Day 2 - Wednesday 18 March 2015: Preparing for our Institutional Challenge Learning & Development Track: Setting Up and Managing a Corporate Development Centre. Presented by Dr Wim Brits, Head: Shared Services, South African Reserve Bank Academy. #astdza2015

1. 11th
Annual
ASTD
International
Conference
Setting
up
and
managing
a
corporate
development
centre
(Corporate
university)
Presentation
by
Wim
Brits
South
African
Reserve
Bank
Academy
March
2015
Disclaimer:
The
views
expressed
herein
are
those
of
the
author
and
do
not
reflect
the
official
views
of
the
South
African
Reserve
Bank
Group

2. § What
is
a
corporate
university
(CU)?
§ Leading
CUs
in
the
world
§ Purpose
(need?)
§ Evolution
of
CUs
§ How
does
it
differ
from
the
traditional
training
function?
§ Twelve
success
factors
for
establishing
a
CU
§ Establishing
the
CU
§ The
CU
structure
§ Recommended
books
Agenda

3. What
is
a
corporate
university?
A strategic learning and developing entity,
which aims to establish, enhance and renew the
organisation's core competencies, allowing it to
respond successfully to changing business
challenges
Prof Theo Veldsman, University of Johannesburg

4. § UPS
Global
Learning
Network
§ Defense
Acquisition
University
§ Capital
One
University
§ VZU
(Verizon
University)
§ Accenture
Leadership
Centre
§ McDonald’s
Hamburger
University
§ IBM
University
§ P&G
University
(Proctor
&
Gamble)
§ Vanguard
§ KPMG
University
Connection
Source:
Corporate
University
Enterprise,
Inc.
Leading
CUs
in
the
world

5. Corporate
universities

7. Crisis
need
Opportunities
need
Quick
fix
need
Scheduled
service
need
Renewal
Proactive
Reactive
Maintenance
Rademakers
(2009)
Purpose

8. Crisis
need
Opportunities
need
Quick
fix
need
Scheduled
service
need
Renewal
Proactive
Reactive
Maintenance
Prospectus/
catalogue
driven
Generic
training
offered
to
address
short
team
individual
needs
Multiple
career
paths,
integrated
L&D
delivery,
shift
to
talent
management
Global
war
on
talent,
staff
morale,
retiring
baby
boomers,
mergers

10.
3.
Tactical
-­‐
Organisational
4.
Strategic
-­‐
Organisational
1.
Tactical
-­‐
Individual
2.
Strategic
-­‐
Individual
From
an
individual
to
an
organisational
orientation
From
a
tactical
to
a
strategic
orientation
Karen
Barley
(2010)
Evolution
Your
business

11. Tactic,
tactics…

12. In this quadrant, the emphasis is on the tactics of learning and
development, and on the employees as individuals.
This quadrant is best described as a network of learning and
development activities associated with specific requirements for
skills and competencies.
1.
Tactical/Individual
Focuses
on
building
employee
competence

13. In this quadrant, the emphasis is on the tactics of learning and
development, and on the employees as individuals.
This quadrant is best described as a network of learning and
development activities associated with specific requirements for
skills and competencies.
There may be more than one training unit in the organisation but
these training units are not necessarily linked or tied to one
another, and it is unlikely that an integrated company-wide
learning management system would be in place.
1.
Tactical/Individual
Focuses
on
building
employee
competence

14. This quadrant is more strategic yet still focuses on developing
employees as individuals.
2.
Strategic/Individual
Focuses
on
performance
improvement

15. This quadrant is more strategic yet still focuses on developing
employees as individuals.
Multiple training units may still exist, but are linked to
performance management, not merely competencies.
Performance management, as established and aligned with
an organisation’s performance system, is the driver in this
quadrant, which is also why this quadrant is more strategic
.
2.
Strategic/Individual
Focuses
on
performance
improvement

16. The emphasis in this quadrant is on building organisational
efficiencies through learning and development, concentrating
on learning tactics and organisational strategies.
The emphasis is on operational components, such as one
common learning management system and a one-stop
access point for all learning.
3.
Tactical/
Organisational
Focuses
on
building
organisational
efficiencies
through
training

17. The emphasis in this quadrant is on building organisational
efficiencies through learning and development, concentrating
on learning tactics and organisational strategies.
The emphasis is on operational components, such as one
common learning management system and a one-stop
access point for all learning.
The presence of the corporate university (academy) is a single,
integrated approach to all development activities in the
organisation. The kinds of delivery are more sophisticated,
offering action learning and blended learning opportunities
that blur the line between learning and work.
3.
Tactical/
Organisational
Focuses
on
building
organisational
efficiencies
through
training

18. Learning and development truly become a competitive business
variable in this quadrant.
Learning and development appear on the company’s scorecard
and take accountability for their role in organisational
performance during both good and bad times.
4.
Strategic/
Organisational
Integrated
line
of
business
to
leverage
learning
for
competitive
advantage

19. Learning and development truly become a competitive business
variable in this quadrant.
Learning and development appear on the company’s scorecard
and take accountability for their role in organisational
performance during both good and bad times.
Learning occurs throughout the organisation, not only in
training classes. Discussion groups, think tanks, specialised
workshops and action learning are as popular as formal
courses. The impact and return on investment from learning
interventions are regarded as crucial.
4.
Strategic/
Organisational
Integrated
line
of
business
to
leverage
learning
for
competitive
advantage

20. The
traditional
training
function
“training
the
old
way”
Get
trained
Developing
knowledge
and
skills
Tactical
Reactive
Fragmented,
duplication
and
waste
Individual
employee
client
Staff
function
Classroom
based
Pre-­‐scheduled
&
open
enrolment
–
training
catalogues
&
prospectus
Broad
content
&
wide
audience
Full-­‐time
trainers
Instructor-­‐led
Passive
learning
Traditional
training
function
&
the
CU

21. Training
too
broad/general?

22. The
traditional
training
function The
corporate
university
approach
“training
the
old
way” “learning
the
new
way”
Get
trained
Corporate
University
(academy)
as
metaphor
for
continuous
learning
Developing
knowledge
and
skills
Improving
business
performance
&
solving
business
problems
Tactical Strategic
Reactive Proactive
Fragmented,
duplication
and
waste
Education
portal
/
umbrella
–
coordinated
and
cohesive
Individual
employee
client Employee,
teams,
customers
&
suppliers
Staff
function Business
unit
(separate
department)
Classroom
based Anytime
and
anywhere
(e.g.
on-­‐line
learning)
Pre-­‐scheduled
&
open
enrolment
–
training
catalogues
&
prospectus
TNA,
JIT
learning,
cycle
times,
real
time
&
real
problem
solving
Broad
content
&
wide
audience Customised
curricula
for
job
families
Full-­‐time
trainers
Internal
specialists,
industry
practitioners
&
thought
leaders
Instructor-­‐led Variety
of
learning
modes
(Blended)
Passive
learning Active
learning
supported
by
electronic
learning
Traditional
training
function
&
the
CU

23. Twelve
success
factors
for
establishing
a
CU
Source:
Jack
J
Phillips

24. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy

25. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion

26. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance

27. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs

28. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs
5. Address
performance
improvement

29. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs
5. Address
performance
improvement
6. Pursue
a
variety
of
learning
transfer
strategies

30. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs
5. Address
performance
improvement
6. Pursue
a
variety
of
learning
transfer
strategies
7. Develop
partnerships
with
key
executives

31. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs
5. Address
performance
improvement
6. Pursue
a
variety
of
learning
transfer
strategies
7. Develop
partnerships
with
key
executives
8. Manage
the
CU
as
a
business

32. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs
5. Address
performance
improvement
6. Pursue
a
variety
of
learning
transfer
strategies
7. Develop
partnerships
with
key
executives
8. Manage
the
CU
as
a
business
9. Demonstrate
the
value
of
the
CU

33. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs
5. Address
performance
improvement
6. Pursue
a
variety
of
learning
transfer
strategies
7. Develop
partnerships
with
key
executives
8. Manage
the
CU
as
a
business
9. Demonstrate
the
value
of
the
CU
10. Stay
relevant
to
customers

34. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs
5. Address
performance
improvement
6. Pursue
a
variety
of
learning
transfer
strategies
7. Develop
partnerships
with
key
executives
8. Manage
the
CU
as
a
business
9. Demonstrate
the
value
of
the
CU
10. Stay
relevant
to
customers
11. Involve
managers
and
specialists
in
the
learning
cycle

35. Twelve
success
factors
for
establishing
a
CU
1. Clarify
role
and
strategy
2. Always
have
a
champion
3. Establish
proper
governance
4. Align
with
business
needs
5. Address
performance
improvement
6. Pursue
a
variety
of
learning
transfer
strategies
7. Develop
partnerships
with
key
executives
8. Manage
the
CU
as
a
business
9. Demonstrate
the
value
of
the
CU
10. Stay
relevant
to
customers
11. Involve
managers
and
specialists
in
the
learning
cycle
12. Market
the
CU
in
a
strategic
and
subtle
way

36. Establishing
the
CU
Source:
Theo
Veldsman
36
Compare
“To be” and “As
is” states in terms
of: offerings,
processes/
modalities,
modes,
participants,
providers,
technology,
facilities/
infrastructure.
Determine gaps
and prioritise
against business
needs
10
Make decision to
proceed or not.
If yes, proceed with
balance of route map
3
Turn high
level profile,
positioning and
design of CU
into operational
model (“To be”)
with value-
adding
measurement
model and
metrics
6
Consolidate all current
learning/teaching (“As is”)
under CU governance
structure and processes
without disrupting current
state of delivery
7
Devise
branding
strategy and
plan and roll
out
9
Align
enabling/
reinforcing
people
management
policies and
practices (e.g.
performance
management)
8
Conduct CU
feasibility study:
• Business case
• Value proposition
• High level profiling,
positioning, design,
funding of CU
• Expected
outcomes
• Benefits/cost
analysis
• High level
implementation
road map
1
Ongoing
4
Set up high level CU
governance structure
and processes to
oversee CU design and
implementation
5
2
Obtain buy-in and build
commitment amongst key
stakeholders
Devise
and
imple-
ment
strategy/
plan to
close gap
11
2

37. The
CU
structure
-­‐
SARB
Academy
Governor
Head:
School
for
Central
Banking
Head:
School
for
Operations
Head:
School
for
Leadership
Head:
Skills
Planning
Head:
Shared
Services
L
&
D
Consultants
L
&
D
Consultants
L
&
D
Consultant
SDF
Data
Analyst
Risk
Management
&
Compliance
Events
Coordinator
LMS
Administrator
Team
Leader:
Finance
&
Admin
Budget
Officer
Four
L
&
D
Administrators
E-­‐Learning
Specialist
Head:
SARB
Academy
Chief
Operating
Officer

38. Head:
School
for
Central
Banking
Head:
School
for
Operations
Head:
School
for
Leadership
Head:
Skills
Planning
Head:
Shared
Services
L
&
D
Consultants
L
&
D
Consultants
L
&
D
Consultant
SDF
Data
Analyst
Risk
Management
&
Compliance
Events
Coordinator
LMS
Administrator
Team
Leader:
Finance
&
Admin
Budget
Officer
Four
L
&
D
Administrators
E-­‐Learning
Specialist
Specialist
career
path
Functional
career
path
Management
career
path
Governor
Head:
SARB
Academy
Chief
Operating
Officer

39. Head:
School
for
Central
Banking
Head:
School
for
Operations
Head:
School
for
Leadership
Head:
Skills
Planning
Head:
Shared
Services
L
&
D
Consultants
L
&
D
Consultants
L
&
D
Consultant
SDF
Data
Analyst
Risk
Management
&
Compliance
Events
Coordinator
LMS
Administrator
Team
Leader:
Finance
&
Admin
Budget
Officer
Four
L
&
D
Administrators
E-­‐Learning
Specialist
Strategic
Skills
Committees
Governor
Head:
SARB
Academy
Chief
Operating
Officer

40. Head:
School
for
Central
Banking
Head:
School
for
Operations
Head:
School
for
Leadership
Head:
Skills
Planning
Head:
Shared
Services
L
&
D
Consultants
L
&
D
Consultants
L
&
D
Consultant
SDF
Data
Analyst
Risk
Management
&
Compliance
Events
Coordinator
LMS
Administrator
Team
Leader:
Finance
&
Admin
Budget
Officer
Four
L
&
D
Administrators
E-­‐Learning
Specialist
Strategic
Skills
Committees
Human
Resources
Department
Governor
Head:
SARB
Academy
Chief
Operating
Officer

41. Head:
School
for
Central
Banking
Head:
School
for
Operations
Head:
School
for
Leadership
Head:
Skills
Planning
Head:
Shared
Services
L
&
D
Consultants
L
&
D
Consultants
L
&
D
Consultant
SDF
Data
Analyst
Risk
Management
&
Compliance
Events
Coordinator
LMS
Administrator
Team
Leader:
Finance
&
Admin
Budget
Officer
Four
L
&
D
Administrators
E-­‐Learning
Specialist
Strategic
Skills
Committees
Human
Resources
Department
Strategic
apex
Governor
Head:
SARB
Academy
Chief
Operating
Officer

42. Recommended
books
Mark
Allen,
Editor
Richard
Dealtry
Jeanne
Meister

43. Conclusion
…

44. Questions