Training catalog

iconsultica
TRAINING

www.iconsultica.com
Management ..Consulting . .Development . Training
Management Consulting Development . Training

I. Context
A. Context: Global Workforce Trends

We are entering an age where the dominant society is a knowledge society. Knowledge
will be the key resource and knowledge workers will dominate the workforce.

This transition from an industrial based economy and society is changing not only the
way we work, communicate and live, but also the way we are governed and the way that
the public service will be expected to deliver programs and provide services.

Knowledge is different from every other historical means of production. It becomes
obsolete rapidly. It travels more effortlessly than money. It cannot be inherited. It must
be acquired at the individual level and each person starts with the same level of
ignorance. In a knowledge society, a person's and the organization's ability to acquire
and share knowledge is their most important competency.

Public service work is predominantly knowledge work and employees of government are
predominantly knowledge workers. In such a knowledge-based environment, one of the
most important investments a government can make is investment in its employees - its
human capital. In an era of a contracted and increasingly competitive and highly mobile
labor market, sustained investment in human capital will be necessary to attract and
retain the required talent and to provide high quality public services in an efficient way.

The Public Service Context

Reports concluded that the public service continues to face challenges such as
globalization measures and the increased need for knowledge-based workers that
impedes the performance of the public service. Training and development in the public
service concluded that it was timely for government to change its thinking about training
and development in the public service and to treat employee development not as a
luxury, but rather as a necessary investment. The report found that human capital is at
risk and that training and development, as currently managed, is not being applied in a
strategic way. Current tendencies call on government to "maintain the human capital of
public service, its capacity to create good policy advice, and its ability to deliver top
quality services efficiently" saying that this was urgently needed, now more than ever
before, given current pressures on the public service.

iconsultica TRAINING www.iconsultica.com

These issues have contributed to employee perceptions that government values training
and development. Employees surveyed have been consistent in expressing their concerns
about the lack of access to training and development opportunities.
A related issue is the perception that managers in the public service lack the necessary
skills to lead and motivate the workforce.

This initiative is designed to perfectly meet the public service professional needs and it
contains six goals:

" Effective people strategy
" Proactive and visionary leadership
" Performance focused workplace
" Learning and innovative organization
" Flexible and motivating work environment
" Progressive employer - employee relations

This document sets out the primary strategy for the creation of a learning and innovative
organization within the public service. One of the component strategies is the creation of
a management development program that will support the goal of "proactive and
visionary leadership." Investment in learning is a key measure of renewal and
development of the public service.


The Business Case for Investment in Learning

The dynamic role and public expectations of government as well as the new emphasis on
integrated and cross-ministry policy design and service delivery have changed public
sector management and operations with profound long term consequences. These
factors are generating pressures to invest in learning, both at the organizational and the
individual levels, in order to be more accountable for results in a decentralized
environment, make more effective use of technology, modernize the management of
people, lead public and private partnerships and leverage the scarce resources of
government for better service to citizens.

• Learning investments in achieving these objectives in the public service are direct
investments in the strategic priorities of the British Columbia government.

• Empirical studies in both public and private sector organizations have shown that
learning investments produce substantial economic returns to organizations
through reduced costs, increased efficiencies and other direct and indirect benefits
that improve the performance and competitiveness of the organization.

• Return on Investment -Empirical evidence showing strong ROI on learning
investments has motivated some organizations to intensify these investments.

• Service Improvement - Many service organizations invest in learning because
measured improvements in service have been shown to contribute to "brand"
reputation, client satisfaction and, eventually, to competitive advantage.

• Catalyst for Change - In fast moving and competitive environments, complacency
and rigidity are fatal. Learning promotes perspective and innovation and is a key
driver of change, starting with changed mindsets that are often the hidden block to
successful organizational development and timely adaptation.

• Innovation and Creativity - Knowledge being "the new commodity", the ability to
create and adapt it has become a key to organizational strength and performance.
Individual and organizational learning are now business imperatives in government
and the private sector.


II.Context Core Value and Objectives
A. Goal

The Goal of the Learning Strategy is to build a learning and innovative organization and
thereby contribute to professional excellence in the ministry.

Core Values

• An investment in employee learning is an investment in excellence in the delivery of
public services.

• Equitable access to learning and development opportunities for all employees is
critical for renewal of the public service.

• Learning, teaching and mentoring are shared responsibilities - each of us needs to
acquire, and to help others acquire, the knowledge we need to do our jobs better.

• The creation of a learning culture within the public service ultimately supports
government's objective to be innovative, enterprising, results oriented and
accountable.

Objectives

The Learning Strategy offers a plan to create an environment where it is understood by
all employees and managers that, in a knowledge economy, employee learning and
organizational development are operational imperatives, not luxuries.

The Strategy has three objectives:

1. The creation of a culture in the public service that encourages learning, innovation and
the acquisition, transfer and use of knowledge.

2. Training and development programs that meet the needs of its three stakeholders:
government strategic priorities, ministry business objectives and employee job
requirements.

3. Efficient delivery of training and development programs to senior executives and
employees of all levels in a latter stage.


III. Strategic Shifts
A. Context

A number of strategic shifts are required to refocus the current state of learning in the
public service and meet the objectives of the Learning Strategy. (Based on Six Sigma
measures)


IV. Strategies and Key Measures
A. Context

Strategies

1. Formal Corporate Curriculum - Establish and deliver a corporate learning curriculum
based upon the broad definition of skills in demand. The curriculum areas and related
career development programs will be reviewed from time to time to ensure that they
continue to support government’s strategic priorities and ministry operational
objectives.

2. Leadership and Management Development Program - Establish and deliver a program
of leadership and management development that ensures managers have the tools,
techniques and attitudes to provide solid operational and strategic leadership.

This program is a powerful tool that helps create a learning culture by helping senior
executives understand their role in supporting employee development. It must be
integrated with the executive development objectives also provide integrated training to
all levels of managers from supervisory to executive.

3. Corporate Training Needs Analysis - Conduct an on-going survey of training needs
and priorities across the ministry to ensure that program plans remain current.

4. Training Evaluation Strategy - Establish a training evaluation strategy that will allow
senior management to understand whether its training and development objectives are
being met. Government needs to know the results of its training investment. Did trainees
actually learn what was intended by the program or course and has it resulted in
improved performance on the job?

5. Competency Based Learning Activities - Integrate the design of training and
development programs with the competencies required by employees to deliver public
services effectively.

6. Performance Measures and Reporting - Establish performance measures and
reporting standards for all training and development activities and programs to ensure
that they continue to support the objectives of this Strategy.


KEY MEASURES

I. Needs Assessment:

This systematic exploration of the way things are and the way they should be is utilized
before we recommend a certain training area to our candidates. These "things" are
usually associated with organizational and/or individual performance. We need to
consider the benefits of our consulting and training intervention before we just go and
do it:

What learning will be accomplished?
What changes in behavior and performance are expected?
Will we get them?
What are the expected economic costs and benefits of any projected solutions?

Five steps to conducting needs assessment:

Step 1: Perform a "GAP" analysis--The first step is to check the actual performance of
each candidate against existing standards, or to set new standards. There are four parts
to this:

1. Current situation: We determine the current state of skills, knowledge, and abilities of
our current and/or future employees. This analysis also should examine aspired goals,
climate, and internal and external constraints.

2. Desired or necessary situation: We identify the desired or necessary conditions for
organizational and personal success. This analysis focuses on the necessary job
tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish
these successfully. It is important that we identify the critical tasks necessary, and not
just observe current practices.

3. Afterwards, we take a proactive approach, by assigning candidates to most needed
skills training first. In order to meet organizational skills requirements, for example,
could team building and related activities help improve candidate's productivity more
than negotiation skills?


4. Are there internal or external forces dictating that training and/or organization
development will take place? Are there policies or management decisions which might
dictate the implementation of some program? Are there governmental mandates to
which we must comply?

Step 2: Identify priorities--The first step should have produced a large list of needs for
training and development, career development, organization development, and/or other
interventions. Now we examine these in view of their importance to our organizational
goals, realities, and constraints. We must determine if the identified needs are real, if
they are worth addressing, and specify their importance and urgency in view of
Candidate's organizational needs and requirements

Step 3: Identify causes of performance problems and opportunities
Now that we have prioritized and focused on critical organizational and personal needs,
we next identify specific problem areas and opportunities.
We ask two questions for every identified need:

Are Candidates doing their jobs effectively?
Do they know how to do their jobs?

Step 4: Identify possible solutions and opportunities
Multiple methods of Needs Assessment are used, to get a true picture, It is important to
get a complete picture from many sources and viewpoints. Candidates fill out a
combination of questionnaires, consultation sessions with persons in key positions,
and/or with specific knowledge review of relevant literature, interviews, focus groups,
tests, records & report studies work samples.

Step 5: Kick Start-Candidates are emerged into training programs that best correspond
to their professional needs based on entire needs analysis.


4. Are there internal or external forces dictating that training and/or organization
development will take place? Are there policies or management decisions which might
dictate the implementation of some program? Are there governmental mandates to
which we must comply?

GAP ANALYSIS
The Training and
Development Needs

SOLUTIONS
IDENTIFY PRIORITIES
The effectiveness of
the learning starts Which need will be met first

IDENTIFY CAUSES/EFFECTS

Activity to meet
The Training & Development


2. Quantitative Evaluation:

Typically, when we evaluate our work, we look for validity, accuracy and reliability in our
evaluations. We also look for evaluation approaches that are practical and relevant.
Quantitative Evaluation methods are highly accurate and effective, that's why we use
them extensively before, during and after training and development activities. We
consider the following basic suggestions:

Before the Implementation Phase

1. We examine if selected training and development methods really result in the
candidate's learning the knowledge and skills needed to perform the task or carry out the
role? We also answer whether other candidates used the methods and been successful?

2. We consider applying the methods to highly skilled candidates then test their
impressions of the methods.

3. Methods must conform to the candidate's preferences and learning styles. Thus, we
suggest that candidates briefly review the methods, e.g., documentation, Data shows, etc.

During Implementation of Training

1. We ask the Candidates how they're doing. Do they understand what's being said?

2. Periodical short test are conducted to have the candidates explain the main points of
what was just described to them.

3. We explore whether candidates are enthusiastically taking part in the activities. Is he
or she coming late and leaving early?

After Completion of the Training

1. We design a test before and after the training and development, and compare the
results.
2. We interview Candidates before and after, and compare results.
3. We observe Candidates perform the task or conduct the role.
4. An expert evaluator from inside or outside the Ministry will be assigned to evaluate
the learner's knowledge and skills.


Methods for collecting information about evaluation

1. Case Study-an in-depth examination of each candidate as an individual case. We
rely on multiple sources of information to provide as complete a picture as possible on
each and every participant and groups working at the same department.

2. Interviews-we collect information by talking with and listening to participants. Two
models are conducted here: first, tightly structured, like surveys. Second, free-flowing
and conversational.

3. Observation-its important for us to see and assess our participants by keeping a
track record of their conduct.

4. Group assessment-- collecting evaluation information about participants through the
use of group processes such as nominal group technique, focus group, brainstorming and
forums.

5. Expert review--examination by a review committee, panel of experts or peers.
6. Portfolio review--an on-going and careful analysis of each participant's materials,
including samples of work, presentations, and the scope of program or activity being
evaluated.

7. Testimonial--taking in account participants responses and reactions.

8. Test-use of established standards to assess knowledge, skills, and performance.

9. Document analysis--use of content analysis and other techniques to analyze and
summarize printed material and existing information.

10. Creative expression--use of art forms to facilitate powerful tools for participants to
present their ideas and feelings through drama, music and art.


iconsultica
TRAINING

Leadership
Development
Management . Consulting . Development . Training

0. Leadership Absence
D

I

C

O

1

1. Leadership Assertiveness
D

I

C

O

2

2. Leadership Building Relations
D

I

C

O

3

3. Leadership Coaching
D

I

C

O

4

4. Leadership Communication I
D

I

C

O

5

5. Leadership Conflict
D

I

C

O

6

6. Leadership E.I
D

I

C

O

7

7. Leadership Facilitation
D

I

C

O

8

8. Leadership Finance
D

I

C

O

9

9. Leadership Leadership Skills
D

I

C

O

10

10. Leadership Interview Skills
D

I

C

O

11

11. Leadership Leading Meetings
D

I

C

O

12

12. Leadership Listening Skills
D

I

C

O

13

13. Leadership Behavior Management
D

I

C

O

14

14. Leadership Mentor Training
D

I

C

O

15

15. Leadership Meeting Participation
D

I

C

O

16

16. Leadership Presentation Skills
D

I

C

O

17

17. Leadership Project Management
D

I

C

O

18

18. Leadership Questioning Skills
D

I

C

O

19

19. Leadership Report Writing
D

I

C

O

20

20. Leadership Time Management
D

I

C

O

21

21. Leadership Train the Trainer
D

I

C

O

22

iconsultica
TRAINING

Business
Development
www.iconsultica.com
Management .. Consulting ..Development . .Training
Management Consulting Development Training

22. Business Business Planning
D

I

C

O

24
www.iconsultica.com 24
Management .. Consulting . .Development . . Training

23. Business Sales Planning
D

I

C

O

25

24. Business Sales Skills
D

I

C

O

26

25. Business Problem Solving
D

I

C

O

27

26. Business Negotiation Skills
D

I

C

O

28


iconsultica
TRAINING

www.iconsultica.com


Training catalog

More Related Content

What's hot

Viewers also liked

Similar to Training catalog

Recently uploaded

Training catalog