lecture 4 developing ie plan

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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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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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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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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lecture 4 developing ie plan

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