detail Think of and choose the name Ownership not imposition
- 10. Aligning to the business Choose live theme content not just the generic norms! Managing the Programme Managing Personal Development Managing a Project Managing Priorities Managing Finance and Resources Managing a Team Managing Performance Managing Change Managing and Leadership Managing through Values Managing Customer Service Managing Communication
- 11. Aligning to the business … and offer personal choice in the on-going programme Managing and Leadership
- 12. Aligning to the business 3. What unique content links to business improvement? Performance management Financial management Valued-based management Improved project management Customer service management
- 13. Aligning to the business 4. How can we ensure transparency in allocating opportunity? Who is eligible for investment? Consider the future aspirational map Planned recruitment campaign State the personal and business case Representative shortlisting team Feedback from early adopters
- 14. Realising value for money 5. Why not consider pioneering an in-house qualification? Added kudos to in-house provision Added value of a strategic partner Demonstrating employer of choice Embedding qualifications in work Shared graduations and celebrations Full circle with Board presentations Significant cost-benefit analysis But how …
- 15. Realising value for money 6. How can we map internal content to units and assessments? Boldly choose the … Qualification Level: Award, Certificate or Diploma Units: Tailored to business context Units: Mandatory and optional Diverse assessment methods Complement not compete with work
- 16. Realising value for money 6. How can we map internal content to units and assessments? Level 5 Diploma in Management and Leadership 5001 - Personal development as a manager and leader 5002 - Information based decision making 5003 - Performance management 5004 - Resource management 5005 - Meeting stakeholder and quality needs 5006 - Conducting a management project 5007 - Financial control 5009 - Project development / control 5013 - Leadership practice
- 17. Level 5 Diploma in Management and Leadership Assess what the managers are doing already and organisational processes that exist Assignments x 3 Case Studies x 2 Individual Project x1 Presentation x1 Professional Discussions x4 Reflective Statements x 9 Work Activities x7 … and consider being holistic Realising value for money 6. How can we map internal content to units and assessments?
- 18. Achieving inward investment 7. How can we harness the value of organisational projects? Something that needs to be done! Clear business benefits Ideally in current work plan Sponsored by line manager Results reported by end of course Maps to assessment criteria in 6 of our 9 units
- 19. Achieving inward investment 8. Which key partnerships will add organisational value? Knowledge deliverers Assessment team Awarding body Technology providers … and don’t forget social media
- 20. External perspective ... from a key partner
- 21. Improving networking 9. What barriers could the programme help to break down?
- 22. Improving networking Thinking about action learning and virtual groups
- 23. Evolving our provision 10. How do we define future factors that shape learning?
- 24. What impact has the ASPIRE programme had?
- 25. Reflection on impact Increased cost effective development opportunities for staff Level 5 in Management & Leadership 42 compete, 20 on course Level 3 in First Line Management 33 complete, 24 on course Level 3 in Housing Practice 128 complete, 84 on course Value for money saving over 3 years compared to outsourcing = £252,000
- 26. Reflection on impact Desired business improvement: enhanced development I believe I have the opportunity for personal development and growth in Hanover The training I receive is useful and relevant to my job 2011 2009 2011 2009 86% Strongly agree/agree +18% increase in 2 years 66% Strongly agree/agree +17% increase in 2 years
- 27. Reflection on impact Desired business improvement: reward and recognition
- 28. Sample 4 groups and 53 learners Reflection on impact Desired business improvement: management competence
- 29. Reflection on impact Desired business improvement: management competence Sample 4 groups and 53 learners
- 30. Reflection on impact Desired business improvement: performance increased My performance has improved as a result of skills I have developed over the last year 2011 2009 71% Strongly agree/agree +15% increase
- 31. Reflection on impact Desired business improvement: progression and new talent
- 32. Reflection on impact Desired business improvement: retention and recruitment “One reason I applied to Hanover was because I saw the accredited programme on the website and it was funded!”
- 33. Thinking about the 10 key questions …
- 34. D2 Increasing the Impact of Internal Management Development Programmes Andy Lancaster, Hanover Housing Association Research and references available at @AndyLancasterUK
Editor's Notes
- Session is designed to create positive ripples in our thinking and organisations… SLIDE. Focus on middle management but transferable. It is an extended Ignite format – fast and full of images and practical ideas. http://sixminutes.dlugan.com/ignite-presentations/ Who currently runs a management programme We’re peers on a similar journey - support your thinking / approach Transferable ideas Do believe our ideas are scalable to bigger organisations Who is yet to develop or revamping a management programme Some thoughts that may speed your success and save time and money Research papers available on Twitter and @AndyLancasterUK Henley Business School 2033 a extra 3.5 million households 65+ years. Hanover Housing Ass - redefine older people’s housing making it aspirational Turnover of £95M, 19,000 properties working with 30,000 customers 950 dispersed staff mostly lone workers - 5 regions Training team (grown) of 4 trainers + 2 admin New L&D Team in 2009 – step change in 4 years … 4000 in-house training days per year 70 courses delivered in-house 85% gained development last year Accredited in-house ‘academy’ CMI and CIH Progression from basic to Gold IiP Training Journal Gold 2012 Best Operational Training
- SLIDE – Effective managers are the keystone supporting the organisational load, at the sharp end of delivery and need to be the hot red chillies in the pack. A quote from Bruce Hodes book “It’s All About the Middle; Front-Line Heroes: http://www.trainingmag.com/content/3-strategies-develop-middle-management I’ve have never been a lover of the sandwich; my lack of interest comes from the bread at the top and bottom. However, I’m wildly attracted to the middle of the sandwich. It is this middle that will help dictate a firm’s long-term success. This flies in the face of most business commentators who extol the importance of the top of the company where the senior team or CEO is single-handedly responsible for success. I too am unashamedly a fan and advocate of the sandwich filling; the middle manager - true flavour and valuable commodity in our organisations! http://www.amazon.co.uk/Front-Line-Heroes-Bruce-Hodes/dp/1610660455/ref=sr_1_1?ie=UTF8&qid=1383131422&sr=8-1&keywords=front+line+heros+hodes Wharton Management Professor Ethan Mollick. measured relative contribution of middle managers in computer game industry - 395 orgs with revenue of $4 billion. He found middle managers, rather than innovators or company leaders were the differences in high performing firms Middle managers are crucial for success He cites research - less than 5% of performance results from top level managers. http://knowledge.wharton.upenn.edu/article/why-middle-managers-may-be-the-most-important-people-in-your-company/
- However, middle managers are often neglected and under pressure. But it’s a challenging role. Cranfield School of Management study: “How do they manage?: a study of 1200 NHS middle managers found they were responsible for most key org tasks Managing day to day operations Fire fighting and troubleshooting Addressing ‘wicked’ (ill-defined) problems Developing others Championing innovation Facilitating change Some managers enjoy the challenge of their ‘extreme’ jobs. However, many face fatigue and burnout. http://www.som.cranfield.ac.uk/som/p19129/Think-Cranfield/Think-Cranfield-2013/February-2013/Middle-Managers-the-Front-Line-of-Change Similarly Harvard Business Publishing’s2013 global talent development survey of 800+ org found only 31% managers felt they had the skills to cope with the current business environment. This group is historically under-served with development with priorities being : Change management capabilities (80%) Leadership mindset (77%) Communication skills (76%) Talent management (76%) General management capability (64%) http://www.prweb.com/releases/2013/9/prweb11101479.htm SLIDE – Most orgs need to provide far more support our middle managers
- If we feel the urgency to respond to this challenge a good starting place is to establish our motivation and inspiration for management development? Simon Sinek pioneer of the Golden Circle model – achieving organisational effectiveness doesn’t start with WHAT and HOW but the WHY. (TED lecture) http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action.html He cites Apple's success - WHAT/HOW easy: but the key factors is WHY – people buy – people buy into the aspiration, innovation and style. So often I am tempted to begin with the WHAT and HOW of programmes – the themes, delivery methods, personnel and budget. Sinek is right – if we want impact, we must see that managers are not initially energised by the WHAT or HOW of our programmes but by the WHY. Management dev sometimes has associated negatives - a mandatory sheep dip or reward scheme for selected few high flyers, a school for underachievers Programmes with impact provide a positive WHY to encourage staff buy in. At Hanover, we started by asking a clear WHY question. May seem obvious but it’s not something I’ve always done Support and improve management practice BUT ALSO TO Closer relationships in a dispersed, diverse organisation The benefit of a gold plated, cost effective programme open and free to ALL So great question: WHY is our programme aspirational – let’s not use mandatory!
- TWO options for prog delivery – OUTSOURCE some or majority of programme to an associate organisation or trainer or commit to create & resource one INHOUSE. 2010 paper by Doug Harward estimated a growing trend in training outsourcing: His 4 top predictions reasons for outsourcing: http://www.trainingindustry.com/blog/blog-entries/10-reasons-companies-are-outsourcing-training.aspx 4. Speed to Market – we may not have enough development time 3. Geographic Reach – not have enough delivery coverage 2. Access to Talent – not have enough knowledge 1. Reduce Costs – are on-costs high? Danger in our current economic times; boards may perceive advantages in L&D outsourcing. Especially as external providers are working hard on pricing. Chirantan Basu in paper “The Disadvantages of Outsourced Training” - cites my experience: http://smallbusiness.chron.com/disadvantages-outsourced-training-36809.html Companies can gradually lose control of a coherent strategy External training often has a huge cost for basic courses Management fiendishly expensive Training programs often contain generic examples – not enough customisation Copyright and intellectual property can lost However, great in-house programmes can reverse all these negatives “Outsourcing Report 2009” areas partially outsourced - 49% said training http://www.cipd.co.uk/binaries/hr_outsourcing_function.pdf For Hanover there is currently a time and tide for developing brilliant in-house training – the core of Hanover L&D strategy Other references http://www.thales-trainingconsultancy.com/news-article/in-house-or-outsourced-training-what-gets-the-best-results/ http://www.advanceme.com/resources/small-business-tip/training-in-house-or-outsourced
- So some fast paced keys we’ve found to increasing impact of in-house management programmes. 5 key impact themes Aligning to the programme closely to the business – fit for purpose Realising value for money – making this an attractive cost effective option Achieving re-investment in the organisation – creating a learner give back Improving networking – the undervalued role of social learning and interaction Evolving the provision – keeping ahead of business change 10 reflective questions – Grab the ones which are relevant. What about the Bumble Bee! During session write down on the tag one bit of advice that grabs you about maximising the impact of an internal management programme. A live collaboration - a hive of networked ideas!
- Theme 1 : Aligning the programme to the business Question 1 : Define what’s driving the programme; top down bottom up CIPD Learning and Talent Development Survey 2013 ranks in-house as top 3 development activities up 10% on 2011 to 38%. In-house programmes are seen as both popular and effective? It’s back to Sinek’s WHY – Normally driven by a high alignment to business needs and therefore create high levels of ownership. To do that we have 2 key stakeholder s, who, in the words of the Spice Girls we need to ask “Tell me what you want, what you really, really want.” Effective programmes define the "zigazig-ha” for both: Senior managers and the Board – who strive for business improvement And, Staff who desire a relevance of programme that meets needs. L&D sit at the join of the halves; we are the seeds to realise the potential! For us the key DOWN factors: Reward and becoming an employer of choice – reality and image of the org Coherent not fragmented approach – bringing some sense of oneness Improve management practice – And creating better managers For us the key UP factors: Staff survey showed a request for training – a thirst for development Improvement needs from appraisals – being raised Progression and talent development - desire to be ready for progression So, first define the “above” and “below” stakeholder motivators!
- 2nd Aspect of aligning to the business Question 2: How can we involve managers in programme design? Propose a new programme and everyone has a view. We as L&Ders can be real know-it-alls, but external gurus, trainers and authors all have a say! Google “management development programme content “– over 88M hits Not many suggest learner engagement high in design process factors. Mark Edwards paper “6 Key Drivers for Student Engagement” : Relevant learning – let me learn about what I do Personalised learning – let me learn about what I need Collaborative learning – let us learn what we value together http://thejournal.com/Articles/2013/04/16/The-6-Key-Drivers-of-Student-Engagement.aspx?m=2&Page=1 We placed a group of our managers at the heart of the programme design. Management workshops: cross section discussed “top down - bottom up” Blank sheet: not a qualification or course outline in sight At first, not a logical learning objective – just lots of random ideas Managers filtered these into their key themes – then added sub-goals Some of the resulting themes were quite interesting – not my initial choice! They even surveyed and decided on the programme name ASPIRE Empowering managers in design = Engages managers in learning = impact!
- We also structure the programme to deliberately allow managers to personally control some of the content– it’s their programme! Personal organisational project – more later Leadership research study of someone who inspired them. SLIDE – look at the richness of leaders who have graced our programme. Most memorable learning as a child - I choose to do a project on the Kon Tiki – 1947 raft that Thor Heyerdahl sailed across Pacific Ocean. I researched it, wrote about it and made a model. Memorable effective learning is without doubt self-directed – so let our managers design and control key aspects of their development programme? Q. What content can we willingly surrender control of? Q. In fact, what is the minimum content we need to define? Q. What self-controlled assessment options can we offer?
- Question 3: What unique content links to business improvement? Generic programmes can’t always scratch where we as orgs are itching. In-house programmes enable shifts in key business drivers Question: What org improvements can we be a key part of solution for? In the design look at … audit reports, business goals, appraisal returns, complaints, manager feedback, customer service records. For us – unique needs we could scratch via ASPIRE were: Performance management : to support in creating high performing teams Financial management : understanding our specific processes Valued-based management : embedding our unique org values in practice Improved project management : to embrace a PRINCE 2 methodology Customer service management : to enhance skills and CSE audits needs These were reflected in the seminars (easier bit) but perhaps more importantly in our formal programme assessments. Programmes with impact have activities that deliver and evaluate learning linked to required business improvement.
- Question 4: How can we ensure transparency in allocating opportunity? A key to aligning to business is a transparent strategy to allocation places. Who is to be targeted or invited? Those who self-promote Those with defined needs – from 1-2-1s in past year or appraisal Those who have been talent ear-marked Fair share across departments? Our experience - worth considering the allocation impact on group dynamic. 16 places - 12 max self promoted; 4 with defined needs: Positive. Advertise Build it! Emails to all, e-adverts, team meetings, Intranet, A3 leaflet, personal recommendations now. Graduation reports! Created a formal application process; our programme is serious and valuable: Explain what you hope to personally gain from Aspire programme Explain how Aspire programme will benefit team, operation and Hanover What work-based project will provide evidence of your management practice Carry out a formal transparent scored shortlist process – for us Senior team, Heads of Ops and Services, HR, L&D. Programmes with impact – assign where limited resource is best used! Waiting lists can be useful – build value!
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- Question 6: How can we map content to units and assessments? A key impact – design and assess your own bespoke qualification? Consider an Awarding Body partnership My experience is that awarding bodies love employers! They are ready to support a business to support itself. But so few organisations take the plunge and realise this impact 3 employer CMI centres / 130 colleges, universities and training providers What do awarding bodies do? For us CMI: Offer of qualifications for managers, at every level Accreditation for in-house courses – with help from a business partner Practical resourcing - 2 million articles, journals and tools – your library Organisational Membership – Student Membership for all on our programme Dispersed support - Networking: branches and online discussion groups Networking with other centres from other areas – org development 1. Choose your centre accreditation option Deep breath, take the plunge - low diving board to high! Maybe progress? Recognised Centre - award your management and leadership training with a ‘stamp of approval’ mapped against NOS Registered Centre – can provide ready-made assessments, mark your work and moderate your centre Approved Centre - concept of in-house academy; cost-effective, closely matches org management needs –. You 100% control the process 2. Choose the Level and volume 3 (A level) First Line management 5 (Foundation degree) Middle management 7 (Post-graduate) Senior management Award (1 units), Certificate (2 units), Diploma (9 units) - toe in the water!
- There are Mandatory units – from awarding body - CMI 5001 Personal development as a manager and leader 5002 Information based decision making 5004 Resource management 5005 Meeting stakeholder and quality needs 5006 Conducting a management project Hanover Mandatory units – to cover business needs 5003 Performance management Optional units (choose 3) 5007 Financial control 5009 Project development and control 5013 Leadership practice Great options to choose from: Managing recruitment and selection Ethical organisational management Organisational corporate social responsibility Leading equality and diversity Managing ideas and innovation How cool to have your own Award, Cert of Diploma: nationally recognised.
- External providers have existing and preferred assessments methods Academic routes often prefer a written approach Often a unit based approach - focus on qualification not business Mixed groups make tailoring tricky So external providers struggle to align assessments to our needs: We’ve seen the impact of a holistic approach based on work practice? Increase impact by using diverse assessment methods available. We use: Assignments: produce written work of between 750 and 1500 words (3) Case studies: provide an answer or approach to a given situation (2) Individual projects: undertake a defined piece of work of benefit to Hanover (1) Presentations: prepare and deliver a presentation on a provided theme (1) Professional discussion: time talking about activities with an assessor (4) Reflective summaries: reflect on what you have learned from an activity (9) Work activities: things you produce in work that can be assessed (7) Highly efficient: 1 professional discussion on projects: maps to 7 units. Key: Over a large coffee brainstorm what managers are doing already and organisational processes that exist - then map to the unit assessment criteria. Took me 2 days – but what an outcome! Approach endorsed by CMI with no actions. They said rare!
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- Question 8: Which key partnerships add organisational value? Even though we promote in-house we use some partnerships to add value. Knowledge deliverers – tendered for and appointed on specialism Assessment team – neutral, range of backgrounds – know Hanover Awarding body – already highlighted huge inward investment Technology providers – developed bespoke e-portfolio with ONEFile Key is to make them part of the team not an add-on. We call them our Team – my goal is to make them feel Hanover We invite them to events – they are key guests at our graduation – paid! Create gain an emotional engagement with our learners They hear the outcomes of the programme which values their contribution … and don’t forget colleagues on social media - @AndyLancasterUK Q. Who can support you to make the centre excellent and improve the org? Our partners seem to love working with us … Howard Scott
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- Theme 5 : Evolving our provision Question 10: How do we define future factors that shape learning Design programme monitoring methods to watch our prog sell-by date! Integrate programme into organisational change agents. Some ideas we have found – which I would have had ALL on day 1… L&D Reference Group – would have been great at the start! Quarterly Now sit on Hanover Project Review Group – the big projects Watch organisational plans and objectives IT and systems changes – Finance processes HR - Restructuring and new roles Awarding body changes An example - organisational plan New board emphasis on Equality and Diversity New partnership created with external specialist New module and e-learning created So, think … How do we have a planned regular interface with those reshaping the organisation – must maintain content relevance and impact? Ask to join! U – Understand high level business goals and drivers B – Build relationships with key stakeholders E – Engage in the organisational conversation R – Raise you profile to add leverage – internal/external networking
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- So, summary – How can we improve impact of internal programmes? It starts with the WHY not the WHAT and HOW Aligning to the business What is driving the programme; top down and bottom up? How can we involve managers in the programme design? What unique content links to business improvement? How can we ensure transparency in allocating opportunity? Realising value for money 5. Why not consider pioneering an in-house qualification? How can we map internal content to units and assessments? How can we harness the value of organisational projects? Achieving inward investment 8. Which key partnerships will add organisational value? Improving networking 9. What barriers could the programme help to break down? Evolving our provision 10. How do we define and monitor future factors that shape learning? Questions / Write on your BEE Let’s create a hive of encouragement