training & developmentstrategic planning for
TRANSCRIPT
Strategic Planning for Training & Development
-Strategic Alignment of Learning Systems-
Strategic Planning for Training & Development
-Strategic Alignment of Learning Systems-
Guy W. Wallace, CPT
Can be reached currently at:
EPPIC Inc.www.eppic.biz
Guy W. Wallace, CPTGuy W. Wallace, CPT
Can be reached currently at:
EPPIC Inc.EPPIC Inc.www.eppic.bizwww.eppic.biz
SWI
© 1996 • SWI • 1733 Park St., Suite 201 Naperville, IL 60563 • 708.416.3323
Strategic Planning for Training & Development
-Strategic Alignment of Learning Systems-
Since 1978
Original version presented at the
1996 ISPI ConferenceApril 18, 1996
Guy W. Wallace, SWI Partner
Aligning
Human
Talent
and
Energy
3
Foreword to the PresentationForeword to the PresentationForeword to the Presentation
• The topic covered in this presentation is inherently complex-Businesses have unique challenges and opportunities, and the systems to address those are never simple
• SWI has developed a rigorous, but flexible process to deal with this complexity
• Addressing this complexity will allow you to-Understand the totality of your business, its challenges, and its human asset development needs-Translate your understanding into T&D issues-Create a T&D system strategically aligned with the priority needs of the business
•• The topic covered in this presentation is inherently complexThe topic covered in this presentation is inherently complex--Businesses have unique challenges and opportunities, Businesses have unique challenges and opportunities, and the systems to address those are never simpleand the systems to address those are never simple
•• SWI has developed a rigorous, but flexible process to deal SWI has developed a rigorous, but flexible process to deal with this complexitywith this complexity
•• Addressing this complexity will allow you toAddressing this complexity will allow you to--Understand the totality of your business, its challenges, Understand the totality of your business, its challenges, and its human asset development needsand its human asset development needs--Translate your understanding into T&D issuesTranslate your understanding into T&D issues--Create a T&D system strategically aligned with the priority Create a T&D system strategically aligned with the priority needs of the businessneeds of the business
Foreword
4
About SWI About SWI About SWI
Alpha
Aligning Human Talent and EnergyAligning Human Talent and Energy
• Since 1978, SWI has partnered with clients to improve return on investment (ROI) and economic value added (EVA) and achieve their strategic intent through the application of Human Performance Technology
• SWI’s focus is on processes and systems for Human Asset Management, specifically-Organizational Architecture-Staffing-T&D-Assessment-Rewards & Recognition
• SWI works primarily with Fortune 100 companies
•• Since 1978, SWI has partnered with clients to improve return on Since 1978, SWI has partnered with clients to improve return on investment (ROI) and economic value added (EVA) and achieve investment (ROI) and economic value added (EVA) and achieve their strategic intent through the application of Human their strategic intent through the application of Human Performance TechnologyPerformance Technology
•• SWI’sSWI’s focus is on processes and systems for Human Asset focus is on processes and systems for Human Asset Management, specificallyManagement, specifically--Organizational ArchitectureOrganizational Architecture--StaffingStaffing--T&DT&D--AssessmentAssessment--Rewards & RecognitionRewards & Recognition
•• SWI works primarily with Fortune 100 companiesSWI works primarily with Fortune 100 companies
5
Guy WallaceGuy WallaceGuy Wallace
Alpha
• Partner in SWI since 1982
• Former training project supervisor with MTEC—forerunner to Motorola University, course developer at Wickes Lumber, and journalist for U.S. Navy
• Applies Total Quality Management, Human Performance Technology, Instructional Technology, and project planning and management principles to T&D efforts
• Expertise in Human Performance Analysis and Curriculum Architecture Design and Development
•• Partner in SWI since 1982Partner in SWI since 1982
•• Former training project supervisor with MTECFormer training project supervisor with MTEC——forerunner forerunner to Motorola University, course developer at Wickes Lumber, to Motorola University, course developer at Wickes Lumber, and journalist for U.S. Navyand journalist for U.S. Navy
•• Applies Total Quality Management, Human Performance Applies Total Quality Management, Human Performance Technology, Instructional Technology, and project planning Technology, Instructional Technology, and project planning and management principles to T&D effortsand management principles to T&D efforts
•• Expertise in Human Performance Analysis and Curriculum Expertise in Human Performance Analysis and Curriculum Architecture Design and DevelopmentArchitecture Design and Development
6
QUALITYROADMAP
QUALITYROADMAP
How to Get Your Company on the Quality Track —
And Keep It There
Alpha
SWI BooksSWI BooksSWI BooksTHE
TRAININGAND
DEVELOPMENT
STRATEGICPLAN
WORKBOOKRAYNOLD A. SVENSON MONICA J. RINDERER
WINNER!ISPI Award for Outstanding
InstructionalCommunication
WINNER!ISPI Award for Outstanding
InstructionalCommunication
Ray Svenson Karen Wallace Guy Wallacewith Bruce Wexler
BusinessDrivers
Business Processesand Metrics
ResourceInfrastructure
Assess
Design
Deploy
IntegrateWorking Level
Middle Management
Executives
THETHE
7
Strategic Planning for Training & Development ProjectsStrategic Planning for Training & Strategic Planning for Training & Development ProjectsDevelopment Projects• Abbott Laboratories 1993• ALCOA 1984, 1985, 1986, 1991• Allstate Insurance 1991, 1992• Amoco 1992, 1993• AT&T 1981, 1984, 1986, 1987, 1988, 1991, 1992• Bandag, Inc. 1995• Baxter Healthcare 1983, 1986• CCH, Inc. 1993• Commonwealth Edison 1981, 1983• Contel 1989• Data General Corporation 1993• Digital Equipment Corporation 1987, 1992• Discover Card Services, Inc. 1992• Dow Chemical 1986• E. I. Du Pont 1991• Eli Lilly and Company 1996• Exxon 1981, 1982• Ford Design Institute 1993• General Dynamics 1990• General Motors Corporation 1984, 1986, 1990• GPU Nuclear 1986• Hoechst Celanese Corporation 1992
8
Strategic Planning for Training & Development Projects (continued)
Strategic Planning for Training & Strategic Planning for Training & Development Projects Development Projects (continued)(continued)
• Illinois Bell 1986, 1987, 1988• Intel 1990• International Harvester 1980• Johnson & Johnson 1988• Maryland State Department of Education 1990• Mobil 1990• NASA 1993• NCR 1990• Northern Telecom 1983, 1984• Northern Trust Bank 1987• Novacor Chemical, Ltd. 1993, 1994• Occidental Chemical 1989• Pacific Telephone & Telegraph 1978• Salt River Project 1988• Shell Oil 1982• Square D 1990• Tenneco 1983• Texaco Canada 1988• The World Bank 1992• United Airlines 1995• Westinghouse 1982• Whirlpool 1986
9
Session ObjectivesSession ObjectivesSession Objectives
After this session, you will be able to
• Assess your current T&D system against the characteristics of a world-class system
• Determine whether or not a Strategic Plan for Training & Development would have value in your organization
• Plan a Strategic Plan for Training & Development project
• Position or sell a Strategic Plan for Training & Development project to senior management
After this session, you will be able toAfter this session, you will be able to
•• Assess your current T&D system against the characteristics Assess your current T&D system against the characteristics of a worldof a world--class systemclass system
•• Determine whether or not a Strategic Plan for Training & Determine whether or not a Strategic Plan for Training & Development would have value in your organizationDevelopment would have value in your organization
•• Plan a Strategic Plan for Training & Development projectPlan a Strategic Plan for Training & Development project
•• Position or sell a Strategic Plan for Training & Development Position or sell a Strategic Plan for Training & Development project to senior managementproject to senior management
A-1
10
Session AgendaSession AgendaSession Agenda1. Session open
2. The business need and rationale for Strategic Planning for Training & Development
3. T&D system assessment handout
4. SWI’s business and T&D systems models
5. SWI’s four-phase Strategic Planning for Training & Development process
6. Planning a Strategic Planning for Training & Development project
7. Selling a Strategic Planning for Training & Development project
8. Session summary
1.1. Session openSession open
2.2. The business need and rationale for Strategic Planning for The business need and rationale for Strategic Planning for Training & DevelopmentTraining & Development
3.3. T&D system assessment handoutT&D system assessment handout
4.4. SWI’sSWI’s business and T&D systems modelsbusiness and T&D systems models
5.5. SWI’sSWI’s fourfour--phase Strategic Planning for Training & phase Strategic Planning for Training & Development processDevelopment process
6.6. Planning a Strategic Planning for Training & Development Planning a Strategic Planning for Training & Development project project
7.7. Selling a Strategic Planning for Training & Development Selling a Strategic Planning for Training & Development projectproject
8.8. Session summarySession summary
A-1
11
Section 2Section 2Section 2
The Business Need and Rationale for
Strategic Planning for
Training & Development
- SPT&D -
The Business Need and The Business Need and Rationale forRationale for
Strategic Planning Strategic Planning for for
Training & DevelopmentTraining & Development
-- SPT&D SPT&D --
12
T&D . . . A Means to an EndT&D . . . A T&D . . . A Means Means to an to an EndEnd
High-performingOrganization
13
LearningCulture
T&D . . . A Means to an EndT&D . . . A T&D . . . A Means Means to an to an EndEnd
High-performingOrganization
14
T&DSystem
LearningCulture
T&D . . . A Means to an EndT&D . . . A T&D . . . A Means Means to an to an EndEnd
High-performingOrganization
15
Changing Forces in the Business EnvironmentChanging Forces in the Changing Forces in the Business EnvironmentBusiness Environment
TQMTQM GlobalizationGlobalization
TechnologyTechnologyPrice,
Quality,Time
Competition
Price,Quality,
TimeCompetition
Re-engineeringRe-engineering
B-1
Supplier/CustomerPartnerships
Supplier/CustomerPartnerships Workforce
DiversityWorkforceDiversity
16
Major Paradigm ShiftMajor Paradigm ShiftMajor Paradigm Shift
B-1
19001900 19501950 20002000
Craft Production
(Agricultural Economy)
Craft Production
(Agricultural Economy)
Lean Production(Information Economy)
Lean Production(Information Economy)
Mass Production(Industrial Capital
Economy)
Mass Production(Industrial Capital
Economy)
17761776
Economic EmphasisEconomic Emphasis
21002100
CraftProduction (Agricultural Economy)
CraftProduction (Agricultural Economy)
MassProduction(IndustrialCapital Economy)
MassProduction(IndustrialCapital Economy)
Lean Production(InformationEconomy)
Lean Production(InformationEconomy)
17
Some Common Themes inthe New ParadigmSome Common Themes inSome Common Themes inthe New Paradigmthe New Paradigm
B-1
Teams and teamworkTeams and teamwork
Decentralizing decisionsDecentralizing decisions
The learning organizationThe learning organization
Process controlProcess control
Continuous improvementContinuous improvement
Bureaucracy bustingBureaucracy busting
Supply-chain partnershipsSupply-chain partnershipsNetworked organizationsNetworked organizations
Disappearance of standard jobsDisappearance of standard jobs
DelayeringDelayering
Quantitative decision-makingQuantitative decision-making
EmpowermentEmpowermentCycle-time reductionCycle-time reduction
Information technologyInformation technology
Elimination of wasteElimination of waste
Customer focusCustomer focus
Central service groupsCentral service groups1/2 the time
1/10 the defects
2/3 the cost
1/2 the time
1/10 the defects
2/3 the cost
18
Workforce ImplicationsWorkforce ImplicationsWorkforce Implications
B-1
• Disappearance of unskilled work
• All workers become problem solvers
• Decompartmentalization of professionals and managers
• Constantly changing role assignments
• Redefinition of management
• Disappearance of unskilled work
• All workers become problem solvers
• Decompartmentalization of professionals and managers
• Constantly changing role assignments
• Redefinition of management
*New skills*Continuous learning*New skills*Continuous learning
19
T&D ImplicationsT&D ImplicationsT&D Implications
• Peak performance requires full skills development
• Multidimensional change multiplies the new skills to be learned
• Management of the skills inventory (human assets) becomes an executive priority
• T&D are managed as an investment
• Training response times must be much shorter
• Training must be more customized to individual and team needs and local conditions
• Training can take advantage of the different tools and technologies emerging in the new business environment
• Learning becomes a part of everyday work versus training as a single event
• Trainers often replaced by on-the-job coaches
•• Peak performance requires full skills developmentPeak performance requires full skills development
•• Multidimensional change multiplies the new skills to be learnedMultidimensional change multiplies the new skills to be learned
•• Management of the skills inventory (human assets) becomes an exeManagement of the skills inventory (human assets) becomes an executive cutive prioritypriority
•• T&D are managed as an investmentT&D are managed as an investment
•• Training response times must be much shorterTraining response times must be much shorter
•• Training must be more customized to individual and team needs anTraining must be more customized to individual and team needs and local d local conditionsconditions
•• Training can take advantage of the different tools and technologTraining can take advantage of the different tools and technologies emerging ies emerging in the new business environmentin the new business environment
•• Learning becomes a part of everyday work versus training as a siLearning becomes a part of everyday work versus training as a single eventngle event
•• Trainers often replaced by onTrainers often replaced by on--thethe--job coachesjob coaches
B-1
20B-1
Traditional Learning Culture
•No clear focus on strategic knowledge
•Low management priority for training and education
•Lack of linkage between learning and organizational goals
•Unmanaged
•Left to the training department and the individual
Traditional Learning Culture
•No clear focus on strategic knowledge
•Low management priority for training and education
•Lack of linkage between learning and organizational goals
•Unmanaged
•Left to the training department and the individual
Learning Culture for Today’s Environment
•Competence (human assets) treated as the new capital and managed as such
•Training (learning) systematically focused to support business goals
•Everyone has an important role within the learning system
•Training department partners with managers and employees in making training decisions
Learning Culture for Today’s Environment
•Competence (human assets) treated as the new capital and managed as such
•Training (learning) systematically focused to support business goals
•Everyone has an important role within the learning system
•Training department partners with managers and employees in making training decisions
The Shifting Organizational Learning Culture The Shifting Organizational The Shifting Organizational Learning Culture Learning Culture
21
What is this worth to the business?What is this worth to the business?
B-1
22
Financial Analysis of Training OpportunitiesFinancial Analysis of Training Financial Analysis of Training OpportunitiesOpportunities
e.g.,• Analysis• Design• Development• Delivery• Administration• Travel/living• Etc.
e.g.,e.g.,•• AnalysisAnalysis•• DesignDesign•• DevelopmentDevelopment•• DeliveryDelivery•• AdministrationAdministration•• Travel/livingTravel/living•• Etc.Etc.
Cost of
Conformance
Cost of
Conformance
By itself, the cost of conformance (COC) may be large enough to scare off your executives
By itself, the cost of conformance (COC) may be large enough to scare off your executives
All of the costs required to train the workforce to a level of competence and to define, develop, and deliver the needed training
All of the costs required to train the workforce to a level of competence and to define, develop, and deliver the needed training
==
B-1
23
Financial Analysis of Training Opportunities (continued)
Financial Analysis of Training Financial Analysis of Training Opportunities Opportunities (continued)(continued)
e.g.,• Cost of underperforming technology/capital
assets• Cost of lost sales• Low productivity/yields• Longer work cycle times• Rework and scrap due to errors• Etc.
e.g.,e.g.,•• Cost ofCost of underperformingunderperforming technology/capital technology/capital
assetsassets•• Cost of lost salesCost of lost sales•• Low productivity/yieldsLow productivity/yields•• Longer work cycle timesLonger work cycle times•• Rework and scrap due to errorsRework and scrap due to errors•• Etc.Etc.
Cost of
Nonconformance
Cost of
Nonconformance
Relative to the cost of conformance (COC), the cost of nonconformance (CONC) is probably far greater and far
more scary
Relative to the cost of conformance (COC), the cost of nonconformance (CONC) is probably far greater and far
more scary
All of the costs for less than perfect performanceAll of the costs for less than perfect performance==
B-1
24
The Return on Investment CalculationThe Return on Investment The Return on Investment CalculationCalculation
ROI =ROI = CONC - COCCONC - COCCOCCOC
Return - InvestmentReturn - InvestmentInvestmentInvestment ==
CONC = Cost of Nonconformance
COC = Cost of Conformance
CONC = Cost of Nonconformance
COC = Cost of Conformance
B-1
25
Training’s Impact on ROITraining’s Impact on ROITraining’s Impact on ROI
Situation
A major semiconductor manufacturer has an automated production process where unscheduled downtime is worth $10,000/hour. Maintenance technicians have not received training on new process control computers. In the first six months, downtime has equaled 30 percent, of which one-quarter can be attributed to training.
SituationSituation
A major semiconductor manufacturer has an automated A major semiconductor manufacturer has an automated production process where unscheduled downtime is worth production process where unscheduled downtime is worth $10,000/hour. Maintenance technicians have not received $10,000/hour. Maintenance technicians have not received training on new process control computers. In the first six training on new process control computers. In the first six months, downtime has equaled 30 percent, of which onemonths, downtime has equaled 30 percent, of which one--quarter can be attributed to training.quarter can be attributed to training.
B-1
26
Training’s Impact on ROI (continued)Training’s Impact on ROI Training’s Impact on ROI (continued)(continued)
B-1
ValueValue30 X 80 X 24 == 576 hours of downtime 576 hours of downtime
% Downtime % Downtime Hours/weekHours/week WeeksWeeks
576 X 0.25 X $10,000 == $1,440,000 value$1,440,000 valueHoursHours % Training% Training DowntimeDowntime
CostCostCostCost
$150,000 + $150,000 + $40,000 == $340,000$340,000DevelopmentDevelopment InstructorInstructor StudentStudent
and Facilitiesand Facilities
ROIROI$1,400,000 $1,400,000 -- $340,000$340,000
== 312%312%$340,000$340,000
27
Training’s Impact on ROI (continued)Training’s Impact on ROI Training’s Impact on ROI (continued)(continued)
Situation
A telephone company has installed new workstations and software for 250 service representatives. Training was informal, and the measured productivity of the CSRs has reached only 50 percent of capacity after four months.
SituationSituation
A telephone company has installed new workstations and A telephone company has installed new workstations and software for 250 service representatives. Training was software for 250 service representatives. Training was informal, and the measured productivity of theinformal, and the measured productivity of the CSRsCSRs has has reached only 50 percent of capacity after four months.reached only 50 percent of capacity after four months.
B-1
28
Training’s Impact on ROI (continued)Training’s Impact on ROI Training’s Impact on ROI (continued)(continued)
B-1
ValueValue
$40,000 X 100% X 250 X 0.50 == $5 million annual$5 million annualLoadedLoaded % of job% of job CSRsCSRs ProductivityProductivity (plus irate customers,(plus irate customers,annualannual using theusing the %% overtime, etc.)overtime, etc.)salarysalary workstationworkstation
CostCost
$300,000 + $140,000 == $440,000 - $0.5 million$440,000 - $0.5 millionDevelopmentDevelopment Deliver 3 days toDeliver 3 days to
250250 CSRsCSRs
ROIROI5 5 -- 0.50.5
== 9:19:10.50.5
29
Section 3Section 3Section 3
T&DSystem
Assessment
- plus handout -
T&DT&DSystem System
AssessmentAssessment
-- plus handout plus handout --
30
Attributes of a World-Class T&D SystemAttributes of a WorldAttributes of a World--Class T&D Class T&D SystemSystem
B-1
1. Organizational cultural values support full competency development and lifelong learning
2. Everyone participates in the T&D system and processes
3. The T&D system is driven by business performance goals and is performance-based
4. There are tight linkages between T&D departments and the users of their services
5. There is strong executive leadership and participation
6. T&D resources are matched to need and objectives
7. T&D staffs are competent and include a balanced mix of expertise
1.1. Organizational cultural values support full competency Organizational cultural values support full competency development and lifelong learningdevelopment and lifelong learning
2.2. Everyone participates in the T&D system and processesEveryone participates in the T&D system and processes
3.3. The T&D system is driven by business performance goals and is The T&D system is driven by business performance goals and is performanceperformance--basedbased
4.4. There are tight linkages between T&D departments and the users There are tight linkages between T&D departments and the users of their servicesof their services
5.5. There is strong executive leadership and participationThere is strong executive leadership and participation
6.6. T&D resources are matched to need and objectivesT&D resources are matched to need and objectives
7.7. T&D staffs are competent and include a balanced mix of expertiseT&D staffs are competent and include a balanced mix of expertise
31
8. A balanced array of T&D strategies is employed•Beyond traditional T&D deployment modes, including the use of advanced computer technologies-Internet and Intranet-Structured/coached OJT-Etc.
9. There is strong administrative coordination of all T&D efforts
10. Internal T&D resources are leveraged through appropriate use of outside resources
8.8. A balanced array of T&D strategies is employedA balanced array of T&D strategies is employed••Beyond traditional T&D deployment modes, including the use of Beyond traditional T&D deployment modes, including the use of advanced computer technologiesadvanced computer technologies--Internet and IntranetInternet and Intranet--Structured/coached OJTStructured/coached OJT--Etc.Etc.
9.9. There is strong administrative coordination of all T&D There is strong administrative coordination of all T&D effortsefforts
10.10. Internal T&D resources are leveraged through appropriate Internal T&D resources are leveraged through appropriate use of outside resourcesuse of outside resources
Attributes of a World-ClassT&D System (continued)
Attributes of a WorldAttributes of a World--ClassClassT&D SystemT&D System (continued)(continued)
B-1
32
Trends in T&DTrends in T&DTrends in T&D• Decentralizing the learning site
• Action learning
• Using the information network and personal computer/workstation
• Embedded performance support systems
• Structured, on-the-job training (SOJT)
• Team learning
• Skills management interfaces
• Multimedia technology
• Distance learning
• Outsourcing
•• Decentralizing the learning siteDecentralizing the learning site
•• Action learningAction learning
•• Using the information network and personal computer/workstationUsing the information network and personal computer/workstation
•• Embedded performance support systemsEmbedded performance support systems
•• Structured, onStructured, on--thethe--job training (SOJT)job training (SOJT)
•• Team learningTeam learning
•• Skills management interfacesSkills management interfaces
•• Multimedia technologyMultimedia technology
•• Distance learningDistance learning
•• OutsourcingOutsourcing
C-1
33
Section 4Section 4Section 4
SWI’sBusiness
and T&D Systems
Models
SWI’sSWI’sBusinessBusiness
and and T&D SystemsT&D Systems
ModelsModels
34
SWI’s Business Model Context for T&DSWI’sSWI’s Business Model Business Model Context for T&DContext for T&D
C-1
Human Asset Management System
Human Asset Management System
Business Drivers
Business Metrics
Business Processes
Human Performance
Models
Human Assets
Infrastructure
Environmental Assets
Infrastructure
OrganizationArchitecture
Staffing
Training&
Development
Assessment
Rewardsand
Recognition
Business Architecture Business Architecture Process/Perform
ance Requirements
Process/Performance
Requirements
Infrastructure RequirementsInfrastructure Requirements
SWI020.95.ppt
35
The Business Architecture of T&DThe Business Architecture The Business Architecture of T&Dof T&D
C-1
Government
Shareholders
Executive Management
Employees
CommunitySuppliers
Customers
Training StakeholdersAssets and Competencies of Training
Business Environment
Training ProcessesTraining MetricsFinancial
Customer Satisfaction
Employee Satisfaction
Perf. Index
Value
s
Attribu
tes
Human Assets Infrastructure
Environmental Assets Infrastructure
Process/Performance
Requirements
TRAINING
MANUAL
$
$
$
Bus
ines
s D
river
s
Trai
ning
Pro
cess
es
and
Met
rics
Trai
ning
Infr
astr
uctu
re
Knowled
ge
and S
kills
Organization
Structure
Information
Physical
Assets
Consequence
Systems
36
Example: T&D Business DriversExample: T&D Business Example: T&D Business DriversDrivers
Assets• Available courseware• Production capability• Delivery infrastructure
-Facilities-Networks (CBT and other)
• Analysis data• Training staff
Competencies• Front-end analysis of
performance• Curriculum Architecture
Design (CAD)• Instructional
design/development• Just-in-time delivery• Developing customer
solutions
Assets• Available courseware• Production capability• Delivery infrastructure
-Facilities-Networks (CBT and other)
• Analysis data• Training staff
Competencies• Front-end analysis of
performance• Curriculum Architecture
Design (CAD)• Instructional
design/development• Just-in-time delivery• Developing customer
solutions
Assets and CompetenciesAssets and Competencies StakeholdersStakeholders Business EnvironmentBusiness Environment
• Business leadership-General management-Process owners-Professional/technicaldiscipline leaders-Initiative leaders
• Employees (end consumers of training)
• Customers of the company
-Users of products and service who need training
• Suppliers of the company-May need training on interfacing, TQM, etc.
• Training department employees and suppliers
• Business leadership-General management-Process owners-Professional/technicaldiscipline leaders-Initiative leaders
• Employees (end consumers of training)
• Customers of the company
-Users of products and service who need training
• Suppliers of the company-May need training on interfacing, TQM, etc.
• Training department employees and suppliers
• Rate of change impacting training customers
• Rate of hiring and job movement
• Competitive or alternative sources of training
• Best practices• Customer/user
perceptions about training
• Technologies
• Rate of change impacting training customers
• Rate of hiring and job movement
• Competitive or alternative sources of training
• Best practices• Customer/user
perceptions about training
• Technologies
C-1
37
Example: T&D Performance MetricsExample: T&D Performance Example: T&D Performance MetricsMetrics
Business Benefit
Business Benefit
Training Department Employee Satisfaction
Training Department Employee Satisfaction
UserSatisfaction
UserSatisfaction
Training Department Supplier SatisfactionTraining Department Supplier Satisfaction
Quality IndexQuality Index
C-1
PerformanceIndex
PerformanceIndex
38
Example T&D Performance Metrics (continued)
Example T&D Performance Example T&D Performance MetricsMetrics (continued)(continued)
Business Benefit
Business Benefit
Cost of TrainingNeeds Not MetCost of TrainingNeeds Not Met
Cost of Unnecessary
Training
Cost of Unnecessary
Training
Business Benefit of Training Needs MetBusiness Benefit of Training Needs Met
Value
Cost–
++
–
–
C-1
39
Planning and Budgeting
• Strategic planning
• Operational planning-Workload-Staffing strategy
• Budgeting
Overall System Design/Improvement
• Job/team design/redesign
• Process design/redesign
• Process support materials
Results Measurement
• Financial results
• Customer satisfaction
• Employee satisfaction
• Training results
Operations Management
• Work management
• Program coordinator
• External linkages
• Internal linkages
Leadership
Core Process
Needs/Performance Analysis
• Preliminary Analysis Report
• Analysis Report
Curriculum Architecture Design
• Curriculum Analysis Report
• Curriculum Design Document
• Implementation Planning Report
Design, Develop, Procure
• Course Design Document
• Instructional Materials
• Instructor Training Plan
• Pilot results
Delivery
• Delivery plan
• Trained employees
Evaluation
• Evaluation design
• Evaluation documents
• Evaluation reports
Maintenance
• Maintenance plan
• Courses updated
Training Technology Surveillance
Support
Project Management
• Project Plan • Team organization • Project status reports • Final project report
Training Administration
• Environmental resource management
• Registration and scheduling
• Training materials inventory
• Training attendance tracking
Staffing
• Recruiting and selection
• Training and development
• Performance management
• Career management
Training Information Management
• Information system in place
Training Marketing and Communication
• Training marketing tools
T&D Processes
40
Human Assets Infrastructure Analysis Subject Matter Expertise Measurement Expertise
Design Desktop Publishing Planning
Development Graphics Marketing and Sales
Instruction Technology Expertise Finance/Accounting
Facilitation Project Management Administration
Environmental Assets Infrastructure Organization and Team Training Facilities Analysis DataStructure and Equipment
Client Boards/Councils Materials and User DataMaterials System
Budget/Financial Resources Communications Networks Results Data
Suppliers Tools/Workstations Financial Data
Information Systems
Human Assets Infrastructure Human Assets Infrastructure AnalysisAnalysis Subject Matter ExpertiseSubject Matter Expertise Measurement ExpertiseMeasurement Expertise
Design Design Desktop PublishingDesktop Publishing PlanningPlanning
Development Development GraphicsGraphics Marketing and Sales Marketing and Sales
InstructionInstruction Technology ExpertiseTechnology Expertise Finance/Accounting Finance/Accounting
FacilitationFacilitation Project ManagementProject Management Administration Administration
Environmental Assets Infrastructure Environmental Assets Infrastructure Organization and Team Organization and Team Training FacilitiesTraining Facilities Analysis DataAnalysis DataStructureStructure and Equipmentand Equipment
Client Boards/CouncilsClient Boards/Councils Materials and Materials and User DataUser DataMaterials SystemMaterials System
Budget/Financial ResourcesBudget/Financial Resources Communications NetworksCommunications Networks Results DataResults Data
SuppliersSuppliers Tools/WorkstationsTools/Workstations Financial DataFinancial Data
Information SystemsInformation Systems
T&D Infrastructure RequirementsT&D Infrastructure T&D Infrastructure RequirementsRequirements
C-1
41
Example Infrastructure ElementsExample Infrastructure ElementsExample Infrastructure Elements
C-1
Training Organization
Structure
Training Training Organization Organization
StructureStructure
Delivery SystemsDelivery Delivery SystemsSystems
Workplace Learning System
Workplace Workplace Learning Learning SystemSystem
Governing StructureGoverning Governing StructureStructure
42
Director,Business Unit
Training Department
Director,Business Unit
Training Department
UMCVice President
Education and Training
UMCVice President
Education and Training
Example: T&D Organization StructureExample: T&D Organization Example: T&D Organization StructureStructure
Office of the ExecutiveOffice of the Executive
Business UnitVice President
(4)
Business UnitVice President
(4)Credit Corporation
PresidentCredit Corporation
President
Assistant Vice President
Corporate Education
Assistant Vice President
Corporate EducationDirector,
Training StaffDirector,
Training StaffCredit CorporationTraining DirectorCredit CorporationTraining Director
PlantManager
PlantManager
PlantTraining Manager
PlantTraining Manager
• Executive development
• Management development
• Technology institute
-R&D-Manufacturing
• Marketing, sales, and service institutes
• Distribution and materials institute
• Executive development
• Management development
• Technology institute
-R&D-Manufacturing
• Marketing, sales, and service institutes
• Distribution and materials institute
• Quality education• MIS training• Instructional
methods, procedures, and standards
• Planning and results
• Facilities and administration
• Quality education• MIS training• Instructional
methods, procedures, and standards
• Planning and results
• Facilities and administration
• Marketing, sales, and service training
• Business unit technical training
• Needs analysis, planning, and evaluation
• Marketing, sales, and service training
• Business unit technical training
• Needs analysis, planning, and evaluation
• Contracts training• Accounts receivable
training• Portfolio management
training• Dealer and customer
service training• Supervisory training• Clerical and
administrative support training
• Contracts training• Accounts receivable
training• Portfolio management
training• Dealer and customer
service training• Supervisory training• Clerical and
administrative support training
• Production training• Maintenance training• Supervisory training• Clerical and
administrative support training
• Production training• Maintenance training• Supervisory training• Clerical and
administrative support training
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43
Example: T&D Governing StructureExample: T&D Governing Example: T&D Governing StructureStructure
C-1
ExecutiveEducation
Board
ExecutiveEducation
Board
Business UnitTrainingCouncils
Business UnitTrainingCouncils
DisciplineCurriculumCouncils
DisciplineCurriculumCouncils
Local Training
Committees
Local Training
Committees
TrainingAdministration
Council
TrainingAdministration
Council
44
Example: Workplace Learning SystemExample: Workplace Example: Workplace Learning SystemLearning System
C-1
?Training CouncilTraining Council
Individual, Team, and Location Learning Plans
Individual, Team, and Location Learning Plans
Training BudgetTraining BudgetOJT CoachesOJT Coaches
Embedded Learning Support
Systems
Embedded Learning Support
Systems
TelecommunicationsNetwork to the WorldTelecommunicationsNetwork to the World
TrainersTrainers
Learning CenterLearning Center
45
Example: Learning CenterExample: Learning CenterExample: Learning Center
C-1
AdministratorAdministrator
InformationCenters
InformationCenters
Results/MeasuresResults/
MeasuresLearningTerminalsLearningTerminals
ResourceLibrary
ResourceLibrary
Simulators/Lab
Simulators/Lab
ClassroomClassroom
46
Delivery Systems by Instructional ModeDelivery Systems by Delivery Systems by Instructional ModeInstructional Mode
C-1
• Lecture/discussion• Case group• Action learning• Laboratory• Video
•• Lecture/discussionLecture/discussion•• Case groupCase group•• Action learningAction learning•• LaboratoryLaboratory•• VideoVideo
• Conventional paper and pencil media
• CBT/multimedia• Simulator/lab• Video• Expert systems• Embedded (computerized
Help screens)• Tutorials• Structured/unstructured OJT
and work assignments• Internet and Intranet
•• Conventional paper and Conventional paper and pencil mediapencil media
•• CBT/multimediaCBT/multimedia•• Simulator/labSimulator/lab•• VideoVideo•• Expert systemsExpert systems•• Embedded (computerized Embedded (computerized
Help screens)Help screens)•• TutorialsTutorials•• Structured/unstructured OJT Structured/unstructured OJT
and work assignmentsand work assignments•• Internet and IntranetInternet and Intranet
GroupGroup--paced (instructorpaced (instructor--driven)driven) SelfSelf--pacedpaced
47
What Can We Do to Implement Business-driven T&D?What Can We Do to Implement What Can We Do to Implement BusinessBusiness--driven T&D?driven T&D?
• Develop a Strategic Plan for Training & Development
• Implement/improve the T&D systems, making targeted, sufficient investments to achieve the required business results
Note: Just because trainers are skilled at uncovering training requirements does not in and of itself warrant meeting those requirements
•• Develop a Strategic Plan for Training & DevelopmentDevelop a Strategic Plan for Training & Development
•• Implement/improve the T&D systems, making targeted, Implement/improve the T&D systems, making targeted, sufficient sufficient investmentsinvestments to achieve the required business to achieve the required business resultsresults
Note: Just because trainers are skilled at uncovering Note: Just because trainers are skilled at uncovering training requirements does not in and of itself warrant training requirements does not in and of itself warrant meeting those requirementsmeeting those requirements
C-1
48
DefinitionDefinitionDefinitionA Strategic Plan for Training & Development
• Is a cumulative composition of several outputs from each phase within our four-phase process model; it
-Defines the high-priority business challenges and goals
-Defines the T&D products needed to achieve the high-priority business goals and defines the T&D systems needed to acquire/develop, deploy, and administer the overall T&D product line
• Provides a comprehensive business plan for meeting these needs according to business priorities
A Strategic Plan for Training & DevelopmentA Strategic Plan for Training & Development
•• Is a cumulative composition of several outputs from each Is a cumulative composition of several outputs from each phase within our fourphase within our four--phase process model; itphase process model; it
--Defines the highDefines the high--priority business challenges and goalspriority business challenges and goals
--Defines the T&D products needed to achieve the highDefines the T&D products needed to achieve the high--priority business goals and defines the T&D systems priority business goals and defines the T&D systems needed to acquire/develop, deploy, and administer the needed to acquire/develop, deploy, and administer the overall T&D product lineoverall T&D product line
•• Provides a comprehensive business plan for meeting Provides a comprehensive business plan for meeting these needs according to business prioritiesthese needs according to business priorities
C-1
49
Questions Answered by the PlanQuestions Answered by the Questions Answered by the PlanPlan
C-1
50
1. What are our business challenges, goals, and strategies?2. What knowledge/skills are needed to reach our goals?3. How can we make sure our employees, customers, and
suppliers have know-how ; what is training’s role?4. How adequate is the present learning system?5. What should our system look like in three to five years?6. What are our strategic learning goals?7. What strategies will we adopt to reach our goals?8. What workload do we estimate to execute our strategies?9. How many resources do we need to commit; what ROI?
10. What organizational and management systems do we need?11. How shall we implement the plan?
1. What are our business challenges, goals, and strategies?2. What knowledge/skills are needed to reach our goals?3. How can we make sure our employees, customers, and
suppliers have know-how ; what is training’s role?4. How adequate is the present learning system?5. What should our system look like in three to five years?6. What are our strategic learning goals?7. What strategies will we adopt to reach our goals?8. What workload do we estimate to execute our strategies?9. How many resources do we need to commit; what ROI?
10. What organizational and management systems do we need?11. How shall we implement the plan?
Questions Answered by the PlanQuestions Answered by the Questions Answered by the PlanPlan
C-1
51
Section 5Section 5Section 5
SWI’sFour-Phase, Gated Process
for
Strategic Planning for
Training & Development
SWI’sSWI’sFourFour--Phase, Gated ProcessPhase, Gated Process
forfor
Strategic Planning Strategic Planning for for
Training & DevelopmentTraining & Development
52
SWI’s Four-Phase, Gated Process for SPT&DSWI’sSWI’s FourFour--Phase, Gated Phase, Gated Process for SPT&DProcess for SPT&D
Phase 1 Strategic Vision and Goals
Phase 2 Investment Plan
Phase 3 Training Business Architecture Design
Phase 4 Implementation Plan
Phase 1 Strategic Vision and Goals
Phase 2 Investment Plan
Phase 3 Training Business Architecture Design
Phase 4 Implementation Plan
C-1
Strategic Vision and
Goals
Strategic Vision and
GoalsInvestment
PlanInvestment
Plan
Training Business
Architecture Design
Training Business
Architecture Design
Implementation Plan
Implementation Plan
Phase 1Phase 1 Phase 2Phase 2 Phase 3Phase 3 Phase 4Phase 4
53D-1
Strategic Vision and
Goals
Strategic Vision and
GoalsInvestment
PlanInvestment
PlanTraining Business
Architecture Design
Training Business
Architecture Design
Implementation Plan
Implementation Plan
Strategic Vision and
Goals
Strategic Vision and
Goals
Phase 1Phase 1
Phase 1Phase 1 Phase 2Phase 2 Phase 3Phase 3 Phase 4Phase 4
Phase 1Phase 1Phase 1
54
Phase 1 OutputsPhase 1 OutputsPhase 1 Outputs• Training implications of business challenges and plans
• Assessment of the existing T&D system
• Mission, philosophy, and roles for T&D
• Strategic vision and goals for T&D
• Training implications of business challenges and plans
• Assessment of the existing T&D system
• Mission, philosophy, and roles for T&D
• Strategic vision and goals for T&D
D-1
55
ProjectPlan
Refinement
Kick-offMeeting
withWorking
Team
DataCollection
SystemDevelopment
Data Collection
PersonnelForecasts
BusinessPlans
ExecutiveInterviews
ExistingLearningSystem
BestPractices
DevelopMission,Vision,Guiding
Principles,Goals,
Strategy, andSystem
ArchitectureAlternatives
PreliminaryInvestment
Analysis
Recommendationsto
Executives
Phase 1 Flow ChartPhase 1 Flow ChartPhase 1 Flow Chart
56
Interviewing ExecutivesInterviewing ExecutivesInterviewing Executives
1. What are the most significant challenges facing the business and/or your part of the business?•Markets•Competition•Technology•Products and services•Supplier/customer relationships•External regulations•Management and workforce issues
2. What strategies and goals have been established to address these challenges?
3. What groups of people will need new knowledge or skills for these goals to be achieved?
1.1. What are the most significant challenges facing the What are the most significant challenges facing the business and/or your part of the business?business and/or your part of the business?••MarketsMarkets••CompetitionCompetition••TechnologyTechnology••Products and servicesProducts and services••Supplier/customer relationshipsSupplier/customer relationships••External regulationsExternal regulations••Management and workforce issuesManagement and workforce issues
2.2. What strategies and goals have been established to What strategies and goals have been established to address these challenges?address these challenges?
3.3. What groups of people will need new knowledge or skills What groups of people will need new knowledge or skills for these goals to be achieved?for these goals to be achieved?
D-1
57
Interviewing Executives (continued)Interviewing Executives Interviewing Executives (continued)(continued)
4. What is the downside business risk if we do not have or develop people with the new knowledge and skills? (be as quantitative as possible)
5. Are you willing to provide support in the form of•A training budget to meet these needs?•Your time and the time of your organization to help establish priorities and provide overall guidance?
4.4. What is the downside business risk if we do not have or What is the downside business risk if we do not have or develop people with the new knowledge and skills? (be as develop people with the new knowledge and skills? (be as quantitative as possible)quantitative as possible)
5.5. Are you willing to provide support in the form ofAre you willing to provide support in the form of••A training budget to meet these needs?A training budget to meet these needs?••Your time and the time of your organization to help Your time and the time of your organization to help establish priorities and provide overall guidance?establish priorities and provide overall guidance?
D-1
58
Phase 1 Executive Review Point: Strategic Direction Decision PointPhase 1 Executive Review Point: Phase 1 Executive Review Point: Strategic Direction Decision PointStrategic Direction Decision Point
D-1
PurposeGain commitment of executives to training vision and direction prior to detailed cost analysis/planning
PurposeGain commitment of executives to training vision and direction prior to detailed cost analysis/planning
Criteria
• Key business challenges, strategies, and goals are identified
• Training implications are believable
• Assessment of strengths and weaknesses of present training system is valid
• Mission, roles, philosophy, and vision are acceptable/strong
• Executive commitment to direction and goals is obtained
CriteriaCriteria
•• Key business challenges, Key business challenges, strategies, and goals are strategies, and goals are identifiedidentified
•• Training implications are Training implications are believablebelievable
•• Assessment of strengths and Assessment of strengths and weaknesses of present training weaknesses of present training system is validsystem is valid
•• Mission, roles, philosophy, and Mission, roles, philosophy, and vision are acceptable/strongvision are acceptable/strong
•• Executive commitment to Executive commitment to direction and goals is obtaineddirection and goals is obtained
Tips
• Heavy executive input upfront• Mission/vision, etc. “socialized”
before presenting for approval
TipsTips
•• Heavy executive input upfrontHeavy executive input upfront•• Mission/vision, etc. “socialized” Mission/vision, etc. “socialized”
before presenting for approvalbefore presenting for approval
59E-1
Strategic Vision and
Goals
Strategic Vision and
GoalsInvestment
PlanInvestment
PlanTraining Business
Architecture Design
Training Business
Architecture Design
Implementation Plan
Implementation Plan
Investment Plan
Investment Plan
Phase 2Phase 2
Phase 1Phase 1 Phase 2Phase 2 Phase 3Phase 3 Phase 4Phase 4
Phase 2Phase 2Phase 2
60
Phase 2 OutputsPhase 2 OutputsPhase 2 Outputs
• Quantitative needs forecast
• Alternative strategies for meeting the needs
• Resource requirements for alternative scenarios
• Strategic approach(es)
• Three- to five-year investment plan
• Quantitative needs forecast
• Alternative strategies for meeting the needs
• Resource requirements for alternative scenarios
• Strategic approach(es)
• Three- to five-year investment plan
E-1
61
Identify Development,
Delivery, Staffing,
Outsourcing, and Facility
Strategy Alternatives
Identify Development,
Delivery, Staffing,
Outsourcing, and Facility
Strategy Alternatives
PrepareCoursewareDevelopment
andMaintenance
RequirementsForecast
Prepare/ObtainThree- toFive-YearPersonnelForecast
PrepareDelivery
RequirementsForecast
EvaluateNeeds
Analysis and
CurriculumArchitecture
Data
CalculateResource
Requirementsfor Various
Strategy andLoad
Scenarios
Prepare and
PresentRecommended
InvestmentPlan
Develop Unit
Cost Tables for
Each of the
Strategies
Phase 2 Flow ChartPhase 2 Flow ChartPhase 2 Flow Chart
62
Phase 2 Executive Review Point: Major Financial Decision PointPhase 2 Executive Review Point: Phase 2 Executive Review Point: Major Financial Decision PointMajor Financial Decision Point
E-1
PurposeGain commitment for resourcing the three- to five-year plan prior to investing in the design of the necessary organizational support systems
PurposeGain commitment for resourcing the three- to five-year plan prior to investing in the design of the necessary organizational support systems
Criteria
• Alternatives are clear with varying levels of resource requirements
• Business needs are addressed to varying levels
• Tradeoffs and risks associated with alternatives are clear and realistic
CriteriaCriteria
•• Alternatives are clear with Alternatives are clear with varying levels of resource varying levels of resource requirementsrequirements
•• Business needs are Business needs are addressed to varying levelsaddressed to varying levels
•• Tradeoffs and risks Tradeoffs and risks associated with alternatives associated with alternatives are clear and realisticare clear and realistic
Tips
• Let the executives make the decision—provide alternatives
• The resource requirements are likely to be greater than current levels
TipsTips
•• Let the executives make the Let the executives make the decisiondecision——provide provide alternativesalternatives
•• The resource requirements The resource requirements are likely to be greater than are likely to be greater than current levelscurrent levels
63F-1
Strategic Vision and
Goals
Strategic Vision and
GoalsInvestment
PlanInvestment
PlanTraining Business
Architecture Design
Training Business
Architecture Design
Implementation Plan
Implementation Plan
Training Business
Architecture Design
Training Business
Architecture Design
Phase 3Phase 3
Phase 1Phase 1 Phase 2Phase 2 Phase 3Phase 3 Phase 4Phase 4
64
Phase 3 Outputs Phase 3 Outputs Phase 3 Outputs
• Results measurement plan
• Process Maps and measures
• Organization structure evolution plan
• Governing/advisory structure
• Staffing strategy
• Technology and information systems strategy
• Facilities strategy
• Financial strategy
• Supervisor or manager support system
•• Results measurement planResults measurement plan
•• Process Maps and measuresProcess Maps and measures
•• Organization structure evolution planOrganization structure evolution plan
•• Governing/advisory structureGoverning/advisory structure
•• Staffing strategyStaffing strategy
•• Technology and information systems strategyTechnology and information systems strategy
•• Facilities strategyFacilities strategy
•• Financial strategyFinancial strategy
•• Supervisor or manager support systemSupervisor or manager support systemF-1
65
Develop theFinancial Strategy
Develop theFinancial Strategy
Develop theTechnology and
Information SystemsStrategy
Develop theTechnology and
Information SystemsStrategy
Design theResults
MeasurementSystem
Design theResults
MeasurementSystem
DevelopDetailedProcess
Maps
DevelopDetailedProcess
Maps
Develop the Organization
Structure and Job Designs
Develop the Organization
Structure and Job Designs
Design Supervisor/
ManagerSupport System
Design Supervisor/
ManagerSupport System
Establishthe
StaffingStrategy
Establishthe
StaffingStrategy
Design theAdvisoryStructure
Design theAdvisoryStructure
SpecifyAdditional
AdministrativeSystems
SpecifyAdditional
AdministrativeSystems Document the
T&D Architecture for
Approval
Document theT&D
Architecture forApproval
Develop theFacilitiesStrategy
Develop theFacilitiesStrategy
Phase 3 Flow ChartPhase 3 Flow ChartPhase 3 Flow Chart
66
Phase 3 Executive Review Point*: Training Business ArchitecturePhase 3 Executive Review Point*: Phase 3 Executive Review Point*: Training Business ArchitectureTraining Business Architecture
F-1
PurposeApprove plans before implementationPurposeApprove plans before implementation
Criteria
• Decisions require executive input
• Alternatives and details available where needed
CriteriaCriteria
•• Decisions require executive Decisions require executive inputinput
•• Alternatives and details Alternatives and details available where neededavailable where needed
Tips
• Minimize use of executive time
• Keep decisions at a high level where possible—avoid getting bogged down in details of decision
TipsTips
•• Minimize use of executive Minimize use of executive timetime
•• Keep decisions at a high Keep decisions at a high level where possiblelevel where possible——avoid avoid getting bogged down in getting bogged down in details of decisiondetails of decision
*Optional: This step may be omitted, except for those few decisions that require heavy investment or high-level policy review
*Optional: This step may be omitted, except for those few decisions that require heavy investment or high-level policy review
67F-2
Results Measurement Plan ElementsResults Measurement Plan Results Measurement Plan ElementsElements•Hierarchy of measures to be used
•Strategy for collecting and storing the data
•Plan for a system of regular reports to stakeholders
•Plan for developing and implementing the system
••Hierarchy of measures to be usedHierarchy of measures to be used
••Strategy for collecting and storing the dataStrategy for collecting and storing the data
••Plan for a system of regular reports to stakeholdersPlan for a system of regular reports to stakeholders
••Plan for developing and implementing the systemPlan for developing and implementing the system
68
Process Maps and Measures ElementsProcess Maps and Measures Process Maps and Measures ElementsElements• Macroprocess Map identifying all T&D processes
• Process Maps for each individual training process (e.g., courseware development)
• Performance measures for each process (e.g., cost, cycle time, and quality)
•• MacroprocessMacroprocess Map identifying all T&D processesMap identifying all T&D processes
•• Process Maps for each individual training process (e.g., Process Maps for each individual training process (e.g., courseware development)courseware development)
•• Performance measures for each process (e.g., cost, cycle Performance measures for each process (e.g., cost, cycle time, and quality)time, and quality)
F-2
69F-2
Organization Structure Evolution Plan ElementsOrganization Structure Evolution Organization Structure Evolution Plan ElementsPlan Elements• How many training departments will you have?
• What are their missions, roles, and scope of responsibility?
• How will they coordinate to achieve the overall investment plan?
• How will they be structured internally?
• How will you evolve to this new structure from what you have today?
•• How many training departments will you have?How many training departments will you have?
•• What are their missions, roles, and scope of responsibility?What are their missions, roles, and scope of responsibility?
•• How will they coordinate to achieve the overall investment How will they coordinate to achieve the overall investment plan?plan?
•• How will they be structured internally?How will they be structured internally?
•• How will you evolve to this new structure from what you How will you evolve to this new structure from what you have today?have today?
70
Governing/Advisory Structure ElementsGoverning/Advisory Governing/Advisory Structure ElementsStructure Elements• An overall governing system
• Mission, roles, and membership rules for each advisory group
• A plan for linkage to the training departments
• A plan for creating or evolving the structure
•• An overall governing systemAn overall governing system
•• Mission, roles, and membership rules for each advisory Mission, roles, and membership rules for each advisory groupgroup
•• A plan for linkage to the training departmentsA plan for linkage to the training departments
•• A plan for creating or evolving the structureA plan for creating or evolving the structure
71F-2
Staffing Strategy ElementsStaffing Strategy ElementsStaffing Strategy Elements
• A definition of the needed mix of talents to staff the jobs in the organization structure
• Sources for these talents (line organizations, consultants, college hires, etc.)
• Policies for recruiting, selection, retention, and career management
•• A definition of the needed mix of talents to staff the jobs in A definition of the needed mix of talents to staff the jobs in the organization structurethe organization structure
•• Sources for these talents (line organizations, consultants, Sources for these talents (line organizations, consultants, college hires, etc.)college hires, etc.)
•• Policies for recruiting, selection, retention, and career Policies for recruiting, selection, retention, and career managementmanagement
72
Technology and Information Systems Strategy ElementsTechnology and Information Technology and Information Systems Strategy ElementsSystems Strategy Elements• High-level specifications for technologies to be acquired
and/or deployed (e.g., distance/learning technology)
• Deployment strategy
• T&D information system architecture, including integration with other information systems
• High-level specifications for information system
•• HighHigh--level specifications for technologies to be acquired level specifications for technologies to be acquired and/or deployed (e.g., distance/learning technology)and/or deployed (e.g., distance/learning technology)
•• Deployment strategyDeployment strategy
•• T&D information system architecture, including integration T&D information system architecture, including integration with other information systemswith other information systems
•• HighHigh--level specifications for information systemlevel specifications for information system
F-2
73
Facilities Strategy ElementsFacilities Strategy ElementsFacilities Strategy Elements
• Kinds of training facilities needed
• Location of training facilities
• Capacity requirements over a five- to ten-year forecast period
• Cost
• Risk of obsolescence with changing training technologies
•• Kinds of training facilities neededKinds of training facilities needed
•• Location of training facilitiesLocation of training facilities
•• Capacity requirements over a fiveCapacity requirements over a five-- to tento ten--year forecast year forecast periodperiod
•• CostCost
•• Risk of obsolescence with changing training technologiesRisk of obsolescence with changing training technologies
F-2
74F-2
Financial Strategy ElementsFinancial Strategy ElementsFinancial Strategy Elements
• Financial strategy for-Development budget-Operations budget-Capital budget
• A system for data collection and financial control
• A policy on financial accountability to whom and for what
• A plan to develop and implement the system
•• Financial strategy forFinancial strategy for--Development budgetDevelopment budget--Operations budgetOperations budget--Capital budgetCapital budget
•• A system for data collection and financial controlA system for data collection and financial control
•• A policy on financial accountability to whom and for whatA policy on financial accountability to whom and for what
•• A plan to develop and implement the systemA plan to develop and implement the system
75
Supervisor or Manager Support System ElementsSupervisor or Manager Supervisor or Manager Support System ElementsSupport System Elements• Information systems and communication channels
• Job aids and procedures
• Training for supervisors and managers
• Training coordinator
•• Information systems and communication channelsInformation systems and communication channels
•• Job aids and proceduresJob aids and procedures
•• Training for supervisors and managersTraining for supervisors and managers
•• Training coordinatorTraining coordinator
76
Strategic Vision and
Goals
Strategic Vision and
GoalsInvestment
PlanInvestment
PlanTraining Business
Architecture Design
Training Business
Architecture Design
Implementation Plan
Implementation Plan
Implementation Plan
Implementation Plan
Phase 4Phase 4
Phase 1Phase 1 Phase 2Phase 2 Phase 3Phase 3 Phase 4Phase 4
G-1
Phase 4Phase 4Phase 4
77
Phase 4 Outputs Phase 4 Outputs Phase 4 Outputs
• Detailed implementation plan-Implementation activities lists-Milestones to monitor progress-Assignments of accountability-Resource allocations for implementation tasks-Progress tracking and reporting system
• Final documented Strategic Training Plan
•• Detailed implementation planDetailed implementation plan--Implementation activities listsImplementation activities lists--Milestones to monitor progressMilestones to monitor progress--Assignments of accountabilityAssignments of accountability--Resource allocations for implementation tasksResource allocations for implementation tasks--Progress tracking and reporting systemProgress tracking and reporting system
•• Final documented Strategic Training PlanFinal documented Strategic Training Plan
G-1
78
Establish Implementation Priorities
Develop Plan and Schedule
Establish Implementation Team
Phase 4 Flow ChartPhase 4 Flow ChartPhase 4 Flow Chart
79
Phase 4 Executive Review Point: Implementation Kick-offPhase 4 Executive Review Point: Phase 4 Executive Review Point: Implementation KickImplementation Kick--offoffPurposeProvide visibility of “next steps” to managementPurposeProvide visibility of “next steps” to management
Criteria
• Plan covers next phase at a task level
• Milestones and deliverables clearly defined
• Individual accountabilities identified
• Time frames are reasonable, but within management expectations
• Resources adequate to accomplish objectives
CriteriaCriteria
•• Plan covers next phase at a Plan covers next phase at a task leveltask level
•• Milestones and deliverables Milestones and deliverables clearly definedclearly defined
•• Individual accountabilities Individual accountabilities identifiedidentified
•• Time frames are reasonable, Time frames are reasonable, but within management but within management expectationsexpectations
•• Resources adequate to Resources adequate to accomplish objectivesaccomplish objectives
Tips
• No surprises—people listed in the plan should be aware of (and have agreed to) their roles
• If no executive decisions are required, this review can be a briefing (or a memo)
• “Socializing” the plan upfront will help ensure a “Go” decision
TipsTips
•• No surprisesNo surprises——people listed people listed in the plan should be aware in the plan should be aware of (and have agreed to) their of (and have agreed to) their rolesroles
•• If no executive decisions are If no executive decisions are required, this review can be a required, this review can be a briefing (or a memo)briefing (or a memo)
•• “Socializing” the plan upfront “Socializing” the plan upfront will help ensure a “Go” will help ensure a “Go” decisiondecision
G-1
80
Barriers to OvercomeBarriers to OvercomeBarriers to Overcome
Lack of management attentionLack of management attention
MoneyMoney
Time/resources to do the implementation workTime/resources to do the implementation work
The key to success in implementation is a solid accountability link between the implementing project teams and managementThe key to success in implementation is a solid accountability link between the implementing project teams and management
G-1
81
PurposeReview progress toward plan, changes, and associated resource requirements, and maintain project visibility
PurposeReview progress toward plan, changes, and associated resource requirements, and maintain project visibility
Criteria
• Business issues arising since initial plan are addressed
• Progress/status is clear, deviations from the plan are explained
• Changes (and associated resource requirements) are documented
CriteriaCriteria
•• Business issues arising since Business issues arising since initial plan are addressedinitial plan are addressed
•• Progress/status is clear, Progress/status is clear, deviations from the plan are deviations from the plan are explainedexplained
•• Changes (and associated Changes (and associated resource requirements) are resource requirements) are documenteddocumented
Tips
• Get input upfront through official communication channels, personal network, or individual executive interviews prior to status meeting
• Have details available, but keep executives focused on higher level issues
• Use the plan as a guide throughout the project—otherwise, the effort can get “off track” and become difficult to show status
TipsTips
•• Get input upfront through official Get input upfront through official communication channels, personal communication channels, personal network, or individual executive network, or individual executive interviews prior to status meetinginterviews prior to status meeting
•• Have details available, but keep Have details available, but keep executives focused on higher level executives focused on higher level issuesissues
•• Use the plan as a guide throughout Use the plan as a guide throughout the projectthe project——otherwise, the effort otherwise, the effort can get “off track” and become can get “off track” and become difficult to show statusdifficult to show status
For annual updates, four phases with executive reviews are usually unnecessary
For annual updates, four phases with executive reviews are usually unnecessary
G-1
Ongoing Executive Status ReviewsOngoing Executive Status Ongoing Executive Status ReviewsReviews
82
Section 6Section 6Section 6
Planning aStrategic Plan for
Training & DevelopmentProject
Planning aPlanning aStrategic Plan for Strategic Plan for
Training & DevelopmentTraining & DevelopmentProjectProject
83
Before You Even Start Phase 1Before You Even Start Phase 1Before You Even Start Phase 1
H-1
Purpose1. Document scope, roles, and
project activities for the team and management
2. Track and communicate progress and changes with respect to project tasks for team and management
Key activities•Planning (establishing scope, goal, time frame)
•Negotiating resources
This is an ongoing process throughout the project
PurposePurpose1.1. Document scope, roles, and Document scope, roles, and
project activities for the team and project activities for the team and managementmanagement
2.2. Track and communicate progress Track and communicate progress and changes with respect to and changes with respect to project tasks for team and project tasks for team and managementmanagement
Key activitiesKey activities••Planning (establishing scope, Planning (establishing scope, goal, time frame)goal, time frame)
••Negotiating resourcesNegotiating resources
This is an ongoing process throughout the projectThis is an ongoing process throughout the project
Purpose defined/approvedScope defined/approvedDeliverables definedActivities and time line defined/approved (all four phases)Resources availableRoles/responsibilities defined/approvedExecutive review points defined/approvedStatus current
X
Phase 0: Project Planning and Management, a.k.a. “Organizing thePlanning Project”Phase 0: Project Planning and Management, a.k.a. “Organizing thePlanning Project”
X
X
X
X
X
X
X
84
Project Planning and ManagementProject Planning and Project Planning and ManagementManagementA major key to success or failure is the way you organize and manage the Project PlanA major key to success or failure is the way you organize and A major key to success or failure is the way you organize and manage the Project Planmanage the Project Plan
H-1
• Fail to complete a quality plan
• Fail to complete a quality plan
• Fail to obtain political support for the plan
• Fail to obtain political support for the plan
• Stumble over organizational roadblocks to implement the plan
• Stumble over organizational roadblocks to implement the plan
Risks of Poor Project
Planning and Management
Risks of Poor Project
Planning and Management
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Project Planning and Management StepsProject Planning and Project Planning and Management StepsManagement Steps
H-1
• Scope the project
• Recruit an executive sponsor
• Select the Planning Team-Steering Team-Working Team-Planning staff
• Select the project leader
• Draft the Project Plan
• Review the Project Plan with and get commitments from all members of the Planning Team
•• Scope the project Scope the project
•• Recruit an executive sponsorRecruit an executive sponsor
•• Select the Planning TeamSelect the Planning Team--Steering TeamSteering Team--Working TeamWorking Team--Planning staffPlanning staff
•• Select the project leaderSelect the project leader
•• Draft the Project PlanDraft the Project Plan
•• Review the Project Plan with Review the Project Plan with and get commitments from all and get commitments from all members of the Planning Teammembers of the Planning Team
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Project Planning and Management Steps (continued)
Project Planning and Project Planning and Management StepsManagement Steps (continued)(continued)
• Obtain commitment from executive sponsor and Steering Team
• Keep the project moving and on schedule
• Assign a data manager
• Collect, manage, and disseminate data, information, and knowledge
• Utilize information systems to collect and manage data
• Build consensus-Inform-Negotiate-Decide
•• Obtain commitment from executive Obtain commitment from executive sponsor and Steering Teamsponsor and Steering Team
•• Keep the project moving and on scheduleKeep the project moving and on schedule
•• Assign a data managerAssign a data manager
•• Collect, manage, and disseminate Collect, manage, and disseminate data, information, and knowledgedata, information, and knowledge
•• Utilize information systems to collect and Utilize information systems to collect and manage datamanage data
•• Build consensusBuild consensus--InformInform--NegotiateNegotiate--DecideDecide
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SPT&D Project Planning TemplateSPT&D Project Planning SPT&D Project Planning TemplateTemplate
PROJECT TASKS
Estimated Resources (Days)
ST PM WT DST IST Other
Schedule
Start End
Key:ST = Steering TeamPM = Project ManagerWT = Working TeamDST = Data SubteamIST = Investment Subteam
(see handout)
88
Section 7Section 7Section 7
Selling theStrategic Plan for
Training & DevelopmentProject
Selling theSelling theStrategic Plan for Strategic Plan for
Training & DevelopmentTraining & DevelopmentProjectProject
89
So, how do I sell a Strategic Plan for Training &
Development?
So, how do I sell a Strategic So, how do I sell a Strategic Plan for Training & Plan for Training &
Development?Development?
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SPIN Sales ProcessSPINSPIN Sales ProcessSales ProcessSituation•Major initiatives•Lots of change•Training not seen as a value-added business partner•Out-of-date training methods and technology•No clear focus on training needs•Employee complaints about training
Problems•Ineffective implementation of initiative and technologies•Wasted money on ineffective or unnecessary training•Employee morale problems•Customer dissatisfaction
SituationSituation••Major initiativesMajor initiatives••Lots of changeLots of change••Training not seen as a valueTraining not seen as a value--added business partneradded business partner••OutOut--ofof--date training methods and technologydate training methods and technology••No clear focus on training needsNo clear focus on training needs••Employee complaints about trainingEmployee complaints about training
ProblemsProblems••Ineffective implementation of initiative and technologiesIneffective implementation of initiative and technologies••Wasted money on ineffective or unnecessary trainingWasted money on ineffective or unnecessary training••Employee morale problemsEmployee morale problems••Customer dissatisfactionCustomer dissatisfaction
I-1
SPIN is a registered trademark of Huthwaite Corporation
®
®
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SPIN Sales Process (continued)SPIN Sales Process SPIN Sales Process (continued)(continued)
Implications•Loss of competitive advantage•Lost customers•Lost revenues•Unnecessary cost•Overall loss of business performance
Need-Payoff•Develop a Strategic Plan to realign T&D with business requirements
ImplicationsImplications••Loss of competitive advantageLoss of competitive advantage••Lost customersLost customers••Lost revenuesLost revenues••Unnecessary costUnnecessary cost••Overall loss of business performanceOverall loss of business performance
NeedNeed--PayoffPayoff••Develop a Strategic Plan to realign T&D with business Develop a Strategic Plan to realign T&D with business requirementsrequirements
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®
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Section 8Section 8Section 8
Session SummarySession Session
SummarySummary
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Benefits of Developing a Strategic Training PlanBenefits of Developing a Benefits of Developing a Strategic Training PlanStrategic Training Plan• Puts top management in control of its investment in human
capital development
• Develops credibility with line management
• Creates a comprehensive system to focus on high-priority business needs
• Realigns training with changing business paradigm
• Training becomes a proactive rather than a reactive function
• Eliminates wasted time and money spent on training in low-priority areas
•• Puts top management in control of its investment in human Puts top management in control of its investment in human capital developmentcapital development
•• Develops credibility with line managementDevelops credibility with line management
•• Creates a comprehensive system to focus on highCreates a comprehensive system to focus on high--priority priority business needsbusiness needs
•• Realigns training with changing business paradigmRealigns training with changing business paradigm
•• Training becomes a proactive rather than a reactive functionTraining becomes a proactive rather than a reactive function
•• Eliminates wasted time and money spent on training in lowEliminates wasted time and money spent on training in low--priority areaspriority areas
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Lessons Learned Lessons Learned Lessons Learned • Using a large Working Team drawn from across the organization
helps with buy-in for the project but stretches the project schedule-Time required for team learning-Logistics of scheduling meetings
• Organizing best practices visits, including both the executive groups and the Working Team-Has a very high payoff-Is very difficult logistically
• Performing external benchmarking requires a great deal of scheduling time
• Preselling business units, discipline, and company-level executives-Is essential to gaining commitment-Requires lots of time and hard work
• Using a large Working Team drawn from across the organization helps with buy-in for the project but stretches the project schedule-Time required for team learning-Logistics of scheduling meetings
• Organizing best practices visits, including both the executive groups and the Working Team-Has a very high payoff-Is very difficult logistically
• Performing external benchmarking requires a great deal of scheduling time
• Preselling business units, discipline, and company-level executives-Is essential to gaining commitment-Requires lots of time and hard work
J-1
95J-1
Lessons Learned (continued)Lessons LearnedLessons Learned (continued)(continued)
• Selling a resource budget based on the high-level needs assessment where the company has no experience with some of the new services is difficult
• Having executive sponsorship throughout the project really pays off; having a combination of line and human resources sponsors is ideal
• Getting the right sponsor, Steering Team, and Working Team is critical
• Obtaining executive committee approval at key milestones is critical-Kick-off-Midpoint-Final approval
• Having a linkage to business strategies is essential
• Dedicating a project manager is vital
• Selling a resource budget based on the high-level needs assessment where the company has no experience with some of the new services is difficult
• Having executive sponsorship throughout the project really pays off; having a combination of line and human resources sponsors is ideal
• Getting the right sponsor, Steering Team, and Working Team is critical
• Obtaining executive committee approval at key milestones is critical-Kick-off-Midpoint-Final approval
• Having a linkage to business strategies is essential
• Dedicating a project manager is vital
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Strategic Planning for Training & Development ProcessStrategic Planning for Training & Strategic Planning for Training & Development ProcessDevelopment Process
J-2
Phase 1Strategic Vision
and Goals
• Training implications of business challenges and plans
• Assessment of the existing learning system
• Cost of training and return on investment
• Mission, philosophy, and roles of T&D
• Strategic vision and goals
Phase 2Investment
Plan
• Quantitative needs forecasts
• Alternative strategies for meeting the needs
• Resource requirements for alternative scenarios
• Strategic approach(es)
• Three- to five-year investment plan
Phase 3Training Business
Architecture Design
•• Results Results measurement planmeasurement plan
•• Process Maps and Process Maps and measuresmeasures
•• Organization Organization structurestructure
•• Governing structureGoverning structure•• Staffing strategyStaffing strategy•• Technology and Technology and
information systems information systems strategystrategy
•• Facilities strategyFacilities strategy•• Financial strategyFinancial strategy•• Supervisor support Supervisor support
systemsystem
Phase 4Implementation
Plan
• Implementation activities lists
• Milestones to monitor progress
• Assignments of accountability
• Resource allocations• Progress tracking
and reporting systems
Project Planning and ManagementProject Planning and Management• Purpose • Resource requirements• Scope • Planning roles• Activities • Executive review points
and time lines
• Purpose • Resource requirements• Scope • Planning roles• Activities • Executive review points
and time lines
(Annual Updates)
= Executive review point
97
HumanHumanCompetenceCompetenceis is
The The Competitive Competitive
EdgeEdge
J-2
CompetenceCompetence
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For Further Information ContactFor Further Information For Further Information ContactContact
Omega
Guy W. WallaceSWI – Svenson & Wallace Inc.
1733 Park Street, Suite 201Naperville, IL 60563Voice: 708.416.3323Fax: 708.416.9770
E-mail: [email protected] Wide Web: http://www.swiinfo.com
Aligning Human Talent and Energy
Guy W. WallaceSWI – Svenson & Wallace Inc.
1733 Park Street, Suite 201Naperville, IL 60563Voice: 708.416.3323Fax: 708.416.9770
E-mail: [email protected] Wide Web: http://www.swiinfo.com
Aligning Human Talent and Energy