Strategic HR and Training and Development strategies for senior practitioners and those now entering the profession

1. Training &Training &
DevelopmentDevelopment
Towards Building a LearningTowards Building a Learning
ORGORG..

2. TRAINING, EDUCATION AND
DEVELOPMENT
 Training
Skills, knowledge, the "affective" – attitudes, values
and beliefs.
 Leading to desired changes in behaviour
 Education
Institutional process includes qualifications up to &
incl. degrees. Major contributor to personal
development. Direct & indirect enhancement of
knowledge, ability, character, culture, aspiration &
achievement.
 Development
Primary process - positive or negative. Individual (&
organisation?) adaptation to achieve potential.
Become more complex, elaborate, settled, aware,
differentiated & autonomous

3. LEARNING?
 Learning is a major process of human adaptation
 It is a continuous process, occurring as we make sense of
changes in environment
 A great deal of our learning is driven by social activity
 Learning is affected by person’s characteristics (culture,
creativity, ability, EQ, confidence

4. WHY LEARNING MATTERS
 Learning enhances the adaptive capacity of an
organization – its ability to respond quickly and
flexibility to changes in its operating environment
 A poor fir between an organization’s strategy and
culture causes the benefits of learning to be diffused
 A powerful way to promote and establish a positive
culture in which employees are engaged and
committed to making the organization successful
 Creating a positive learning culture supervisors,
managers and HRD practitoners can deliver
considerable strategic value to their organization

5. CONDITIONS FOR LEARNING
ORGANIZATION
Freedom to
learn
Supportiv
e
Environm
ent
Sense
of
purpose

6. DEVELOPING A LEARNING
ORGANIZATION
 DEVELOP the vision (one that is believed by all
employees)
 SHARE the vision (Conviction & consistency,
integrated binds team)
 EMPOWER employees (facilitative style of
management, coaching culture)
 LEAD by Example (culture experienced through the
behaviour of front line managers)
 ENCOURAGE Networks (facilitate flow of info across
org. Boundaries such that ideas, expertise and
resources are pooled rather than duplicated or
ignored)
 ALIGN policies and systems (to match culture)

7. MORE HRM AND INGREDIENTS OF A
“LEARNING ORGANISATION”
• Adopt a Learning Approach to Strategy
• Internal Exchange (Client-Server
relationships)
• Reward Flexibility
• Roles and flexible, matrix structures
• Boundary workers as intelligence
agents
• Company-to-company learning
• Self-development opportunities for all

8. LEVELS IN LEARNING (SEE TABLE 4)
 LEVEL 0 – MAINTENANCE – React to events
 LEVEL 1 – PERFORMANCE – Respond and solve
 LEVEL 2 – CHANGE – Understand and reframe
 LEVEL 3 – AGILITY – Shape events and Anticipate

9. LEARNING
INTERVENTIONS (SEE TABLE 5)
 SELF DIRECTED
 COACH
 MENTOR
 COUNSELLOR
 FACILITATOR
 CHANGE AGENT
 MIRROR
 KNOWLEDGE BROKER
 CHANGE ARCHITECT
 CULTURE ANALYST

10. THE LEARNING WHEEL

11. FEATURES IN LEARNING & TRAINING
 See table 3

12. TRADITIONAL TRAINING TECHNIQUES
 FORMAL CLASSROOM
 COMPUTER BASED
 E-LEARNING
 SHADOWING
 JOB ROTATION, SECONDMENT,
 ACTION LEARNING/EXPERIENTIAL
 CONFERENCES/SEMINARS/EVENTS &
WORKSHOPS
 ON THE JOB (observation)

13. WHEN DOES TRAINING FIT IN?
 CRITICAL INFORMATION MUST BE IMPARTED
 CHALLENGES ARE SO COMPLEX EMPLOYEES
ARE UNLIKELY TO MASTER ON THEIR OWN
 STAFF INDUCTION
 DEVELOPING ESSENTIAL IT SKILLS
 DEVELOPING ESSENTIAL ENGINEERING
SKILLS
 PRESENTATION
 AND LEADERSHIP SKILLS

14. General Model for Training Interventions
Learning
needs &
outcomes
- individual
& group
Training
Content
Methods
of delivery,
learning opps
& materials
Programme
and
implementation
Learners
on
completion
Assessment & test criteria - validity, reliability & utility
Organisational & trainee feedback
Environment of change
Learning for knowledge,
competence & creativity
•Return to job
•Transfer of learning
to performance
•Has training solved the problem?
Symptoms
Learning Contract

15. COMPETENCE, EXPERIENCE &
THE JOB
 a composite of knowledge & behaviour/skill
comprising ability to do something to a defined
level in a performance situation
 Existing staff may be competent or less than
competent.
 Perceived gaps in mastery of performance.
 The organisation may urge enhanced
competence.
 Can the organisation reward enhanced
competence?

16. ORGANISATIONAL EXPECTATIONS
 Preparation to enable new technology & empower
 adapt & learn new skills, continuous occupational
development
 Learning for TQM, flexibility, multi-skilling &
shifts in management style, Project focused
 Empowerment
 Flatter project/team structures.
 less supervision, set own objectives, self monitoring and
corrective action
 Manage interfaces & delight customers - external &
internal

17. DISAPPOINTMENT WITH “TRAINING
SERVICES AND SCHEMES”
 Much talk, expenditure & effort in training
 Many initiatives and events
 Evidence of outcomes and value for money: from
training events, coaching, secondments, learning
from experience (success & failure) & role models.
Yet, T&D strategies often disappoint. Why?
 What determines & influences training effectiveness?
 How do training needs become apparent?
 What factors hinder/help investment in T&D?
 Training as a strategic issue?

18.  Industry or corporation awareness
 Leadership skills
 Interpersonal-relationship skills
 Technological literacy
 Problem-solving skills
 Confrontational
 Guardian of Values, Fairness and Equity
Training Manager - Service provider or change agent?

19. TRAINING MANAGER
 Adopt a Performance Consulting Strategy
 Measure Results to See Impact
 Training Delivery Systems Are in Transformation
 Your Customer Is the Individual Employee
 Training is Delivered Just-in-time, as Needed

20. TRAINING POLICY & PROGRAMMES
 recruitment,
 redundancies
 redeploymen
t
Mission
Staffing plan
Skills audit
Performance review
Development action
Demand for skills
Data for audit
Data to integrate
individual &
organisational needs
Know-how for
competitive advantage &
performance
Skill gaps
Development
needs
Current
performance
Improved capability,
competence + motivation
Training, seminars, delegation,
coaching, private study, day
release, learning company, IIP
Business Strategy & Training

21. ANALYSING TRAINING
NEEDS?
 Blanket/Comprehensive or Selective
 Who does it? HRD, SUPERVISOR? MANAGER?
 Define needs, objectives, frequency, difficulty, performance standards & measurements
 Brief/train all according to level.
 Job curriculums - ALL or SOME job facets: skills, knowledge & attitudes for tasks/situations
 New legislation - OSHA, strategy/policy drive.
 Identify
 key tasks and problems/difficulties
 competencies to handle it.
 learner involvement + individual & group needs
 best learning approach, training media & methods
 Is a training solution vital for performance?
 Self-organised learning: opportunity or cop-out?

22. KIRKPATRICK’S POST TRAINING

23. KIRKPATRICK’S FOUR LEVELS

24. HOW DO WE MEASURE LEARNING -
DEGREE OF BEHAVIOUR CHANGE?
 Compare - performance & progress between
individuals
 Against established norms or standard levels of
performance/progress for specific applications
 Assess/test- individual progress & performance

25. GENERIC, CORE/KEY SKILLS (OPEN
CAPACITIES )
 TRANSFERABLE across jobs/or tasks
 awareness, investigation, observation/reflection, analysis &
learning
 decision-making/problem-solving, creativity & evaluation
 communication & social skills, interacting/working with others,
influencing
 numerical & information oriented skills plus IT abilities
 CRITICAL SUCCESS FACTOR COMPETENCES
 OCCUPATIONAL COMPETENCIES (CVQ)
 BOYATZIS : THRESHOLD COMPETENCIES &
CLUSTERS FOR MANAGEMENT

26. BOYATSIS - SEVEN THRESHOLD
COMPETENCIES
 Use of unilateral power - forms of influence to
gain compliance
 Accurate self-assessment - realistic/grounded
view of self, strengths & weaknesses/limitations
 Positive regard - basic belief/optimistic in others
 Spontaneity - free/easy self-expression.
 Logical thought - orderly, sequential, systematic
 Specialised knowledge - usable facts, frameworks,
models
 Developing others - helping, coach, feedback skills,
facilitating, supporting
(1982, The Competent Manager, Wiley)

27. BOYATZIS - CLUSTERS OF MGT
COMPETENCE
 Goal & action management cluster
concern with impact, diagnostic use of concepts,
efficiency orientation, proactivity
 Leadership
conceptualisation, self-confidence, oral presentation
 HRM
use of socialised power, managing group processes
 Focus on other clusters
perceptual objectivity, self control, stamina & adaptability
 Directing subordinates
Threshold competencies - developing others, spontaneity,
use of unilateral power

28. NATIONAL VOCATIONAL
QUALIFICATIONS
 UK 1986: desire for a skilled, flexible workforce ›› ›› NCVQ + NVQs +
TTNVQ = CVQ based on
 National Occupational Standards = performance standards developed
by employer-led NTA
 what competent people in the occupation are expected to be able to do
 main aspects of an occupation
 best practice & ability to adapt
 knowledge-base underpinning competent performance.
 CVQ in schools (but A Level "gold standard")
 qualifications.

29. UNDERPINNING
PRINCIPLES – CVQ
APPROACH
 Open access. No artificial barriers to training
 Focus on what people CAN DO > learning for
qualifications (process & time) + APL
 uniform standards (devised by industry lead bodies) - no
rival qualifications.
 flexibility & modularisation + a learning contract
 assessment principles - portfolio & work-based (demos at
work or simulations).
 Time to complete. Criteria = “currency”.
 assessment by qualified (CVQ’d) assessor

30. DIFFERING VIEWS
ON NVQS
“Enormous potential for the health of the
nation & the creation of a learning society”.
Sue Slipman, a lead body representative, 1995
“A disaster of epic proportion”
Prof. Ian Smithers,
Brunel University,
Channel 4 documentary, 1993

31. Winning
Organisations
must move
from being just
Learning
Organisation
to being a
Teaching
Organisation….

32. TRENDS IN TRAINING
 ROTI
 PLAR
 Certification as a job requirement.
 Selling job competence. Strong CV. Career progression, job
change, employee independence & life long learning
 CPD stress - compulsory, evidence-based continuous
“professional” up-dating (ACCA, PMP, SPHR)
 Cross Training
 "Multiskilling"
 NLP