This document provides an overview of how to align training with an organization's strategic plan. It discusses defining training and strategic training, and explains the elements of a strategic plan including mission, vision, values, goals and objectives. The document describes how to conduct a SWOT analysis to understand an organization's strengths, weaknesses, opportunities and threats. It also explains how strategic training can provide a competitive advantage when linked to business strategy and goals. The document provides guidance on conducting a needs assessment, including collecting data through tools like surveys, observations and interviews to identify performance gaps and determine if training is an appropriate solution.
Fhyzics - a global leader in business analysis - offers business consulting, business analysis, business analytics, process improvement, product development and supply chain services to organisations in India and abroad. Today’s businesses are under tremendous pressure to adopt to the changes in regulatory framework, constantly changing customer preferences and disruptive business models. This mandates the business leaders to continuously upgrade their knowledge in various areas that could potentially help or affect their businesses. Keeping this in mind, Fhyzics has launched One-Day, Case Study Based Executive Development Programs, where the business leaders can upgrade their skill and can implement in their organisations. These programs are designed after intense research on international best practices.
Training if effectively managed achieves aims and objectives of an organization, it’s important to understand on how effective human resource training generates a positive impact in your effective production. In these set of slides bought to you by Welingkar’s distance learning division, we go through the importance of the effectiveness in HR training and Development Strategy.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides
Join us on Facebook: http://www.facebook.com/welearnindia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
The A.D.D.I.E. of Developing a Strategic Training RoadmapHenry John Nueva
Whatever size business you run, it is important to remember that learning is an ongoing experience. This applies as much to the upper management of the business as the employees.
It follows that training should also be a part of the company’s day to day business activities. Of course, employees who are motivated and keen to see the business succeed will often take new ideas that they come across during the course of their work, and will sometimes be in a position to make suggestions for improvement that can benefit the company’s bottom line. Check this out !
Strategic Human Resource Management (SHRM) - MBA 423 Human Resources Manageme...Stuart Gow
Chapter Review/ Discussion Questions (CRQs) – 10% marks
At the end of each chapter of the text book, there are chapter review questions (CRQs) which are meant to review and test the student’s understanding of the chapter. The facilitator will chose and then allocate the CRQs to each group during week 2 for class presentations in weeks 3 to 7. Some of these questions are being recommended by Stone as possible essay questions which are frequently asked in examinations throughout the world. The time for each presentation may vary from 10 to 20 minutes followed by class discussions. The group’s power-point presentations, both soft and hard copies, must be submitted to the course facilitator on or before the presentation. No written report is required for CRQs. The class and the facilitator will evaluate each group’s presentation. A blank evaluation form will be made available in class and posted in Moodle. However, the MBA 423 Human Resource Management GSB, FBE, USP facilitator has the final say in terms of the final marks to be allocated to each group. The criterias to be used as a guide for evaluating the CRQ presentations is provided in the blank evaluation form.
MBA 423 Human Resources Management (Elective Course)
The effective management of people has an important bearing on organisational success. The importance of personnel policies and procedures has created opportunity for managers and administrators with expertise in this field. The course provides conceptual and practical skills in areas such as the strategic aspects of human resource management, manpower planning, recruitment and selection, performance appraisal, training and development, salary administration and employee benefits. Industrial relations in the context of the South Pacific region is an important theme.
http://www.usp.ac.fj/index.php?id=mba423
Students:
Stuart Gow
Amrish Narayan
Chaminda Wanninayake
Graduate School of Business
Faculty of Business and Economics
University of the South Pacific,
Private Bag, Laucala Campus,
Suva, Fiji.
Tel: (679) 323 1391/323 1392
Fax: (679) 323 1397
Fhyzics - a global leader in business analysis - offers business consulting, business analysis, business analytics, process improvement, product development and supply chain services to organisations in India and abroad. Today’s businesses are under tremendous pressure to adopt to the changes in regulatory framework, constantly changing customer preferences and disruptive business models. This mandates the business leaders to continuously upgrade their knowledge in various areas that could potentially help or affect their businesses. Keeping this in mind, Fhyzics has launched One-Day, Case Study Based Executive Development Programs, where the business leaders can upgrade their skill and can implement in their organisations. These programs are designed after intense research on international best practices.
Training if effectively managed achieves aims and objectives of an organization, it’s important to understand on how effective human resource training generates a positive impact in your effective production. In these set of slides bought to you by Welingkar’s distance learning division, we go through the importance of the effectiveness in HR training and Development Strategy.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides
Join us on Facebook: http://www.facebook.com/welearnindia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
The A.D.D.I.E. of Developing a Strategic Training RoadmapHenry John Nueva
Whatever size business you run, it is important to remember that learning is an ongoing experience. This applies as much to the upper management of the business as the employees.
It follows that training should also be a part of the company’s day to day business activities. Of course, employees who are motivated and keen to see the business succeed will often take new ideas that they come across during the course of their work, and will sometimes be in a position to make suggestions for improvement that can benefit the company’s bottom line. Check this out !
Strategic Human Resource Management (SHRM) - MBA 423 Human Resources Manageme...Stuart Gow
Chapter Review/ Discussion Questions (CRQs) – 10% marks
At the end of each chapter of the text book, there are chapter review questions (CRQs) which are meant to review and test the student’s understanding of the chapter. The facilitator will chose and then allocate the CRQs to each group during week 2 for class presentations in weeks 3 to 7. Some of these questions are being recommended by Stone as possible essay questions which are frequently asked in examinations throughout the world. The time for each presentation may vary from 10 to 20 minutes followed by class discussions. The group’s power-point presentations, both soft and hard copies, must be submitted to the course facilitator on or before the presentation. No written report is required for CRQs. The class and the facilitator will evaluate each group’s presentation. A blank evaluation form will be made available in class and posted in Moodle. However, the MBA 423 Human Resource Management GSB, FBE, USP facilitator has the final say in terms of the final marks to be allocated to each group. The criterias to be used as a guide for evaluating the CRQ presentations is provided in the blank evaluation form.
MBA 423 Human Resources Management (Elective Course)
The effective management of people has an important bearing on organisational success. The importance of personnel policies and procedures has created opportunity for managers and administrators with expertise in this field. The course provides conceptual and practical skills in areas such as the strategic aspects of human resource management, manpower planning, recruitment and selection, performance appraisal, training and development, salary administration and employee benefits. Industrial relations in the context of the South Pacific region is an important theme.
http://www.usp.ac.fj/index.php?id=mba423
Students:
Stuart Gow
Amrish Narayan
Chaminda Wanninayake
Graduate School of Business
Faculty of Business and Economics
University of the South Pacific,
Private Bag, Laucala Campus,
Suva, Fiji.
Tel: (679) 323 1391/323 1392
Fax: (679) 323 1397
The impact of reorganization on staff: using the core competencies as a frame...NASIG
The Colorado State University Libraries Collections and Contracts Division reorganized in July 2012 and was renamed Acquisitions and Metadata Services. This reorganization was necessary to address the gradual attrition due to retirements and the subsequent elimination of many of these positions. In the past, expertise within a given area often resided with one individual, but after the reorganization, it became essential for staff to be cross-trained. With the rapid development of electronic collections, it also became apparent that one or two people could not handle the entire workload.
Training staff requires different approaches based on their experience and skills. There are new staff who have some related experience, but new duties are often unfamiliar. At the same time, there are staff who are transitioning from managing print serials, to assisting with electronic resources. These staff also need guidelines to attain competency with the newly required duties. Even though NASIG's Core Competencies for Electronic Resource Librarians targets professional librarians, they also provide a valuable framework for not only training new staff, but developing competencies in more experienced staff. The Core Competencies also assist electronic resource managers to take stock of their staff's current competencies, evaluate what is needed, and coach staff to acquire new skills, and therefore, continue to develop. This presentation explores how the Core Competencies were used to develop a training program for new staff as well as expanding roles of more seasoned staff.
Presenter:
Rachel Erb
Electronic Resources Management Librarian, Colorado State University
Performance is often defined simply in output term .i.e. the achievement of quantified objectives.
-It is however not only the matter of what people achieve but how they achieve it.
-Performance means both behaviors and results. Behaviour emanates from the performer and transform performance from abstraction to action. Not just the instruments for results, behaviors are also outcomes in their own right – the product of mental and physical effort applied to tasks – and can be judged apart from results.
performance management – considers inputs (behaviour) and outputs (results).
Forget SAP, Oracle HR or PeopleSoft when choosing your new HR software. Modern HR IT solutions are not monolithic, they are web-based, offer HR self-service solutions for employees and managers.
They are cheaper to maintain and they have low implementation costs.
Think twice before selecting a new solution.
Human resource planning is a process by which an organization ensures that: it has the right number and kinds of people , at the right place, at the right time, capable of effectively and efficiently completing those tasks, that will help the organization to achieve its overall strategic objectives.
The Society for Human Resource Management (SHRM®), the world’s largest association devoted to human resource management, has collaborated with Globoforce® on a series of surveys about employee recognition. Our goal is to elicit trends among HR leaders and practitioners about what challenges they face and what strategies help them conquer those challenges. In the 2015 survey, 80% of organizations indicated they have an employee recognition program, and more than one-half (58%) have a program that is tied to their organization’s values. Overall, respondents said employee recognition programs had a positive impact on employee engagement, happiness and workplace relationships, but the impact was perceived to be greater for those with values-based programs.
Leveraging Lean Six Sigma to Sustain HR OperationsMark Gavora
Lean Six Sigma is a commonly accepted best practice process improvement methodology. In spite of this, it has yet to be consistently adopted by Human Resources. This presentation walks participants through using a lean approach to identify, justify, improve and validate value from an HR operational improvement initiative.
Chapter 9Employee Development and Career Management MGT 484.docxmccormicknadine86
Chapter 9
Employee Development and Career Management
MGT 484
Recap:
What is Training & Development?
Training
An organization’s planned effort to facilitate employees’ learning of job-related competencies.
Focuses on the current, typically required, not formally tied to career progression
Development
Formal education, job experiences, relationships and assessments of personality and abilities that help employees prepare for the future.
Focuses on the future, typically voluntary, goal is for future career progression
Career Paths
Recently, changes such as downsizing and restructuring have become the norm, so the concept of a career has become more fluid than the traditional view.
Today’s employees are likely to have a protean career, one that frequently changes based on changes in the person’s interests, abilities, and values in the work environment.
3
Traditional Career
A career characterized by consistency with one organization and involves a series of promotions up the corporate ladder
Ex. Assistant Associate Full professor
Protean Career
A career that frequently changes based on changes in the person’s interests, abilities, and values and in the work environment
To remain marketable, employees must continually develop new skills
Aspects of Protean Career
Emphasizes psychological success rather than vertical success
Lifelong series of identity changes and continuous learning
Job security replaced by the goal of employability
Sources of development are work challenges and relationships, not necessarily training & retraining
The new career is not a pact with the organization; it is an agreement with oneself and one’s work
Focus on learning metaskills
Psychological success: Feeling of pride and accomplishment that comes from achieving life goals that are not limited to achievements at work
Metaskills: Learning how to learn (i.e., how to develop self-knowledge and adaptability)
Quick Think: Text 37607
An employee starts out as a sales person, becomes an account manager, is promoted to sales manager, and is now VP of Sales. Which type of career did this employee have?
11930 Protean
11931 Traditional
11933 Developmental
11934 Dead end
Development Planning
(Career Management) Systems
Systems to retain and motivate employees by identifying and helping to meet their development needs.
Self-Assessment: Use of information by employees to determine their career interests, values, aptitudes, and behavioral tendencies
Reality Check: Information employees receive about how the company evaluates their skills and knowledge and where they fit into the company’s plans
Goal Setting: Process of employees developing short- and long-term development objectives
Action Plan: A written strategy that employees use to determine how they will achieve their short- and long-term career goals
Steps and Responsibilities in the Development Planning Process1.
Self-Assessment2.
Reality Check3.
Goal Setting4.
Action Plann ...
Chapter 9Employee Development and Career Management MGT 484TawnaDelatorrejs
Chapter 9
Employee Development and Career Management
MGT 484
Recap:
What is Training & Development?
Training
An organization’s planned effort to facilitate employees’ learning of job-related competencies.
Focuses on the current, typically required, not formally tied to career progression
Development
Formal education, job experiences, relationships and assessments of personality and abilities that help employees prepare for the future.
Focuses on the future, typically voluntary, goal is for future career progression
Career Paths
Recently, changes such as downsizing and restructuring have become the norm, so the concept of a career has become more fluid than the traditional view.
Today’s employees are likely to have a protean career, one that frequently changes based on changes in the person’s interests, abilities, and values in the work environment.
3
Traditional Career
A career characterized by consistency with one organization and involves a series of promotions up the corporate ladder
Ex. Assistant Associate Full professor
Protean Career
A career that frequently changes based on changes in the person’s interests, abilities, and values and in the work environment
To remain marketable, employees must continually develop new skills
Aspects of Protean Career
Emphasizes psychological success rather than vertical success
Lifelong series of identity changes and continuous learning
Job security replaced by the goal of employability
Sources of development are work challenges and relationships, not necessarily training & retraining
The new career is not a pact with the organization; it is an agreement with oneself and one’s work
Focus on learning metaskills
Psychological success: Feeling of pride and accomplishment that comes from achieving life goals that are not limited to achievements at work
Metaskills: Learning how to learn (i.e., how to develop self-knowledge and adaptability)
Quick Think: Text 37607
An employee starts out as a sales person, becomes an account manager, is promoted to sales manager, and is now VP of Sales. Which type of career did this employee have?
11930 Protean
11931 Traditional
11933 Developmental
11934 Dead end
Development Planning
(Career Management) Systems
Systems to retain and motivate employees by identifying and helping to meet their development needs.
Self-Assessment: Use of information by employees to determine their career interests, values, aptitudes, and behavioral tendencies
Reality Check: Information employees receive about how the company evaluates their skills and knowledge and where they fit into the company’s plans
Goal Setting: Process of employees developing short- and long-term development objectives
Action Plan: A written strategy that employees use to determine how they will achieve their short- and long-term career goals
Steps and Responsibilities in the Development Planning Process1.
Self-Assessment2.
Reality Check3.
Goal Setting4.
Action Plann ...
Using Competency Modeling to Enhance Leadership DevelopmentOnPoint Consulting
What behaviors and skills do you want to see in your company's next leaders? Discover how to use competency modeling to set the foundation for leadership development initiatives.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Strategic training shrm
1. Module 1 : Training and the
Organization’s Strategic Plan
2. Unit 2, Class 1:
Training and the Organization’s Strategic Plan
Learning Objectives
By the end of this unit, students will:
Define training and strategic training.
Explain various elements of a strategic plan.
Describe how the organization’s strategic plan should
influence training.
Understand and conduct a SWOT analysis.
Explain the training needs created by business
strategies.
2
3. What Is Training?
What is training?
What is the goal of training?
How is training strategic?
3
4. Strategic Planning
A strategic plan:
Is a visionary, conceptual and directional outline of the
organization.
Integrates the organization’s goals, policies and actions.
Helps direct the organization’s activities to reach
specific goals.
4
5. Strategic Planning
Phase 1: Identify the organization’s business strategy:
Mission: Describes the organization’s reason for
existence.
Vision: States the organization’s picture of the future.
Values: What the organization stands for.
5
6. Strategic Planning
Phase 2: Develop action plans:
How should the organization attain its vision of the
future?
Goals.
Objectives.
Strategies.
Programs.
6
7. Strategic Planning
Phase 3: Evaluate accomplishments:
How will the organization know how it is performing?
Measure results.
Performance measures.
7
9. Training as a Competitive Advantage
Competitiveness:
An organization’s ability to maintain and gain market
share in a specific industry.
Competitive advantage:
A competitive advantage exists when an organization is
able to provide the customer a better value than the
competition. For example, the ability to produce
products at a lower price or of better quality can create
a competitive advantage.
9
10. Training as a Competitive Advantage
Training becomes a competitive advantage when:
It is linked to business strategy and organization goals.
It focuses on the organization’s future.
Employees are trained in the knowledge, skills and
abilities required to achieve that future.
It moves from basic skills to learning, creating and
sharing knowledge.
10
17. Overview of Needs Assessment
1. Gather data to identify needs.
2. Determine needs that can be
met by training intervention.
3. Propose solutions.
4. Calculate potential cost of
training interventions.
5. Choose the training.
17
6. Implement the training.
24. Problem Analysis Flow Chart:
Determining If There Is a Need for Training
Describe the
Performance
No Performance
Discrepancy
Is there a
deficiency in
knowledge, skill
or attitude?
Employee
does know
how to
accomplish
the task
Employee does not know
how to accomplish the task
Yes
Has the
employee
performed
the task
before?
Yes
No
Cont…
24
Yes
Is the task
accomplished
often?
No
Training Options
1. Conduct formal training
2. Conduct practice
3. Provide feedback
Review: Ask students to define training as discussed in the previous unit.
What is training?
Training is any planned effort by an organization designed to facilitate employees in the acquisition of job-related competencies. It is a method of enhancing human performance.
What is the goal of training?
The goal of training is for employees to master the knowledge, skills and behaviors emphasized in training programs and to apply them to their day-to-day activities.
How is training strategic?
Training is strategic to the extent that it helps achieve the organization’s strategic plan or business strategy.
Strategic training starts with an understanding of the organization’s strategic plan. The strategic plan influences how the organization uses:
Physical capital: Facilities, technology and equipment.
Financial capital: Assets and cash reserves.
Human capital: Employees.
A good strategic plan must be realistic and attainable to allow trainers to think strategically and act operationally. Strategic training and development initiatives are based on the business environment and an understanding of the organization’s goals and resources. The training function adds value to the organization when it is oriented toward helping the organization reach its goals.
Phase 1
Focuses on developing an organization’s identity. This includes defining the organization’s mission, vision and values. Defining these elements requires consultation with all the relevant constituents and stakeholders, including competitors and partners within the internal and external environments (Camillus, 2008).
Mission statements express the nature of the organization and indicate the organization’s purpose.
For example:
The mission statement of the American Red Cross:
The American Red Cross, a humanitarian organization led by volunteers and guided by its Congressional Charter and the Fundamental Principles of the International Red Cross Movement, will provide relief to victims of disaster and help people prevent, prepare for, and respond to emergencies (Source: The American Red Cross, www.redcross.org).
The mission statement for Ben & Jerry’s Ice Cream:
Ben & Jerry’s is founded on and dedicated to a sustainable corporate concept of linked prosperity. Our mission consists of 3 interrelated parts: product mission, economic mission and social mission. Central to the mission of Ben & Jerry’s is the belief that all three parts must thrive equally in a manner that commands deep respect for individuals in and outside the company and supports the communities of which they are a part (Source: Ben & Jerry’s Ice Cream, http://www.benjerry.com/our_company/).
Part of establishing a corporate identity involves articulating a vision for the organization, i.e. “where do we want to be in one, five, ten years?” A vision statement should be presented as a picture of the organization in three or more years in terms of its likely physical appearance, size, activities, etc. It should also take into consideration future products, markets, customers, processes, location, staffing, etc. It should be idealistic and futuristic in orientation.
Business values govern the operation of the organization and its conduct and relationships with society at large, including customers, suppliers, employees, local community and other stakeholders.
Source: Camillus, J.C. (May 2008). Strategy as a wicked problem. Harvard Business Review, 44-54.
Phase 2
In the second phase of strategic planning, organizations create action plans to attain the vision established in the first phase. Whereas vision describes where the organization is going, this second phase addresses how the organization will get there by outlining the strategies to be implemented to achieve the organization’s desired goals and objectives.
Goals are broad aims for an organization. Goals can be interim or ultimate time-based. Goals should be quantifiable, consistent, realistic and achievable. They can relate to factors like market (sizes and shares), products, finances, profitability, utilization or efficiency.
Objectives relate to the expectations and requirements of all the major stakeholders--including employees--and should reflect the underlying reasons for the organization’s existence. Objectives should include growth, profitability, technology, product offerings and markets.
Strategies are the tactics, guidelines and processes by which the mission and objectives are achieved.
Programs set out the implementation plans--including training plans--to achieve the key strategies.
Source: Camillus, J.C. (May 2008). Strategy as a wicked problem. Harvard Business Review, 44-54.
Phase 3
This phase focuses on determining how well the organization is doing in achieving its strategic plan. This phase requires the identification of performance measures of success. What metrics or measures will assess how the organization is doing? How will the organization know when goals have been achieved?
Source: Camillus, J.C. (May 2008). Strategy as a wicked problem. Harvard Business Review, 44-54.
All organizations must be competitive in their marketplace, whether they are producers of tangible goods or service providers. Customers look for value. If your organization can produce the value that the customer wants and can produce it at a lower cost or a higher quality, it has an advantage over competition in the marketplace.
Well-trained employees can be a competitive advantage for an organization when employee training focuses on the skills and knowledge needed by employees to achieve the organization’s strategic plan.
Strategic training links to the organization’s long-term planning and focuses on the skills and knowledge necessary for employees to achieve the organization’s goals. It consists of both formal, planned learning activities, such as seminars, workshops and organization-sanctioned mentoring programs, and informal learning that takes place through spontaneous interactions between employees. A great deal of organizational information is passed on through employee interactions at the water cooler or during casual conversations.
Planned training activities focus on explicit knowledge, which is transfer of information that can be formalized and codified. Safety training and employee orientation are examples of explicit knowledge.
Employee interaction and casual conversation result in the transfer of tacit knowledge, which is knowledge based on individual experience that is impossible to codify and may even be difficult to explain to others. It is knowledge an employee gains just by being there over time. An experienced employee who shows the ropes to a new employee is likely passing on tacit knowledge.
Regardless of how it is communicated, to be effective, learning must be supported by top management. Management must provide the physical and technical resources for learning to be accomplished and must encourage a psychologically supportive environment as well. Ideally, the organization supports training through intrinsic and extrinsic rewards.
To plan and design appropriate training, training managers must understand the organization and participate in the strategic planning process. A SWOT analysis is a planning tool used to understand an organization’s strengths, weaknesses, opportunities and threats.
Strengths and weaknesses are internal to the organization. Opportunities and threats are external.
Strengths describe the positive attributes internal to the organization. It answers the questions:
What do you do well?
What is your advantage in the marketplace?
What resources do you have?
Weaknesses are areas that detract from your competitive edge. They are areas that are within your control but, for whatever reason, are not being addressed. It answers the questions:
What does the organization do poorly?
Where do we need improvement?
What problems could be avoided?
Are your employees poorly trained?
Opportunities are external factors in the marketplace that represent potential that your organization is not exploiting. It answers the questions:
What do our customers want that we are not providing?
What could we be doing that we are not?
What trends or changes in the marketplace could we exploit to our advantage?
Threats are external factors that are beyond your control and could put your organization at risk. It answers the questions:
What are your competitors doing well?
What obstacles does your organization face?
Is your market changing in ways that you are unprepared for?
Sources:
Planware.org, www.planware.org/strategicplanner.htm
Mplans.com, www.mplans.com/cm/print.cfm?i=148
Additional instructions for this assignment are in the Instructor Notes document.
There are a number of different models available for instructional design, but the standard process is called the ADDIE model. It is a five-phase process to determine training needs. The first step is assessment, followed by design, development, implementation and, finally, evaluation of training.
In the first phase, assessment, information is collected to identify any gaps between actual job performance and desired job performance. If these gaps point to a lack of knowledge and skills, then employee training is desirable.
In the second phase, design, training objectives are identified and methods and strategies to conduct training are determined.
Development is the third phase. In this phase training materials are created. In some cases, off-the-shelf training programs may be available that fit the training need; other times, the training program must be created from scratch.
Implementation is the process of delivering the training to the target audience.
Evaluation is the final step where the program results are compared to the original objectives.
Source:
SHRM Learning System. (2008). Human Resource Development, 3-76 – 3-77.
The terms needs assessment and needs analysis are often used interchangeably. However, it is important to make the distinction that needs assessment involves the collection of data and needs analysis involves the analysis of the data collected. Some confusion is understandable as the two processes do overlap.
Noe, 2008
ADDIE model needs assessment process:
The purpose of the needs assessment is to identify the need for training. This is done by gathering data that will identify the problem and associated needs. There are a number of ways data can be gathered. Most organizations use a combination of methods to generate the greatest variety of valid data.
Not all problems can be solved through training. If the needs assessment identifies that employees lack skills or knowledge needed to be successful in their jobs, this is certainly a training issue. But if the problem is a motivation issue caused by poor management, training employees won’t help. The second step in the assessment is to determine what needs can actually be met through training.
After establishing that a performance gap exists, all possible solutions should be identified and assessed for their ability to address the problem.
No organization has unlimited resources. Step four is to estimate the cost of the training intervention(s). Organizations are interested in a return on investment, so training must be cost-justified. Consider the cost of training each employee in relation to the value returned to the organization.
Choose the most appropriate training intervention considering the resources available, the needs of the trainees and the long-term strategy of the organization.
Implement the training.
SHRM Learning System. (2008). Human Resource Development, 3-80 – 3-85.
The main purpose of conducting a needs assessment is to understand the situation before making training decisions. Generally, training is conducted in an effort to solve a problem. If training is conducted to solve a problem that is not a training problem, however, the training will be ineffective and likely an expensive waste of money.
There may be a triggering event that indicates the need for training. For example, if performance is below standard and employees lack the skills necessary to improve their performance, skills training could help. If new technologies, products or procedures are implemented in your workplace, employees may need training to use the new resources properly. These are all pressure points that suggest that training may be necessary. Keep in mind that these pressure points don’t guarantee that training is the correct solution for the problem. This is why it is important to clearly understand the situation before embarking on a training project.
Triggers: these are the precipitating events.
Context: this is the environment within which the performance problems are occurring.
Outcomes of needs assessment:
1. Separation of symptoms from causes/problems.
2. Identification of:
Performance problems and causes.
What trainees need to learn.
Who receives training.
Type of training needed.
Frequency of training.
Buy ready-made training vs. build training vs. hire a consultant.
Training decision.
Training versus other HR options such as changing selection procedures or job redesign.
(Noe, 2008)
The basic goal of a needs assessment is to determine if a training need exists. Once it is determined that there is a need for training, the needs assessment must identify who needs the training and what tasks or skills should be taught in the training.
So who decides all this? Managers should be involved. Mid-level and lower-level managers are usually the first to identify a training need because they work closest with the staff. Upper management must be involved as well because they will view the needs assessment from a broader perspective. Their interest lies in the relationship between the training need and overall business strategy, and they must agree to provide the financial resources necessary for training to occur.
Trainers and SMEs are primarily interested in obtaining information as to what they will need to administer, develop and support the training program. SMEs are employees, managers, technical experts, customers and even suppliers who are knowledgeable about the tasks to be performed and the skills and equipment necessary for successful performance. (Yes—sometimes patients are surprised to learn that the surgeon who implanted their new high-tech medical device was actually trained on that device by an employee of the manufacturing company!)
And certainly, job incumbents must be included in the assessment process because they are the most knowledgeable about the job and will have insight as to what is needed for successful performance. They are also likely to be much more supportive of the training itself if they have input into the needs assessment.
(Noe, 2008)
Performance tests assess participants’ application of skills acquired through training or in the work environment.
Questionnaires and surveys are used to collect standardized data from a large number of participants.
Observations are used to examine an activity and record what is seen.
Focus groups explore a topic in-depth with a small number of participants.
Interviews are used to collect standardized reporting data, in person or over the phone.
Work samples are examined to determine level of proficiency.
Industry standards provide benchmarks for proficiency levels.
Work records are examined to determine past employee performance.
Key employee consultation involves interviewing employees considered key in terms of experience, length of service, expertise or other criteria.
Company reports and print media analysis provides written records of archived organization information.
Checklists are used to identify all steps involved in a job task.
See Silberman and Noe texts for advantages and disadvantages of each assessment tool.
Organizational analysis is used to determine if training supports the organization’s mission and if there is management support and adequate resources available to carry out the training. The analysis is done by gathering information from interviews and focus groups of managers and training staff. It determines if the training is appropriate and if the organization will commit to the training.
The person analysis is conducted once it is determined that the organization wants to proceed with training. This is an analysis of the factors that will influence employee performance and learning. It will identify who needs training and if the employees are ready for training. If employees lack basic skills, there may be a need for remedial training to ensure that staff are prepared to learn the desired organizational skills. For training to be successful, employees must also have the motivation to learn new skills and the willingness to transfer the skills learned back to the work environment. Person analysis determines who needs training and if they have the basic skills and motivation to learn.
A task analysis looks at the activities performed by an employee and the knowledge, skills and abilities required to complete a task. A task analysis is a time-consuming and tedious process and should only be undertaken once the organizational analysis has determined that the organization intends to engage in training. The task analysis determines what knowledge, skills and abilities need to be taught for successful task performance.
A competency model identifies areas of personal capability that enable employees to successfully perform their jobs. It is used to identify the knowledge, skills and personal characteristics needed for successful performance. A job analysis focuses on what is to be done to accomplish a particular task; a competency model focuses on how the work is to be done.
(Noe, 2008)
A needs analysis identifies the gap between the actual or current state of performance and the expected or ideal state of performance. These gaps are called performance deficiencies. A needs analysis is a way to capture and make sense of the problem identified in the needs assessment. The needs analysis will identify, document and help prioritize the differences or gaps in results.
Please Note: The flow chart is continued on the next slide. This slide identifies training options.
Are training or non-training interventions the solution to poor performance in the workplace?
The problem analysis flow chart helps the needs analyst determine if training is the answer. The process starts with identifying the problem and describing the performance discrepancy. The next question to ask is if the discrepancy is due to knowledge, skills or attitude deficiency. If not, then training is not the solution because the employee actually knows how to do the task but for one reason or another is not performing. The solution to this performance discrepancy is non-training options.
If the employee does not know how to accomplish the task, then this is a training issue. However, the extent of the training will depend on whether or not the employee has performed the task before. If not, formal training is necessary. If the task has been accomplished in the past, the employee may just need practice through training or just feedback.
Source: Geigle, S. Oregon OSHA 600 Train the Trainer Workshop.
Second part of flow chart. This slide indentifies non-training options.