Randy Fleckenstein

– Sr. Mngr. HR & Facilities

Training Program AdministrationLecture in Industrial Psychology

University of Iceland Business School

February 2011

Topics covered: The profession and the promise Objectives and scope of corporate training Organizing corporate training

• Real engines of wealth are intangibles

– created by people

– R&D, marketing and quality of training

• Value of intangibles*

– Intangible capital of world’s 150 largest firms

• $7.5 trillion in 2005 vs. $800 billion in 1985

*market capitalization minus invested financial capital

Mobilizing Minds (Bryan, L.L. & Joyce, C., McKinsey & Co., 2007)

• The responsibility of management and staff

• An investment rather than a cost

• A necessity rather than a luxury

• Creating value through “social capital”

• Necessary to attract employees with higher levels of education who demand continuing education opportunities

• A business support function with professionally trained management and staff

• Necessary to coordinate company needs with the vast array of vendors and institutions marketing knowledge and skills

• Necessary for meeting certification and compliance requirements

• A vital element in maintaining the company’s competitive advantage

Talent development is viewed today as ...

HR Executive

• Director, Talent Management

Director, HR

• Manager, Recruitment; Manager, Learning Services

Manager, HR

• Sr. Recruitment Specialist; Corporate Trainer; Sr. Learning Services Specialist

Sr. HR Generalist

• Recruitment Specialist; Learning Services Specialist

HR Generalist

HR Assistant

Your Career - Learning & Talent Development Path(BC HRMA Career Path Model, PeopleTalk, 14 (3), Fall 2010

Website content areas – the scopeChartered Institute of Personnel & Development (http://www.cipd.co.uk/)

Learning, training and development

• Appraisal training

• Blended and e-learning

• Career management and development

• Coaching and mentoring

• Design and delivery

• Evaluation

• Induction

• Management development

• Learning and training needs

• Secondment

• Self-development

• Strategies and policies

• To increase productivity

• To insure that the right skills are in the right place

at the right time

• To develop and encourage improved management

practices

• To disseminate the corporate culture and sense of

being a member of a team

• To ease employee adaptation to change

• To increase job satisfaction, competence and

engagement

Objectives in managing training and development

Loose alignment

Focuses on financial measurement and delivery

Does not include learning and associated objectives in the strategic plan

Equips people with the basic skills they need to do their current jobs

Employees participate in training designed to improve job-related skills

Rarely provides occasions when learning opportunites can be identified

Tight alignment

Establishes & implements annual learning objectives

Builds learning objectives into the strategic plan at the outset of the planning process

Learning enables the org. to adapt to future requirements or shape it’s future

Employees seek and act on widely relevant learning opportunities

Encourages continuous learning & identifies outcomes from learning

Value of learning, CIPD 2007, bls. 8

• Endurmenntun HÍ

• Opni háskólinn - HR

• Háskólinn á Akureyri

• Viðskiptaháskólinn á Bifröst

• Landbúnaðarháskóli Íslands

• Hólaskóli, Hólum í Hjaltadal

• Alþjóðlegt samstarf

• Sókrates/Grundtvig

• Nordplus Voksen

• Sókrates/Mínerva

• Námsflokkar

• Námsflokkar Hafnarfjarðar – Miðstöð

símenntunar

• Mímir-símenntun

• Fræðslusetrið Starfsmennt

• Fræðslumiðstöð atvinnulífsins

• IÐAN – fræðslusetur

• Fullorðinsfræðsla hjá stéttarfélögum

Adult Education in Iceland

• Fjölmennt, fullorðinsfræðsla

fatlaðra

• Efling stéttarfélag

• Verkalýðsfélagið Hlíf

• Fræðslunet Suðurlands

• VISKA - Fræðslu- og

símenntunarstöð Vestmannaeyja

• Miðstöð símenntunar á

Suðurnesjum (MSS)

• Símenntunarstöðin á Vesturlandi

• Fræðslumiðstöð Vestfjarða

• Farskólinn - Miðstöð

símenntunar á Norðurlandi

vestra

• Símey - Símenntunarstöð

Eyjafjarðar

• Þekkingarsetur Þingeyinga

• Þekkingarnet Austurlands

• Investment/employee £250

• Training days/employee 4

CIPD statistics from 2009

Organization of Training

Management

of the

training

functionStrategy,

objectives

Needs analysis:

managers, staff &

the “environment”

SchedulePreparation, development,

course/learning administration

Evaluation

Learning

The Job

Support

Budget

What do directors of training do? (CIPD 2009 - Chartered Institute for Personnel & Development, U.K.)

Verkefni

1. General management and design of education and training

2. Teaching and oversight with the training centre

3. Managing and organizing training conducted by external instructors/vendors

4. Needs analysis and gaining management support

5. Supervision and evaluation of education and training

Define activities, knowledge and skills that are likely

to bridge the gap between the current and desired

situation.

Needs Analysis:

Needs identified from

strategies, policies,

plans, procedures,

regulations and laws.

Needs that stem from

insufficient outcomes

Needs that stem from

exceptional outcomes(the next challenge?)

• Disposal of hazardous materials will be emphasized

with the public and business including proper sorting

of waste and economical and safe disposal.

• Departments with larger numbers of employees shall

conduct staff meetings at least twice a year.

• Each employee will enhance their communication

skills in alignment with his/her job responsibilities.

• Improved trimming and cleaning of parks and public

areas.

How would you assess training needs with the above in hand?

Sample objectives for a municipality

What do new graduates lack?(Learning & Talent Development 2010, CIPD)

Competencies %

1. Management/leadership skills 59

2. Business skills and strong commercial awarenss 56

3. Customer service skills 41

4. Work ethic 37

5. Communication/interpersonal skills 34

What methods work best?(Learning & Talent Development 2010, CIPD)

Aðferðir %

1. In-house training and plans 56

2. Coaching supervised by front-line managers

51

3. On the job training 30

4. Transfers, job swaps and internships 30

5. Support and study groups/networks 21

Near bottom: Conferences 9

• Is the instruction likely to increase company success?

• Is the material and are the methods suitable for the participants?

• Are the participants active?

• Are examples used?

• Are the participants prepared?

• Are the participants required/encouraged to use their new knowledge and skills following instruction?

• Is follow-up built into the program?

• Is the instructor competent and does he/she command respect?

Requirements for getting results from training

Sample decision chart – who pays for training

and when?

VALITOR paysVALITOR and employee

share the costsEmployee pays

Employee is on salary,company pays participant fees and other costs associated with education and training.

VALITOR and the employee share costs of education, e.g. the employee applies for a grant from the union education fund while the company allows the employee to participate during working hours.

The employee finances the training/education. The company may provide leave without pay and the union may reimburse some of the tuition fee.

Education/training that enhances the employee’s competence in current or future positions that he/she is being groomed for.

The training may be useful to VALITOR (now or in the future) but is not a priority for the company or for the employee’s current job.

No recognized connection with current or future job requirements within the company.

Evaluation of training

Levels:

1. Reaction, attitudes

2. Participant learning

3. Implementation support and plans

4. Use of new knowledge and skills on the job

5. Improvements to the job, service levels and

bottom line

Adapted from: Guskey, T. R. "Staff Development

and Teacher Change." EDUCATIONAL

LEADERSHIP 42:7 (April 1985): 57-60.

Basic record keeping

Employee Job Title Description of training Training method

Participant fees Hours or units awarded Dates of training Confirmed

Professional Associations:http://www.astd.org/astdhttp://www.cchra.ca/en/http://www.cstd.ca/http://www.shrm.org/Pages/default.aspxhttp://www.cipd.co.uk/http://www.hrnorge.no/English/http://www.dhrmf.dk/

and many Linkedin T&D interest groups

Welcome to the profession!Randy Fleckensteinrandver@valitor.is