may 6, 2006 business-driven strategic planning for learning & development one day workshop ©ray...
TRANSCRIPT
MAY 6, 2006
BUSINESS-DRIVEN STRATEGIC PLANNING FOR LEARNING & DEVELOPMENT
ONE DAY WORKSHOP
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ASTD 2006 INTERNATIONAL CONFERENCE AND ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITIONEXPOSITION
RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402www.raysvensonconsulting.com • e-mail: [email protected]: 262-995-7100
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Workshop Overview 8
Phase 1: Project Planning 13
TABLE OF CONTENTS
Sample Project Plan 16
Project Organization and Kick-off 32
Page
Develop Population Forecast 46
Phase 2: Data Collection 43
Sample Task List and Schedule 33
Interfaces Checklist 38
Project “War Room” Concept 39
Working Team Kick-Off Agenda 40
Project Planning Pitfalls 41
Business Requirements 45
Project Planning Exercise 42
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Phase 2: Data Collection (cont.)
Business Needs Analysis 49
TABLE OF CONTENTS (cont.)
Executive Interview Guide 50
Initiative Leader Interview Guide 53
Page
Current Capabilities Inventory 72
Technological Readiness Assessment Guide 69
Business Plan Analysis Guide 56
Products/Services Deployment by Geography and Channel 59
Focus Group Interview Guide 61
Interface Analysis Guide 66
Technological Readiness 68
Assess Current Capabilities 71
Population Dynamics Spreadsheet 47
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Phase 2: Data Collection (cont.)
Best Practices Literature Review Guide 96
TABLE OF CONTENTS (cont.)
Executive Interview Guide 46
Barriers and Obstacles 103
Page
Requirements Checklist 116
Phase 3: Analysis 105
Analysis Meeting Agenda (3-5 Day Working Team Meeting) 107
Analysis Exhibit A 113
Analysis Exhibit A Example 114
Sample Mission and Philosophy Statements 115
Best Practices Interview Guide 98
Research Best Practices 95
Data Collection Exercise 104
Analysis Meeting Work Products 106
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TABLE OF CONTENTS (cont.)Page
Analysis Report Outline 124
Phase 3: Analysis (cont.)
Sample Requirements 121
Learning & Development Services Checklist 122
Sample Value Proposition (Anticipates the Business Case) 123
Sample Executive Briefing – Analysis Findings and Conclusions 125
Learning & Development Services Checklist 137
Phase 4: Future Learning & Development System Architecture134
Learning & Development System Components Checklist 138
Learning & Development Strategies Checklist 141
Outsourcing 142
Barriers and Obstacles 132
Analysis Exercise 133
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Straw Modeling Guidelines 147
Sample Store Operations Case Model 148
TABLE OF CONTENTS (cont.)
Phase 4: Future Learning & Development System Architecture (cont.)
Questions for Discussion 181
Page
Design Meeting Agenda (3-5 Day Working Team Meeting) 182
Design Report Outline 185
Sample Executive Briefing – Design Review 186
Executive Steering Team – Design Review Meeting Agenda 191
Barriers and Obstacles 193
Future Learning & Development System Architecture Exercise 194
Phase 5: Implementation Plan 195
Implementation Plan Outline 197
3-5 Year Implementation Plan – Sample Milestone/Timeline Chart 198
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TABLE OF CONTENTS (cont.)
Communication Plan Design Guide 200
Implementation Team Structure, Roles, and Responsibilities 203
Implementation Spreadsheet 204
Implementation Scenario Examples 205
Phase 5: Implementation Plan (cont.)
Page
Cost Model Structure 206
Implementation Planning Meeting Agenda (3-5 Day Working 209Team Meeting)
Barriers and Obstacles 212
Scenarios 207
Implementation Plan Exercise 213
Qualitative & Quantitative Benefits Checklist 216
Phase 6: Business Case 214
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Costs 217
Cost/Benefit Scenarios 218
Setting Priorities Checklist 219
TABLE OF CONTENTS (cont.)
Implementation Plan and Business Case Report Outline 222
Developing Scenarios and Completing the Business Case 220 Meeting Agenda (2-Day Working Team Meeting)
Executive Steering Team Agenda 223
Final Report Outline 224
Phase 6: Business Case (cont.)
Issues 225
Page
Business Case Exercise 226
Workshop Conclusion 227
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SESSION PURPOSE
Provide a systematic methodology for designing learning & development strategies at the corporate, business unit, or function level driven by the strategic needs of the business and integrated with other performance support systems
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OBJECTIVESParticipants will learn to:
1. Identify business drivers and their learning and development implications
2. Assess the capability of your existing learning and development system to meet the business needs
3. Prepare a 3-5 year business-driven strategic plan for learning and development
1. Phased project approach
2. Workbook with job aids and examples
3. Focus on developing your own project plan
APPROACH
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PRESENTER
Ray Svenson
28 years as a performance improvement consultant to top corporations Business strategy deployment Learning & Development Strategy Organization design Large scale performance interventions
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CLIENTSEducation Maryland State Department of
Education National Technological University
Electronics Data General Digital Hewlett Packard Johnson Controls Motorola NCR Rockwell
Engineering and Construction Bechtel
Food Kellogg Quaker McDonald’s
Government NASA U.S. Navy
Healthcare Abbott Laboratories Baxter Healthcare Eli Lilly Hoechst Johnson and Johnson
Service (cont.) MetLife Navistar Financial Northern Trust The World Bank Waste Management
Software AMS EDS
Telecommunications Ameritech AT&T Bellcore Contel GTE Illinois Bell Northern Telecom Pacific Telephone and Telegraph Tellabs
Transportation Bandag Boeing Ford GM United Airlines
Utilities Commonwealth Edison GPU Nuclear Ontario Hydro Salt River Project
Manufacturing General Dynamics/Lockheed Square D Westinghouse
Oil and Gas Alyeska Pipeline Service Co. Amoco ARCO Enbridge Exxon Imperial Oil Nova Occidental Shell Tenneco Unocal
Process ALCOA Imperial Bondware Dow Chemical DuPont
Retail Amway Kmart True Value
Service Allstate Bank of America Bank One Blackman, Kallick, and Bartelstein
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PARTICIPANT INTRODUCTIONS
Name
Current position and company
Hopes and expectations for this workshop
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Phase 4:Future L&D
System Architecture
LEARNING & DEVELOPMENT STRATEGY: PROCESS OVERVIEW
Phase 5:Implementation
Plan
DevelopSpecifications
and Design Details
Phase 2: Data Collection
Phase Phase 1:1:
ProjectProjectPlanniPlanni
ngng
Executive
Review
ExecutiveReview
Executive
Review
3 Months
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Project Process MapProject Process Map
Phase 3:Analysis
Phase 6:Business Case
PHASE 1:Project
Planning
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PHASE 1: PROJECT PLANNING
What do we mean by project planning for developing strategic plan for learning and development?
Why do we do it?
Who should be involved?
When is it necessary?
How do we do it?
PHASE 1:Project
Planning
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PROJECT PLAN OVERVIEW
ContentsContents What It ContainsWhat It Contains
Purpose and Rationale What this project is for Why you are doing it now
Scope What parts of the business Target audience segments What areas of learning & development Time horizon
Deliverables List of work products to be produced
Approach Process map and timeline Project organization and staffing
Roles and Responsibilities Executive Sponsor(s) Project Manager Working Team/Design Team Executive Review Team(s) Consultants Other part-time resources
Tasks, Time Estimates, and Schedule Tasks per phase Time of each resource per task Detailed flow chart Overall time and expense budget
PHASE 1:Project
Planning
MAY 6, 2006
PROJECT PLAN TO DEVELOP A LEARNING & DEVELOPMENT STRATEGIC PLAN
FOR RETAIL EMPIRE, INC.
Prepared by:Alice Monroe, Chief Learning Officerand Ray Svenson Consulting, Inc.
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SampleSample
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RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402www.raysvensonconsulting.com • e-mail: [email protected]: 262-995-7100
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Project Plan
PROJECT PURPOSE
The purpose of this project is to
Analyze and anticipate the learning needs of Retail Empire’s employees
Assess the capabilities of the current Learning & Development System to meet the anticipated needs
Propose a future-state Learning & Development System
Develop an Implementation Plan to transition to the new system
PHASE 1:Project
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Project Plan
BACKGROUND AND RATIONALE
Retail Empire currently has approximately 2,500 stores in North America and is adding stores at the rate of 250 per year.
There is a plan to enter Europe within the next two years.
The Company’s growth plans involve not only adding stores, but growing top-line sales ($ billions) and margin ($100s of millions) in existing stores.
We are underperforming compared to our top two competitors.
Employee turnover in the stores exceeds 100%.
There are major performance improvement initiatives underway in Merchandising Marketing Supply chain Retail operations Information technology
PHASE 1:Project
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Project Plan
BACKGROUND AND RATIONALE (cont.)
Existing training focuses mainly on the stores by training store managers at the Corporate Learning Center and expecting the store managers to train store employees using a curriculum supplied by Corporate Learning & Development.
Training outside of Retail Operations is ad hoc except for Information Technology, which has its own small training department and Leadership Development which is rudimentary.
We have never conducted a full-scale strategic analysis of the Company’s Learning & Development needs.
The performance of the business is critically dependent upon the skills and knowledge of all of its employees.
The stakes for Learning & Development could be in the $ billions.
PHASE 1:Project
Planning
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Project Plan
SCOPE
Geographical Focus mainly on North America. The model will be constructed with the intent of migrating it to Europe
Learning Needs Focus Leadership Development, all levels Retail Operations Merchandising Marketing Supply Chain Information Technology (both IT employees and users in all
departments)
Time Horizon Focus on the next three years Evolutionary plan for six years
PHASE 1:Project
Planning
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Project Plan
DELIVERABLES Analysis findings and conclusions
Business-driven Learning & Development needs for each area of focus Estimated business benefits of systematically addressing the L&D needs Assessment of current L&D capabilities to meet the identified needs Forecast of the numbers of people needing L&D in each area over the next
three years Relevant best L&D practices, both internal and external Future L&D system requirements
Future L&D System Architecture Mission, philosophy, and goals for L&D Learning & Development strategies and delivery systems to be employed Learning facilities and information technology infrastructure L&D processes L&D organization structure, roles, and responsibilities Governance of L&D (Business Leaders setting ongoing direction and priorities) Sourcing strategies Partnerships with Universities, schools, and contractors L&D staffing strategy L&D financing strategy System for measuring and reporting results
PHASE 1:Project
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Project Plan
DELIVERABLES (cont.)
Implementation Plan (several scenarios) Three-year goals, milestones, and timeline to transition to the new L&D
system Forecast of workload and cost for both implementation and ongoing
L&D operations Communication and Change Management Plans Business Case
PHASE 1:Project
Planning
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Project Plan
KEY ROLES AND RESPONSIBILITIES Project Leader, Alice Monroe, Chief Learning Officer
Organize and lead the Working Team Be accountable to company executives, Sponsors, and Executive Steering
Team Perform as liaison with best practices companies Secure the necessary resources Recruit Sponsors
Project Manager, John Jones (full-time for four months) Maintain project tasks lists and assignments Track progress and troubleshoot and resolve problems Schedule all meetings, interviews, etc. (with administrative support) Perform as liaison with the consultant
Working Team which includes representatives from key departments selected by Executive Steering Team (one-third time for four months) Conduct analysis tasks Participate in analysis, design, and implementation planning meetings Present findings to Sponsors and Executive Steering Team
PHASE 1:Project
Planning
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Project Plan
KEY ROLES AND RESPONSIBILITIES (cont.)
Sponsors, Janet Elias, President and Paul Johnson, HR VP Recruit Executive Steering Team members Review project deliverables Advocate for the project
Executive Steering Team which includes the president, HR VP, and VPs of key departments Review analysis findings and future L&D System Architecture Review Implementation Plan and Business Case and advocate to Executive
Leadership Team for approval Provide members to the Working Team Provide access to people and information Advocate for this project
Consultant, Ray Svenson Provide the project process and tools Support the Project Leader and Project Manager Facilitate analysis, design, and implementation planning meetings Review deliverables Help prepare Executive Briefings Provide straw models for critical future L&D system components
PHASE 1:Project
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Project Plan
CRITICAL INTERFACES
HR Director, Recruiting and Staffing Director, Performance Management Director, HRIS
Finance CFO
IT Systems Architecture
Buildings and Facilities Chief Architect’s office
Functional Departments Executive Steering Team members
PHASE 1:Project
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Project Plan
PROJECT APPROACH
Phase 4:Future L&D
System Architecture
Phase 5:Implementation
Plan
DevelopSpecifications
and Design Details
Phase 2: Data Collection
Phase 1:Project
Planning
Executive
Review
ExecutiveReview
Executive
Review
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Phase 3:Analysis
Phase 6:Business Case
PHASE 1:Project
Planning
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Project Plan
PROJECT APPROACH (cont.)
Business Needs Analysis Analyze documented business plans Analyze initiative plans and documents Analyze business performance data Interview executives and some middle managers Conduct site visits to stores and warehouses Conduct focus groups with employees in targeted functions
Assess Current L&D Capabilities Complete a capabilities inventory with each organized training group Conduct a technology assessment to assess the existing technology
infrastructure capability to support e-learning and tracking of learning results
Research Best Practices and Competitors’ L&D Practices Identify internal best practices by interviewing L&D leaders Conduct literature search Interview employees who worked for competitors or best practice
companies Interview L&D leaders in best practices companies Visit selected best practices companies
PHASE 1:Project
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Project Plan
PROJECT APPROACH (cont.)
Develop Population Forecast Segment the learner population Analyze historical population size, growth, and turnover per segment Forecast population size, growth, and turnover per segment by
analyzing business plans and staffing plans for three years
Analysis Findings and Conclusions Conduct a five-day Working Team meeting to summarize the data
collection findings, draw analysis conclusions, and develop requirements for the future-state L&D system
Document the findings, conclusions, and requirements in an Analysis Report
Prepare an Executive Briefing and brief the Sponsors and Executive Steering Team members
PHASE 1:Project
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Project Plan
PROJECT APPROACH (cont.)
Design High-level L&D System Architecture Prepare straw models of alternative design concepts Conduct a five-day Working Team meeting to design the L&D System
Architecture Document the design in a Design Report Prepare an Executive Briefing package and brief the Sponsors and
Executive Steering Team members Conduct an Executive Steering Team meeting to approve the design
and receive suggestions for change Amend the design per the Executive Steering Team recommendations
Develop Specifications and Design Details Subteams create sufficient detail to permit implementation planning
and cost estimating
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Project Plan
PROJECT APPROACH (cont.)
3-5 Year Implementation Plan and Business Case Conduct a five-day Working Team meeting to
— Review the design details— Develop alternative implementation scenarios (3)
• Milestones and timeline for implementation work• Estimate implementation workload and cost• Estimate L&D operations workload and cost
— Develop a Communications and Change Management Plan— Develop a Business Case for proceeding with implementation
Develop a spreadsheet model for implementation cost and resources Complete cost estimating, where needed Run the spreadsheet model for the alternative scenarios Conduct a two-day Working Team meeting to review the resource
estimates and plan the Executive reviews Document the Implementation Plan Develop the Executive Briefing package Brief the Sponsors and Executive Steering Team members Conduct an Executive Steering Team review for approval and scenario
selection Plan and conduct a review with the Executive Leadership Team for
authorization to proceed
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Project Plan
BUSINESS CASE FOR GOING FORWARD
The business stakes associated with employee Learning & Development are in the range of hundreds of $ millions to $ billions.
Meeting the Learning & Development needs of the business is likely to cost $ tens of millions per year.
This project, at an estimated total cost of $300,000 will shape our Learning & Development approach to make sure that our investments are directed to provide the highest leverage for improved business results.
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PROJECT ORGANIZATION AND KICK-OFF
Roles and responsibilities/resource estimating
Interfaces checklist
Project war room concept
Working Team kick-off meeting agenda
PHASE 1:Project
Planning
TASK LIST AND SCHEDULEPROJECT PLAN TO DEVELOP A LEARNING & DEVELOPMENT STRATEGIC PLAN
FOR RETAIL EMPIRE, INC.
Prepared by:Alice Monroe, Chief Learning Officerand Ray Svenson Consulting, Inc.
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MAY 6, 2006
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RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402www.raysvensonconsulting.com • e-mail: [email protected]: 262-995-7100
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Retail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic PlanRetail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic Plan
TASK DESCRIPTION RETAIL EMPIRE PERSONNEL DAYS
Consultant Days
SCHEDULE DATES
Task # Task Description
Project Leader
Project Manag
er
Working Team (each
member)
Steering Team (each
member)
Admin. Suppor
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Subteams
(each member
) Start End
PHASE 1: PROJECT PLANNING
1.1 Draft Project Plan 1.0 2.0 1.0 1.0
1.2 Recruit Sponsors 1.0
1.3 Recruit and brief Executive Steering Team
2.0 2.0
1.4 Recruit Working Team 2.0 2.0
1.5 Set up Project Management System 2.0 2.0
1.6 Miscellaneous project management 1.0
Subtotal for Phase 1 6.0 9.0 0.0 0.0 3.0 0.0 1.0
PHASE 2: DATA COLLECTION
2.1 Develop data collection plan and tools 0.5 2.0 3.0 1.0
2.2 Plan the Working Team Kick-off Meeting 0.25 1.0 2.0 1.0
2.3 Conduct Kick-off Meeting 1.0 1.0 1.0 1.0
2.4 Collect and analyze business documents
1.0 4.0 1.0 2.0
2.5 Conduct executive and middle management interviews, 35 interviews, pairs of interviewers
2.0 4.0 2.0 3.0
2.6 Conduct site visits to stores and warehouses, 10 visits, pairs of interviewers
4.0 2.0 3.0
2.7 Conduct focus groups with employees, 10 groups, pairs of interviewers
4.0 2.0 3.0
2.8 Complete capabilities inventory with 2 organized training groups
2.0 1.0
2.9 Conduct technology assessment with IT group
2.0 1.0
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Retail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic PlanRetail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic Plan
TASK DESCRIPTION RETAIL EMPIRE PERSONNEL DAYS
Consultant Days
SCHEDULE DATES
Task # Task Description
Project Leader
Project Manag
er
Working Team (each
member)
Steering Team (each
member)
Admin. Suppor
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Subteams
(each member
) Start End
PHASE 2: DATA COLLECTION (cont.)
2.10 Conduct best practices literature review 1.0 3.0 1.0 3.0
2.11 Select and interview 5 leaders in best practices companies
2.0 2.0
2.12 Conduct 2 best practices company visits
2.0 3.0 1.0 3.0
2.13 Interview RE employees about competitors best practices
2.0 1.0
2.14 Develop population forecast 3.0 2.0
Subtotal for Phase 2 9.75 37.0 11.0 0.0 26.0 0.0 3.0
PHASE 3: ANALYSIS
3.1 Plan the Working Team five-day Analysis Meeting
0.5 1.0 1.0
3.2 Conduct the five-day Working Team Analysis Meeting
5.0 5.0 5.0 5.0
3.3 Document the Analysis Report and design an Executive Briefing
1.0 3.0 0.5 5.0 0.5
3.4 Brief the Sponsors and Executive Steering Team
2.0 3.0 0.5 0.25 1.0
3.5 Miscellaneous project management 2.0
Subtotal for Phase 3 8.5 14.0 6.0 0.25 6.0 0.0 6.5
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Retail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic PlanRetail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic Plan
TASK DESCRIPTION RETAIL EMPIRE PERSONNEL DAYS
Consultant Days
SCHEDULE DATES
Task # Task Description
Project
Leader
Project Manag
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Working Team (each
member)
Steering Team (each
member)
Admin. Suppor
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Subteams
(each member
) Start End
PHASE 4: FUTURE L&D SYSTEM ARCHITECTURE – Design High-Level L&D System Architecture
4.1 Prepare straw models of alternative design concepts
3.0
4.2 Plan the five-day Working Team Design Meeting
0.5 1.0 1.0
4.3 Conduct the five-day Working Team Design Meeting
5.0 5.0 5.0 5.0
4.4 Document the Design Report and prepare an Executive Briefing
1.0 3.0 0.5 5.0 0.5
4.5 Brief the Sponsors and Executive Steering Team members
2.0 3.0 0.5 0.25 1.0
4.6 Conduct Executive Steering Team Meeting
1.0 1.0 1.0 0.5 1.0
4.7 Review the design, as needed 1.0 2.0 0.5
4.8 Miscellaneous project management 2.0
Subtotal for Phase 4 Design High-Level L&D Architecture
10.5 17.0 7.5 0.75 7.0 0.0 9.5
PHASE 4: FUTURE L&D SYSTEM ARCHITECTURE – Develop Specifications and Design Details
4.9 Plan the Subteam work 0.5 6.0 2.0
4.10 Subteams create sufficient detail to permit implementation planning and estimating
0.5 2.0 2.0 1.0
4.11 Document Subteam work products 2.0 5.0 1.0
4.12 Miscellaneous project management 2.0
Subtotal for Phase 4 Develop Specifications and Design Details
1.0 12.0 0.0 0.0 7.0 3.0 1.0
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Retail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic PlanRetail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic Plan
TASK DESCRIPTION RETAIL EMPIRE PERSONNEL DAYS
Consultant Days
SCHEDULE DATES
Task # Task Description
Project Leader
Project Manag
er
Working Team (each
member)
Steering Team (each
member)
Admin. Suppor
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Subteams
(each member
) Start End
PHASES 5 & 6: IMPLEMENTATION PLAN AND BUSINESS CASE
5.1 Plan the five-day Working Team Meeting
0.5 1.0 1.0 1.0
5.2 Conduct the five-day Working Team Meeting
5.0 5.0 5.0 5.0
5.3 Develop the spreadsheet model for implementation resources and cost
4.0 5.0 2.0
5.4 Complete the cost estimating 0.5 2.0 2.0 1.0 1.0
5.5 Conduct a two-day Working Team Meeting to review cost estimates and plan executive reviews
2.0 2.0 2.0
5.6 Document the Implementation Plan and Executive Briefing package
0.5 3.0 0.5 4.0 0.5
5.7 Brief Sponsors and Executive Team Members
2.0 3.0 0.5 0.25 1.0
5.8 Conduct Executive Steering Team review/approval meeting
1.0 1.0 1.0 0.5 1.0
5.9 Make adjustments to the plan based on Steering Team input
1.0 2.0 0.5 2.0
5.10 Plan a review with the Executive Leadership Team (ELT)
0.5 1.0
5.11 Brief ELT members 2.0 3.0 0.5 0.5
5.12 Conduct ELT review 1.0 1.0 1.0
5.13 Make changes based on ELT input 1.0 2.0 0.5 2.0
5.14 Compile final report and get ready to launch implementation
2.0 5.0 1.0 5.0
5.15 Miscellaneous project management 2.0
Subtotal for Phases 5 & 6 19.0 37.0 9.5 2.25 23.0 1.0 11.5
Project Totals 54.75 126.0 34.0 3.25 72.0 4.0 32.5
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INTERFACES CHECKLIST
HR Systems/Processes Recruiting Staffing Performance Management Competency Assessment Performance Management Career Management Succession Management Labor Relations Employee Relations HR Information Systems
— — —
Other HR Systems— — —
Other Business Functions Communications, internal and
external Technical Publications
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PROJECT “WAR ROOM” CONCEPT
Provide a large room dedicated to the project for the duration
Project Plan and progress tracking Analysis conclusions High-level L&D architecture Implementation milestones Implementation scenarios
Working Team meetings Project Manager office Briefing executives and stakeholders by having them
“walk the walls”
Lots of blank wall space Table for Working Team meetings Desk for project manager Telephone and intranet/internet access Printer Projector and screen Flip charts
Purpose:
Post on the Walls:
Use for:
Need:
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WORKING TEAM KICK-OFF AGENDA
Introductions
Welcome by the Project Leader
Charge to the working Team by the Executive Sponsors
Overview of the Project Plan and schedule
Project task list and task assignments
Schedule of work and meetings
Data collection assignments
Introduction to data collection tools and methods
Plan for the next meeting
Immediate action items
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PROJECT PLANNING PITFALLS
There can be a certain amount of resistance to the idea of spending resources on project “planning” instead of project “doing”
The Training Director doesn’t always accept or understand the Executive Steering Team and/or Sponsors
Many companies have several different and dispersed training organizations and it can be difficult to get them to work together on a unified approach
It can be difficult to get commitment to go ahead with the project and spend the necessary resources
Sometimes Working Teams can be slow to get things off the ground
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PROJECT PLANNING EXERCISE (20
MINUTES)
Instructions:
1. Take out your handout (front cover pocket of your binder)
2. Refer to Retail Empire Sample Project Plan (page 16 in your binder)
3. In your handout, complete: Purpose (page 2) Rationale (page 3); why do this now? Scope (page 4) (skip Deliverables on page 5)
Key Roles – positions or names (pages 6-7) (fill in Responsibilities later)
Critical Interfaces (page 8)
4. Go to Task List and Schedule charts in your handout; fill in tasks for Phase 1 of the Project Plan (see Retail Empire Sample on page 33 in your binder)
PHASE 1:Project
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LEARNING & DEVELOPMENT STRATEGY: PROCESS OVERVIEW
Phase 5:Implementation
Plan
DevelopSpecifications
and Design Details
Phase 2: Phase 2: Data Data
CollectionCollection
Phase 1:Project
Planning
Executive
Review
ExecutiveReview
Executive
Review
3 Months
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Project Process MapProject Process Map
Phase 3:Analysis
Phase 6:Business Case
Phase 4:Future L&D
System Architecture
PHASE 2:Data Collection
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PHASE 2: DATA COLLECTION
Why do data collection?
Four categories of data collection: Business requirements Technological readiness Current capabilities Best practices
PHASE 2:Data Collection
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BUSINESS REQUIREMENTS
Population dynamics
Business needs Executive interviews Initiative Leader interviews Business Plan analysis Products/services deployment
Learner needs Focus group/interviews
Interface requirements Interface analysis
PHASE 2:Data Collection
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DEVELOP POPULATION FORECAST
Segment the population by Function Geography Organization (e.g., Business Units) Levels/hierarchy
Collect data Historical population by segment New entries (growth plus turnover)
Forecast future Population Growth plus turnover
These numbers drive the quantitative Learning & Development requirements
These numbers drive the quantitative Learning & Development requirements
PHASE 2:Data Collection
POPULATION DYNAMICS SPREADSHEET
LEARNING & DEVELOPMENT STRATEGIC PLAN
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PHASE 2:Data Collection
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POPULATION DYNAMICS SPREADSHEET
POPULATION DATAGeographical Sector:
Target Population
HISTORICAL FORECAST
2004 2005 2006 2007 2008
Total Populati
on at Year End
New in Role
During the
Year
Total Populati
on at Year End
New in Role
During the
Year
Total Populati
on at Year End
New in Role
During the
Year
Total Populati
on at Year End
New in Role
During the
Year
Total Populati
on at Year End
New in Role
During the
Year
Marketing 10 2 10 3 11 3 12 3 12 2
Sales 30 6 30 6 33 8 36 8 36 6
Retail
Store Managers
Department Managers
Associates
Etc.
Midwest U.S.A.
PHASE 2:Data Collection
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BUSINESS NEEDS ANALYSIS
What to Look ForWhat to Look For How to Find ItHow to Find It
Business strategies and plans
Major initiatives
Product/service deployment
Performance and learning needs in the field
Interview Executives Initiative Leaders Product Managers
Read documented plans
Conduct focus groups
PHASE 2:Data Collection
EXECUTIVE INTERVIEW GUIDE
LEARNING & DEVELOPMENT STRATEGIC PLAN
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Interviewer:
Date:
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PHASE 2:Data Collection
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EXECUTIVE INTERVIEW GUIDEInterviewer: Position the interview as input to a new Learning & Development Strategic Plan
for the business.
1. What are the major challenges the business (or your part of the business) is facing and expects to face?
2. What are your goals and strategies for the business (or your part of the business)?
3. What business initiatives will you be deploying in the business (or your part of the business) over the next several years?
4. What are the implications of these challenges, goals, strategies, and initiatives for the skills and knowledge of people in the various parts of the business (or your part of the business)?
5. What do you think are the most critical knowledge and skill gaps?
PHASE 2:Data Collection
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EXECUTIVE INTERVIEW GUIDE (cont.)
6. How effective is the current Learning & Development System for:
Bringing new hires to competence quickly?
Building and maintaining the expertise of experienced staff?
Developing leaders/managers?
Deploying new products/services?
Deploying business initiatives?
7. What would it be worth to the business (or your part of the business) to have in place a systematic process for developing and maintaining our competence to the level needed by the business?
8. Are you willing to spend time reviewing plans, priorities, and budget to help build a new Learning & Development System?
PHASE 2:Data Collection
INITIATIVE LEADER INTERVIEW GUIDE
LEARNING & DEVELOPMENT STRATEGIC PLAN
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Initiative:
Interviewee:
Interviewer:
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INITIATIVE LEADER INTERVIEW GUIDE
Interviewer: Position the interview as input to a new Learning & Development Strategic Plan for the business.
1. Please briefly describe your initiative.
2. What is the schedule for your initiative?
3. What groups of people will be affected?
4. What new skills and knowledge will they need?
5. How important is their acquisition of the new skills and knowledge? What are the business stakes involved?
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INITIATIVE LEADER INTERVIEW GUIDE (cont.)
6. What is your plan for helping people learn what they need as this initiative progresses?
7. What help are you getting/expecting from the existing L&D system? What is your confidence that this help will be efficient and effective?
8. Would you welcome help from a L&D if it were available and you were confident in its efficiency?
PHASE 2:Data Collection
BUSINESS PLAN ANALYSIS GUIDE
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Analyst:
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BUSINESS PLAN ANALYSIS GUIDEInterviewer: Position the interview as input to a new Learning & Development Strategic Plan
for the business.
1. List business challenges, goals, strategies, and initiatives.
2. For each one, list the employee or customer groups that are likely to be affected.
3. For each affected group, what are the likely Learning & Development implications?
4. List interviewees who will be able to shed more light on these issues.
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BUSINESS PLAN ANALYSIS GUIDE (cont.)
Business Challenge, Goal, Strategy, or
Initiative
Employee or Customer Groups
Affected
Likely Learning & Development Implications
Possible Sources of More Data
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PRODUCTS/SERVICES DEPLOYMENT BY GEOGRAPHY AND CHANNEL
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PRODUCTS/SERVICES DEPLOYMENT BY GEOGRAPHY AND CHANNEL
Instructions: Enter a letter “E” if the product or service is already sold or supplied in the geographic area or channel. If the product or services is not yet sold in the market, indicate the Year/Quarter (e.g., 03-4 for Quarter 4 in Fiscal Year 2003) that the market activity is expected for the product or service.
Products/ServicesGeographic Areas and Channels
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FOCUS GROUP INTERVIEW GUIDE
LEARNING & DEVELOPMENT STRATEGIC PLAN
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FOCUS GROUP INTERVIEW GUIDEInterviewer: Position the interview as working level input to a new Learning & Development Strategic Plan for the business.
New Hire Training
1. Describe the process by which a new hire achieves competence in his/her new job.
2. How effective is this process?
How long does it take to become fully competent?
What are the customer or business affecting consequences of the learning process?
How does the process affect employee morale?
3. What features of this process are good and should be kept?
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FOCUS GROUP INTERVIEW GUIDE (cont.)
New Hire Training (cont.)
4. What features of this process are not good and should be improved or replaced?
5. What specific skill sets and tasks are hard to learn?
6. What suggestions do you have?
Experienced Staff Learning & Development
7. Describe the process by which experienced staff:
Deepen their expertise.
Advance their careers.
Acquire knowledge of new products, regulations, and other changes.
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FOCUS GROUP INTERVIEW GUIDE (cont.)
Experienced Staff Learning & Development (cont.)
8. How effective is the process?
How close is the experienced staff to their peak potential of expertise?
How much time and effort does it take to keep up?
What are the customer or business impacting consequences?
What are the employee morale consequences?
9. What features of this process are good and should be kept?
10.What features of this process are not good and should be improved or replaced?
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FOCUS GROUP INTERVIEW GUIDE (cont.)
Experienced Staff Learning & Development (cont.)
11.What suggestions do you have?
12.What specific skill sets and tasks that are difficult and hard to learn?
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INTERFACE ANALYSIS GUIDE
LEARNING & DEVELOPMENT STRATEGIC PLAN
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Interface:
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INTERFACE ANALYSIS GUIDEInterviewer: Position the interview as input to a new Learning & Development Strategic Plan for the business.
1. Please describe your function/process.
2. Do you have a standard process or set of processes? Are they documented? Can we see them?
3. What, in your mind, should the critical interfaces or interactions be between L&D and your function/process?
Your outputs as inputs to L&D
Outputs from L&D as inputs to your function/business
Shared resources/responsibilities (e.g., job descriptions/profiles, employee data, employee development planning)
4. As we redefine our L&D System, on which of these interfaces should we be working with you to create standards or interface agreements?
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TECHNOLOGICAL READINESS
Technological readiness issues
Technological readiness assessment guide
PHASE 2:Data Collection
TECHNOLOGICAL READINESS ASSESSMENT GUIDE
LEARNING & DEVELOPMENT STRATEGIC PLAN
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TECHNOLOGICAL READINESS ASSESSMENT GUIDE
Desktop/laptop capability for each affected employee group Access to company intranet Access to internet Standard software on the computers (develop a list) Access speed
Intranet capabilities Access to all locations Access speed to all locations Load capacity
Videoconference capability Studio capabilities and locations Network capabilities and downlinked locations Bandwidth One-way video/two-way audio Two-way video and audio Contention for use issues
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ASSESS CURRENT CAPABILITIES
What to Look ForWhat to Look For How to Find ItHow to Find It
Learning & Development organizations in the company
Services and products offered
Processes followed
Staff size and capabilities
Facilities
Information infrastructure
Budget
Governance/customer account management
Overall capacity
Quantitative and qualitative results
Interviews
Survey instruments
Site visits
Assessment conference
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CURRENT CAPABILITIES INVENTORY
LEARNING & DEVELOPMENT STRATEGIC PLAN
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After completing the survey, please forward or fax document to .
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Current Capabilities Inventory
TABLE OF CONTENTS
1.0 Respondent Identification Information 74
Page
2.0 Training Clients 76
3.0 Learning & Development Budget and Course Descriptions 78
4.0 Learning & Development Staff 79
6.0 Learning & Development Process Ratings 82
7.0 Training Facilities and Equipment and Laboratories and Technical85Training Equipment
8.0 Information Management Systems 87
5.0 Training Types and Learning & Development Services 80
9.0 Self-Assessment of Present Performance and Business Client 88Assessment of Present Performance
10.0 Course Development/Purchase 91
11.0 Course Acquisition Method 93
12.0 Training Delivery 94
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Current Capabilities Inventory
1.0 RESPONDENT IDENTIFICATION INFORMATION
Item Description Information
1.1 Date Survey Completed
1.2 Training Organization
1.3Department/Organizational Affiliations
1.4 Contact Name
1.5 Title
1.6 Location
1.7 Phone
1.8 Fax
1.9 E-Mail
1.10 Interviewer
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Current Capabilities Inventory
LEARNING & DEVELOPMENT DEPARTMENT OVERVIEW
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Current Capabilities Inventory
2.0 TRAINING CLIENTS
Clients Served
On the following pages, we ask you to identify your learning and development clients in two ways:
By department
By hierarchy
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Current Capabilities Inventory
2.0 TRAINING CLIENTS (cont.)
Check the training client levels represented for each target population.
Target PopulationHierarchical Segment
Individual Contributor
Front-line Supervisor
Middle Management
Executives
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Current Capabilities Inventory3.0 LEARNING & DEVELOPMENT BUDGET & COURSE DESCRIPTIONS
Please attach one copy of each of the following to this document:
3.1 A copy of a recent training organization budget
3.2 A copy of your course catalog (or a list of course titles and descriptions)
Training Organization Budget
Please give us your total training organization budget for the current year, and actual expenses for the previous year, and show how these amounts break down for each of the following:
Current Year Budget
Previous Year Expenses
Design/Development
3.4 $ 3.5 $
Delivery 3.6 $ 3.7 $
Administrative Support
3.8 $ 3.9 $
Total Expense Budget
3.10 $ 3.11 $
Capital Budget 3.12 $ 3.13 $
Total Training Budget
How is your work resourced?
(Use previous year percentages)
Your own budget 3.16
%
Charge-back to internal user groups
3.17
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Charge-backs to external user groups
3.18
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Total 100%
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Current Capabilities Inventory
4.0 LEARNING & DEVELOPMENT STAFF
Permanent StaffFull-time Equivalent Personnel
(FTEs)(in person years, e.g., 0.50 FTE)
Managers/supervisors 4.1
Instructional designers/developers (only) 4.2
Percent of designers/developers qualified for media development (video,CBT, etc.)
4.3
Instructors/facilitators (people who mainly deliver only) 4.4
Combination staff members (people who develop and deliver) 4.5
Administrative support 4.6
Project management/leads 4.7
Subject matter experts (SMEs) 4.8
Performance consultants 4.9
Other 4.10
TOTAL PERMANENT STAFF 4.11
Contact and Temporary Staff
Contract design/development personnel 4.12
Contract instructors/facilitators 4.13
Administrative support 4.14
Other contract personnel (describe below) 4.15
TOTAL CONTRACT STAFF 4.16
TOTAL STAFF (4.11 + 4.16) 4.17NOTES:
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Current Capabilities Inventory5.0 TRAINING TYPES AND LEARNING & DEVELOPMENT SERVICES
Group-paced Training
5.1 Classroom
5.2 Lab
5.3 TV Classroom Network
Self-paced Training
5.4 Classroom self-paced
5.5 CD-ROM e-Learning
5.6 Intranet/Internet e-Learning
5.7 Structured on-the-job training
5.8 Lab
5.9 Interactive Video
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Training Services 5.11 Needs/performance analysis
5.12 Curriculum planning/learning paths
5.13 Training materials design and development
5.14 Training procurement
5.15 Training language translation
5.16 Training delivery
5.17 Team facilitation
5.18 Training evaluation
5.19 Training material maintenance
5.20 Project management
5.21 Consulting support
5.22 Performance consulting
5.23 Training information and records maintenance
5.24 Registration and scheduling
5.25 Learning materials library
5.26 Other (please specify below)
Current Capabilities Inventory5.0 TRAINING TYPES AND LEARNING & DEVELOPMENT SERVICES (cont.)
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Current Capabilities Inventory
6.0 LEARNING & DEVELOPMENT PROCESSES
The chart below provides an overview of the general Learning & Development processes.
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 Client satisfaction Employee
satisfaction Training results
Operations Management Work management Program coordinator External linkages Internal linkages
Needs/Performance Analysis Preliminary analysis
report Analysis report
Curriculum Architecture Design Curriculum analysis report Curriculum design
document Implementation planning
report
Course Design/Development Course design document Instructional materials Instructor training plan Pilot results
Delivery Delivery plan Trained
employees
Training Evaluation Evaluation design Evaluation
documents Evaluation reports
Course Maintenance Course maintenance
plan Courses updated
Consulting Support
Project Management Project plan Team organization Project status report Final project report
Training Technology Surveillance/
assessment Transfer
development Deployment
Training Administration Facilities management Registration and
scheduling Training materials
inventory Training record keeping Financial tracking
Staffing Recruiting and
selection Training &
development Performance
management Career management Compensation
Training Information Management Information system in
place Data and reports
Training Marketing & Communications Training marketing
tools Client account plans Service agreements
and plans
SUPPORT
LEADERSHIP
CORE PROCESS
Course Procurement
Course Language Translation
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Current Capabilities Inventory
6.0 LEARNING & DEVELOPMENT PROCESS RATINGS*
L&D Process Don’t Do
Very Weak Weak Neutr
alStron
g
Very Stron
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1. Planning & Budgeting 6.1 0 1 2 3 4 5 6.2
2. Overall System Design/Improvement
6.3 0 1 2 3 4 5 6.4
3. Results Measurement 6.5 0 1 2 3 4 5 6.6
4. Operations Management 6.7 0 1 2 3 4 5 6.8
5. Needs/Performance Analysis 6.9 0 1 2 3 4 5 6.1
0
6. Curriculum Architecture Design
6.11 0 1 2 3 4 5 6.12
7. Course Design and Develop 6.13 0 1 2 3 4 5 6.1
4
8. Course Procurement 6.15 0 1 2 3 4 5 6.1
6
9. Delivery 6.17 0 1 2 3 4 5 6.18
10.Training Evaluation 6.19 0 1 2 3 4 5 6.2
0
11.Course Maintenance 6.21 0 1 2 3 4 5 6.2
2
12.Course Language Translation 6.23 0 1 2 3 4 5 6.2
4
Please circle the rating that best applies for each process. *For rating scale guidelines, see key at bottom of next page.
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Current Capabilities Inventory6.0 LEARNING & DEVELOPMENT PROCESS RATINGS* (cont.)
L&D Process Don’t Do
Very Weak Weak Neutr
alStron
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Very Stron
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13.Consulting support 6.25 0 1 2 3 4 5 6.26
14.Project Management 6.27 0 1 2 3 4 5 6.2
8
15.Training Technology 6.29 0 1 2 3 4 5 6.3
0
16.Training Administration 6.31 0 1 2 3 4 5 6.3
2
17.Staffing 6.33 0 1 2 3 4 5 6.34
18.Training Information Management
6.35 0 1 2 3 4 5 6.36
19.Training Marketing and Communications
6.37 0 1 2 3 4 5 6.38
0 Don’t Do The process is not performed
1 Very Weak The client’s needs are rarely met
2 Weak The process sometimes fails to meet client’s needs
3 Neutral The process meets the client’s needs sufficiently
4 Strong The process usually exceeds the client’s expectations
5 Very Strong The process always exceeds the client’s needs through consistent and outstanding performance
*RATING SCALE KEY:
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Current Capabilities Inventory
7.0 TRAINING FACILITIES AND EQUIPMENT
LocationClassroom size (square
feet)Number
Percent utilization (%)
Please provide a classroom inventory including: Class size Expected utilization this year (% of available time the classroom is actually used)
7.10 Are these facilities included in your budget? YES NO
7.11 If not, in which budget do they fall?
7.12 How many days of classroom space/facilities did you rent last year?
7.13 Do you rent equipment for training purposes? YES NO
7.14 How much did you spend last year on rental equipment? $
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Current Capabilities Inventory7.0 LABORATORIES AND TECHNICAL TRAINING EQUIPMENT
List Have It? How Many? Location(s)
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Please identify the number and location(s) of each type of technical training equipment you possess.
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Current Capabilities Inventory
8.0 INFORMATION MANAGEMENT SYSTEMS
Item
DescriptionComputeriz
edManual Not At All
8.1 Individual training records
8.2 Skill inventories/needs analysis data
8.3 Course development data
8.4 Delivery data
8.5JCI Controls Performance Certification Program
8.6 Training evaluation data
8.7 Training results measurement
8.8 Facilities inventory and usage
8.9 Equipment inventory and usage
8.10 Registration
8.11 Scheduling
Do you maintain databases, records, or an inventory of the following items?
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Current Capabilities Inventory
9.0 SELF-ASSESSMENT OF PRESENT PERFORMANCE
COMMENTS PLEASE:
Please complete the following based on your current perception.
PHASE 2:Data Collection
Don’t Know
Strongly
Disagree
Disagree
Neutral
Agree Strongly
Agree
9.1 My business client learning and development needs are adequately met
0 1 2 3 4 5
9.2 My learning and development organization is adequately prepared to meet the future needs of the business
0 1 2 3 4 5
9.3 Without my learning and development organization, the business would be hurt
0 1 2 3 4 5
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Current Capabilities Inventory9.0 BUSINESS CLIENT ASSESSMENT OF PRESENT PERFORMANCE
Don’t Know
Strongly
Disagree
Disagree
Neutral
Agree Strongly
Agree
9.4 Highly responsive to their needs
0 1 2 3 4 5
9.5 High-quality materials and delivery
0 1 2 3 4 5
9.6 Timely availability of materials and delivery
0 1 2 3 4 5
9.7 Cost-effective learning and development solutions
0 1 2 3 4 5
9.8 Easy access with minimum lost work time
0 1 2 3 4 5
9.9 Provide valuable training products that support business strategies
0 1 2 3 4 5
COMMENTS PLEASE:
Generally speaking, how do you think your business clients perceive your Learning & Development organization?
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Current Capabilities Inventory
LEARNING MATERIALS DEVELOPMENT/PURCHASE
This section of the survey has questions about the amount and types of learning material your training organization
develops or acquires.
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Current Capabilities Inventory
10.0 COURSE DEVELOPMENT/PURCHASE
Job-specific/Technical
Business and Cultural
Line of Business Knowledge
Management, Supervisory, and
Personal Development
Job-specific skills to do the work, e.g.,
Skills needed to work inside business processes, e.g.,
Information that is related to specific lines of business
Skills needed to manage people effectively, e.g.,
Project management
Business development
Engineering
Construction
Business processes
Financial analysis
Building a business case for a decision
Standard systems terminology
Values and beliefs
Business strategy
Industry knowledge
Client knowledge
Specific project technologies and project types
Management roles/ responsibilities
Coaching and counseling
Team building
Administrative management skills
Complete the forms on the following pages based on the content categories defined below:
PHASE 2:Data Collection
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Current Capabilities Inventory
10.0 COURSE DEVELOPMENT/PURCHASE (cont.)
Delivery Method
Number of Hours Developed/Purchased Last Year
Job Specific/ Technical
Business and Cultural
Line of Business Knowledge
Management, Supervisory, and Personal Development
Developed
Purchased
Developed
Purchased
Developed
Purchased
Developed
Purchased
Group-paced Classroom
Group-paced Lab
TV/Satellite Classroom Group-paced
Individual Classroom
Individual CBT/CD-ROM
Individual Intranet/Internet e-Learning
Individual Structured On-the-Job Training
Individual Lab
Individual Interactive Video
Please enter the number of hours of new courses developed or purchased last year:
PHASE 2:Data Collection
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Current Capabilities Inventory
11.0 COURSE ACQUISITION METHOD
11.1 Developed in-house% of total days
11.2 Developed by outside vendor% of total days
11.3 Purchased off the shelf% of total days
TOTAL STAFF % of total days100
Please estimate the resource percentages for last year’s course development/purchase.
PHASE 2:Data Collection
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Current Capabilities Inventory
12.0 TRAINING DELIVERY
Number of Hours Delivered Last Year(10 trainees x 50 hours = 500 hours delivered)
Delivery Method Job Specific/ Technical
Business and Cultural
Line of Business
Knowledge
Management, Supervisory, and
Personal Development
Group-paced Classroom
Group-paced Lab
TV/Satellite Classroom Group-paced
Individual Classroom
Individual CBT/CD-ROM
Individual Intranet/ Internet e-Learning
Individual Structured On-the-Job Training
Individual Lab
Individual Interactive Video
Please enter the number of hours of new courses delivered last year.
PHASE 2:Data Collection
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RESEARCH BEST PRACTICES
What to Look ForWhat to Look For How to Find ItHow to Find It
Who is doing what that fits your situation
Literature search
Benchmarking consortia
Interviews
Site visits
PHASE 2:Data Collection
Source Document:
Analyst:
Date:
BEST PRACTICES LITERATURE REVIEW GUIDE
LEARNING & DEVELOPMENT STRATEGIC PLAN
©R
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RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402www.raysvensonconsulting.com • e-mail: [email protected]: 262-995-7100
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Current Capabilities Inventory
BEST PRACTICES LITERATURE REVIEW GUIDE
1. Best practice description
Application context
Key features
Reported results
Organizations applying this practices
2. What seems to make this a best practice?
3. How and where might this practice be applicable in our business?
4. If we want more information, what is the likely source?
PHASE 2:Data Collection
BEST PRACTICES INTERVIEW GUIDE
LEARNING & DEVELOPMENT STRATEGIC PLAN
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Company:
Interviewer:
Date:
99
RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402www.raysvensonconsulting.com • e-mail: [email protected]: 262-995-7100
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Current Capabilities Inventory
BEST PRACTICES INTERVIEW GUIDEInterviewer: Position the interview as input to a new Learning & Development Strategic Plan for the business.
1. What Learning & Development needs do you serve in your business?
Leadership development
Functional skills and knowledge
Personal and skills
Customer training
Supplier training
Geographical dispersion of learners
2. Do you have a standard process for developing and delivering training to support these needs?
How do you do needs analysis?
How do you do design/development?
What delivery strategies are you using?
How are they working for you?
PHASE 2:Data Collection
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Current Capabilities Inventory
BEST PRACTICES INTERVIEW GUIDE (cont.)
2. Do you have a standard process for developing and delivering training to support those needs? (cont.)
How do you develop new hires?
How do you develop experienced staff?
How do you develop leaders and managers?
How do you rollout training to support new products and other initiatives?
How do you manage the balance between centralized and decentralized delivery?
How do you train and qualify instructors?
Are you running a certification/assessment/qualification program? How does it work? What is its value?
PHASE 2:Data Collection
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Current Capabilities Inventory
BEST PRACTICES INTERVIEW GUIDE (cont.)
2. Do you have a standard process for developing and delivering training to support those needs? (cont.)
How do you maintain the materials?
What results do you measure? How do you measure them?
3. Do you have a Governance Board/Advisory Council made up of business leaders that guides, directs, prioritizes, and funds your work? How does it work? Who is on it?
4. How is Learning & Development funded in your company/organization?
5. What is the integration, if any, among staffing, training, performance management, and career/succession managing in your organization?
PHASE 2:Data Collection
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Current Capabilities Inventory
BEST PRACTICES INTERVIEW GUIDE (cont.)
6. Do you do customer training? If so, to what degree have you integrated customer and employee training?
7. Describe what you consider your best practices key features. How do you know when it’s working?
PHASE 2:Data Collection
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BARRIERS AND OBSTACLES
Some executives don’t want to give time for interviews
Scheduling interviews can be very difficult
It can be a difficult logistical issue to get benchmarking visits with other companies scheduled within a limited project timeframe
Population data can often be very hard to get in the form it is needed; it is often incomplete and inconsistent
When assessing current capabilities training staff have a tendency to overstate their capabilities
Working Team members don’t always know how to conduct interviews or facilitate focus group meetings
Executives may bring in project scope changes by adding people to the list of interviews
PHASE 2:Data Collection
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DATA COLLECTION EXERCISE (20
MINUTES)
Instructions:
1. Choose Data Collection Categories Business Requirements
Population Dynamics Business Needs
— Business Plan Analysis— Executive Interviews— Initiative Leader Interviews— Products/Services Deployed
Learner Needs— Focus Groups— Other _______________
Interface Requirements
Technological Readiness
Current Capabilities Survey Visits
Best Practices Literature Research Visits
2. Executive Interviews
Make a list of executives to interview.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2. Executive Interviews
Make a list of executives to interview.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
3. Refer to the Sample Retail Empire Project Plan Task List for Phase 2 (pages 34-35 in your binder) and begin to develop your own approach and task list.
PHASE 2:Data Collection
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LEARNING & DEVELOPMENT STRATEGY: PROCESS OVERVIEW
Phase 5:Implementation
Plan
DevelopSpecifications
and Design Details
Phase 2: Data Collection
Phase 1:Project
Planning
Executive
Review
ExecutiveReview
Executive
Review
3 Months
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Project Process MapProject Process Map
Phase Phase 3:3:
AnalysAnalysisis Phase 6:
Business Case
Phase 4:Future L&D
System Architecture
PHASE 3:Analysis
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ANALYSIS MEETING WORK PRODUCTS
Learning & Development implications of the business drivers
Quantitative analysis of future population to be served
Assessment of current capability to serve the needs (strengths, weaknesses, and opportunities)
Relevant internal and external best practices
Potential integration of performance support elements
Consequences to the business
Future-state mission, philosophy, system requirements, and value proposition
PHASE 3:Analysis
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ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)
Meeting Purpose
1. Pull together all the data that has been collected into one coherent set of findings.
2. Draw conclusions Learning & Development implications/needs driven by business goals, strategies,
challenges, and initiatives Size and dynamics of the learner population What is being doing to meet these needs now and how adequate is it What is being done now that could be abandoned Adequacy of the current L&D System to meet the needs Technological readiness Best practices to consider Strengths, weaknesses, and opportunities
3. Create for the future-state Learning & Development System Mission statement (ends, means, scope) Learning & Development philosophy (principles and beliefs about L&D) A list of L&D services to be offered Requirements the new system must meet Value proposition
PHASE 3:Analysis
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ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
1. Review status of the data collection
Go through all the data collection activities and find out what has been completed and what is still open.
2. Learning & Development implications/needs driven by business challenges, goals, strategies, and initiatives
1. Set up wall charts to summarize executive and middle management interview data (see Analysis Exhibit A) organized by business driver
2. Have each interviewer go through each interview with the group and record their data on the charts. Put interviewee initials behind each point. Some points will be made by more than one interviewee.
3. If there are many interviews, this can take a full day or more.
3. Focus group data from learner groups
1. Set up wall charts to summarize the focus group data organized by group (see Analysis Exhibit B).
2. Have each interviewee go through their data and record it on the wall charts.
3. This will take about 30 minutes per focus group.
4. Learner population dynamics
1. This data was most likely collected by one person on the forms provided. These can be printed and handed out to the group or projected on a screen for group review.
2. This review should take no more than one hour.
PHASE 3:Analysis
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ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
5. Current capabilities inventory
1. Have each of the inventories copied and hand them out to the group.
2. Have the analysts who collected the data review their findings with the group.
3. This review should take 30 minutes to one hour per inventory.
6. Best practices 1. Create a list of best practices categories and set up a wall chart for each.
2. Review literature search and post entries on the charts.
3. Review interviews.
4. Review best practices visits.
5. Select the ones that seem to fit your needs best.
6. This exercise should take about two hours.
7. Technological readiness 1. Have the interviewee review the data and post significant findings.
2. This should take 30 minutes to one hour.
PHASE 3:Analysis
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ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
Conclusions to be drawn:
8. What are the most important L&D needs to be addressed including size of the relevant learner populations for each
1. Review findings from executive interviews, focus groups, and population dynamics.
2. Select the most important needs to be addressed over the next 3-5 years.
3. This should take 2-3 hours.
9. Assess the adequacy of what is being done to meet these needs today
1. Review data from the executive interviews, focus groups, current capabilities inventory, and population data.
2. Rate the adequacy of the current effort in each area of need selected in Step 8 (use a five-point rating scale).
3. This effort should take 1-2 hours.
10. Review current L&D services and offerings and select areas that could be abandoned
1. Look at current capabilities inventories and check them against the high-priority needs to see what could be eliminated.
2. This exercise should take about one hour.
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ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
11. Adequacy of current L&D System to meet future needs
1. Look for Capacity to handle the volume of design,
development, & delivery Critical capabilities and processes L&D organization and staffing Governance Electronic infrastructure Facilities infrastructure
2. This exercise should take about one hour.
12. Strengths, weaknesses, and opportunities
1. Set up wall charts with columns for strengths, weaknesses, and opportunities.
2. Establish categories L&D service offerings related to the needs Curriculum related to the needs L&D capabilities/processes L&D organization structure and staffing Participation of line management in L&D Financing Electronic infrastructure Facilities and equipment
3. Complete strengths, weaknesses, and opportunities charts for each category.
4. This exercise should take about four hours.
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ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
For Future-state Learning System:
13. Develop a L&D mission statement
1. Start by brainstorming ends, means, and scope for the future-state Learning & Development System.
2. Consolidate into a single one or two sentence statement.3. This should take about one hour.
14. Develop a philosophy statement
1. Brainstorm a list of principles and beliefs that should govern decisions about L&D.
2. Consolidate into a one-page statement with bullet points.
15. Services and requirements for the future-state L&D System
1. Use the requirements checklist to create a list of requirements categories.
2. Using the strengths, weaknesses, and opportunities charts; best practices; and high-priority needs develop a list of L&D services to be provided and a list of requirements the new system must meet.
16. Value proposition (how Training and development adds value to the business)
1. Brainstorm elements of the value proposition.2. Consolidate into a one page (or less) statement with bullet
points.
17. Analysis Report and Executive Briefing package
1. Assign a Subteam to document all the findings in an Analysis Report (see typical contents).
2. Assign a Subteam to develop an Executive Briefing package. (If there is time, the Working Team should develop a storyboard for this briefing.)
3. Assign who will conduct briefings with which executives.
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ANALYSIS EXHIBIT A
Business Driver:
Learning & Development ImplicationsTiming of
NeedAffected
Populations
Business Value/Stakes:
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ANALYSIS EXHIBIT A EXAMPLEBusiness Driver:
Challenge: Leadership Shortages
We lack qualified candidates to fill leadership openings at all levels, and we will fall further behind as the company pursues its growth strategy; there are not enough leaders in the pipeline.
Learning & Development ImplicationsTiming of
NeedAffected
Populations
1. We need a succession management system that works for executive and middle management positions
Now and future
Target populations at Director level and up
2. We need a systematic, multifaceted Leadership Learning & Development System to prepare leaders at all levels with the necessary:
Leadership skills Functional management skills Knowledge of the business Financial business acumen
Now and future
First-line supervisors through executives
Business Value/Stakes:
1. Business performance is suffering today because of poorly prepared leaders, especially at front-line levels and lower middle management. This could be worth several % in top-line sales and several % in expenses; $ hundreds of millions.
2. Our growth strategy will be in jeopardy if we can not fill leadership positions with qualified people.
PHASE 3:Analysis
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SAMPLE MISSION STATEMENT
The mission of Retail Empire Learning & Development is to support business results by enabling the development of value-added competence of all employees at all levels.
The following principles and values will govern Learning & Development decision in Retail Empire:
Business results are achieved in large part through specific employee competence (ability to perform specific work to a standard of performance)
The competence required for contribution to business requirements is specific for each role and is best determined by analyzing the outputs, tasks, behavior, and supporting skills and knowledge for that role
There are many ways for employees to learn and develop their competence; Learning & Development will employ cost-effective ways to accelerate acquisition of targeted competence
Etc.
SAMPLE PHILOSOPHY STATEMENT
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REQUIREMENTS CHECKLISTThis is a checklist to help develop a list of requirements that the future-state Learning & Development System must meet.
Company Learning & Development Capabilities:
Must be able to:
Bring new employees (new to their jobs) to mastery performance capability quickly
Keep existing employees’ skills up to date with: New products Process improvements Change initiatives
Move best practices around the company business
Develop leadership talent
Support people’s career development
Meet specific compliance requirements
Develop deep expertise in critical areas
Develop common employee skills Quality improvement Problem solving Etc.
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REQUIREMENTS CHECKLIST (cont.)
Learning & Development Department Functional Capabilities: Needs/performance analysis
Curriculum Architecture/Design
Learning Materials Design/Development and maintenance
Language translations
Training delivery Classroom Lab On-the-job training E-learning Other
Coaching
Team facilitation
Learning & Development evaluation
Project management
Performance consulting
Learning & Development information and records management
Registration and scheduling
Learning materials library
Planning and budgeting
Results measurement
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REQUIREMENTS CHECKLIST (cont.)
Interface Requirements:
HR Systems/Processes
Recruiting
Staffing
Performance Management
Competency Assessment
Performance Management
Career Management
Succession Management
Labor Relations
Employee Relations
HR Information Systems
Other HR Systems
Other Business Functions
Communications, internal and external
Technical publications
PHASE 3:Analysis
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REQUIREMENTS CHECKLIST (cont.)
Geographical Requirements:
Global
Regional
Country
Local
Best Practices Requirements:
Best practices to be included
Laws, Regulations, Policies, and Standards to be Met:
Financial Requirements:
Expense limits
Capital limits
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REQUIREMENTS CHECKLIST (cont.)
Cultural Norms:
Length of time off the job for training
Travel to training
Training/learning on company time versus employee time
“ilities”
Scalability to meet growth needs
Accessibility by employees, customers, etc.
Understandability by employees, customers, etc.
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SAMPLE REQUIREMENTS
The future Learning & Development System must be able to:
Meet 85% of the leadership pipeline requirements with capable internal candidates at all levels in all functional areas (attached table with quantitative estimates by role)
Bring newly hired retail associates to mastery competence in one department within ten days of being hired (approximately 275,000 per year)
Etc.
PHASE 3:Analysis
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LEARNING & DEVELOPMENT SERVICES CHECKLIST
1. Analyze business-driven learning needs at multiple levels
2. Devise plans to meet L&D needs Companywide Specific function (e.g., Sales) Leadership Division Worksite
3. Develop job/role performance models
4. Design curriculum architectures and learning paths
5. Design/develop learning materials
6. Deliver training
7. Manage and distribute learning materials
8. Design and install workplace learning systems
9. Keep learning and development records
10. Manage Knowledge Management System
11. Manage Succession Management System
12. Provide L&D support to business initiative
13. Provide L&D support to new product/service rollout
14. Customer training
15. Performance consulting
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SAMPLE VALUE PROPOSITION (ANTICIPATES THE BUSINESS CASE)
Systematic development of targeted competence in Retail Empire will impact the following business results:
Increased top line sales through More effective merchandising Improved retail customer contact Improved marketing and sales competence Full shelves (better supply chain)
Reduced expense Increased employee productivity Reduced waste Reduced employee turnover
Improved customer satisfaction and retention Improved retail customer contact Effective merchandising (customer can find the products)
Improved safety
Etc.
PHASE 3:Analysis
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ANALYSIS REPORT OUTLINEPurpose:
The Analysis Report provides a permanent record of the analysis approach, findings, and conclusions.
Outline:
Analysis approach
Data collection – Report each type of data collection, who was interviewed, and other sources of the data
Findings and conclusions Business-driven Learning & Development needs and the value to the business of meeting these needs Population dynamics forecast Assessment of current capabilities to fill identified needs including technological readiness Estimated annual expenditures on Learning & Development today Potential abandonment of low-priority Learning & Development services and offerings and potential
savings Best practices to be considered Overall assessment of strengths, weaknesses, opportunities, and competitive threats
Future-state for Learning & Development Mission Philosophy Services Requirements Value proposition
Appendices Data collection tools Lists of people interviewed and other data sources
PHASE 3:Analysis
EXECUTIVE BRIEFING
ANALYSIS FINDINGS AND CONCLUSIONS
RETAIL EMPIRE, INC.
LEARNING & DEVELOPMENT STRATEGIC PLAN
©R
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MAY 6, 2006
126
RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402www.raysvensonconsulting.com • e-mail: [email protected]: 262-995-7100
PHASE 3:Analysis
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Executive Briefing
PROJECT PURPOSE
The purpose of this project is to
Analyze and anticipate the learning needs of Retail Empire’s employees
Assess the capabilities of the current Learning & Development System to meet the anticipated needs
Propose a future-state Learning & Development System
Develop an Implementation Plan to transition to the new system
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Executive Briefing
PROJECT APPROACH
Project Process MapProject Process Map
Phase 4:Future L&D
System Architecture
Phase 5:Implementation
Plan
DevelopSpecifications
and Design Details
Phase 2: Data Collection
Phase 1:Project
Planning
Executive
Review
ExecutiveReview
Executive
Review
3 Months
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Phase 3:Analysis
Phase 6:Business Case
PHASE 3:Analysis
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Executive Briefing
PROJECT ORGANIZATION Project Leader, Alice Monroe, Chief Learning Officer
Organize and lead the Working Team Be accountable to company executives, Sponsors, and Executive Steering Team Perform as liaison with best practices companies Secure the necessary resources Recruit Sponsors
Sponsors, Janet Elias, President and Paul Johnson, HR VP Recruit Executive Steering Team members Review project deliverables Advocate for the project
Executive Steering Team which includes the president, HR VP, and VPs of key departments Review analysis findings and future L&D System Architecture Review Implementation Plan and Business Case and advocate to Executive
Leadership Team for approval Provide members to the Working Team Provide access to people and information Advocate for this project
Working Team which includes representatives from key departments selected by Executive Steering Team (one-third time for four months) Conduct analysis tasks Participate in analysis, design, and implementation planning meetings Present findings to Sponsors and Executive Steering Team
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Executive Briefing
DATA SOURCES
Executives interviewed
Middle managers interviewed
Focus groups
Other sources Employees with experience in Wal-Mart, Target, Kmart, Kohl’s etc. Literature search Interviews and visits with six other best practices companies Employee dynamics forecasts from HR database and leadership
interviews IT technological readiness interviews Survey of existing learning & development expenditure, services, and
capabilities
PHASE 3:Analysis
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Executive Briefing
KEY FINDINGS AND CONCLUSIONS
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Executive Briefing
SUMMARY/RECOMMENDATIONS
Future Learning & Development Mission Philosophy Requirements Services
— Add— Drop— Enhance
Value proposition Critical interfaces
Proceed to Phase 4: Future Learning & Development System Architecture
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BARRIERS AND OBSTACLES
Training staff can be reluctant to give up their existing products and services
Strengths are often exaggerated and weaknesses minimized in the Analysis process
The process can be very tedious to go through
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ANALYSIS EXERCISE (15 MINUTES)
Instructions:
1. Review the sample Analysis Meeting Agenda (pages 107-112)
2. Estimate the time for each topic
3. How many days will this take for your team? _______
4. Should you plan to do it in two meetings? Or, some other way?
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LEARNING & DEVELOPMENT STRATEGY: PROCESS OVERVIEW
Phase 5:Implementation
Plan
DevelopSpecifications
and Design Details
Phase 2: Data Collection
Phase 1:Project
Planning
Executive
Review
ExecutiveReview
Executive
Review
3 Months
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Project Process MapProject Process Map
Phase 3:Analysis
Phase 6:Business Case
Phase 4:Phase 4:Future L&D Future L&D
System System ArchitectureArchitecture
PHASE 4:Future L&D
System Architecture
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PHASE 4: FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE
Design elements and design process
System components
System design
Getting approval
PHASE 4:Future L&D
System Architecture
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DESIGN A HIGH-LEVEL SYSTEM ARCHITECTURE
Facilities and Equipment Infrastructure
Network LMS Content Repositories
HRIS Access Portal
Funding System
Strategic Partnerships
Learningware Inventory
Human Capital Management System
Selection Learning Certification Performance Mgmt Succession Career Mgmt
Learning Strategies
• Class & Lab• Workplace• Web-enabled• Communities of
Practice
Performance Models
Leadership
Project Management
Business Groups
Product Management
HR
Tech Pubs
IT
Primary Inputs
• Business Processes and Tools
• Product Standards
• HR Standards
Global Learning & Development Processes and Standards
Governance System
• Global Functional Councils
• Regional Councils• Global L&D
Network
Local Learning &
DevelopmentRegional Learning &
DevelopmentGlobal Learning &
Development• Org Structure• Roles &
Responsibilities• Staffing System
Information InfrastructureNetwork LMS/LCMS Authoring Tools HRIS Access Portal
Deployment
Systems
GlobalL&D
ProductProcessMarkets
Learner Populations
Work Processes, Tasks, and
Tools
Skills&Know-ledge
Serv
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LEARNING & DEVELOPMENT SERVICES CHECKLIST
1. Analyze business-driven learning needs at multiple levels
2. Devise plans to meet L&D needs Companywide Specific function (e.g., Sales) Leadership Division Worksite
3. Develop job/role performance models
4. Design curriculum architectures and learning paths
5. Design/develop learning materials
6. Deliver training
7. Manage and distribute learning materials
8. Design and install workplace learning systems
9. Keep learning and development records
10. Manage Knowledge Management System
11. Manage Succession Management System
12. Provide L&D support to business initiative
13. Provide L&D support to new product/service rollout
14. Customer training
15. Performance consulting
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LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST
L&D strategies (see separate checklist)
Performance Models and Typical Learning Paths for specific jobs/roles
Learning materials inventory (Curriculum Architecture)
Delivery system Learning centers Workplace learning systems Electronic network Schools/universities Contract organizations Video teleconferencing
Learningware development system Analysis of needs Design and development Procurement Maintenance
Administration system Planning and budgeting Results measurement and reporting Registration and scheduling Recordkeeping Materials management
Facilities infrastructure Learning centers Worksite facilities
Electronic infrastructure LMS LCMS or hosting Network Portal
Learning & Development processes (see separate list)
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LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST (cont.)
L&D roles VP Learning & Development/Chief Learning Officer Director, Curriculum Director, Leadership Development Director, Functional L&D (e.g., Sales) Manager, Design and Development Manager, Training Delivery Manager, Planning, Evaluation, and Results Measurement Manager, L&D Administration Performance Analyst Performance Consultant Instructional Designer Instructional Developer Information Designer Graphics Designer Instructor/Facilitator Mentor OJT Coach Executive Coach Administrative Support Technical Support
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LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST (cont.)
Governance System Executive L&D Board/Council Functional Learning & Development
Councils Regional Councils L&D Leaders Council Expert panels
Funding System
Staffing System
L&D Department(s) Mission Business model List of services Organization structure
— Global— Regional— Country— Local
Line management L&D roles Executive Middle manager Front-line supervisor
Individual employee L&D responsibilities
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LEARNING & DEVELOPMENT STRATEGIES CHECKLIST
Training Classroom (actual and virtual) Laboratory Simulations E-Learning
— Online courses— Webinars— Simulators
Structured on-the-job training
Hybrid training/non-training learning strategies Workplace Learning Systems Action learning
Development strategies Succession management Career management Individual development plans Team development plans Rotational assignments
Non-training/learning strategies Mentoring Coaching Knowledge
management/communities of practice
Job aids Reference material Embedded help/instructions Project assignments Informal learning Certification/qualification
Performance improvement Performance consulting Integrated performance solutions
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OUTSOURCING
AN EFFECTIVE LEARNING & DEVELOPMENT STRATEGY
ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION
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OUTSOURCING EFFECTIVENESS
A December, 2003 report of the Corporate Leadership Council provides the following findings about the effectiveness of outsourcing:
Outsourcing is very effective overall
Outsourcing provides access to new skills and expertise
Outsourcing may require significant upfront investment
Outsourcing saves between 1 and 10% of HR’s budget in absolute terms
Outsourcing is less expensive than performing activities in-house
Outsourcing raises the quality bar
Outsourcing improves timeliness of service
There is a high level of satisfaction with HR outsourcing
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OUTSOURCING OPTIONS
Following are some of the L&D activities that can be effectively outsourced:
Planning and Analysis Strategic Planning for Learning & Development Curriculum Architecture Design Needs Analysis Project Planning and Management
Courseware Course Design Course Development Course Delivery Materials Design and Production Results Measurement
L&D Support Systems Administrative Systems/LMS (Registration, Scheduling, Results Tracking, etc.) Knowledge Management Systems Workplace Learning Systems
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TYPES OF OUTSOURCING VENDORS TO CONSIDER
Individual freelancers
L&D “gurus”
Boutique L&D specialist companies
Course development “factories”
Course delivery “factories”
Small consulting firms
Mega consulting firms
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THINGS TO CONSIDER FOR MAKING THE OUTSOURCING DECISION
Available in-house expertise Skills and abilities Knowledge and experience Technology Project planning and management
Available in-house person hours for required time-frame
Budget $
Internal policies and standards regarding outsourcing
Need for outside “credibility” for high-profile projects
Desire to make outsourcing an opportunity for learning how to do it in-house
Effective outsourcing requires an in-house manager to manage the project internally and work closely with the outsourcing vendor(s)
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STRAW MODELING GUIDELINES
1. There are many designs that will satisfy the requirements.
2. Straw modeling is like the architect providing drawings of different buildings that will meet a set of requirements. The owner of the building or the building committee works with the architect to select the one thing like the best, or select, features thus like from more than one, etc.
3. See if you can create straw models that are as different from each other as possible, but still meet the requirements.
4. A straw model is a basic sketch of the system and story about how it works.
5. The straw models will get the Working Team’s juices going and save a lot of time.
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STORE OPERATIONS CASE MODEL
RETAIL EMPIRE, INC.
LEARNING & DEVELOPMENT STRATEGIC PLAN
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Store Operations Case Model
TABLE OF CONTENTS
Introduction 150
Page
Store Operations Population 151
Stores: The Challenges 152
Stores: The Solutions 153
Store Operations L&D Needs and Strategies 157
Store Performance Improvement 159
Store Operations Workplace Learning System Design & Description 168
Store Operations L&D Implementation Timeline 155
Store Start-Up Learning System 179
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Store Operations Case Model
INTRODUCTION
Successfully addressing the learning and development needs in Field Operations is the largest learning and development challenge in Retail Empire, Inc. and will require the largest investment of resources.
Store Operations/Field Operations contains the largest segment of the Retail Empire workforce distributed over 10,000 stores
There is also a relatively large number of roles involved in each store, each with unique learning and development needs
There is one expansion program in motion, the Mega-RE expansion
This section provides summaries of the population to be served, the challenges, and the proposed solutions.
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Store Operations Case Model
STORE OPERATIONS POPULATION
Each person entering a new role needs training on how to successfully perform in the role
Each incumbent needs annual training to keep up with new processes, policies, and merchandise
StoresApproxima
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Number of
Specialties
Estimated
Turnover
New (Per Year)
Region managers/VPs 25 2 15% 5
District managers 1,000 5 15% 100
Store directors/managers 10,000 4 15% 300
Assistant managers 15,000 10 15% 3,000
Hourly management 50,000 40 25% 15,000
Total management 75,000 50 20,000
Hourly associates 500,000 100 125% 625,000
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Store Operations Case Model
STORES: THE CHALLENGES
10,000 stores Many are underperforming 500,000 associates with 125% turnover There are many new initiatives and policies hitting the stores The stores need specialized skills to dominate the “Gardening Glory” market The annual line reviews drive needs for new product and merchandising skills These factors drive a high need for training at all levels within the stores There is a body of useable store training material which needs to be updated and
expanded There is an organization in place to design and develop store training material There is no delivery/implementation system There is no accountability for training/learning
Mega-RE expansion program Hundreds of stores will be converting to Mega-RE Successful execution depends on training Mega-RE Teams prior to start-up
Major competitors appear to have comprehensive curricula and very robust field training delivery capability
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Store Operations Case Model
STORES: THE SOLUTIONS Store performance improvement: jump start underperforming stores
Portfolio of intervention strategies— Training/Model Stores— Mentoring— Workout Teams— Turnaround Teams— Communities of Practice
Trials to evaluate the interventions in 2006 Full-scale intervention in 2007 Monthly or bi-monthly experience-sharing conferences Cross-functional, centralized steering team
Sustaining Learning & Development System: maintain world-class performance Common curriculum with standard learning paths and certification requirements Workplace learning system in each store
— Learning and Change Team— Learning facilities and resources (largely individualized and computer-based)— Associates and managers serve as coaches— Support from the district Learning & Development Partner (trainer)
Retail Empire University Learning Centers (RE University Regional Centers)— Off-the-job training to prepare for management roles (department manager
through division manager/VP) Interactive Distance Learning (IDL) to broadcast new information/training to all
stores Communities of Practice to manage continuous improvement across the business
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Store Operations Case Model
STORES: THE SOLUTIONS (cont.)
Growth and change support system: ensure successful growth, start-ups, and change implementation Mega-RE expansion Customer bonus initiatives Annual line review cycle Short-term store manager training
Executive-level Field Operations Learning Council: provide business direction Set policies Set priorities Allocate resources Review results
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Store Operations Case Model
STORE OPERATIONS L&D IMPLEMENTATION TIMELINE
2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q
Store Performance NeedsStore Performance Needs
1. Store performance improvement
Training/Model Stores Mentoring Workout Teams Turnaround Teams Communities of
Practice
2. Sustaining Learning & Development System
Organize and plan
Trial phase Full-scale implementation
2006 planning
2007 planning
2008 planning
Workplace Learning System rollout
Develop courses and modules on a priority basisCurriculum defined
Workplace Learning System start-up kit
Recruit Learning & Development Partners
Ramp-up learning centers as curriculum comes online
3. Learning Centers (divisional and satellite) Organize
Learning Council and plan 2006
Spring review
2007 planSpring review
2008 plan
2005 2006 2007
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Store Operations Case ModelSTORE OPERATIONS L&D IMPLEMENTATION TIMELINE (cont.)
2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q
Change-Driven NeedsChange-Driven Needs
1. Store manager short-term training
2. Training Store Management Teams for Mega-RE expansion
3. Support Customer Bonus Initiatives
2005 2006 2007
District Managers training rollout to Store Managers
Program improvementsProgram development
Rollout to 20 stores Rollout to 500 stores Rollout to ? stores
Develop modules
Rollout training
Develop game plan
Game plan and materials
Implementation by District Human Resources Managers
Support 15 critical lines for 2006 cycle
Support additional lines for 2007 cycle
4. Train all Store Management on Human Resources related tasks
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Store Operations Case Model
STORE OPERATIONS L&D NEEDS AND STRATEGIES
Change-Driven Needs Learning & Development Strategies
1. Rollout of District Manager training to Store Managers complete by September, 2005
10 one-way video broadcasts (2 hours each) covering 20 modules
Computer-based training On-the-job coaching and reinforcement CD-ROM simulation for all Store Managers at
2006 Summer Conference
2. Training Store Management Teams (25 critical positions) for Mega-RE expansion (early program ready to implement by 6/05 with improvements added during the year; gear up to support 15 stores in 2005, 300 stores in 2006)
Develop a mini-curriculum Combine classroom training and in-store
training in an established Mega-RE location Use specialized implementation staff
3. Support customer bonus initiatives Develop mini-curriculum Deliver via IDL CBTs Job aids
4. Train store management on HR-related tasks to support elimination of HR managers in stores (game plan and training material needed by 7/05)
Train the District HR Managers to train Store Management Teams
5. Support annual Line Review cycle with training for the stores (game plan by 9/05, support 15 critical lines in 2006 and expand to more lines in 2007)
Use IDL for the rollout plan Use CBT and job aids for specific products
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Store Operations Case Model
STORE OPERATIONS L&D NEEDS AND STRATEGIES (cont.)
People Learning Their Jobs Learning & Development Strategies
1. Establish standard curriculum and learning paths for each role (curriculum designed for critical roles by 6/05, other roles by year end 2005, build curriculum modules on a priority basis over 12–24 months)
Learning Center curriculum for basics of each management role
CBTs, job aids, and coaching for in-store learning
2. Establish Store Workplace Learning Systems (develop a start-up kit by 7/05, rollout schedule based on hiring the field Learning & Development Partners)
Focus on low performing stores first; avoid spreading small numbers of Learning & Development Partners over too many stores
3. Establish Learning Center facilities and staffing (time the ramp-up of facilities and staffing to the availability of curriculum)
Provide 1 week of training for people entering each management role, department manager through district manager
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Store Operations Case Model
STORE PERFORMANCE IMPROVEMENT
The Challenge
Retail Empire has 10,000 stores holding a workforce of approximately 500,000 people with annual turnover of up to 125%. Each of these individuals requires training on basic skills, customer service, and product knowledge and some 100,000 of them need additional training on leadership and management-related skills. The stores as a whole are underperforming today, creating the need for an intensive focus on performance improvement. In addition, change initiatives are creating a large body of new processes, policies, and technologies, each with its own learning requirements. Currently, the Field Operations have very little in terms of training assets. Many modules of learning materials exist, yet most of these modules are out of date at least in terms of organizational terminology and philosophy. The stores typically have one learning station, but no trainers or training facilities, and no in-store learning system in place. There are no local or regional Learning Centers established to train store management. Given all of this, how can we design a series of interventions to make a difference quickly?
Potential Solutions
Based on the current situation, Field Operations needs more than a Learning & Development strategy—there is a need for an aggressive performance improvement strategy with a strong Learning & Development component. The pages that follow present the concept of a cross-functional Store Performance Improvement Team and a portfolio of interventions this team could implement along with a description of the overall approach. Following is a proposed team structure, with membership, responsibilities, support requirements, and a governance board, and a projected timeline.
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Store Operations Case Model
STORE PERFORMANCE IMPROVEMENT (cont.)
Store Performance Improvement Team
Purpose
This team is a joint operation between Field Operations, Learning & Development, and OE. The team’s purpose is to manage a portfolio of tactical interventions to improve store performance via models of successful performance, learning and development interventions, recruiting and selection methodologies, rewards and recognition, role and job design, etc. Their job is to learn and deploy approaches that will work in the stores to improve performance.
Possible Portfolio of Interventions
Workplace Learning System with Learning & Development Partners Holistic Learning & Development System in each store featuring:
— A Learning and Change Team structure in each store— Defined roles and responsibilities for learning and development; e.g., Store Manager,
Assistant Manager, Department Manager, coaches, learners, Learning and Change Team— Learning materials in the store— Standard learning paths, processes, and expectations for all positions— Support from a “Learning & Development Partner” provided by Learning & Development (up
to 1 per district)— Results measurement and accountability
Training/Model Stores Specially selected stores where a model operations and learning environment is established.
Managers from other stores come here to learn just as doctors and nurses do in teaching hospitals. These stores would also be the trial locations for new and better ways of doing business including new technology. Training/Model Stores could be established in each type of market, e.g., urban, suburban, rural.
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Store Operations Case Model
STORE PERFORMANCE IMPROVEMENT (cont.)
Store Performance Improvement Team (cont.)
Possible Portfolio of Interventions (cont.)
Turnaround Teams A temporary management team takes over store operations and installs new ways of doing
business with existing management team shadowing them until ready to take over operation under new approach
This approach is currently being used successfully to turn around underperforming schools in Chicago
Workout Teams Workout Teams are assigned in specific stores to correct specific deficiencies. They go through a
facilitated “workout” process in which they have access to experts who can help them design and then implement their solutions
Learning Centers Department Managers, Assistant Store Managers, and Store Managers come to learning events of
one to two weeks to learn a combination of best practices in the areas of:— How to manage the department, store, etc.— How to lead people— The behavior profile expected to support the new Retail Empire core beliefs— How to address the “Gardening Glory” market successfully
The Learning Center approach can be combined with the Training/Model Store approach
Mentors Experts who work with Store Managers, Front End Managers, Lawn and Garden Managers, etc., to
develop their capabilities for high performance. These mentors could work in teams, concentrating on several stores at once, or they could work alone focusing on supporting specific individuals
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STORE PERFORMANCE IMPROVEMENT (cont.)
Store Performance Improvement Team (cont.)
Possible Portfolio of Interventions (cont.)
Communities of Practice Teams of people who cross store, district, and division boundaries for the purpose of building
and sharing best practices models. These Communities of Practice can be focused on any area of store performance, such as:— Front end— Lawn and Garden— Automotive— Photofinishing
Communities of Practice can take advantage of the Knowledge Management capabilities of MyRetailEmpire.com
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Store Operations Case Model
STORE PERFORMANCE IMPROVEMENT (cont.)
Store Performance Improvement Team (cont.)
Overall Approach
During 2005:
Organize the Performance Improvement Teams
Design a portfolio of trial interventions
Recruit and train the trial teams
Conduct and evaluate the trials
Plan the portfolio of interventions for 2006
Develop the Retail Empire University Curriculum
— In-store
— Learning Center
Conduct experience sharing and best practices conferences for the intervention teams
During 2006/2007
Full-scale assault on all underperforming stores
Full implementation of Store Workplace Learning System and other permanent Retail Empire University learning systems (e.g., Learning Center, Training/Model Stores)
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STORE PERFORMANCE IMPROVEMENT (cont.)
Store Performance Improvement Team (cont.)
Membership – Full-Time
Field Operations representative as leader of the group
2 Store Operations experts – probably store manager level
1 Organizational Effectiveness person
Performance Consultant from Learning & Development group
Program Manager – keeping track of everything
Membership – Part-Time
Store Operations Implementation Director from Learning & Development (heavy % of time)
Store Operations DVP from Learning & Development
HR, Field Operations Marketing representative to test marketing ideas Merchandising representative
IT representative
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Store Operations Case Model
STORE PERFORMANCE IMPROVEMENT (cont.)
Store Performance Improvement Team (cont.)
Responsibilities
The Store Performance Improvement Team responsibilities include:
Develop and maintain success models, including work processes and practices; store management practices; learning and development methodologies; recruiting methodologies and practices; reward and recognition; organization, job, role, and team design
Move new technology into the store environment, and integrate the technology into the store performance models
Develop and experimentally try out different tactical approaches or interventions (workplace learning system, turnaround teams, workout teams, satellite Learning Centers, training stores)
Recruit, train, and support whatever operatives and teams are put into the field to do these interventions
Monitor the effectiveness of each of these interventions—keep changing and improving the interventions until they get a portfolio that is a sharp set of tools; report out on this portfolio
Develop the overall operational plan and resource budget for which stores to target over which time period with which intervention
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Store Operations Case Model
STORE PERFORMANCE IMPROVEMENT (cont.)
Store Performance Improvement Team (cont.)
Support for this Team in Terms of Learning Materials
Retail Empire University curriculum In-store learning materials (IDL, WBT, CBT, conventional learning, and job aids) Learning Center curriculum
Training for the Turnaround Teams
Training for the Workout Teams
All the learning necessary to support the Store Learning and Change Teams
Training for the Learning & Development Teams
Training for Learning Center faculty
Governance Board
EVP, Field Operations, chair
Four divisional VPs
EVP, Human Resources
Marketing representative
Merchandising representative
IT representative
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Store Operations Case Model
STORE PERFORMANCE IMPROVEMENT TIMELINE
6/1/05 7/1/05 8/1/05
9/1/05 10/1/05
11/1/05
12/1/05
1/1/06 1/1/07
Experience Sharing Conferences
Organizing Phase
PlanCurriculum Developme
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Evaluate Existing Curriculu
m Materials
Define Retail Empire
University Curriculum
2006Planning
Trial Phase: Training/Model Stores Workplace Learning System Turnaround Team Workout Team Learning Centers Mentoring Communities of Practice
Organize Store Performance Improvement Team
Organize trials
Full Scale Implementation
Training/Model Stores Workplace Learning
System Turnaround Teams Workout Teams Learning Centers Mentoring Communities of
Practice
Develop curriculum courses, modules Update curriculum materials to current content Convert learning materials to CBT
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION
Purpose
To create a holistic learning culture in the stores with local ownership and accountability for learning and development results.
Key Features
Sponsorship by Store Manager
A Learning and Change Team in each store to implement learning and development and manage the learning and change initiatives
Store-level comprehensive responsibility for training and certifying people in new roles, implementing change initiatives, and continuous improvement
Coaches assigned to develop and certify individuals within the store
One Retail Empire University Learning & Development Partner for each district to support the Store Workplace Learning System in individual stores
Support from Retail Empire University
Standard curriculum and learning products
Learning & Development Partners
Electronic learning system for administration, tracking, and delivering learning
Learning Center programs
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Store Operations Case Model
STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Description
The Store-level Workplace Learning System is a field extension of Retail Empire University. The list below identifies the roles within this store system, and the following paragraphs provide a brief description of how the system works.
Associate
Store Managers, Assistant Managers, and Department Managers
Coach
Learning and Change Team
Learning & Development Partner
How Individual Associates Move from the Hiring Event to Full Certification
The first goal is to bring an associate from the hiring event through full certification. Once an associate is hired, a coach will be assigned to guide him/her through “Retail Empire University” by providing the knowledge, opportunities for practice, feedback, and tools necessary for associates to provide our customers with the best possible experience and further each associate’s career within Retail Empire.
The first step for new associates is the on-boarding/indoctrination process that covers New Associate Orientation/Retail Basics. During this orientation, each new associate is exposed to the Store Learning & Development System, which includes the creation of a Personal Development Plan (PDP). This PDP will guide the associate along an individual learning path and timeline, and record learning goals and accomplishments throughout the associate’s career.
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Description (cont.)
How Individual Associates Move from the Hiring Event to Full Certification (cont.)
After the associate is certified on the first level of learning, the coach works closely with him/her to support training efforts and certify the associate on each subsequent training module. The process involves providing the time for associates to study the learning material for a module, providing the opportunity for the associate to demonstrate the required skill and knowledge, receive feedback on performance, and if necessary, demonstrate the skill and knowledge again. This process repeats until the coach acknowledges that the associate has met certification requirements. The coach then records this certification on the associate’s file, and gives the associate the appropriate colored star to attach to his/her name badge in recognition of the accomplishment. The learning process doesn’t end here—coaches are always available to associates to provide additional guidance and support at all levels of training.
All information about an associate’s learning path, completions, and certifications will be stored in a central Learning Management System (LMS) where the information can be retrieved and sorted to provide valuable information on the learning and development results and progress towards goals at the district, store, and individual level.
Standard progression for Team Member Training: Everything you need to learn during your first 90 days Level 1: Orientation (orange) Level 2: Register Training (green) Level 3: Job-specific Training (gray) Level 4: Selling and Service Skills (red) Level 5: Product Knowledge (blue)
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Description (cont.)
How Associates Advance to Management
Once an associate is ready to advance to the position of Department Manager, he/she will leave the store for a portion of the next level of training. The associate will attend a two-week intensive training course at the nearest REU Learning Center, where he/she will be trained in department-specific management skills and leadership skills, and indoctrinated in Retail Empire culture and beliefs. Upon returning to the store, he/she will become certified on department-specific management skill and leadership skills by demonstrating them on the job. Once certified on both of these elements, the associate will be prepared for the job of Department Manager.
Prior to taking the positions of Assistant Manager or Store Manager, associates will again go off-site to attend management training at the REU Learning Center, and Store Managers will attend training at REU Central. All of these programs will be an integrated combination of job-specific management skills and leadership skills.
Standard progression for in-store Department Manager Training
Level 6: Advanced Store Operations
Level 7: Coach/Department Manager Training
How the Learning and Change Team Works
The Learning and Change Team is comprised of store team members and is led by the District Learning & Development Partner. Its purpose is to drive and support learning and change in the store. The team’s scope includes all learning needs, change initiatives, and continuous improvement efforts in the store. The Learning and Change Team owns the system and materials for Store Learning & Development. The members are responsible for ensuring that the system is working and for monitoring the results at the store level. They work with the Learning & Development Partner to analyze data and propose potential solutions.
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Description (cont.)
How the Learning & Development Partner Works
The Learning & Development (L&D) Partner leads the Learning and Change Team at the store. Each L&D Partner is assigned to a district and has approximately 15 stores. They are experts in structured on-the-job learning methodologies and have strong competencies in the following areas:
Performance problem identification and analysis
Continuous improvement/quality methods and tools
Team development and facilitation skills
Coaching managers for learning
Customer account management
The L&D Partners are responsible for implementing, monitoring, and continuously improving the Store Learning & Development System. They function as a coach for the Learning and Change Team members and prepare coaches in the store to coach store associates. The Learning & Development Partner works closely with the Store Manager to monitor, interpret, and respond to reports generated from the Learning Management System (LMS) database. The Learning & Development Partner is accountable for district- and store-level learning and development results.
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Description (cont.)
How Store Managers, Assistant Managers, and Department Managers Participate
Store Managers, Assistant Managers, and Department Managers all have critical roles within the Learning & Development System, but not all are necessarily members of the Learning and Change Team. The Store Manager sponsors the Learning and Change Team, functions as a coach for the Assistant Managers, and is accountable for store-level learning and development results. He/she works closely with the Learning & Development Partner to monitor, interpret, and respond to reports generated from the LMS. The Assistant Managers function as coaches for the Department Managers and are accountable for department-level learning and development results. They also work closely with the Learning & Development Partner to monitor, interpret, and respond to LMS reports. The Department Managers are the core of the Learning and Change Team. All Department Managers function as coaches for associates within the stores. Each Department Manager is accountable for department-level learning and development results. Many Department Managers will function as members of the Learning and Change Team and work together to implement new change initiatives and learning needs.
How Continuous Improvement Works
In addition to supporting learning and development needs at the store level, the Store Learning & Development System is the point of entry into the store for all continuous improvement initiatives originating outside the store, and the point of origination for in-store continuous improvement efforts. When work improvements are identified though continuous improvement efforts, they’re made known to the other stores through the Communities of Practice.
How Communities of Practice Work
Communities of Practice are established across stores, districts, and divisions to identify, validate, and deploy best practices. They are the continuous improvement link with the Learning and Change Teams in the stores.
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Learning & Development Processes at the Store Level
Process Purpose Key Players ToolsPersonal Development Plan (PDP) and tracking
To create a learning plan for each associate and track progress towards goals
Associate Coach
Personal Development Plan (PDP)
Learning Management System (LMS)
On-boarding and orientation To orient new employees to Retail Empire and the Store Workplace Learning System
Associate Coach
Orientation modules On-boarding materials
Learning and Certification (includes pre- and post-coaching)
To certify associates on each module of learning according to PDPs
Associate Coach
PDPs Learning materials LMS
Analyzing & reporting learning and development results
To analyze data from the LMS and generate meaningful reports for management in order to take appropriate corrective action
Coach L&D Partner Store Manager Assistant Manager
LMS
Managing facilities and equipment
To manage the learning facilities and equipment at the store level
Learning and Change Team
Facilities and equipment standards
Managing learning materials To manage the learning materials and system at the store level
Learning and Change Team
L&D Partner
Master curriculum model
Store Workplace Learning System curriculum model
Change request formsImplementing change (new products, procedures, technologies, etc.)
To implement and support change initiatives originating both inside and outside the store
L&D Partner Learning and Change
TeamLearning needs analysis To conduct needs analyses to
determine root causes of performance deficiencies and identify the most appropriate corrective actions
L&D Partner Learning and Change
Team L&D Partner Department Manager
LMS Analysis tools
Continuous improvement To continuously improve the Store Workplace Learning System in order to continuously improve store performance
L&D Partner Learning and Change
Team
LMS Continuous
improvement tools
Registration for scheduled classes (IDL or Learning Center)
To manage registration process for store management
L&D Partner LMS
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Roles, Responsibilities, and Accountabilities
Role Responsibilities Accountabilities
Associate Manage personal learning and development Personal learning and development results
Department Manager Support learning and development at the department level
Coach associates Monitor results and progress through reports from
the LMS Hold associates accountable for results
Department-level learning and development results
Assistant Manager Support store-wide learning and development Coach Department Managers Monitor results and progress through reports from
the LMS Hold Department Managers accountable for results
Area-level learning and development results
Store Manager Sponsor the Store Learning & Development System Coach Assistant Managers Monitor results and progress through reports from
the LMS Hold Assistant Managers accountable for results
Store-level learning and development results
Division Manager Support the Store Learning & Development System Monitor results and progress through reports from
the LMS Coach District Managers Hold District Managers accountable for results
Division-level learning and development results
District Manager Support the Store Learning & Development System Monitor results and progress through reports from
the LMS Coach Store Managers Hold Store Managers accountable for results
District-level learning and development results
Senior Learning & Development Partner
Implementation of Store Learning & Development System
Support Communities of Practice Coach Learning & Development Partners Coach Division Managers on Learning &
Development
Store-level learning and development results
Division-level learning and development results
District-level learning and development results
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Roles, Responsibilities, and Accountabilities (cont.)
Learning & Development Results at the Store Level Completion of required learning and certification Correlation of learning to store business performance Associate and management satisfaction with the learning system Learning and development process performance
Role Responsibilities Accountabilities
Learning & Development Partner
Set up and manage the Workplace Learning System Lead, coach, and support Learning and Change
Team Analyze needs for new learning modules and
performance aids Troubleshoot learning system Implement new learning modules Monitor performance results via LMS Advise District Managers and store managers on
learning and performance Coach and support Communities of Practice
Store-level learning and development results
District-level learning and development results
Coach Coach associates Verify completion of training modules Certify associates on specific competencies Enter completion and certification data into the LMS
Individual-level learning and development results
Department-level learning and development results
Learning and Change Team
Manage the inventory of learning materials Track learning results and evaluate effectiveness Troubleshoot the system and processes Own the continuous improvement program
Store-level learning and development results
Communities of Practice
Own the repository of best practices Evaluate and validate improvements Support deployment of best practices
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Recognition
Team members who become certified on content within the levels listed below will be presented with a recognition reward. These awards identify associates who are certified, as well as those who need additional training and coaching to achieve certification.
In addition, a recognition program will be established to recognize contributions to learning and development results for: Coaches Learning and Change Teams Stores Districts Divisions
Materials Recognition Responsible Supporting
Level 1: Orientation RE tote bag for orientation materials
Coach (PAL) Learning & Development Partner
Level 2: Register training RE lapel pin Coach (PAL) Learning & Development Partner
Level 3: Job-specific training RE mug Coach (PAL) Learning & Development Partner
Level 4: Selling and Service skills
One day off Coach (PAL) Learning & Development Partner
Level 5: Product Knowledge Special name page
Coach (PAL) Learning & Development Partner
Level 6: Advanced Store Operations
RE pen Assistant Store Manager Learning & Development Partner, Store Manager
Level 7: Coach/Department Manager training
RE leather portfolio
Assistant Store Manager Learning & Development Partner, Store Manager
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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)
Facilities and Equipment
Facilities Equipment
One Learning & Development room to accommodate 20 associates at one time
2 PCs with IDL, CBT, and WBT capability
1 large table
20 chairs
One Learning & Development Partner office 1 PC
Printer
One Learning and Change Team conference room Table
Chairs
Not location specific… ___ wireless handhelds
Link to Learning Management System (LMS)
___ Printers
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STORE START-UP LEARNING SYSTEM
Store and DC Workplace Learning Systems
Recruiting / Pre-screening
Remote Instructor /
Coach
LMSAdministratio
n and Tracking of Learning
Universities and External Learning Providers
Learning Centers
RE University
Divisional & Satellites
Store & DC Mgmt
Store Manager
Assistant Manager
Department Manager
Coaching/Coaching/CertificationCertification
Coaching/ Coaching/ CertificatioCertificationn
Associates
Coaching/CertificationCoaching/Certification
Coaching/Coaching/CertificationCertification
Learning & Change Team
Learning & Development Partner
CMSRepository of
Learning Materials
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Store Operations Case Model
STORE START-UP LEARNING SYSTEM (cont.)
Store Start-up Learning System
Manager/Assistant Manager training
Start-up
Store Learning
Team selected
Store Management Team
development
Hourly Associates selected
Hourly training
and certification
Store Manageme
nt Team selected
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QUESTIONS FOR DISCUSSION
Questions:
1. Based on what you read about the Case Company, which parts of the solution did you like the best? Why?
2. Which parts did you like the least? Why?
3. What do you think the major challenges will be for this company to implement a complex set of solutions like the ones presented in the case problem?
4. If it were your business, how would you approach this problem?
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DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)
Meeting Purpose:
The purpose of the meeting is to design a high-level Learning & Development System Architecture that meets the requirements established in the analysis meeting. At the conclusion of the meeting, the system elements and key features will have been selected and the Working Team will be able to describe how these elements and key features work together to meet the requirements.
Agenda:
Topic Notes
1. Review the requirements, mission, and philosophy from the analysis meeting
Get everyone re-grounded in the content of what the team is doing.
2. Subteam presents straw models
Explain each straw model and how it works to satisfy the requirements.
3. Working Team critiques the straw models
Discuss features liked and disliked, pros and cons, etc.
4. Construct a new model Take the best of the straw models and edit it or create a new model base don the critique of the straw models.
Note: Steps 1-4 should take about one day
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DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
5. Design/describe the system elements
For each element in the system (e.g., learning strategies, delivery channels, L&D organization structure, etc.)
Design to at least one more level of detail Describe the design and how it works
(This can be done in subgroups, but experience suggests the result will not be as good and no time will be saved.)
6. Test the system to make sure it will work well and meet the requirements
1. Tell the story about how the system, as designed, will meet each requirement.
2. Create a list of challenges the system will be faced with in the next few years, and tell the story about how the system will meet these challenges.
3. Keep track of design flaws as you go through the story telling.
7. Fix the flaws in the design
1. Make design changes.
2. Tell the story about how the design changes handle the requirements and challenges.
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DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
8. Design/describe the system elements
1. Key features and description of each element Story about how all these features work together
to meet the requirements Story about how the system works from various
points of view Learner/employee Supervisor Functional manager Business leader Initiative leader Product manager Etc.
9. Test the system to make sure it will work well and meet the requirements
Make any needed changes
10. Design Report and Executive Briefing Package
1. Assign a subteam to document the design in a Design Report (see typical contents).
2. Assign a subteam to develop an Executive Briefing package (Working Team do storyboard if there is time).
3. Establish an agenda for an Executive Steering Team review (see typical agenda).
4. Select the presenters and decide if the entire Working Team will attend (recommended).
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DESIGN REPORT OUTLINEPurpose:
The Design Report is a permanent record of the design approach and the resulting design.
Outline:
Design precursors Mission Philosophy Detailed requirements
Design approach — Report the straw modeling, the Design Meeting of the Working Team, and the Executive Steering Team review
Design overview High-level architecture and key features of chosen design Story about how the design meets the requirements
Design elements Key features and description of each element Story about how all these features work together to meet the requirements Story about how the system works from various points of view
— Learner/employee— Supervisor— Functional manager— Business leader— Initiative leader— Product manager— Etc.
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EXECUTIVE BRIEFING
FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE DESIGN REVIEW
RETAIL EMPIRE, INC.
LEARNING & DEVELOPMENT STRATEGIC PLAN
©R
AY S
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6
DATE
SampleSample
187
RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402www.raysvensonconsulting.com • e-mail: [email protected]: 262-995-7100
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Executive Briefing
PROJECT APPROACH
Project Process MapProject Process Map
Phase 4:Future L&D
System Architecture
Phase 5:Implementation
Plan
DevelopSpecifications
and Design Details
Phase 2: Data Collection
Phase 1:Project
Planning
Executive
Review
ExecutiveReview
Executive
Review
3 Months
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Phase 3:Analysis
Phase 6:Business Case
We are We are herehere
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Executive Briefing
KEY ANALYSIS FINDINGS AND CONCLUSIONS
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Executive Briefing
PROJECT PURPOSE
The purpose of this project is to
Analyze and anticipate the learning needs of Retail Empire’s employees
Assess the capabilities of the current Learning & Development System to meet the anticipated needs
Propose a future-state Learning & Development System
Develop an Implementation Plan to transition to the new system
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Executive Briefing
HIGH-LEVEL L&D SYSTEM ARCHITECTURE
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EXECUTIVE STEERING TEAM – DESIGN REVIEW MEETING AGENDA
Meeting Purpose:
The purpose of this meeting is to gain Steering Team acceptance that the design meets the needs of the business, that it is politically acceptable, and that there is support to move into implementation and resources planning.
Agenda:
Topic Notes
1. Introductions Make sure all the members of the Steering Team and Working Team are introduced.
2. Meeting purpose and agenda
3. Review overall Project Plan
Show a few slides to remind them of the overall plan and where you are in the process.
4. Review key analysis findings and conclusions
Show a few slides to remind them of the business needs that the new design must meet.
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EXECUTIVE STEERING TEAM – DESIGN REVIEW MEETING AGENDA (cont.)
Topic Notes
5. Present the high-level L&D System Architecture
1. Show a few slides to illustrate the design and key features.
2. Tell the story about how this system works from several points of view
Learner/employee Supervisor Functional manager/executive Business leader L&D Department
3. Answer questions about how the system will meet business needs.
6. Issue resolution 1. Go around the table and have each Steering Team member render a personal critique of the design; keep a flip chart with issues to be resolved.
2. Work to resolve important issues or promise to go back to the drawing board where this can’t be done in the meeting.
7. Implementation and resources planning
As the group for their authorization and support to move into the next phase of work.
8. Next meeting schedule Review or establish date, time, and place for the next meeting to review implementation plans and multiyear resource estimates.
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BARRIERS AND OBSTACLES
It can be difficult to get people to think out of the box
It can be difficult to get people to believe executives will buy in to the design
Politics can become a real issue in this phase as people’s jobs may be threatened by the new design
People are reluctant to consider more than one option carefully
Sometimes “camps” form around various options and it can be difficult to reach agreement on which option to push forward
Sometimes people have been through processes like this in the past that have led nowhere; this can make them skeptical about the possibility for success with this project
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FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE EXERCISE (15 MINUTES)
Instructions:
1. Go through the Learning & Development Services Checklist, Learning & Development System Components Checklist, and the Learning & Development Strategies Checklist (pages 137-141 in your binder)a. Check mark the ones you should consider
b. Mark an “X” by components you might outsource
2. How will you plan to do the design work? Straw Modeling alternatives Design Team meeting to select the “final design” _____ days Steering Team overview and approval
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LEARNING & DEVELOPMENT STRATEGY: PROCESS OVERVIEW
Phase 5:Phase 5:ImplementatImplementat
ionionPlanPlan
DevelopSpecifications
and Design Details
Phase 2: Data Collection
Phase 1:Project
Planning
Executive
Review
ExecutiveReview
Executive
Review
3 Months
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Project Process MapProject Process Map
Phase 3:Analysis
Phase 6:Business Case
Phase 4:Future L&D
System Architecture
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PHASE 5: IMPLEMENTATION PLANNING
Implementation Plan Outline
Milestones/Timeline
Communication Plan
Implementation Team
Implementation Costs
Implementation Planning Meeting Agenda
PHASE 5:Implementatio
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IMPLEMENTATION PLAN OUTLINE Introduction
Purpose Implementation goals Implementation recommendation
Implementation activities Implementation activities listing
— Project workstreams and categories— Project name— Project tasks
High-level milestone/timeline chart Implementation Team
— Members— Structure— Roles and responsibilities
Communication/Change Management Plan
Implementation resources requirements Cost model Potential implementation scenarios Barriers and obstacles to implementation
Immediate action plan
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3-5 YEAR IMPLEMENTATION PLAN
2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q
Sample Milestone/Timeline ChartSample Milestone/Timeline Chart
1. Store performance improvement
Training/Model Stores Mentoring Workout Teams Turnaround Teams Communities of
Practice
2. Sustaining Learning & Development System
Organize and plan
Trial phase Full-scale implementation
2006 planning
2007 planning
2008 planning
Workplace Learning System rollout
Develop courses and modules on a priority basisCurriculum defined
Workplace Learning System start-up kit
Recruit Learning & Development Partners
Ramp-up learning centers as curriculum comes online
3. Learning Centers (divisional and satellite) Organize
Learning Council and plan 2006
Spring review
2007 planSpring review
2008 plan
2005 2006 2007
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3-5 YEAR IMPLEMENTATION PLAN (cont.)
2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q
Sample Milestone/Timeline ChartSample Milestone/Timeline Chart
1. Store manager short-term training
2. Training Store Management Teams for Mega-RE expansion
3. Support Customer Bonus Initiatives
2005 2006 2007
District Managers training rollout to Store Managers
Program improvementsProgram development
Rollout to 20 stores Rollout to 500 stores Rollout to ? stores
Develop modules
Rollout training
Develop game plan
Game plan and materials
Implementation by District Human Resources Managers
Support 15 critical lines for 2006 cycle
Support additional lines for 2007 cycle
4. Train all Store Management on Human Resources related tasks
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COMMUNICATION PLAN DESIGN GUIDE
Purpose:
The purpose of the Communication Plan is to decide: Who needs what information When they need it How you will get it to them Who will do what tasks to make it all happen How many resources (people and budget) will be needed
Step 1:
Make a list of constituencies or stakeholder groups who will need information about your plan.
Sample list of constituencies: Sponsors Executives Board of Directors Managers/leaders Groups of employees Customers Suppliers Local external communities Business press
Training Department(s) Managers Employees Suppliers/vendors IT partners HR partners Customer groups Communication Department partners Training press
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COMMUNICATION PLAN DESIGN GUIDE (cont.)
Step 2:
Decide what information each constituency will need and when they will need it.
Sample types of information:
Information that sponsors, executives, managers, and employees will need to support the changes you are bringing about
Overviews of the plan
Plan details for some groups
Business case
The “story” about how the L&D System will work for them in the future
Specific actions or changes you need them to execute and when
Information people need to prepare them for new services they will receive or new ways of delivering these services
General public relations information
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COMMUNICATION PLAN DESIGN GUIDE (cont.)
Step 3:
Determine what information vehicles will be used.
Example information vehicles:
Company newsletters
Training Department newsletters
Web sites
Company Annual Report
Large meetings (town meeting approach)
Webcast
Video conference
Small group meetings
One-on-one briefings
Step 4:
Develop:
Task list
Task assignments
Time estimate
Schedule
Budget
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IMPLEMENTATION TEAM STRUCTURE, ROLES, AND RESPONSIBILITIES
Set up implementation teams so they transition naturally into the ongoing organization structure (the team structure depends on the services being implemented).
Services, Processes and Metrics Team (across all regions) Develop standard learning and development processes to go along with selected
strategies Create roles and responsibilities for organization structure and job designs Create sub-teams for:
— Curriculum architecture and course development— Performance measurement— Course delivery
Implementation Team for each Geographic Region Responsible for implementing whole system in their region
Information Infrastructure Team (Global Team) Learning Management System (partnership with IT) Information Technology Support System
Global Facilities Team Standard facility design Work with regional implementation teams on specific facility plans
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IMPLEMENTATION SPREADSHEET
Provides:
Cost calculations for all development, delivery, staffing and implementation needs
Gives you the quantitative basis to obtain buy-in from leadership
Makes it clear that you have done your “due diligence” in the process
Provides opportunity to cost out a variety of different development and implementation scenarios
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IMPLEMENTATION SCENARIO EXAMPLES
Purpose:
Implementation scenarios can be used to illustrate what can be accomplished in year 1, 2, 3, etc., with varying levels of resources.
Examples:
1. Status quo resources
Shows what you can accomplish without changing headcount and budget.
2. Blank check
If you had a blank check, what could you accomplish in each year to meet the goals established in the plan. This scenario is limited by the speed with which you can reasonably acquire resources and get them productive.
3. Intermediate
One or more levels of resourcing between “blank check” and “status quo.”
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SCENARIOS
CURRICULUMARCHITECTURE
RESOURCES
CURRICULUM REQUIREMENTS
TOTALCOST
ROLL-UP
Unit Costs
Store Operations
Merchandising Supply Chain Brand Partners
Load
Development &
Maintenance Resource
Requirements
(In-house andOutsourced)
Capital
Development &
MaintenanceCosts
Unit Costs
DeliveryVolume
DeliveryResource
Requirements(In-house
andOutsourced)
DeliveryCosts
DEVELOPMENT DELIVERY
PROJECTS
SUPPORT
StrategyImpl
WPLS
TechnologySupportCosts
Staffing
COST MODEL STRUCTURE
Expense Capital Headcount
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MAXIMUM PRACTICAL SCENARIOPHASE 5:
Implementation Plan
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MINIMUM SCENARIOPHASE 5:
Implementation Plan
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IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)
Meeting Purpose:
The purpose of this meeting is to develop a three- to five-year implementation plan to move from the current state to the future-state L&D System.
Agenda:
Topic Notes
1. Adjust future-state design based on Executive Steering Team input
1. Briefly review the future-state L&D System architecture as presented to the Steering Team.
2. Review their comments for impact on the design.
2. Make a list of workstreams for all the L&D work that will occur during the implementation period
1. Include both the implementation and change efforts and ongoing L&D workload so that a total resource estimate and budget can be prepared.
2. Sample workstreams include: Designing and developing curriculum/learningware L& D organization structure and job/role realignment L&D processes L&D measurement system L&D services and development Electronic infrastructure Facilities and equipment infrastructure Governance system Delivery of learning services
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IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
3. Identify categories and projects for each workstream
1. Take each workstream and Identify necessary categories Identify necessary projects Identify non-project categories Identify major non-project tasks
4. Identify goals/milestones 1. Identify goals/milestones that cut across workstreams.
2. Identify goals/milestones within each workstream.
5. Construct a milestone and timeline chart
See Example Milestone Timeline Chart
6. Develop resource/cost estimates or estimating factors
1. For each project, estimate resource and cost estimates or an approach for developing the estimates.
2. For each workstream (e.g., training delivery), develop cost estimating factors or an approach for developing them.
3. Assign responsibility for developing a resource and cost estimating spreadsheet.
4. Assign responsibilities for estimating
7. Develop a Communication Plan
See Communication Plan Guidelines
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IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
Topic Notes
8. Develop a Change Management Plan
See Change Management Guidelines
9. Business Case 1. Identify quantitative business benefits expected from implementing the new L&D System.
2. Identify qualitative business benefits.
3. Identify risks for not implementing (if different from the benefits; don’t just state the negative of each benefit).
4. Identify risks associated with implementing.
5. Note: The Business Case can’t be completed until the cost/resource estimates are completed.
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BARRIERS AND OBSTACLES
People can be reluctant to spend the time required to do it well
Teams can fail to set up an implementation system assigning roles and responsibilities and adequate resources
People are not experienced at turning a high-level system architecture into detailed design and project plan
A “system engineer” needs to be designated to make sure all the pieces match and fit together as they are being developed and to make sure the interfaces get worked among the various teams
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IMPLEMENTATION PLAN EXERCISE (15 MINUTES)
Instructions/Questions:
1. What kind of reaction would you get from your executive community if you presented a multi-year timeline like the one in the case study?
2. What would you do if you can't wait three years to get these results?
3. What would you do if you only got enough money to do half of the things in the plan?
4. What kind of an implementation management structure would be required to manage a 3-year strategic roll-out like this?
5. What other implementation issues do you foresee?
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LEARNING & DEVELOPMENT STRATEGY: PROCESS OVERVIEW
Phase 5:Implementation
Plan
DevelopSpecifications
and Design Details
Phase 2: Data Collection
Phase 1:Project
Planning
Executive
Review
ExecutiveReview
Executive
Review
3 Months
ProjectPlan
BusinessRequirements
AssessTechnological
Readiness
AssessCurrent
Capabilities
ResearchBest
Practices
Analysis Findings
andConclusions
Design High-Level
Learning & Development
System Architecture
3-5 Year Implemen-
tationPlanand
BusinessCase
Project Process MapProject Process Map
Phase 3:Analysis
Phase 6:Phase 6:Business Business
CaseCase
Phase 4:Future L&D
System Architecture
PHASE 6:Business Case
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PHASE 6: BUSINESS CASE
Expected Benefits Quantitative Qualitative
Cost/Benefit Analysis (use company standard Business Case model) Value of benefits compared to cost Risk of not going forward
2-3 Year Cash Flow Projection Expense Capital
Various scenarios of accomplishments
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QUALITATIVE & QUANTITATIVE BENEFITS CHECKLIST
You need to go back to the data you got in your Analysis Phase and relate your benefits to the business drivers – you are telling the story of how this strategy meets the needs you found out you had.
For example:
Systematic development of targeted competence in Retail Empire will impact the following business results: Increased top line sales through
— Effective merchandising— Improved retail customer contact— Improved marketing and sales competence— Full shelves (better supply chain)
Reduced expense— Increased employee productivity— Reduced waste— Reduced employee turnover
Improved customer satisfaction and retention— Improved retail customer contact— Effective merchandising (customer can find the products)
Improved safety Etc.
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COSTSSampleSample
OVERALL COST ROLL-UP
Scenario Title: Baseline Scenario
Overall Budget ($ Millions)
Project 2001 2002 2003 2004 2005 5-Year Total
Curriculum Architecture $ 2.6 $ .2 $ .2 $ .2 $ .2 $ 3.3
Delivery $ 18.5 $ 21.4 $ 25.0 $ 27.0 $ 28.9 $ 121.2
Workplace Learning Systems
$ 7.3 $ 15.2 $ 24.0 $ 21.9 $ 21.9 $ 90.4
Development $ 14.8 $ 27.8 $ 20.5 $ 16.4 $ 12.8 $ 92.4
Technology $ 3.7 $ 13.2 $ 8.0 $ 0 $ 0 $ 25.0
Strategy Implementation $ 2.8 $ 2.8 $ 1.8 $ 0 $ 0 $ 7.3
Management & Administrative Staff
$ 3.6 $ 3.8 $ 3.8 $ 3.8 $ 3.8 $ 18.7
TOTAL $ 53.3 $ 84.4 $ 83.2 $ 69.7 $ 67.6 $ 358.3
PHASE 6:Business Case
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COST/BENEFIT SCENARIOS
There are many ways you could choose to look at this data:
Based on your most significant needs
Based on where you can achieve the most benefit for the least cost
Based on something that meets the political hot buttons of the day
Based on how quickly staffing can be put into place to implement the strategy
Etc.
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SETTING PRIORITIES CHECKLIST
To set priorities, you need to look at your implementation workstreams and figure out who needs to set the priorities for each item. Do not attempt to do it all yourself. The voice of the customer is important in this process.
Things to think about:
Use the governance system (i.e., get the customer to set the priorities) Which scenario? What areas to emphasize? Where to allocate the money?
Curriculum councils will set priorities on Curriculum architecture Developing courseware Content issues
Management will set priorities on Internal work processes
PHASE 6:Business Case
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DEVELOPING SCENARIOS AND COMPLETING THE BUSINESS CASE MEETING AGENDA (2-DAY WORKING TEAM MEETING)
Meeting Purpose:
The purpose of this meeting is to complete the alternative implementation scenarios started in the Implementation Planning meeting and complete the Business Case using the resource estimating spreadsheet developed between the two meetings.
Agenda:
Topic Notes
1. Briefly review the Implementation Plan and the chosen scenarios
2. Review spreadsheet model results
1. Project the spreadsheet onto a large screen and/or give everyone paper copies.
2. Orient everyone to what is on the spreadsheet and how it works.
3. Review the assumptions and cost estimating factors that are built into the model and make any necessary adjustments.
4. Review the results for each scenario.
3. Adjust the scenarios 1. Make a list of key accomplishments and related costs for each year for each scenario.
2. Decide on any desired adjustments to the scenarios.3. Rerun the spreadsheet for the adjusted scenarios.4. Update the list of key accomplishments and related costs
for use in your Implementation Plan Report and Executive Briefing Package.
PHASE 6:Business Case
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DEVELOPING SCENARIOS AND COMPLETING THE BUSINESS CASE MEETING AGENDA (2-DAY WORKING TEAM MEETING) (cont.)
Topic Notes
4. Complete the Business Case
Complete the Business Case started in the previous meeting by adding headcount and cost estimates from the scenarios.
5. Plan Executive Briefings and Executive Steering Team meeting
1. Assign the preparation of Executive Briefing package (see sample contents).
2. Assign Working Team members to brief individual executives.
3. Plan how you will make adjustments based on executive comments before the Steering Team meeting.
4. Plan the agenda for the Executive Steering Team meeting (see sample agenda).
5. Assign presenter(s).
6. Decide whether the entire Working Team will attend the Executive Steering Team meeting (recommended).
6. Plan final report 1. Assign the preparation of the Implementation Plan Report.
2. Assign the preparation of the Final Report which is a compilation of the documentation from the entire project (see sample outline).
7. Plan final approval In most cases, the Executive Steering Team will not have final approval. The recommendations from them will go to a higher authority for approval. Plan the process for making this happen.
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IMPLEMENTATION PLAN AND BUSINESS CASE REPORT OUTLINE
1. Implementation workstreams Categories of work Projects, tasks, and other workstreams per category
2. Implementation scenarios Rationale for the scenarios Overview of each scenario Milestone/timeline charts for each scenario Accomplishments and cost by year for each scenario Resource and cost spreadsheet for each scenario
3. Business Case for each scenario
4. Implementation Team structure, roles, and responsibilities
5. Communication Plan
6. Change Management Plan
PHASE 6:Business Case
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EXECUTIVE STEERING TEAM AGENDA
Where we were in the project
Where we are in the project
Thorough review of implementation plan for chosen scenarios
Review of alternatives
Review business case for alternatives
Select an alternative
Get approval
Review when they can expect to see what hitting their organization
What we need them to do to make it happen
Buy-off on governance structure and role that you expect the executives to play – get them ready to play their role in the chain of sponsors for implementation
Schedule of meetings for the next year to review progress
PHASE 6:Business Case
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FINAL REPORT OUTLINE
Comprehensive report with sections for each of the following:
Project plan
Analysis report learning and development system architecture
Implementation plan
Business case
Final executive briefing
Appendices: Supporting information and documentation Data collected in Phase 2 Project staff
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ISSUES
The team may try to get too analytical
Qualitative arguments given by executives early in the process are more powerful than any cost/benefit analysis you make
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BUSINESS CASE EXERCISE (15 MINUTES)
Instructions/Questions:
1. Knowing what you know now, what do you think the most powerful benefits are?
2. Which of these are quantifiable?
3. How important is quantification?
PHASE 6:Business Case
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HOW TO INVOLVE SENIOR MANAGEMENT AND GAIN THEIR COMMITMENT
Executive Sponsor(s)
Executive Steering Team
Executive Interviews
Governance Boards and Councils
Account Management System
Part of the Strategy Project
Ongoing
Let them make the business decisions
You frame the options and do the decision analysis for them
Let them make the business decisions
You frame the options and do the decision analysis for them
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HOW TO SELL THE NEED FOR ENGAGING IN THE PROCESS
1. Develop a mini Business Case (maximum 2 pages)
2. Enlist a powerful Executive Sponsor who will:
Help with the Business Case
Sell it to senior management
Fund the project
1. Business strategies/goals and their learning implications
2. Value of achieving the business goals ($ billions)
3. Likely cost of addressing the learning implications ($10s of millions)
4. Current capability to meet learning implications
5. Proposed strategy project What When Cost ($ hundreds of thousands)
6. Cost/benefit rationale of project Provide blueprint to spend $10s of
millions wisely to protect $ billions in business results
Business Case for Creating a Learning & Development Strategy
Business Case for Creating a Learning & Development Strategy
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BIBLIOGRAPHY Svenson, Raynold A. and Rinderer, Monica J., The Training and
Development Strategic Plan Workbook (Prentice Hall, 1992)
Gilbert, Thomas F., Human Competence (McGraw Hill, 1978)
Rummler, Geary, and Brache, Alan, Improving Performance: How to Manage the White Space on the Organization Chart (Jossey Bass Management Series, 1995)
Rosenberg, Marc J., e-Learning (McGraw Hill, 2001)
Morrison, Don, e-Learning Strategies (Wiley, 2003)
Meister, Jeanne C., Corporate Quality Universities (Richard D. Irwin, 1994)
Nonaka, Ikujiro, and Takeuchi, Hirotaka, The Knowledge Creating Company (Oxford University Press, 1995)
Hale, Judith, Outsourcing Training & Development (Pfeifer, 2006)
Alan, Mark (Ed), The Corporate University Handbook (AMACOM, 2002)
ASTD Benchmarking Consortium annual data summary