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8/18/2019 Lecture 4 Developing IE Plan
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IE & GG in HR
Lecture – 4. Institutional Effective
Planning(IEP) & Training Needs
analysis (TNA)Course Instructor !u"a##ad A"#ed $"an
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INSTITUTIONALEFFECTIVENESS REPORT-sample
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Developing IE Plan
• Ele#ents of t"e %lan
1. Institutional goals
2. Groups responsile for IEP
!. Strategic plan
". Assessment plan
#. $ommunicating Goals and Institutional
Effecti%eness
. $onclusions
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1- Institutional Goals
• 'epending on its mission statement each
organi(ation sets up institutional goals e.g. – Enhance organizational excellence and reputation.
– Provide service to clients and beyond
– Enrich staff, faculty, and their experiences
– Increase conservation/ sustainability of assets and gains
– Promote more effective use of resources
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2- Offices / Groups Responsible
for IEP• $E)*s office
• Executi%e committee for IEP
• $hief operating officer
•
IEP steering committee+ office of the institutional research• $ommittees at di%isional le%el
• 'epartmental + ,nit committees
• Plan Implementation Tas- orce
• Ad%isory $ommittees on timelines/ 0udget/ assessment/ etc.
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3- I.E Strategic Plan
• The Academic training+ study plans .
– Enhance skills set
– Increase productivity
– Increase awareness and ownership level
• ecruitment management plan
– Increase crosswalks at regional and unit /branch level
– Enhance uality indicators of the entry level staff
– Enhance reputation of the organization
– Increase staff progression and retention rates.
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4- Te !ssess"ent Plan
• Institutional Assessment
• Program e%el Assessment
• General professional s-ills set
• $urriculum 3apping – !he extent to which each program"s curriculum provides a coherent set
of experiences
– #evelopment of desired knowledge and skills as participants progress
through the program.• Assessment & lin-age to udgeting
• Support le%el for impro%ing the training excellence
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#- $o""unicating Goals an%Institutional Effecti&eness
• $ommunication may e in details form or executi%e
summary
• Assessments 4oser%ations/ data/ studies/ conclusions/
etc.5 and their uses are shared and discussedhori(ontally and %ertically 6ithin the organi(ation
• $ommunicating goals helps to impro%e teaching and
learning/ and to impro%e programs in terms of
achie%ing learning outcomes.
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IE Plan - Process
trategic
Assess#ent
Planning
)rgani(ation*s 3ission+
statement
'e%elopment
3ission
Educational '
learning outco#esAssess#ent
Goals
)8ecti%es
E%aluation method
E%aluation findings
,se of results Program
impro%ement
Educational+learning outcomes
Performance criteria + Target
Performance le%el
Assessment measures+ methods
Assessment findings
,se of results11
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Planning & Assessment 1/2
• oals Aligned to strategic goals/ are road enough to co%er.• *+ectives 'escries 6hat the unit 6ants to accomplish.
• Ena*ling trategies Action enaling the unit to achie%e the
o8ecti%es
• ,esources 0udgets/ personnel time etc./ needed for achie%ingthe goal and o8ecti%e4s5
• ,es%onsi*ility9 :ho 6ill ensure that it is underta-en.
• Ti#eline9 Indicates 6hen data 6ill e collected and analy(ed/
6hen reports 6ill e a%ailale/ and+or 6hen the tas- 6ill eaccomplished.
• E-%ected utco#es 'escries ho6 the unit -no6s if the
o8ecti%e is accomplished/ the outcomes should e specific/
and measurale/ 12
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Training nee%s !nal(sis )
!ssess"ent• Analysis and Assessment < )ften interpreted
erroneously .
• Training needs analysis 9 0rea-do6n of an identified
need to determine its roots and causes as 6ell asrelationship among the identified needs.
• =eeds assess#ent 9 The identification and
prioriti(ation of training re;uirements.
• Identification of training needs starts 6ith9
– #etermination of knowledge
– $kills essential for maximized effectiveness in a set up.
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*ore on Training nee%s
anal(sis 1/2• Training needs analysis < a diagnosis y the
organi(ation to -no6 6hat the learning needs of its
employees are.
• ac- of competency is not the only reason for failure.• Training needs analysis examines the causes of
failure+ non
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*ore on Training nee%s
anal(sis 2/2• >ey elements of an effecti%e training needs analysis
– Engaging professional trainers for the analysis,
– %sing credible data,
– &ollowing a structured methodology,
– 'inking training needs with business ob(ectives,
– )ustifying cost to the likely benefits,
– *aining the commitment of the top management,
– Involving employees and their supervisors – +ommunicating effectively with all those involved.
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Training nee%s classification
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#emocratic needs #iagnostic needs
nalytical needs +ompliance needs
Training needs can *e classified into
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Training nee%s classification
e+plaine% 1/3, /e#ocratic needs are
Preferred options for training/ i.e. selected or %oted
for y employees or managers or oth.
Programs address such needs are li-ely to e 6ell
recei%ed and o6ned y organi(ation memers.
'emocratic needs can e used to uild support for
training programs.
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Training nee%s classification
e+plaine% 2/3• /iagnostic needs
– Are progressi%e in nature.
– ocus on factors that lead to effecti%e performance
and pre%ent performance prolems/ rather than
emphasi(ing on existing prolems.
– 'iagnostic needs are identified y studying the
different factors that may affect performance. – Goal is to determine ho6 effecti%e performance
can e otained
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Training nee%s classification
e+plaine% 3/3
• Analytical needs
– identify ne6 and etter 6ays to perform a tas-.
–
They are generally disco%ered y intuition/ insightor expert consideration.
• Co#%liance needs are
– 3andated y la6.
– 3ostly deal 6ith mandated training programs i.e.9
• $afety training,
• Prevention of sexual harassment,
•
!raining for implementation of reservation policy, etc.20
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To be continue% ne+t ee
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