Managing Training & Development Function

http://totallyunrelatedrandomanddebatable.blogspot.com/
Managing Training &
Development Function
Main Slides Compilation
Kenny Ong

IMPORTANCE OF TRAINING
FUNCTION IN HUMAN RESOURCE
DEVELOPMENT IN YOUR
ORGANIZATION

Intro
What is your objective?

Managing Expectations
• Exercise: Please note down one important item
you want to learn or get out from this workshop

Intro: How does it look like?
In the old days of training…
• Average training hours per staff
• % of staff attending training
• # of training programs
• % of training programs conducted
• Training needs analysis conducted
• Competency models developed
• Training budget as % of payroll
What’s wrong with this picture?

Intro: How does it look like?
Moral of the story…
1. Innovation:
– Business models
– Products
– Services
2. Market Leadership
3. Competitive differentiation
Get the picture?

The McPlaybook*
Make it easy to eat
• 50% drive-thru
• Meals held in one
hand
Make it easy to prepare
• High Turnover
• Tasks simple to learn
& repeat
Make it quick
• “Fast Food”
• Tests new products
for Cooking Times
Make what customers want
• Prowls market for new
products
• Monitored field tests
*Adapted from: Businessweek , Februrary 5th 2007

What is the Business
Model?
USP
Market
Discipline
Profit Model
•Google
•Tata Nano

Business Model: USP
USP
(How do I
position my
organization?)
External
Customer
**Internal

Business Model: Profit
Model
Revenue
Cost
Margin
Cash
Flow
Assets

Market Discipline
"They are the most innovative"
"Constantly renewing and creative"
"Always on the leading edge"
"A great deal!"
Excellent/attractive price
Minimal acquisition cost and
hassle
Lowest overall cost of
ownership
"A no-hassles firm"
Convenience and speed
Reliable product and
service
"Exactly what I need"
Customized products
Personalized communications
"They're very responsive"
Preferential service and
flexibility
Recommends what I need
"I'm very loyal to them"
Helps us to be a success
Product
Leadership
Operational
Excellence
Customer
Intimacy
• Cost
• Convenience
• TCO
• Features,
Benefits
• Limited
Range
• Solutions
• Customization
• Breadth &
Depth

Intro: Market Discipline
"They are the most innovative"
"Constantly renewing and creative"
"Always on the leading edge"
"A great deal!"
Excellent/attractive price
Minimal acquisition cost and
hassle
Lowest overall cost of
ownership
"A no-hassles firm"
Convenience and speed
Reliable product and
service
"Exactly what I need"
Customized products
Personalized communications
"They're very responsive"
Preferential service and
flexibility
Recommends what I need
"I'm very loyal to them"
Helps us to be a success
Product
Leadership
Operational
Excellence
Customer
Intimacy
•Air Asia
•LV
•Ramly

Operational Excellence
(low cost producer)
Ref: The Discipline of Market Leaders, Michael Treacy & Fred Wiersema; 1995
Product Leadership
(best product)
Customer Intimacy
(best total solution)
Alignment & Consistency:
Market Disciplines

(low cost producer)
Ref: The Discipline of Market Leaders, Michael Treacy & Fred Wiersema; 1995
Product Leadership
(best product)
Customer Intimacy
Strategy: Market Disciplines

Operational
Excellence
• Competitive price
• Error free, reliable
• Fast (on demand)
• Simple
• Responsive
• Consistent
information for all
• Transactional
• 'Once and Done'
Customer Intimacy
• Management by
Fact
• Easy to do
business with
• Have it your way
(customization)
• Market segments
of one
• Proactive, flexible
• Relationship and
consultative
selling
• Cross selling
Product Leadership
• New, state of the
art products or
services
• Risk takers
• Meet volatile
customer needs
• Fast concept-to-
counter
• Never satisfied -
obsolete own and
competitors'
products
• Learning
organization
Disciplines, Priorities, and KPIs

Sample KPIs for Each
Discipline
Operational
Excellence
• Price
• Selection
• Convenience
• Zero Defects
• Growth
Customer Intimacy
• Customer
Knowledge
• Solutions Offered
• Penetration
• Customer Data
• Customer-success
focus
Product
Leadership
• Marketing
• Functionality
• # of Successes
• # of Failures
• Learn from key
users
• Interdisciplinary
teams
• Pipeline

(low cost producer)
Product Leadership
(best product)
Customer Intimacy
Market Disciplines: Hardware
HP well-balanced
portfolio, mass
customization
Acer super lean
cost structure,
aggressive pricing
Apple powerful
products, premium
pricing, limited range
Still Doing
well in
2009-
2011

(low cost producer)
Product Leadership
(best product)
Customer Intimacy
Market Disciplines: Hardware
Samsung well-
balanced portfolio,
mass customization
‘Locals’ super
lean cost structure,
aggressive pricing
Apple powerful
products, premium
Still Doing
well in
2012-
2013

(low cost producer)
Product Leadership
(best product)
Customer Intimacy
Market Disciplines: Technology
Google well-
balanced portfolio,
mass customization
Amazon super
lean cost structure,
aggressive pricing
Apple powerful
products, premium
Still Doing
well in
2012-
2013

Budgeting vs. Priorities
Upturn Flat Downturn
Fight Complacency
Sharpen Edge
Keep Momentum
Conquer
NPD Cycle Time
Improve Edge
Extensions
Counter Competitor
Innovation
Acquire
Profits
Build momentum
Sales
Cash Flow
Focused on
‘Breakthrough’
JV, In-source, Out-
source
Eliminate bottom 20%
Improve Top 15%
revenue-generating
products
↓ R&D, ↑Sales
Example: Business Situation vs. R&D Priorities

Business Situations vs. HRM
Fight Complacency
Sharpen Edge
Keep Momentum
Conquer
‘Change’ mgmt
Reduce Fat
Continuity
Everyone Happy
Innovation
Acquire
Profits
Build momentum
Sales
Cash Flow
Talent Mgmt
Innovation/R&D
Early wins
Slow Down HR Costs
Top Talent focus
Sales, Sales, Sales
Increase attrition
Motivation

Business Situations vs. HRM
Fight Complacency
Sharpen Edge
Keep Momentum
Conquer
‘Change’ mgmt
Reduce Fat
Continuity
Everyone Happy
Innovation
Acquire
Profits
Build momentum
Sales
Cash Flow
Talent Mgmt
Stack R&D
Early wins
Slow Down HR Costs
Top Talent focus
Stack Sales
Increase attrition
Motivation
•Projects
•Job Ads
•Communication
•F/L Manager Com.
•Middle Management
•Involvement (survey,
suggestions)
•Realistic Goals
•Controllable KPIs (customer
satisfaction, production)

Problems for T&D
1. Malaysian Education
system
2. Parents
3. Business short-term
thinking
4. Punishing mistakes
5. Lack of career drive
6. T&D = HR
7. T&D ≠ Business
8. Comfort
9. Laziness as human
nature
10.Underestimating
process (habits) &
overestimating events
11.Leaders
12.Not technology-ready
13.Pushed by Consultants
14.MNC case studies

Mistakes Made
1. Decentralized T&D funds
2. Too focused on Training
3. No linkage with staff
Performance gaps
4. Too focused on
Weaknesses
5. Failed to differentiate
Leaders vs. Specialists
6. Started too complex and
too much
7. No modern learning
8. ISO as control system,
not learning system
9. Failed to differentiate
cultures of different
business units
10.Directly incentivized
project work
11.No S.P. for HODs
12.Hiring & Selection
criteria didn’t contain
‘Learning Attitude’
13.Too focused on soft
skills

ROLE OF TRAINING OFFICER OR
TRAINING MANAGER

Role of T&D
ROLE
Company
Employees
Leaders HRM

Consulting Process and
Deliverables
Step 1: Data
Turnover history & Exit
Interviews
Training Program input
Employee Satisfaction
Survey
Q12 Staff Engagement
Survey
Stay Survey
Compensation & Benefits
Step 2: Analysis
Turnover Analysis
Work Culture analysis
Leadership analysis
analysis
HRM policies analysis
Step 3:
Recommendations
Changes to HRM policies
(inc. T&D)
Work Culture
enhancements
Leadership and staff
relationship mgmt
Performance management
system
Staff Motivation
Step 4:
Tools/Resources
Interview Formats and
Questions for Recruitment
Survey
Tools
Benefits Survey format
31

JOB DESIGN

District Engineer, TNB
Duties and
Responsibilities
If stated as Accountabilities then the job
must produce :
Control, operate and
maintain the District
Distribution System
Ensure uninterrupted supply to
consumers in the district by operating
the District Distribution System.
Manage major supply
projects to customers in
the district.
Ensure satisfaction of the major customers
in the district by managing supply and
Distribution.
Supervise all technical
staff in the district.
Ensure high performance and Productivity
of technical staff by adopting proper human
resource management methods on
selection, training, coaching, counselling
and motivation.
Plan and design the High
voltage system
Ensure availability of adequate supply for
future needs of industries in the district by
planning and designing the High voltage
System

Results Driven
Activity vs.
Accountability

Exercise: Results
Description
Key
Result
Key Activities KPIs
1. 1.
2.
3.
4.
1.
2.
3.
4.
2. 1.
2.
3.
4.
1.
2.
3.
4.
3. 1.
2.
3.
4.
1.
2.
3.
4.
4. 1.
2.
3.
4.
1.
2.
3.
4.

Key Results Major Supporting Actions Performance
Indicators
1. Ensure
achievement
of targeted
production
volume
•By monitoring production performance and
taking corrective actions
•By analysing production downtime and
introducing improvements
•By thorough preparation for introduction and
implementation of new models and variants
•Timely production
targets
•Productivity ratios
•Downtime
•Implementation
schedule
•
2. Ensure
achievement
of product
quality targets
•By reviewing quality performance results and
identifying non conformance and undertaking
corrective actions
•By analysing customer feedback and taking
corrective actions
•By undertaking on-line and off-line
continuous quality improvement programs
and activities
•By undertaking education and re-education
programs
•Quality index
•Defect occurrence
•Non-conformance
to established
standards
•Demerit points
General Manager, Manufacturing

Indicators
3. Ensure safe
and healthy
operating
environment
•By incorporating safety and health features
into infrastructure design and development
•By creating awareness of safety and health
among employees through programs and
campaigns
•By constant monitoring of safety and health
standards through working committees
•By developing and implementing
occupational health programs
•Accident rate
•Health standards
•Operation audit
findings
4. Ensure
competent,
motivated and
productive
manufacturin
g workforce
•By developing and implementing on-the-job
training
•By developing and promoting effective
communication with employees and union
•By ensuring continuous development and
upgrading of skills
•By providing appropriate recognition and
rewards for high performance
•By promoting teamwork through QCC and 5s
activities
•Productivity ratios
•Turnover rate
•Employee morale
•Team activities
•Strikes /
disciplinary actions

Indicators
5. Enhance
operating
efficiency and
productivity
•By ensuring effective and efficient
maintenance of plant, machinery and
resources
•By reducing wastage and eliminating
pilferage
•By reducing and managing indirect overtime
•By managing utilisation of consumables and
materials
•Operating efficiency
standards
•Cost per unit
•Wastages and
losses
6. Timely
execution of
projects
•By undertaking effective planning and
provision of resources
•By monitoring implementation and progress
of projects
•By managing project costs
•By developing effective project teams
•Timely completion
of projects within
cost allocation

The Full-Services Training &
Development Department

ROLE OF T&D

Aligning the 4-Wheels
Culture
Business
Model
Strategic
Planning
Structure
Resources
Leadership
Person

Talent Segment
Philosophies
Principles HR Philosophy
1.Equal / Fair
2.Happy / Productive
3.Hire Low, Train High
4.Performance vs Potential
5.SP drives TM
6.Talent Pool owned by the company
7.Retention / Engagement

Alignment: Framework
• Org Structure
• Job Design
• C&B
• Policies & procedures
• Decision making
• Job fit
• Management Systems
• BSC and KPIs
• Decentralized vs. Centralized
• Control vs. Empower
Structure

Strategy: Framework
• Tools
• Physical facilities
• Peer support
• Information
• T&D Programs
• Mentors
• Guides
• ICT
• OJT
Resources

Strategy: Framework
• Role modeling
• Vision/Mission/Philosophy
• Leadership Style
• Delegation & Empowerment
• C&B
• Promotions
• Transition development
Leadership

Strategy: Framework
• Recognition
• Recruitment
• Training
• Values
• Motivation
• Self Efficacy
• Awareness
• Useful Competencies
• Career aspirations
• Attribution (control)
Person

Important Note:
• You can never directly ‘manage’
Culture
• But you can control factors that
determine the culture

Alignment: 4-Wheels Model
Culture
Business
Model
Strategic
Planning
Structure
Resources
Leadership
Person

Alignment: Framework
• Focus point
• Alignment
• Quality
• Innovation & Differentiation
• Risk taking
• Performance Management
• Corporate obsession
• Decision making
Culture

• Exercise: Use the 4-wheels to determine
corporate alignment needs

MANAGING THE TRAINING
DEPARTMENT / SECTION

Internal vs. External Trainers
1. They are aware about the procedures
and practices in the company.
2. They have job knowledge about their
area of work. They can answer
questions about the organisational
difficulties.
3. Their honorarium is fixed by the
management policies.
4. They can handle sessions with
examples from their area of work.
5. You should carefully choose people
who can volunteer and have relevant
knowledge and capability for handling
the session.
6. It may work out cheaper for you.
1. Bring with them their experience from
a different organization.
2. They read; study more because they
have taken it as a profession.
3. When you don’t have internal faculty
to handle some topic they are
preferred.
4. They can help to bring in new
concepts into your organization.
5. They have learnt the art of managing
the class. (you should assess)
6. They have lot of methods to create
interest among participants.
7. They may demand more money for
sessions.
8. You are not sure about their capability.
Internal Trainers External Trainers

Trainer Facilitator Consultant

Tell
Teach
Guided by material
Sponsored by HR dept
Share information
Controls agenda
Chaos is a problem
Hugs the shore
Event driven
Book open
Outcomes are predictable
Uses instruments to measure
Leader of group
Limits input to material
Trust=material
Directs a teaching process
Content specific
Time and content are concerns
Measured by ability to present
Ask
Listen
Guided by process
Sponsored by line management
Provokes thinking
Creates adult learning environment
Understands chaos
Blue water sailor
Relationship driven
Closes book
Outcomes unknown
Outcomes measured
Member of the group
Limits input to needs of group
Trust=process
Manages a learning process
Process specific
Processes and systems are
concerns
Measured by success of others
Question
Assesses
Guided by assessment
Sponsored by executives
Participates in thinking
Uses own agenda
Thrives on chaos
Navigator
Strategy driven
Writing book
Outcome=strategy
Identifies things to be
measured
Expert to the group
Limits input to area of expertise
Trust=experience
An information resource
Application specific
Outcomes are concerns
Measured by what he knows
Trainer Facilitator Consultant

An Inventory for Internal
Consultants

T&D vs. The Consultant

TND SOP

Budgeting for TND

TRAINING & DEVELOPMENT
NEEDS IN AN ORGANIZATION

Competencies and ‘Ideal’ Profiles

Position: Secretary
Responsibilities +
Tasks + Activities
Personal Competencies Differentiating
Competencies
The Job Person Characteristics The Superior Performer
•Typing
•Manages
communications
•Keeps short-hand
notes
•Makes
appointments
•Uses the computer
•Filing
•Takes minutes
•Follow-up
•Makes coffee
•Keeps secrets
•Drafts letter
•Screens calls
•Pleasant
•Accurate
•Is able to take notes
on shorthand and
typing memo
effectively
•Presentable
•Appearance
•Behaviours
•Good manners
•Courteous
•Diligent
•Proactive
•Initiative
•Independent
•Integrity (trust)
•Creative
•Resourcefulness
•Always excel
•Unwavering
dedication and
commitment
•Ability to make
simple decisions
•Sensitive to people
•Positive attitude

Competencies

Superstar Competency
Model
• Exercise: Develop Your Own “Superstar”
Competency Model

Competency Target Setting
1. Initiative
2. Teamwork
3. Problem Solving
4. Leadership
5. Integrity
What’s the problem here?

Competency Target Setting
Initiative
1. Minimize problems quickly without needing to
be asked
2. Seeks personal growth and professional self-
development
3. Doing more than is required/expected in a job
4. Seeks new and improved solutions and
approaches to completing assignments
5. Looks for opportunities to help others and team

• Exercise: Competency Dictionary

Competency Standards
3 Meets behavioral standards consistently. Is a
good role model for others.
2 Meets behavioral standards some of the
time. Needs improvement.
1 Does not meet behavioral standards.
Require counseling or disciplinary actions.

DETERMINING TRAINING NEEDS
OF YOUR ORGANIZATION
WITH TNA (TRAINING NEEDS
ANALYSIS)

Sources of TNA
• Exercise: List down the sources of TNA
available in your company:
– E.g. Job Description (RDQ)

Sources of TNA
Step 1: Data
Turnover history & Exit
Interviews
Training Program input
Survey
Survey
Stay Survey
Step 2: Analysis
Turnover Analysis
Work Culture analysis
Leadership analysis
analysis
HRM policies analysis
Step 3:
Recommendations
Changes to HRM policies
(inc. T&D)
Work Culture
enhancements
Leadership and staff
relationship mgmt
Performance management
system
Staff Motivation
Step 4:
Tools/Resources
Interview Formats and
Questions for Recruitment
Survey
Tools
Benefits Survey format
TNA

Macro TNA

Operational
Excellence
Customer
Intimacy
Product
Leadership
Organization, jobs,
skills
Management
systems
Information and
systems
Culture, values,
norms
Business Model vs. Talent &
Performance Management

•Central authority, low level of empowerment
•High skills at the core of the organization
•Disciplined Teamwork
•Process, product- driven
•Conformance, 'one size fits all' mindset
•Integrated, low cost transaction systems
•The system is the process
•Command and control
•Quality management
Organization,
jobs, skills
Management
systems
Information and
systems
Culture, values,
norms

Organization, jobs,
skills
Management
systems
Information and
systems
Culture, values,
norms
Product Leadership
•Ad hoc, organic and cellular
•High skills abound in loose-knit structures
•Concept, future-driven
•Experimentation and 'out of the box' mindset
•Person-to-person communications systems
•Technologies enabling cooperation
•Rewarding individuals' innovative capacity
•Risk and exposure management
•Product Life Cycle profitability

Organization, jobs,
skills
Management
systems
Information and
systems
Culture, values,
norms
Customer Intimacy
•Empowerment close to point of customer contact
•High skills in the field and front-line
•Customer-driven
•Variation and 'have it your way' mindset
•Strong customer databases, linking internal and
external information
•Strong analytical tools
•Customer equity measures like life time value
•Satisfaction and share management
•Focus on ‘Share of Wallet’

• Operational Excellence
• Move know-how from top performing
units to others
• Benchmark against best in class
• Ensure operations training for all
employees
• Use disciplines like TQM for continuous
learning to reduce costs and improve
quality
Market Disciplines

Market Disciplines
• Customer Intimacy
• Capture knowledge about customers
• Understand customer needs
• Empower front line employees
• Ensure that everyone knows the
customer
• Make company knowledge available to
customers

• Product Leadership
• Reduce time to market
• Commercialize new products fast
• Ensure that ideas flow
• Reuse what other parts of the company
have already learned
• Ensure there are multiple sources of
funding
Market Disciplines

Why BSC?
• Reason 1: Balanced
• Reason 2: Cause-and-Effect
www.myCNI.com.my www.OOBEY.com

Revenue
Base
Retention
Share Gain Positioning Adjacent
Market
New
Business
Financial
Learning & Growth
Internal Process
Customers
Cost Margin
Cause and Effect
Cash Flow Asset
Operational
Excellence
Product
Leadership
Customer
Intimacy
Investment
Strategy
Competencies Information Systems Motivation,
empowerment,
alignment
Satisfaction

Financial
Learning &
Growth
Internal
Process
Customers /
Distributors
Revenue Growth
ProductivityMarket Value
Department
Operations
Supplier &
Alliances
External
Involvement
Target
Markets
Products/
Services
Channel
Strategies
Human
Resources
Technology
Information &
IntelligenceSystems &
Processes
Cause and Effect: An
Example

Financial
Learning &
Growth
Internal
Process
Customers /
Distributors
Example: 1st Level BSC &
KPIs
Profit after Tax. Revenue. Cash-to-cash cycle. Operating
cash flow
Customer Complaints. Customer Acquisition Rate. Product
Availability. Product Quality & Service. Renewal Annual
Subscription. Distributor Rank Achievement. No. of Active
Distributor. No. DC/Regional Sales. Distributor with commission
Customer Database Availability. Accuracy of Forecast Planning.
Continuous Improvement. Response Time to Customer Needs.
Perfect Order Fulfillment. Inventory Turnover. Number of Effective
Sponsoring Program. On Time Delivery. No. of Effective Training.
Number of Effective A&P
% of staff evaluated on Core Competency Framework. % of staff
with Career Development Plans. No. of training hours completed
per staff. % of staff with access to strategic information. Q12
Index. % staff evaluated on Culture alignment

Leading and Lagging KPIs

Cause and Effect
Goal:
Healthy!
What are my
Vital Signs?
•Blood
Pressure?
•Temperature?
•Cholesterol?
•Fever?
•Chest Pain?
•Dizziness?

Cause and Effect
Also known as:
Leading vs. Lagging
Indicators

Exercise: Leading vs. Lagging
Lagging?
• Monthly Sales
• Customer Retention
• Project success
• Event attendance
• ARPU
• Customer Satisfaction
• Dealer Satisfaction
Leading?

Financial
“To satisfy our
stakeholders, what
Financial objectives must
we accomplish?”
Internal Process
“To satisfy our customers, in
which internal business
processes must we excel?"
Customer
“Who are our target
customers?
What is our value
proposition?”
Learning & Growth
“What capabilities and tools
do our employees require to
help them execute our
strategy?
Cause & Effect: Strategy

Top Performers and the ‘No
Contribution’ Problem
Lagging
Leading
Historical, Outcome, Results, 1st
Level, Usually Financial or
tangible, Quarterly and Annually
Current, Indicators, Drivers, 2nd
Level onwards, usually non-
financial or intangible, Weekly,
Monthly and Quarterly

Developing ‘Driver’ KPIs
Customer Retention % Lagging, 1st Level
Customer Satisfaction
Index
Leading, 2nd Level
On time delivery
Time to market for new products
TNA %
Defect levels, warranty claims
Leading, 3rd Level
onwards

What is the Objective?
‘Do-or-Die’ KPIs for CNI
• Revenue
• ARPU
• Sponsoring
• Retention
• Commission Plan (BDP)
• Product
• Corporate Image

• Exercise: What are the Key 1st Level KPIs for
your Industry?

• Exercise: Developing your own Leading and
Lagging KPIs

B2B/B2G BSC Matching
Revenue
Base
Retention
Market
New
Business
Financial
Learning & Growth
Internal
Process
Customers
Cost Margin Cash Flow Asset
Operational
Excellence
Product
Leadership
Customer
Intimacy
Investment
Strategy
Competencies Information
Systems
Motivation,
empowerment,
alignment
Satisfaction
Customer/Client/
Government BSC
Revenue
Base
Retention
Market
New
Business
Financial
Learning & Growth
Internal
Process
Customers
Cost Margin Cash Flow Asset
Operational
Excellence
Product
Leadership
Customer
Intimacy
Investment
Strategy
Competencies Information
Systems
Motivation,
empowerment,
alignment
Satisfaction
Your BSC
1. Draw your ‘customer’s’ BSC
2. Match their CP/IP with your CP
3. Identify IPs that support/conflict

Macro TNA: Other Sources
1. SWOT
2. Risk Management
3. PESTEL
4. Scenario Analysis

SWOT: Opportunities &
Threats
Opportunities
=
Taking advantage of ‘Trends’
Threats
=
Strategic Risk Management

SWOT: General Strategic
Risks
1. Industry
1. Margin Squeeze
2. Rising R&D/CAPEX
3. Overcapacity
4. Commoditization
5. Deregulation
6. Increased power among
suppliers
7. Extreme business-cycle
volatility
2. Technology
1. Shift in technology
2. Patent expiration
3. Process becomes obsolete
3. Brand
1. Erosion
2. Collapse
4. Competitor
1. Emerging global rivals
2. Gradual market-share gainer
3. One-of-a-kind competitor
5. Customer
1. Customer priority shift
2. Increasing customer power
3. Over reliance on a few
customers
6. Project
1. R&D failure
2. IT failure
3. Business development failure
4. Merger or acquisition failure
7. Stagnation
1. Flat or declining volume
2. Volume up, price down
3. Weak pipelineAdrian J. Slywotzky and John Drzik

PESTEL and Scenarios
Scenario 1 Scenario 2 Scenario 3
Political
Economic
Social
Technology
Environment
Legal

Macro TNA: Who Do What
by When?
Competency
(Training
Needs)
Who Reference When

Macro TNA: Who Do What
by When?
Competency
(Training
Needs)
Who Reference When
Basel III Finance BS3 doc Q2 2014
A&P strategy Marketing A&P modules Q1 2014
New OSHA
93150.12 std
OSHA OSHA
circular
4/2013
Q3 2014

Micro TNA

TNA and the HOD’s Role

What’s the Difference?
Performance Appraisal Performance Management

What’s the Difference?
Month 1
Performance
Planning
Month 12
Performance
Appraisal
Month 2-11
?

What is the OBJECTIVE of a
System?
• What is the ultimate objective of a Performance
Management System?
• ‘Performance’ – achievement,
• ‘Management’ – controllable, improvement
• ‘System’ – predictable outcome, autorun
Summary?
• A Predictable process to Improve Controllable
Achievements

What’s In Between Planning
and Execution?
Succession Planning (Business
Continuity)
Talent Management
Differentiation
Performance Management System
Budgeting + Planning
KPIs
BSC
Business Model

What is the OBJECTIVE?
Succession Planning (Business
Continuity)
Talent Management
Differentiation
Performance Management System
Budgeting + Planning
BSC and KPIs
Strategy
Business Model
Business Strategy
Execution
Talent
Management

Intro
• Performance Management
System = Business Plan
Implementation
• Succession Planning = Business
Continuity Planning
• Talent Management = Sustainable
Business Performance
Management

Why T&D?
Performance
Management
Development
Motivation
Selection
Evaluation

Talent Segmentation
Group I
(Talent Pool)
2345
PERFORMANCE
2 3 4 5
POTENTIAL• Identify

Employee Differentiation
Group I
(Talent Pool)
Group II
( Potential)
Group III
( Performance)
Group IV
(Counseling)
2 3 4 5
2345
PERFORMANCE

Selection and
Identification
PERFORMANCE
APPRAISAL
1. Results
2. Behavior
3. Special
Contributions

Selection and
Identification
POTENTIAL
EVALUATION
1. Capacity
2. Competencies
3. Culture

Selection and
Identification
POTENTIAL
EVALUATION
1. Capacity
Learn
Next Level
Ambition

Selection and
Identification
POTENTIAL
EVALUATION
2. Competencies
Competent
Reliable/Consistent
Pressure

Selection and
Identification
POTENTIAL
EVALUATION
3. Culture
Demonstrate
Improve
Influence

Exercise
Define ‘Performance’ Define ‘Potential’

Exercise
• Exercise:
1.Factors for Performance Appraisal
2.Factors for Potential Appraisal

Revision: Results
Description
Key Result Key Activities Competency Level
1.
1.
2.
3.
4.
2.
1.
2.
3.
4.
3.
1.
2.
3.
4.
4.
1.
2.
3.
4.

•Competency
- Knowledge
- Skills
- Experience
•Problem solving
- Complex
- Type of problems
- Special Problems
•Responsibility
- Authority
- Success/Failure
- Freedom to act
Pay for Job

Action Plan: Organization
Talent Development

Core Competency
Analysis

Mager & Pipe

Most Common Desperate
Performance Improvement
methods
1. Send for more Training
2. Enforce more Incentives (positive/negative)

Sample Staff
Development Plan

TRAINING METHODOLOGIES AND
HOW TO SUCCESSFULLY
USE EACH OF THEM

COMPETENCIES

Position: Secretary
Responsibilities +
Tasks + Activities
Personal Competencies Differentiating
Competencies
The Job Person Characteristics The Superior Performer
•Typing
•Manages
communications
•Keeps short-hand
notes
•Makes
appointments
•Uses the computer
•Filing
•Takes minutes
•Follow-up
•Makes coffee
•Keeps secrets
•Drafts letter
•Screens calls
•Pleasant
•Accurate
•Is able to take notes
on shorthand and
typing memo effectively
•Presentable
•Appearance
•Behaviours
•Good manners
•Courteous
•Diligent
•Proactive
•Initiative
•Independent
•Integrity (trust)
•Creative
•Resourcefulness
•Always excel
•Unwavering
dedication and
commitment
•Ability to make simple
decisions
•Sensitive to people
•Positive attitude

The appointment of a Senior
Manager - an illustration
This model provides clarity on job related competencies.
Selection criteria of the
past
MBA
10 yrs work experience
I am an expert
I have to gain
respect of others
Aggressive or
submissive
• Personal
Aggrandizement
• Excessive use of
position power
(status & authority)
Present Selection
Criteria
Selection Criteria for the
Future
MBA
10 yrs work experience
I am able to help others
in doing things right
I enjoy contributing as a
team player to what is
right
Positive and
proactive
•Achievement &
social power
•Use of technical
knowledge &
power of
persuasion
MBA
Less than10 yrs work
experience
I can get others to agree
on what is right
I enjoy having to get
others to determine
what is right
Positive, enthusiastic
and proactive
Resourceful power
(persuasion,
influencing,
reasoning, concern
for personal
impact)
Knowledge
Skills
Self Concept
Social Role
Traits
Motive

Skills &
Knowledge
Social Role
Self Concept
Traits
Motive
Job vs Person Match:
District Engineer
Mr. A Ms. B
M.Eng.10 years as
an engineer in
Tech.Jobs.
M.Eng.10 years as an
engineer in Tech.jobs
I like to help my
team achieve.
I like to learn new
things
Proactive
I want to do better
I’ll help if I am
asked
I am an
expert
Aggressive
I told them what is
right

Skills &
Knowledge
Social Role
Self Concept
Traits
Motive
Job vs Person Match:
Room Sales person
Ms. A Ms. B
Diploma in Social
Sc. 5 years as an
Admin.clerk
Diploma in Social Sc.
5 years as as waitress
in a hotel
I like to meet
new people
I like to learn new
things
Assertive
I want to do better
I don’t like
injustice
I am always
unlucky
Aggressive
I told them
what is - right

• Exercise: Competency Dictionary
• (Refer to Workbook for examples)

Exercise: Competency
Standards

• The Specialist Career Ladder

Career Management
A professional of the past The new career professional
Where is my job
GM
Manager Manager
Asst Mgr Asst Mgr
Executiv
e
Seasoned
Professional
Senior Professional
Developing
Professional
Developmental
Executive
I need an
interesting career

SCL: Specialist Career
Ladder
Associate Specialist (2)
Specialist (4)
Consultant (4)
Principal Consultant (1)

SCL: Specialist Career Ladder
•Telco,
•Outsourcing,
•Aerospace,
•Biotech,
•Digital media,
•Animation,
•M&A
•Financial forensics
Associate Specialist (2)
Specialist (4)
Consultant (4)
Principal Consultant (1)

SCL: Specialist Career
Ladder
General incentives &
privileges:
a. Extra monetary incentive
b. Official Specialist /
Consultant job title.
c. Higher external training
subsidy limit by company.
d. Tie-pin or pin
e. Certificate
f. Additional benefits
General qualifying/re-
qualifying criteria:
a. Meet the competency
criteria
b. Performance min B, PED
c. Min. 40 training hr/year
d. Physical contribution:
i Mentoring
ii Write-up
iii Speaking
iv Multimedia recording
v R&D publication / Thesis

Online or Classroom?

Virtual Goods…
$19.90

Gamification: Market Size

Gamification

Gamification
SPARX
Developer: University of Auckland
http://www.springwise.com/health_wellbeing/virtual-roleplaying-game-helps-teenagers-deal-depression/

1. SPARX (Smart, Positive, Active, Realistic, X-factor) thoughts, is a
3D fantasy roleplaying game that teaches young people with
mental health issues the skills they need to boost their confidence.
2. Developed by a team of specialists in treating adolescent
depression from the University of Auckand.
3. SPARX leads players through seven realms (each about 30
minutes long) that teach mental behavioral skills for battling
depression.
4. For example, in one level, gamers battle their way through a
swamp where they’re attacked by black, smoldering balls called
GNATS (Gloomy Negative Automatic Thoughts).
5. SPARX doesn’t require supervision and could help fill treatment
gaps, especially in underserved areas.
6. It’s also a private way for kids to get help when they may not want
to talk to an adult.
SPARX

Gamification
Activities
Leader Board
(Ego/
Achievement)
Rewards
(Satisfaction)
Community
(Belonging)

DESIGNING EFFECTIVE TRAINING
PROGRAMS

Intro:
“Cow don’t drink water cannot
push cow head down”

Multiple Intelligences

Logical-Mathematical
OBJECTIVE
Spatial
Musical
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Naturalist
Linguistic

Planning Questions: How can I use:
Logical-Mathematical
numbers, calculations, logic,
Classifications, critical thinking
Spatial
visual aids, visualization,
Color, art, or metaphor
Musical
Music, environmental
Sounds, or set key points
In a rhythmic or melodic
framework
Bodily-Kinesthetic
Hands-on experience, involve
the whole body
Interpersonal
Peer sharing, cooperative
Learning, large-group
simulation
Intrapersonal
Personal feelings, memories,
Or give students choices
Naturalist
Living things, natural
Phenomena, ecological
awareness
Linguistic
Spoken or
written word

Training Design
Checklist

The Evolution of Training
in a Learning
Organization

ON THE JOB TRAINING AND
COACHING - HOW TRAINING &
DEVELOPMENT MANAGERS CAN
HELP

Employee Induction

Sample OJT Form

Coaching

Coaching & Counseling
Month 1
Performance
Planning
Month 12
Performance
Appraisal
Month 2-11
?

Why Coaching?Performance management process
Phase II : Performance coaching
Phase I
Performance
Planning
Process
Employee works
on critical gaols
and
demonstrates
competencies
Manager
gathers data
on
performance
Manager
provides informal
coaching
Manager and
employee
conduct
periodic
results review
Employee
monitors own
progress
 From customers, team members
and the employee
 From records, reports and any
other written documentation
 From observation
Are critical
goals current
Are results
satisfactory
Manager
provides
recognition
Employee
continue to work
on critical goals
and
demonstrates
competencies
Manager
continues to
provide on-
going informal
coaching
Manager and
employee add,
delete or
update critical
goals or
competencies
Manager
provides
corrective
feedback and
manager and
employee agree
on steps for
improvement
yes yes
No No

EVALUATION OF TRAINING &
DEVELOPMENT PROGRAMS

Kirkpatrick’s 4 Levels of
Evaluation
• Level 1 - Reaction
• Level 2 - Learning
• Level 3 - Behavioral Results
– (A) Observable (skills)
– (B) Non-Observable (attitudes)
• Level 4 - Organizational Results

If you want to know …
• Did participants like the
program?
• Did participants learn the
content intended?
• Are they applying skills
and behaviors taught?
• Are they applying non-
observable outcomes to
the job?
• Has there been any
impact on the
organization?
• Level 1
• Level 2
• Level 3 (A)
• Level 3 (B)
• Level 4
Then you must
ask at this level….

What do you want to find out
with Level 1 questions?
• Did the program meet the expectations of
trainees?
l What aspects were most helpful? Interesting? Informative?
l What aspects were least helpful, interesting, or informative?
l What were participants’ reactions to the program’s design?
Pacing? Materials? Precourse work? Instructor?
l Do people intend to use what they have learned? How?
l What barriers, if any, do people believe will inhibit their ability to
use what they have learned?

Level 2 - Evaluating
Learning
• Measures knowledge, skills, and attitudes
• Use a control group, if practical
• Pre-test can serve as a needs assessment
• Strive for 100% response on questionnaires

Knowledge Tests
• Essay or open-ended answer tests tests
• Write in or short answer tests
• Binary true-false tests
• Multiple choice tests

Competency Demonstrations:
Testing for Skill
• Learners are demonstrate competencies while
being observed by a trained evaluator.
• Can use simulations or demonstrations can be
part of the learning activity (role plays, etc)
• Need consistency in observers; multiple
observers need to be trained

Level 3 Focuses on Transfer: Are
They Using What They Learned?
• Affective outcomes focus on attitudes, values,
and beliefs of learners
• Cognitive outcomes are the concepts, principles,
and knowledge used on the job
• Behavioral or skill outcomes address what
learners are able to do that can be observed by
others

Decisions in Evaluating
Level 3 - Behavior
• When to evaluate
• How often to evaluate
• How to evaluate
• Costs vs. Benefits: When is it worth evaluating at
Levels 3 & 4?

Guidelines for Level 3
Evaluations
• Use a control group if practical
• Allow time for behavior change to take place
• Evaluate before and after program
• Survey / interview at least one or more:
– Trainees
– Immediate supervisors
– Trainees’ direct reports

Behavior Change without
Reinforcement

Example of Reinforced Behavior
Measured 3 to 6 Months after
Training

Evaluating Behavior:
Questions to Ask
• Ask if trainees if they are doing anything
differently on the job as a result of training?
• If so, ask them to describe
• If not, ask why
• Explore effects of management support,
organizational barriers, etc

Level 4 Questions: What’s
the Organizational Impact?
• How much did quality improve?
• How much did productivity increase?
• How much did did we save or prevent?
(accidents, turnover, wasted time, etc)
• What tangible benefits has the organization
seen from the money spent on training?

Evaluating Results - Level 4
• Look for evidence, not proof
• Use a control group, if possible, to isolate the
effects of training
• Measure before and after the program
• Repeat measurement at appropriate times
• Consider cost vs. benefits
– Not as expensive as Level 3 to collect
– Organizational data often available

Four Major Categories
of Hard Data
• Output increases
– Units produced, items sold or assembled
– Students graduated, patients visited, applications
processed
• Quality improvement
– Scrap, rework, rejects, error rates, complaints
• Cost savings
– Unit costs, overhead, operating, program costs
• Time savings
– Cycle time, overtime, equipment downtime

Categories of Soft Data
• Work habits
– Absenteeism, tardiness, communication breakdowns,
first aid treatments
• Climate
– Turnover, discrimination charges, job satisfaction,
number of grievances
• New skills
– Decisions made, problems solved, grievances
resolved,intention to use new skills, frequency of use
of new skills, importance of new skills

Categories of Soft Data,
con’t
• Development
– Number promotions, pay increases, training programs
attended, PA ratings
• Satisfaction
– Favorable reactions, attitude changes, increased
confidence, customer satisfaction
• Initiative
– Successful completion of new projects, number of
suggestions implemented, new ideas implemented

Sources of Data
• Organizational Performance Records
• Participants
• Supervisors of Participants
• Direct Reports of Participants
• Team / Peer Groups
• Internal or External evaluators as observers

T&D Effectiveness: How
does it look like?
1. Innovation
2. Open discussions
3. Admission of
mistakes
4. Integrated problem
solving
5. Dissatisfaction with
self
6. A lot of questions
7. More vocal and
demanding
8. Sharing
9. Maturity of leaders
10.Keep on changing
even if painful
11.Documentation of
lessons learned
12.A lot of projects

T&D Effectiveness: How
does it look like?
13.Read more
14.Training participation
15.Process
improvements
16.Concern for
Customers
17.Self confidence
18.Run out of Positions
to promote
19.More Headhunting
victims
20.Less dependent on
external Trainers
21.Increased
participation in
projects
22.Improved
productivity
23.Mentoring
24.Training Dept and
Consultants become
less important

T&D Reporting Examples

THE TALENT WARS

Business Today…
13th April 2009
•Two Domino’s employees
•YouTube
•Apology from Domino’s after
48 hours
•1 million hits
•Twitter: questions on silence
•LinkedIn: suggestions by users
in forum
BusinessWeek, May 4, 2009

Domino’s Malaysia:
GPS Tracker

THE BATTLE FOR TALENT
Staff Attraction & Retention

Question: Talent
Management for Who?
Excellent
Very Good
Average
Not Good
Commit Suicide

Before we start…
1. Who designs your Talent
Management programs?
2. Are you in the Talent Pool?
3. Do you qualify?
4. “It takes a crook to catch a crook”

Talent Segmentation
• Who are your Talents?
: A Talent for others does not
mean a Talent for you

Talent Segment Targeting
• Unwanted by big MNCs
• Small companies
• Boring Environment
• No Growth/Learning
• No MBA
• Passion, Values, IQ (streetsmart)
• Appreciate Chaos
• Multitask
• Passion to Learn

Talent Segmentation
Group I
(Talent Pool)
Group II
( Potential)
Group III
( Performance)
Group IV
(Counseling)
2 3 4 5
2345
PERFORMANCE

Retention
Retention
Experience Swing Ex
Oppose

Retention 1: Experience
Loyalty = Experience vs. Expectations
Solution Strategy: Talent
Management Plan

Loyalty 1: Experience
• Talent
Management Plan
Philosophy
OJT, Mentoring,
Big-5, LP, PDP,
SDP, Projects,
P/P Grid, SP Table,
PDP, Premium,
Q12, C&B, ACDP, SCL,
Transfers, Events, Recognition
P/P Grid, Q12,
PA, SDP, SP
Development
Motivation
Selection
Evaluation

Loyalty 2: Swing
Loyalty = Best alternative at the current
moment until I find another alternative
Solution Strategy: Improve your
Talent Management Plan, Try Your
Best, or Live with It

Loyalty 2: Swing
Swing Talents are “loyal” because:
• Individual Relationships
• Convenience (at that point in time)
• Contractually tied-up
• Direct Incentives*
• No better alternative
• Subordinates
• No known alternative
• CV friendly

Post-Recession
Retention
Experience Swing Ex
Oppose
Post-Recession

Swing Loyalty: Try Your
Best…
1. Over Promote
2. Loans
3. Spot Bonuses
4. Block recruiters
5. The Spouse
6. Toys
7. Glorified Titles
8. Forced Ambassador
9. “Position” the
competition
10.Sell the Dream
11.Give them a Best
Friend
12.Internal Trainer

Training Top 100

T&D Strategic Review

Demographic Segmentation
- General
Veterans (Pre-Boomers)
1934-1945
Boomers
1945-1960
Gen X (Cusper, Buster)
1960 - 1980
Gen Y
(Millennials, Netster)
1980+

Gen-Y

Demographic Segmentation
- others
1. Women, Working Mothers
2. Youtube generation
3. Working retired
4. Social Activists
5. Work/Life balancers
6. Industry (ICT, Advertising, Engineer,
Accounting, Lawyer, etc.)

End Notes
The end of the Beginning

Sample: C.L.O. Job
Description
1. Create access to training whenever and wherever
employees need it
2. Make learning an inherent part of jobs
3. Breakdown knowledge-sharing barriers
4. Create learning opportunities
5. Ensure workforce has information and skills to move
company forward
6. Sourcing and injecting new ideas from outside
7. Make people independent through self-sustaining
systems
8. Push learning initiatives that have financial impact
9. Create sharing and collaboration platforms

Personal: How about me?
1. Get invited to multi disciplinary committees
2. Invite other disciplines into your teams & meetings
3. Find a Mentor & shadow him everywhere
4. Read broad based books, magazines
5. Study the company’s business plan
6. Write down how the work you do supports those plans
7. Volunteer to serve on a strategic planning committee or
task force.
8. Read more Case Studies
9. Attend more courses

Personal: How does it look
like?
• “Be careful of using ROI to measure
the effectiveness of LC”
Strategy
CEO
Pfizer Importance
of T&D

Revision: How does it look
like?
Moral of the story…
1. Innovation:
– Business models
– Products
– Services
2. Market Leadership
3. Competitive differentiation

Don’t forget…
“The business of business
is Business, not
Training”

Thank You.
soft copy of slides:
http://totallyunrelatedrandomanddebatable.
blogspot.com/

Managing Training & Development Function

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