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Learning and development at ILRI


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Presented by N. Owano (Learning & Development Specialist), Human Resources, ILRI, Nairobi, 5 July 2011.

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Learning and development at ILRI

  1. 1. Presented by Nelly Owano Learning & Development Specialist, Human Resources ILRI, Nairobi, 5 July 2011
  2. 2. <ul><li>Present the ILRI Learning & Development strategy. </li></ul><ul><ul><li>Learn about L&D initiatives that will be introduced . </li></ul></ul><ul><li>Overview of SDF </li></ul><ul><ul><li>Evolution of SDF since its inception </li></ul></ul><ul><ul><li>SDF’s objectives in relation to wider CGIAR change . </li></ul></ul><ul><li>Address questions and receive feedback from staff with regard to staff training in general. </li></ul>
  3. 3. <ul><li>The CGIAR currently undergoing reform. </li></ul><ul><li>In response to The CG reforms ILRI is greatly increasing its focus on: </li></ul><ul><ul><li>Improving programme and operational efficiency, </li></ul></ul><ul><ul><li>Growing the business through project funding, utilizing the existing infrastructure and looking at new infrastructure </li></ul></ul><ul><ul><li>Adopting a cost recovery system </li></ul></ul><ul><ul><li>Performance Management( Individual & Team) </li></ul></ul>
  4. 4. <ul><li>The strengthening of internal organisational capacity has been identified as a key priority in delivering ILRI’s strategy. </li></ul><ul><li>Learning and development are core requirements for both an agile and innovative organisation. </li></ul><ul><li>This has to be done in an increasingly cost effective manner and with an approach that is targeted and delivering improved and sustainable organisational effectiveness. </li></ul><ul><li>L&D investments have to be justified to donors (greater accountability) </li></ul>
  5. 5. <ul><li>Skills gaps </li></ul><ul><ul><ul><li>Technical competencies </li></ul></ul></ul><ul><ul><ul><li>Behavioural competencies </li></ul></ul></ul><ul><li>Knowledge gaps </li></ul>
  6. 6. <ul><li>Strengths- </li></ul><ul><li>Only Livestock focussed centre in the CGIAR </li></ul><ul><li>Understanding and appreciation of developing country contexts </li></ul><ul><li>“ Systems approach” to research including social dimensions </li></ul><ul><li>Research linked to development outcomes and impact </li></ul><ul><li>Scientific excellence and publications merit : International reputation </li></ul><ul><li>Weaknesses </li></ul><ul><li>Insufficient investments in staff capacity-building essential to jobs and growth and development </li></ul><ul><li>Career growth focus in organization culture & structure not yet streamlined </li></ul><ul><li>Under investment in management & leadership skills, </li></ul><ul><li>Lack of embedded succession planning, </li></ul><ul><li>Unstructured upskilling of staff: need to become strategic </li></ul><ul><li>Lack of common understanding of programme quality </li></ul>
  7. 7. <ul><li>Opportunities </li></ul><ul><li>Extensive networks in the sector, ILRI is a leading authority in livestock agricultural research sector issues, good brand, link with CGIAR centres and members, Consortium/F u nd Office income streams </li></ul><ul><li>Threats </li></ul><ul><li>Reputation risk due to low quality programme deliverables, complex scientific operating environment, no future “core” funding, growing competition for funds, ‘new players’ entering and competing for funds </li></ul>
  8. 8. How do we do this…? What can we do…? When do we start…? Why should we do this…?
  9. 9. <ul><li>L&D VISION </li></ul><ul><li>To become the lead CGIAR centre in delivering structured and quality learning and development interventions to our people </li></ul><ul><li>L&D MISSION </li></ul><ul><li>To continuously develop ILRI’s capacity to deliver its mission effectively, through a planned L&D program, and provide a positive working environment where equality of opportunity and the 3Rs are respected values. </li></ul>
  10. 10. <ul><li>The L & D Strategy supports the following ILRI priorities and goals: </li></ul><ul><ul><li>Capacity, Learning and Development will be process-driven and people-centric, and help to translate learning into practice. </li></ul></ul><ul><ul><li>Learning and Development will be part of core performance objectives of all staff in management roles. </li></ul></ul><ul><ul><li>All learning and development interventions must be a holistic process, value-adding to the organisation, the person and performance, and recognising gender equality principles. </li></ul></ul><ul><ul><li>Learning and development must be driven by organisational and individuals’ development needs. </li></ul></ul><ul><ul><li>Fundamental to this strategy is the creation of space to nurture talent, build experience and promote innovation to achieve ILRI’s vision and goals. </li></ul></ul>
  11. 11. <ul><li>Skills Development to strengthen Nairobi, Addis Ababa and Regions in delivery of quality programmes and services. </li></ul><ul><li>Talent Management & Development to support effective succession planning. </li></ul><ul><li>Build Performance Culture in the Institute to ensure effective delivery of programmes. </li></ul><ul><li>Enable and support staff to become fit for the future and effectively deliver on agreed outcomes. </li></ul>
  12. 12. <ul><li>Rationale for the L&D strategy is underpinned on 2 key linkages:- </li></ul><ul><li>Existing organizational HR systems & processes (people management) </li></ul><ul><ul><li>Resourcing/Recruitment </li></ul></ul><ul><ul><li>Staff Development </li></ul></ul><ul><ul><li>Performance Management </li></ul></ul><ul><ul><li>People Planning </li></ul></ul><ul><ul><li>Succession planning </li></ul></ul>
  13. 13. <ul><li>2.  Partnering with Research Programme initiatives based on: </li></ul><ul><li>Requirements from Research projects; </li></ul><ul><li>Corporate requests(CGIAR Consortium), new systems in projects, new requirements); </li></ul><ul><li>Team /Group and individual demands( via summarised Personal Development plans(PDPs), Learning Needs Analysis(LNA through understanding opportunities and spaces available. </li></ul><ul><li>New projects or thematic areas; </li></ul><ul><li>Environmental scanning to take cognisance of threats and opportunities. </li></ul><ul><li>Feedback from stakeholders e.g. beneficiaries, partners etc </li></ul>
  14. 14. Objectives Strategies (tactics) Up-skill existing staff to required technical & behavioural competencies <ul><li>Learning Needs analysis, Training Calendar, Equivalent of 4 days training days per staff, Mentoring, job shadowing and Induction guidelines and framework, In house group training on key identified areas & e stablish links to Tutor-led Courses and Online courses, & Automation of training request and approval process, SDF allocation. </li></ul>Develop Management skills and competencies <ul><li>Individual Learning- Special Assignments & SDF allocation & </li></ul><ul><li>Organisational Learning </li></ul><ul><li>Key Activities </li></ul><ul><li>First Line Management Development (FLMD) programme( Level 2D staff) to be run annually. </li></ul><ul><li>Management Development Programme training (Level 3A and above) </li></ul><ul><li>Gender & Diversity Women Leadership & negotiation skills programmes- annually through competitive process. </li></ul>
  15. 15. Objectives Strategies (tactics) Develop a talent pool in the Institute for key Research and Support thematic areas. <ul><li>Develop a Talent Management Strategy </li></ul><ul><li>Mentoring program ( for entry level and lower levels), </li></ul><ul><li>Talent/Skills register, Coordinate Job Swap / job shadowing opportunities </li></ul><ul><li>Support, identify and coordinate specific coaching opportunities for staff. </li></ul><ul><li>Select/Develop Talent Assessment tool </li></ul><ul><li>Develop an inhouse workplace coaching guideline, including guidelines on delegation. </li></ul>Structure learning interventions to support people planning initiatives <ul><li>Develop secondment guidelines & co-ordinate secondment and special assignment opportunities </li></ul><ul><li>Identify appropriate management and leadership skills external courses for staff in supervisor/manager roles. </li></ul><ul><li>Encourage participation in cross-functional teams </li></ul><ul><li>Online Resource centres for L&D materials </li></ul>
  16. 16. Objectives Strategies (tactics) Develop a new evidence-based Performance Management System (PMS) for the institute and ways to recognise and reward good performance Work with Consultants to deliver a new evidence based PM system (team and individual PMS – developed in a participatory way with teams. Develop a behavioural competency framework <ul><li>To be done in line with the development of PM system. </li></ul>Development of key result areas for all staff <ul><li>Train all supervisors in aligning Departmental goals to ILRI’s strategic goals. </li></ul><ul><li>Provide support to supervisors in ensuring that team specific objectives are set and communicated to staff </li></ul><ul><li>Ensure all staff are trained on identifying key result areas and aligning individual goals to departmental goals and strategy/objectives. </li></ul>
  17. 17. Objectives Strategies (tactics) Assist supervisors, staff and teams to understand and embrace i nnovation and change. <ul><li>Innovation and change training for all supervisors. </li></ul><ul><li>Ensure continuous dissemination of information to staff with regarding the CGIAR change process. </li></ul><ul><li>Create feedback channels for staff </li></ul>Develop an Organisational development framework that will provide a structured approach to the transition of individuals, teams and the organisation through innovation and change processes ILRI specific OD framework to guide innovation and change processes in the institute.
  18. 18. <ul><li>Starting July 2011- June 2014 </li></ul><ul><li>Strategy to be reviewed June 2012 & June 2013. </li></ul>
  19. 19. <ul><li>The following will be used to measure the success of the strategy: </li></ul><ul><ul><li>Increased shared learning among and between staff through learning forums and e -learning. </li></ul></ul><ul><ul><li>New processes developed and implemented. </li></ul></ul><ul><ul><li>New models of best practices emerging and shared. </li></ul></ul><ul><ul><li>Improved management practices and actions that reflect effectiveness, improved performance and are informed by organization values. </li></ul></ul><ul><ul><li>Increased production and utilization of critical learning materials based on practice. </li></ul></ul><ul><ul><li>Coherent approaches on capacity development among units. </li></ul></ul>
  20. 20. <ul><li>The following will be used to measure the success of the strategy: </li></ul><ul><ul><li>Number and quality of partnerships established with learning and research institutions. </li></ul></ul><ul><ul><li>Spaces and practices with empowering work culture, allowing/facilitating the best to come out of the staff/teams’ and partners’ performance, growth and sustainability. </li></ul></ul><ul><ul><li>Integrated and responsive initiatives on capacity building. </li></ul></ul><ul><ul><li>Effective utilization of L & D Budget </li></ul></ul>
  21. 21. <ul><li>Develop guidelines & tools on secondments, job shadowing, job swaps, inductions, mentoring and coaching. </li></ul><ul><li>Develop and launch the ILRI management training programme. </li></ul><ul><li>Develop and roll out the performance management system. </li></ul><ul><li>Staff Development fund disbursement </li></ul><ul><li>Roll out Learning & Development directory. </li></ul><ul><li>Carry out learning needs analysis for all units and staff. </li></ul>
  22. 22. <ul><li>SDF fund was launched in 2003. </li></ul><ul><li>Budget for SDF: $200,000 </li></ul><ul><li>Main aim of the fund to assist staff gain superior skills that are not only essential to Institute but stand them in good stead in the market in general. </li></ul><ul><li>How the fund was administered; </li></ul><ul><ul><li>Staff could access training support for courses that are relevant to their jobs </li></ul></ul><ul><ul><li>Staff could access training support for personal training goals e.g. an ICT staff pursuing a catering degree/qualification. </li></ul></ul>
  23. 23. <ul><li>SDF 2011:Budget $80,000 for Addis, Nairobi & staff in Regions </li></ul><ul><li>Main Objective to is to assist staff to perform better in their jobs through acquiring skills that can be directly and immediately applied to their jobs. </li></ul><ul><li>What this means: </li></ul><ul><ul><li>Staff can access training support for courses that are relevant to their jobs </li></ul></ul><ul><ul><li>Staff cannot access training support for personal training goals e.g. an ICT staff pursuing a catering degree/qualification </li></ul></ul>
  24. 24. <ul><li>Budget is $80,000 </li></ul><ul><li>Need for more strategic approach to L&D encompassing SDF, ‘unit training budgets’ and group training </li></ul><ul><li>Skills and competency gaps among current staff base are priority needs </li></ul><ul><li>Increasing need for accountability and value addition to the project teams as well as the donors (getting fit for the future) </li></ul>
  25. 25. <ul><li>Became more focused on links to essential and desirable training </li></ul><ul><li>2009 Awardees/Courses: To be uploaded on Intranet. </li></ul>
  26. 26. <ul><li>Became more focused on essential </li></ul><ul><li>2010 Awardees/Courses: To be uploaded on intranet </li></ul>
  27. 27. <ul><li>Category of training </li></ul><ul><ul><li>Essential </li></ul></ul><ul><ul><li>Desirable </li></ul></ul><ul><li>Cost of the training </li></ul><ul><ul><li>Amount being requested/ ILRI’s contribution </li></ul></ul><ul><li>Length of service </li></ul><ul><li>Time to retirement </li></ul><ul><li>Time to contract end </li></ul><ul><li>History of SDF awards received. </li></ul>
  28. 28. What’s my role…? How will this affect my performance…? What does this mean for me…? Does this make sense for me…? How can I be part of this…?
  29. 29. Initiatives Description Action Learning Action Learning is a process for bringing together a group of people with varied levels of skills and experience to analyze an actual work problem and develop an action plan Management training programme This is a course that is designed to provide new managers (or those who have moved to management positions within a period of 1 year) with a clear understanding of ILRI’s approach to management as well as offering a range of practical tools and techniques to help enhance efficiency and impact back in the workplace. Career Pathfinder This is a range of career guidance instruments developed to reflect the changes in the world of work. These are a practical guide to career decision-making. Coaching This is a learning technique that involves observing an individual at work and providing feedback to enhance performance or correct deficiencies. Coaching concentrates on improving performance in a current role and at a specific stage in an individual’s career. It is a “designed alliance” focused on developing an individual to become their &quot;best self&quot; and to contribute their &quot;best fit&quot; and talents. Cross-functional teams A team composed of people with varied levels of skills and experience brought together to accomplish a task. Cross-Functional Team members come from different organizational units. Cross-Functional Teams may be permanent or ad hoc
  30. 30. Initiatives Description Delegation This is the deliberate act of authorizing reportees to make certain decisions and is aimed at building management skills as well as establishing effective working arrangements between manager and employee FLMD First-Line Management Development – this is a fast track management program for high potential level 2D staff in the organization to equip them with basic management skills’ set in readiness for first-line management positions Individual Learning This is the ability of individuals to experience personal growth in their interactions with the world around them through different learning paths. Internship This is a temporary employee who, undergoes supervised practical training and is assigned specific or generic roles within the organization, typically students and recent graduates in different disciplines. Could form a talent pipeline for entry roles in to the organization. Job Swaps This is the temporary reassignment of two employees (exchange of position) who swap jobs for the purpose of broadening their exposure as well as skills and knowledge. Mentoring This is the process of developing and growing the individual for future (often unspecified) roles. It is a formal or informal relationship between senior and junior employees for the purpose of supporting learning and development.
  31. 31. Initiatives Description Secondment This is where a staff member is temporarily sent to another role within the organisation to carry out special duties or carry out a different role. Self-development Self-Development is taking personal responsibility for one's own learning and development through a process of assessment, reflection, and taking action Special Assignment This is a learning strategy in which the individual performs temporary duties on a full-time or part-time basis. These temporary duties may be performed within the individual's current organization or outside the organizational structure Sponsoring This is the process of opening doors, removing blockages and penetrating unnecessary bureaucracy on behalf of talented people so that they are brought to the attention of key and pivotal players in the organization and to enable them make bigger and appropriate contribution to the organization.
  32. 32. Initiatives Description Succession Planning A process by which one or more successors are identified for key posts (or groups of similar key posts), and career moves and/or development activities are planned for these successors. Successors may be fairly ready to do the job (short-term successors) or seen as having longer-term potential (long-term successors) Talent Management This is a conscious, deliberate approach undertaken to attract, develop and retain people with the aptitude and abilities to meet current and future organisational needs Vocational Guidance Test This is a career guidance test based on aptitude and personality measurement and assesses the possible career areas e.g. Morrisby Vocational Questionnaire (MVQ) Resource Centre Repositories of materials and information designed to increase knowledge, enhance foundational knowledge on technical and non-technical areas with a view to making learning easier and staff more effective in the way they work