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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



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



14

T&DSystem

LearningCulture



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


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


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


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


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


• Production training• Maintenance training• Supervisory training• Clerical and


• Production training• Maintenance training• Supervisory training• Clerical and


C-1

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


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


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


Goals


GoalsInvestment

PlanInvestment

PlanTraining Business

Architecture Design

Training Business

Architecture Design

Implementation Plan

Implementation Plan


Goals


Goals

Phase 1Phase 1


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


Goals


GoalsInvestment

PlanInvestment


Architecture Design

Training Business

Architecture Design

Implementation Plan

Implementation Plan

Investment Plan

Investment Plan

Phase 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





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


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


Goals


GoalsInvestment

PlanInvestment


Architecture Design

Training Business

Architecture Design

Implementation Plan

Implementation Plan

Training Business

Architecture Design

Training Business

Architecture Design

Phase 3Phase 3


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


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


Goals


GoalsInvestment

PlanInvestment


Architecture Design

Training Business

Architecture Design

Implementation Plan

Implementation Plan

Implementation Plan

Implementation Plan

Phase 4Phase 4


G-1


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


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


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

85

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

86

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


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

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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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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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94

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

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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





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

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