Loading ...TNA template – Training needs analysis for “common business needs” and skills
Training needs analysis for “common business needs” and skills
Identifying training needs or identifying learning needs are topics we are often asked about. To help individuals undertaking TNA or LNAs we have developed a series of templates to act as a starter for you. Often the content of the needs analysis template may be all you need, however, we do not know your particular organization or culture. Use these templates as a starting point.
Not all performance issues can be solved through training alone, indeed often what is initially thought of as a training need, often turns out to require a change in resources, equipment or process. Remember training and learning are only part of the picture.
Training Needs Analysis Template for common or typical business skills:
| A. Extent of TrainingThis section defines the necessary information needed to plan Common Business Needs Training. It allows the organizers or initiators of such instruction to assess what kind of resources they would need to carry out any specific skill training that can be determined from the target Participants’ Performance Appraisal in Table C. | ||
| Office/Branch | Department | Target Date/s for Training |
| Desired Facilitator/s tick one |
Framework for Training tick one |
Training Location/Site tick one |
| ( ) Outsourced ( ) Within the department ( ) Within the organization |
( ) Management request ( ) New initiative ( ) Organizational need ( ) personal Development |
( ) Within office premises ( ) Outside the premises(specify) _______________ |
| Additional detailsProvide extra description here | Methodology tick one ( ) On the job training/ coaching( ) Workshop( ) Online learning( ) Others (specify) _______________________ |
Duration of Training tick one ( ) Hours( ) 1 to 2 weekdays( ) Every weekend ( ) On going/continuous ( ) Others (specify)______________________ |
| B. Target Participant Review This section answered by the participants focuses on getting as much information regarding the target participants in order to homogenize the training modules that these population deem that they need. It focuses more on their employment with the establishment, the kind of education they’ve had and the various evaluations that they have previously encountered. | ||
| Name: | Job Title/ Role: | |
| Please tick for descriptions that apply or fill in the blanks to specify your answers | ||
| 1. Tenure/ length of service* | ( ) Less than a year ( ) More than 1 year – Less than 5 years ( ) More than 5 years – Less than 10 years ( ) More than 10 years |
|
| 2. Type of employment | ( ) Contractual ( ) Permanent( ) Part-time ( ) Full-time( ) Freelance/Commission-based ( ) Others _______________ | |
| 3. Level of employment | ( ) Entry level ( ) Experienced employee ( ) Supervisor/Senior employee ( ) Middle manager ( ) Executive level ( ) Internship |
|
| 4. Educational qualification | A. Highest educational attainment:( ) High school diploma ( ) Vocational certificate ( ) Bachelor’s degree ( ) Master’s degree ( ) Doctorate degree ( ) Unfinished degree (specify)____________________________ |
B. Degree issued:( ) Online/Distance Institute ( ) Local University/College ( ) Foreign Campus ( ) Others (specify) ________________________C. Recognitions received ( ) Academics
|
| 5. Prior knowledge and training history | A. Have you ever experienced needs assessment before? ( ) Yes ( ) No | B. Have you taken business needs workshops/seminars before? ( ) Yes, it was about ( ) Equal opportunities ( ) Sales improvement ( ) Health and safety ( ) No |
| C. Do you think addressing common business needs will make your workplace any better? ( ) Yes ( ) No | D. Would you like to attend any business needs workshop/seminar? ( ) Yes, it should focus on ( ) Equal opportunities ( ) Sales improvement ( ) Health and safety ( ) No |
|
| E. Would you subject yourself to evaluation after a common business needs workshop/seminar? ( ) Yes ( ) No | ||
| Please tick for descriptions that apply or fill in the blanks to specify your answers | |||||||||
| C. Participant Performance Appraisal[i]
This section is to be filled up by the selected participants based on the information taken from Table B. However, their individual names were excluded to reveal the trend between certain factors that might discriminate them from others relative to the common business needs that must be addressed in their place of employment.
|
|||||||||
| *Age:( ) below 19 ( ) 20 – 29 ( ) 30 – 39 ( ) 40 – 49 ( ) 50 – 59 ( ) above 60 |
*Gender:( ) Male ( ) Female |
*Children:( ) Yes, I have ( ) None |
Job Position: | ||||||
| *Civil Status( ) Single ( ) Married ( ) Divorced |
*Religion:( ) Practicing (specify) __________( ) Not practicing (specify) __________
( ) None |
*Ethnic group:( ) Caucasian ( ) Asian ( ) African ( ) Others(specify) __________________ |
|||||||
| 1. Current business needs commonly observed in the workplace Choose two (2) options from each three (3) business needs category listed | A. Equal opportunities( ) Provision of training and development to increase work productivity ( ) Fair practices and behavior are expected in all employees ( ) Reasonable merit-based selection process for recruitment/promotion ( ) Rational workload and work schedule allocation ( ) Unbiased process dealing with work-related complaints/grievances( ) Others: _____________________________________________ B. Sales-related ( ) Consider the client’s position when making decisions ( ) Others: _____________________________________________ C. Health and Safety ( ) Employees are covered with accident and health insurance ( ) Others: _______________________________________________ |
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| 2. Skill deficiency Rank the skills that you feel is needed to address these common business needs
(1 = not important, 5 = very important) |
Criteria | 1 | 2 | 3 | 4 | 5 | |||
| A. Familiarity with statutes on equal opportunity | |||||||||
| B. Understanding financial reports | |||||||||
| C. Ability to respond correctly to emergency situations | |||||||||
| D. Identify different types of harassment at work | |||||||||
| E. Relating to different types of clients | |||||||||
| F. First aid and self defense | |||||||||
| G. Awareness of legal actions done for discrimination | |||||||||
| H. Different types of marketing strategies | |||||||||
| I. Contributing to a healthy and secure workplace | |||||||||
| J. Others (please specify) ________________________ | |||||||||
| 3. Desired skills Rank the skills that you need to master to address common business needs
(1 = not needed, 5 =very much needed) |
Criteria | 1 | 2 | 3 | 4 | 5 | |||
| A. Familiarity with statutes on equal opportunity | |||||||||
| B. Understanding financial reports | |||||||||
| C. Ability to respond correctly to emergency situations | |||||||||
| D. Identify different types of harassment at work | |||||||||
| E. Relating to different types of clients | |||||||||
| F. First aid and self defense | |||||||||
| G. Awareness of legal actions done for discrimination | |||||||||
| H. Different types of marketing strategies | |||||||||
| I. Contributing to a healthy and secure workplace | |||||||||
| J. Others (please specify) ________________________ | |||||||||
| 4. Motivation Choose 1 – 3 reasons that might motivate you to undergo training | ( ) Pay raise, increase in compensation, better pay grade ( ) Job promotion within the department or other departments ( ) Job transfer in the future ( ) Personal satisfaction, continuing education, self-empowerment ( ) Peer pressure, being with colleagues even after-office hours( ) Others (please specify) ____________________________________ |
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| D. Training EvaluationThis section focuses on the planning and evaluation aspects of the specific trainings that were identified upon consolidation of data from Tables B and C. This can be used to present the idea for approval by upper management. | |||||||||
| Estimated budget(Breakdown of projected expenses for duration of training) | Resources(Presentation materials, physical facilities, etc.) | Documentation(Consolidation of digital and hard data for presentation) | Evaluation(Focused on trainers, trainees, organizers, and training program) | ||||||
| - Use a separate sheet if possible -
|
- Use a separate sheet if possible - | - Use a separate sheet if possible - | - Use a separate sheet if possible - | ||||||
| Conclusion | How will this assessment tool help identify the training needs and motivation needed by the staff for future training? | ||||||||
** please note, this is a generic template and some of the data we propose may not be appropriate for your organization, region or country
[i] Training Needs Analysis – Common Business Needs
© RapidBI.com This article has been written by Mike Morrison or one of the RapidBI team. We welcome your comments. If you wish to use any text you are free to do so, however please credit us and link to our site.
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Before you train – priming people
The Priming Power of Advanced Organisers
By Joy Wilson – Spectrain
Recently I received a book in the post from an old and learned friend. It came with a note which said “read this prior to our next meeting and we will discuss”! I studied the front and the back cover and felt confused – how did book relate to me? Have I read the book – No, I have found no reason to!
Reasons for Learning
Think about how we embrace opportunities to learn and develop, it’s a little like choosing a self help book.
First we need to be provided with a reason for reading, perhaps we are looking for some very specific information, or perhaps we already know quite a lot about the topic and simply wish like to confirm or update that knowledge. Maybe the cover, the title or the synopsis aroused curiosity and we feel the need to satisfy that curiosity.
Secondly, we need to be provided with a context we rarely set out to buy or read a book without knowing anything about the topic; we generally have some expectations about what we are going to read.
The same behaviours can be applied to satisfying our needs prior to attending a learning and development event.
Before we attend an event that claims to develop our skills, and knowledge we need to know what to expect from it.
Advanced Organisation of Learning Concepts
The term “advanced organiser” was coined by Ausubel to describe the process of providing learners with a framework of ideas prior to the actual presentation of the material. This approach is based on the premise that the most important factor influencing the learning of any new idea is the state of the individuals existing cognitive structure or their ability to organise, store and then find relationships between information, linking new to old knowledge, schema and scripts.
Advanced organisers are different from overviews, outlines or summaries in that the intention is to provide learners with a framework for facilitating learning and retention of the new material by making available old or familiar ideas against which new concepts can be anchored or put simply:
A device or a learning aid to help us ‘get a grip’ on the new information.
How can we use Advanced Organisers to Accelerate Learning
Advanced organisers can be used to make new material more plausible or comprehensible by relating it to existing knowledge, and the method is equally effective when the material is not completely new, for example learners have explored one theory of motivation and will now encounter another theory of motivation. In this case the comparative advanced organiser would make explicit the similarities and differences between the two theories.
Methods – Advanced Organisers in Action
Let’s explore how we might use the concept to accelerate learning:
A Reading Activity
We plan to deliver a session on motivation, included in our pre reading is the following question:
People are inherently lazy! Which of the motivational theories could best answer this question?
The fact that we start with a question is interesting in itself. It provides one reason for reading to find an answer to the question; it may be that some of our learners know the answer already and are able to confirm existing knowledge from their reading.
Quizzes and Questionnaires
Provide learners with 8-10 questions on the topic of motivation. Questions types can include:
- True or False
- Inquiry based questions that pose problems for the learner to solve
- Devils advocate approach in which statements are posed that go against a learner’s past experiences
Questions should encourage learners to engage, challenge or confirm existing knowledge and they will have a clear idea of the new learning that is available to address the gaps.
Predictions
We can ask learners to predict the content of the next session:
In our next lesson you are going to explore motivation. Read section on Wikipedea: http://en.wikipedia.org/wiki/Motivation
Write down five questions about motivation which you think will be answered during the session. How many of the questions can you already answer?
Then you can ask them to read out their questions at the beginning of the next lesson, and lead a class discussion speculating on the answers
Ordered Jigsaws
Ordered jigsaws are effective when there are specific steps to follow in a process. The example below describes steps to be taken following a motor vehicle accident:
Provide learners with phrases relating to actions they should take in the event of a motor vehicle accident on plain jigsaw pieces or randomly presented on flipchart, working in groups ask them to organise and connect the pieces and marking the pieces with the steps in the process. Jigsaw pieces can be sent out prior to the event clearly indicating a step in the process; this provides learners with an opportunity to connect the pieces as an icebreaker. Example of the text:
Exchange Information – Talk to Witnesses – Call the Police – Call the Police – Inform Your Insurance Company – Stay at the Scene – Get medical attention – Note the Police Report Number
Reference: School Learning: An Introduction to Educational Psychology by David P. Ausubel, Floyd G. Robinson
Author Joy Wilson of Spectrain © 2010, Joy is a guest author and a valued part of the RapidBI network
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TNA template – Managerial and Office Skills Training
Training needs analysis for office and managerial skills
Identifying training needs or identifying learning needs are topics we are often asked about. To help individuals undertaking TNA or LNAs we have developed a series of templates to act as a starter for you. Often the content of the needs analysis template may be all you need, however, we do not know your particular organization or culture. Use these templates as a starting point.
Not all performance issues can be solved through training alone, indeed often what is initially thought of as a training need, often turns out to require a change in resources, equipment or process. Remember training and learning are only part of the picture.
Training Needs Analysis Template for managerial and office skills:
| A. Extent or Scope of Training This section defines the necessary information needed to plan Managerial and Office Skills Training. It allows the organizers or initiators of such instruction to assess what kind of resources they would need to carry out any specific skill training that can be determined from the target Participants’ Performance Appraisal in Table C. | |||||||||||
| Office/Branch
|
Department | Target Date/s for Training | |||||||||
| Desired Facilitator/s tick one |
Framework for Training tick one | Training Location/Site tick one |
|||||||||
| ( ) Outsourced ( ) Within the department
( ) Within the organization |
( ) Management request ( ) New initiative
( ) Organizational need ( ) Personal development (specify) ________________ |
( ) Within office premises ( ) Outside the premises
(specify) _______________ |
|||||||||
| Additional details Provide extra description here | Methodology tick one ( ) On the job training/ coaching ( ) Workshop ( ) Online learning ( ) Others (specify) _______________________ |
Duration of Training tick one ( ) Hours ( ) 1 to 2 weekdays ( ) Every weekend ( ) On going/continuous ( ) Others (specify) ______________________
|
|||||||||
| B. Target Participant Review[1] This section answered by the participants focuses on getting as much information regarding the target participants in order to homogenize the skill training modules that these population deem that they need. It focuses more on their employment with the establishment, the kind of education they’ve had and the various evaluations that they have previously encountered. | |||||||||||
| Name: | Job position: | ||||||||||
| Please tick (ü) for descriptions that apply or fill in the blanks to specify your answers | |||||||||||
| 1. Tenure/ Length of service | ( ) Less than a year ( ) More than 1 year – Less than 5 years
( ) More than 5 years – Less than 10 years ( ) More than 10 years |
||||||||||
| 2. Type of employment | ( ) Contractual ( ) Permanent ( ) Part-time ( ) Full-time |
||||||||||
| 3. Level of employment | ( ) Entry level ( ) Experienced employee ( ) Supervisor/Senior employee ( ) Middle manager ( ) Upper management ( ) Internship |
||||||||||
| 4. Skill assessment history | A. Have you ever experienced skill assessment before? ( ) Yes ( ) No | ||||||||||
| B. Have you taken skills training workshops/seminars before? ( ) Yes ( ) No | |||||||||||
| C. Can skill assessments gauge your skills in the workplace? ( ) Yes ( ) No | |||||||||||
| D. Would you like to attend skills training workshop/seminar? ( ) Yes ( ) No | |||||||||||
| E. Would you subject yourself to skill assessment after a skill training workshop/seminar? ( ) Yes ( ) No | |||||||||||
| C. Participant Performance Appraisal
This section is to be filled up by the selected participants based on the information taken from Table B. However, their individual names were excluded to reveal the trend between age, gender and job position relative to their skills – what they have, what they want to acquire and what skill gaps they see in doing their current job positions. |
|||||||||||
| Job position: | |||||||||||
| Please tick (ü) for descriptions that apply or fill in the blanks to specify your answers [2] | |||||||||||
| 1. Current skills
Choose at least 5 tasks which you tend to do most of the time |
( ) Customer service ( ) Team building ( ) Data entry ( ) Policy making ( ) Fiscal responsibility ( ) Public relations ( ) Office management ( ) Interviewing employees ( ) Personal assistance ( ) Board presentations ( ) Reception regulation ( ) Staff coordination ( ) File management ( ) Prepare reports ( ) Task administration ( ) Production management ( ) Supervisory work ( ) Quality control ( ) Manage labour relations ( ) Evaluate job performance ( ) Others _________________________________________________ |
||||||||||
| 2. Skill deficiency
Rank the skills that you feel is needed to do your work properly (1 = not important, 5 = very important) |
Criteria | 1 | 2 | 3 | 4 | 5 | |||||
| A. Literacy skills (i.e. speech development, etc.) | |||||||||||
| B. Higher-level job skills (i.e. labour relations, etc.) | |||||||||||
| C. School subject reviews (i.e. math proficiency, etc.) | |||||||||||
| D. Market/ Professional trends | |||||||||||
| E. Foreign relations (i.e. espouse practices abroad) | |||||||||||
| F. Local training (i.e. cater to needs of local market) | |||||||||||
| G. Global access to information (i.e. internet, journals) | |||||||||||
| H. Human resources (i.e. mentoring programs, etc.) | |||||||||||
| I. Mastering current skills | |||||||||||
| J. Others (please specify) ________________________ | |||||||||||
| 3. Desired skills
Rank the skills that you need to master to address your current skill gaps
(1 = not needed, 5 =very much needed) |
Criteria | 1 | 2 | 3 | 4 | 5 | |||||
| A. Leadership and management training | |||||||||||
| B. Communications skills review | |||||||||||
| C. Utilising technology and various media better | |||||||||||
| D. Critical thinking skills improvement | |||||||||||
| E. Statutes on labour relations and employment rights | |||||||||||
| F. Office and data management | |||||||||||
| G. Business math and accounting | |||||||||||
| H. Current trends in the local/international market | |||||||||||
| I. Personality development and office etiquette | |||||||||||
| J. Others (please specify) ________________________ | |||||||||||
| 4. Motivation
Choose 1 – 3 reasons that might motivate you to undergo training |
( ) Pay raise, increase in compensation, better pay grade ( ) Job promotion within the department or other departments ( ) Job transfer in the future ( ) Personal satisfaction ( ) Peer pressure, being with colleagues after-office hours ( ) Others (please specify) ____________________________________
|
||||||||||
| D. Training Evaluation This section focuses on the planning and evaluation aspects of the specific trainings that were identified upon consolidation of data from Tables B and C. This can be used to present the idea for approval by upper management. | |||
| Estimated budget (Breakdown of projected expenses for duration of training) | Resources (Presentation materials, physical facilities, etc.) | Documentation (Consolidation of digital and hard data for presentation) | Evaluation (Focused on trainers, trainees, organizers, and training program) |
|
- Use a separate sheet if possible -
|
- Use a separate sheet if possible -
|
- Use a separate sheet if possible -
|
- Use a separate sheet if possible -
|
| Conclusion
|
How will this assessment tool help identify the training needs and motivation needed by the staff for future training?
|
||
[1] Training Needs Analysis – Managerial and Office Skills
[2] Training Needs Analysis – Managerial and Office Skills
** please note, this is a generic template and some of the data we propose may not be appropriate for your organization, region or country
© RapidBI.com This article has been written by Mike Morrison or one of the RapidBI team. We welcome your comments. If you wish to use any text you are free to do so, however please credit us and link to our site.
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Training Room Layout
Room Layouts suitable for group training
So you are having a training session or meeting – have you considered what layout would be best for you?
Have you ever had a meeting in a room that was in a different configuration from your usual format?
Was the meeting more or less effective than normal?
This guide can be used when you ‘book’ or hire a training or meeting room. Remember to state the layout and the number of participants required.
Importance of effective room layout
Room layout should not just be set by the number of people required, but by the purpose of the event.
Key factors: –Where is the centre of attention –Do people need to interact with each other? –Do you want people in groups without moving people around?
Lecture Theatre – room layout
Advantages – If room is well designed, excellent visibility
Disadvantages – Poor trainer/ participant contact, Back rows should be elevated, University like
U Shape – room layout
Advantages – Business Like, Trainer can walk into U
Disadvantages – Formal, Front participants having to look at an angle
Seminar/ Amphitheatre – room layout
Advantages and disadvantages as Lecture theatre
Herring Bone – room layout
Advantages – Space effective for large numbers, All participants are at a good angle to the front, Trainer can walk down spine
Disadvantages – Several participants hidden by others, Reminiscent of school, Encourages dysfunctioning groups, Relatively poor contact
BoardRoom – room layout
Advantages - Good for small groups, can see/ interact with others, can share resources, creates equality
Disadvantages – Difficult for some to ’see the front’,
Circle or ’round’ room layout
Advantages - Creates Equality, Good for small groups, can see/ interact with others, can share resources
Disadvantages – Formal, participants having to look at an angle
Cabaret, Gala or Bistro – room layout
or 
Advantages – Good for larger numbers, Good for group work, Encourages mixing, Trainer can circulate
Disadvantages – Some participants will have poor visibility, May encourage lack of attention, Needs multimadia (PA & mic for best effect)
Summary
When you run your meeting or training event, its not just room layout that is important, its about matching the room layout with the trainers style, the material to be covered and the required outcomes. The room shape and design can make or break an event.
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Kurt Lewin three step change theory model
Kurt Lewin three step model and change theory
Introduction
The Kurt Lewin change theory model is based around a 3-step process that provides a high-level approach to change. It gives a manager a framework to implement a change effort, which is always very sensitive and must be made as seamless as possible. The Kurt Lewin model can help a leader do the following:
- Make a radical change
- Minimize the disruption of the structure’s operations
- Make sure that the change is adopted permanently
Summary of Kurt Lewin’s Change theory
This model gives a manager an idea of what implementing change means when dealing with people. The 3 phases of the Kurt Lewin model provide guidance on how to go about getting people to change: a manager will implement new processes and re-assign tasks, but change will only be effective if the people involved embrace it and help putting it into practice it.
Lewin change model – Unfreeze
When a structure has been in place for a while, habits and routine have naturally settled in. The organization as a whole is going in the right direction, but – as shown on the illustration – people or processes may have strayed off course. For example, tasks that are not relevant or useful anymore are still being performed by force of habit, without anyone questioning their legitimacy. Similarly, people might have learned to do things one way, without considering other, more efficient methods. Unfreezing means getting people to gain perspective on their day-to-day activities, unlearn their bad habits, and open up to new ways of reaching their objectives. Basically, the current practices and processes have to be reassessed in order for the wheels of change to be set in motion.
Lewin change model – Change
Once team members have opened up their minds, change can start. The change process can be a very dynamic one and, if it is to be effective, it will probably take some time and involve a transition period. In order to gain efficiency, people will have to take on new tasks and responsibilities, which entails a learning curve that will at first slow the organization down. A change process has to be viewed as an investment, both in terms of time and the allocation of resources: after the new organization and processes have been rolled out, a certain chaos might ensue, but that is the price to pay in order to attain enhanced effectiveness within the structure.
Lewin change model – Freeze
Change will only reach its full effect if it’s made permanent. Once the organizational changes have been made and the structure has regained its effectiveness, every effort must be made to cement them and make sure the new organization becomes the standard. Further changes will be made down the line, but once the structure has found a way to improve the way it conducts its operations, “re-freezing” will give the people the opportunity to thrive in the new organization and take full advantage of the change.
This lewin change model is one of 260 models available for download in JPG or PPT format on our products page.
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Nine box grids for talent management
Tool for identifying & retaining key talent in organizations – 9 box grid
Background
The nine box grid or matrix, is believed to have originated within McKinsey to assess different business units and to prioritise the investment in individuals. This was developed for GE in the late 1960s and 1970s to enable them assess the potential of individuals in its business and prioritize their investment and overall strategy. It is claimed that it is based on the Boston Consulting Group and their “Boston Box” of business or product potential, applied to individuals. (The GE–McKinsey nine-box matrix) *
Identify and retain talent
Before we can retain key talent we need to identify who and what key talent is. We also need to understand that not every quality employee is a High Potential, High Performer employee. Just because someone performs well in their current role does not make them a potent performer in the next role. Indeed, many managers and leaders fail as they were promoted on the basis of their technical job performance, not their management or leadership potential.
The concept
The horizontal of 3 boxes assesses (leadership) performance and the vertical assesses (leadership potential). A combination of these makes up the box within the grid that the leader is placed.
Why use the nine box grid?
- It’s a straight forward way to assess any population of leaders on two important dimensions
- It’s a useful tool to facilitate a dialogue amongst a senior leadership team. Teams can use it to calibrate their expectations and ratings
- With an open debate, the multiple perspectives provide for a much more accurate assessment compared to one person’s opinion
- The process when used by all managers can facilitate a shared sense of ownership for the organizations talent pool
- It’s an effective way to identify the development needs of individuals and explore the transition towards development planning
- Provides a framework for succession planning
Putting the nine box grid to use – Talent Management
Every individual has unique capabilities and talent. An employee of the organization will be able to contribute effectively if the talent he or she possesses suits the job profile otherwise it will be regressive for both the employee and the organization. The company will have to hire new resource or retrain an existing one leading to wastage of resources. That’s why we say that it takes talent to find talent.
Organizations put their best efforts to attract and retain best performing employees and hence talent management is a crucial aspect for them. Talent management is the process of managing the current top performers and attracting the new credible individuals to join the team to attain high professional performance in accordance to company’s goals. It is basically the art of putting right people at the right place and utilizing them to their full potential. Many companies are now realizing the need of the hour by putting up strong teams and incorporating talent management into their business strategies.
From talent management’s point of view, an employee is evaluated on the basis of two aspects: potential and performance. The track record or previous performance of the employee forms the basis for his or her selection for a particular role. But talent management also looks into the potential of the employee to evaluate how an employee will perform if appropriate skills are made available. The nine box model of talent management as illustrated in the figure specifies the categories of employees depending upon the various potential levels plotted against performance levels.
Talent management is a key element to an organization’s succession planning process
Lets have a look at these categories:
Enigma
These are the kind of employees who are completely wasted in an organization. They are the people with high potential but deliver low performance. They are either wrongly placed or are working under wrong managers who have been unable to harness their full potential. This scenario requires external intervention and a heart to heart with the employee and the manager can yield good results.
Dilemma
The employees having average potential but showing low performance fall under this category. The reason could be many: not upgrading as per the job requirement, not falling in line with the changes in the company. They can perform better if given proper opportunities and motivation.
Under performer
These employees are the individuals with low potential coupled with low performance. They under perform and don’t show any scope for improvement. Here the management has to take a tough decision of either throwing the ball in their court and giving them some time to improve their performance or asking them to leave the organization.
Growth employees
This category has employees that constantly show high potential but the performance is not up to that standard. They may not be getting enough motivation or inspiration to move forward. The company should value the talent and should try to extract the best out of every employee. These kinds of employees can become great assets for the company by giving them enough challenges and by praising them as they achieve goals. It further instills a sense of confidence and the performance is bound to increase.
Core employees
This category has employees that more or less perform up to the job potential but there is always a chance to achieve higher performance by giving them necessary push. They are just like employees in the category dilemma but are more promising.
Effective
These are people with specific talents as they show higher performance as compared to their potential. They may have reached their full career potential so here the talent management team can keep them engaged, focused and motivated to get the desired results.
Future leaders
These employees are the leaders of tomorrow and are the best possible options for succession at senior positions. They depict leadership qualities and yield results. People listen to them and they know how to get the work done. Talent management team should recognize their efforts and should reward them appropriately. Promote them and give them the chance to grow as an individual and also as a part of the organization.
High Impact Performers
High impact performers are those who by some grooming and motivation can become the future leaders. They may have lost pace with the changes in the organization like dilemma and core employees but can be among the top talent.
Trusted professionals
Trusted professionals perform much higher than their potential because of some special talent they may be having. Your effort should be to retain them by rewarding and recognizing their efforts. You can always take their help to develop high performers.
This nine box model shows how you can do effective talent management by recognizing the categories of employees using the appropriate techniques to retain and groom the top talent pool. The talent management system is of even more importance in tough economic times as it helps in optimizing the performance of the employees and achieving profound growth in the organization. So go ahead and execute a proper talent management system.
*This was first mentioned in a publication in 1979 in Fortune, volume 100 (unable to verify) and again in 1981 Strategic marketing: betas, boxes or basics (loose ref)
This graphic is one of the many available in our PPT download – please see our products page
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Certificate in L&D Practice (CDP) from the CIPD
New qualification – Certificate in L&D Practice (CDP) from the CIPD
Today I was lucky enough to be in a meeting with one of the leading providers of the old CTP , looking at the new CDP programme on offer. The changes to the new qualification are substantial, making the qualification much more relevant to todays business and L&D needs for the future.
More hours, deeper content, more ‘lifelike’ assessments, learner centred approach, accelerated learning.. a great package.
CTP to CDP – More than just a name change
While many providers will no-doubt ‘re-badge’ their existing offer, this particular provider has literally started with a clean slate. Everything about the course is new:
- More realistic assignments
- More learning time
- More peer reviews
- Focus on what L&D do now – not what training functions did 20 years ago
- Gone has the tutor – in comes the facilitator with a very different remit
- Gone – pass, merit, distinction – in comes Satisfactory – Not Yet Satisfactory (NYS)
- Out goes the bias for old theory – in comes practical and tangible application
None of the existing centres have yet had their content verified by the CIPD, although some are due to start 2010 programmes in the coming 6-8 weeks. many have written the material to the new standards and are starting on the premise that approval will be awarded. While this may seem a strange way to work, the approval of qualifications can be a protracted process and commercial organisations need to make money! the risk is with the providers who may need to make adaptations to the content or assessment process “on the fly”. this is not an un-common strategy by both qualification bodies and providers.
As one of the tutors for a provider of the current CTP, and facilitator to be on the new CLP, I can say hand on heart this is a better qualification and participants will gain more from the new format than they will the old one. This is not to say there is anything wrong with the CTP – but it is a little past its sell-by-date, and both the world and the learning and development expectations of our employers has also changed.
© RapidBI.com This article has been written by Mike Morrison or one of the RapidBI team. We welcome your comments. If you wish to use any text you are free to do so, however please credit us and link to our site.
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ICAEW Directors Briefings
Directors Briefings
Resources for busy professionals
Every now and again as a consultant, manager or business adviser we need to put our hands on short, accurate and trusted materials covering a wide range of topics. In a previous blog entry I highlighted some of the fact-sheets available from the CIPD most of which are open to any web site visitor. In the same way that the CIPD fact-sheets provide HR based material the The Institute of Chartered Accountants in England and Wales (ICAWE) provide a range of Directors briefings for their members and web site visitors. These cover a diverse range of materials including strategy, marketing, business planning etc. What is more these topics are covered in just 4 pages, and are kept up to date- so data we can trust.
The RapidBI team have used these materials with our clients and hope that you find them useful too:
Human Resources:
Consultants:
Directors Briefing on: Using a consultant
Managing your Employees:
Directors Briefing on: Employees who work from home
Directors Briefing on: Performance appraisals
Directors Briefing on: Stress management
Directors Briefing on: Managing change
Directors Briefing on: Everyday workplace policies
Directors Briefing on: Managing your time
Directors Briefing on: Motivating employees
Directors Briefing on: Assertiveness
Directors Briefing on: Team-building
Directors Briefing on: Communicating with employees
Directors Briefing on: An Internet policy for your employees
Directors Briefing on: An email policy for your employees
Employment Law: (also see CIPD fact-sheets)
Directors Briefing on: Employment contracts
Directors Briefing on: Dismissing employees
Directors Briefing on: Discipline and grievance issues
Directors Briefing on: Redundancy
Directors Briefing on: Employment tribunals
Directors Briefing on: Rights for working parents and carers
Directors Briefing on: Sickness issues and SSP
Directors Briefing on: Discrimination
Directors Briefing on: Working time regulations
Directors Briefing on: Minimum wage and statutory pay obligations
Directors Briefing on: The law on flexible working
Pensions:
Directors Briefing on: Pensions for business owners
Directors Briefing on: Pensions for employees
Directors Briefing on: Pensions for senior managers
Recruitment: (also see CIPD fact-sheets)
Directors Briefing on: Interviewing
Directors Briefing on: Graduate recruitment
Directors Briefing on: Recruitment
Remuneration: (also see CIPD fact-sheets)
Directors Briefing on: Incentive pay
Directors Briefing on: Remuneration
Training: (also see CIPD fact-sheets & this site)
Directors Briefing on: Investors in People
Directors Briefing on: NVQs
Directors Briefing on: Using training effectively
Directors Briefing on: Personal development plans
Strategy:
Your business strategy:
Directors Briefing on: Writing a business plan
Directors Briefing on: Increasing profitability
Directors Briefing on: Creating a valuable business
Directors Briefing on: Your money and your business
Directors Briefing on: Key issues in running your business
Management strategies:
Directors Briefing on: SWOT analysis
Directors Briefing on: Cost control
Directors Briefing on: ISO 9000
Directors Briefing on: Benchmarking
Directors Briefing on: Your business and the environment
Directors Briefing on: Key performance indicators
Directors Briefing on: New product development
Directors Briefing on: Innovation
Directors Briefing on: Filing and records management
Growth strategies:
Directors Briefing on: Strategic acquisitions
The board of directors:
Directors Briefing on: Effective board meetings
Directors Briefing on: Directors’ responsibilities
Directors Briefing on: Role of the company secretary
Marketing:
Directors Briefing on: Design
Directors Briefing on: Building customer loyalty
Directors Briefing on: Planning your marketing
Directors Briefing on: Marketing with your database
Directors Briefing on: Pricing
Directors Briefing on: Research for your marketing
Directors Briefing on: Creating a brand
Marketing methods:
Directors Briefing on: Exhibitions
Directors Briefing on: Direct mail
Directors Briefing on: Writing a mail-shot
Directors Briefing on: Advertising strategy
Directors Briefing on: Writing an advertisement
Directors Briefing on: Effective PR
Directors Briefing on: Marketing on the Internet
Directors Briefing on: Managing your sales team
Directors Briefing on: Your sales strategy
Directors Briefing on: Selling technique
Directors Briefing on: Negotiating a sale
Directors Briefing on: Sales presentations
Directors Briefing on: Purchasing
Directors Briefing on: Negotiating a purchase
Finance:Finance Basics
Directors Briefing on: Finance for non-financial managers
Directors Briefing on: The euro
Directors Briefing on: Budgeting
Corporate Finance:
Directors Briefing on: Valuing a business
Directors Briefing on: Buying a business
Directors Briefing on: Selling a business
Directors Briefing on: Floating your company
Directors Briefing on: Planning your exit from your business
Sources of finance:
Directors Briefing on: Overdrafts and bank loans
Directors Briefing on: Subsidised and guaranteed loans
Directors Briefing on: Venture capital
Directors Briefing on: Business angels
Directors Briefing on: Factoring and invoice discounting
Directors Briefing on: Car finance
Directors Briefing on: Financing equipment
Directors Briefing on: Getting a grant for your business
Cash-flow management:
Directors Briefing on: Insolvency
Directors Briefing on: Credit control
Directors Briefing on: Interest on late payments
Directors Briefing on: Managing your cash-flow
Directors Briefing on: Managing your creditors
Directors Briefing on: Debt recovery
Please note that this is not all of the Director’s Briefing fact-sheets available – but a selection of those available. These links are out of our control and may or may not work over time. See the The Institute of Chartered Accountants in England and Wales home page for all available Fact-sheets.
For concise, practical advice on core business issues, browse a collection of four-page briefings produced by BHP Information Solutions for the busy practitioner, director and entrepreneur. The Briefings can be downloaded free of charge.
Disclaimer: These publications are for general guidance only, for businesses in the United Kingdom governed by the laws of England. Business Hotline Publications Ltd, expert contributors, the Institute of Chartered Accountants in England and Wales and RapidBI disclaim all liability for any errors or omissions.
© RapidBI.com This article has been written by Mike Morrison or one of the RapidBI team. We welcome your comments. If you wish to use any text you are free to do so, however please credit us and link to our site.
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Deep-Dive brainstorming technique – IDEO
What is the Deep-Dive™ Brainstorming technique?
Deep-Dive™ is the name of a technique used to rapidly immerse a group or team into a situation for problem solving or idea creation. This approach is often used for brainstorming product or process development.
History
Originally developed by the IDEO group (a learning design company) for rapid product development, the Deep-Dive technique is now widely and increasingly used for innovation not only in product development, but process improvement and customer service strategies. The method used by IDEO was documented by Andy Boynton and Bill Fischer (of International Institute of Management Development (IMD) business school), who latterly further enhanced the process and sold the rights to Deloitte Consulting in 2006.
This approach to innovation often focuses on four distinct areas: Process, Organisation, Culture, and Leadership.
The key to a successful Deep-Dive session(s) is for participants to arrive with information about the needs of their customers – and most importantly an open mind of what they can offer and how they can meet clients needs and expectations.
Often Deep-Dive sessions are run off-site, this has the disadvantage of helping to ‘educate’ the participants that they can only think ‘off-site’. To help support and engender a spirit of creative thinking it is recommended that all Deep-Dive sessions occur on-site.
Deep Dive as a team development process
In the current economic climate it is simply not good enough for an individual team to achieve results. The application of the Deep-Dive methodology, can enable an organisation to improve the performance of teams across the organisation.
Not all teams are equal, and not all are effective. This can often result in lost opportunities and negative bottom-line impact for the organisation.
In the situation when an organisation is undergoing significant ‘change’, frustration with team performance has encouraged many organisations to employ “quick fix” solutions. This will often mean engaging additional resources from outside the organisation (new staff, consultants, interim etc) to facilitate training and development activities as well as to make improvements in technology and available facilities. Despite these well intentioned solutions and the potential for substantial payback, truly high-performing teams are rare (Jon Katzenbach and Douglas Smith).
These quick fix solutions focus on Maslows hygiene factors rather than on what it takes to engender a high performing team. Providing the team the latest technology, an agenda, a facilitator, a timekeeper, a leader, and a sense of mutual respect does not necessarily mean that they will achieve the desired results. A clear goal, resources, expectations of success and developing that sense of synergy working towards Maslows “Self Actualisation” for the team and all of its members. This is what the Deep-Dive process is designed to do – when run and integrated to the organisation as a whole.
Deep Dive – A five step process
- Understand the market/ client/ technology and constraints (internal & External SWOT analysis, PESTLE analysis and PRIMO-F analysis)
- Observe real people in real situations
- Visualise new-to-the-world concepts and ultimate customers
- Evaluate and refine prototypes
- Implement new concept for commercialisation
- Creation of Hot Teams to work on the opportunities/ problems (these teams work the process end to end)
- Brainstorming – of ideas and options in context of customer needs
- Rapid Prototyping of potential solutions
- Observing & Listening from Customers (internal and external)
- Thinking of products in terms of verbs, rather than nouns
Hot Teams in a Deep Dive process
- Create teams to run the process through from beginning to end
- Named Hot Teams – having a name builds identity
- Multidisciplinary – this is about collaboration and participation
- Group leader is assigned based on their abilities to work with groups. – leadership is the corner stone of success in this context
Effective brainstorming technique
- Clarify the focus for the event
- Playful rules – this is about enabling – not disabling
- One conversation at a time
- Stay focused on the task
- Encourage wild ideas
- Go for quantity
- Be visual
- Defer judgement
- Build on the ideas of others
- Number your ideas – allows indexing later
- Build and jump – use flip-chart carousels – staying in one place too long limits ideas
- The space remembers – what has happened in it, going back from when it was constructed
- Stretch your mental muscles – challenge – get outside the box
- Get physical – keep moving, use AVK resources
Six ways to stop a brainstorm session
Producing new and good ideas, even in an ideal environment, is hard work. Here is a critical list of techniques to avoid to stopping the process in its tracks:
- Let the boss lead/ speak first
- Give everyone a turn and time equality
- Ask the experts only – they know best
- Go off-site – if you need a creative environment…
- No silly stuff- keep it business like and ’straight’
- Write down everything – something important might get missed
Once the idea generation and capture phase is completed a number of ideas should be ‘prototypes’ to see how they may or may not work. An idea should not be progressed to implementation until it is been prototyped and tested along with a number of other ideas. This is a common mistake in many brainstorming processes.
Rapid prototyping involves putting brainstormed ideas together and building or trying out ideas, concepts or processes.
Trying or testing involved participants walking through or role playing customers, suppliers and other parties to test or explore the merits of the proposal.
At the centre of this approach, prototyping is an act of visual and interactive brainstorming. By making something, be it an object or a physical experience, you can ’see’ and experience it in a new way. This approach suddenly makes ideas more tangibly, making your goal closer at the same time it highlights issues that weren’t obvious when it was merely just a good idea on a board or flip-chart.
Once you have decided on an idea to develop, it is time to start prototyping! This means making a quick model, a 3D sketch, to illustrate your idea.
Rules for Rapid Prototyping in innovation:
- Get solid quickly – many people can understand concepts better when presented with a solid model
- Start Simple – it does not have to be production quality
- Work Rapidly- this is about concept – not accuracy
- Make it rough – the ‘neater’ it looks the more opportunity to criticise the ‘look’
Allow 30-45 minutes to make your prototype model
Observing & Listening from Customers (internal and external)
Customers count – if they do not want your idea, product or service, why invest time effort and money in developing it?
So many products are invested in and developed when if is obvious (to those observing) there is no real need – just watch the typical ‘Dragons den’ programme.
Customers need to be involved right from the start – your real ‘experts’ are you customers…. not your ’specialists’.
Think of products in terms of verbs rather than nouns
We talk of phones, TV’s, computers, Blackberry etc.
What we need to do in order to be more innovative is think about these objectives as.. Mobile Phoning, watching interactions, computing, mobile emailing etc.
To focus on the verb rather than the noun enables us to look at the process and outcome as one, rather than objects and tasks.
Process – Organisation – Culture – Leadership
Process
- Fail often in order to succeed sooner. Enlightened trial and error usually succeeds over the lone genius. Prototyping facilitates learning about the product, service or process.
- Prototype multiple ideas on a small scale to demonstrate, build on something you can see, feel and experience.
- Market research – engage end users – deadly if your customers are taken for granted; also immerse yourself in the associated product environment.
Organisation – Flat structure focused on learning. No type-casting allowed.
Culture – Trust in team members is vital and central to this methodology. Don’t always listen to the ‘boss’. Do the contrary!
Leadership – The team leader only facilitates, they are not the expert. Their role is solely to coach the process, but not involved in ideas. This allows freedom. This process is consistent.
Being innovative in a corporate environment
Robert Sutton in his book ‘Weird Ideas that Work’ states the following as approaches to explore in the development and journey towards being an innovative organisation:
- Hire ‘Slow Learners’ (of the organisational code)
- Hire People Who Make You Uncomfortable, Even Those You Dislike
- Hire People You (Probably) Don’t Need
- Use Job Interviews to Get Ideas, Not to Screen Candidates
- Encourage People to Ignore and Defy Superiors and Peers
- Find Some Happy People and Get them to Fight
- Reward Success and Failure, Punish Inaction
- Decide to Do Something That Will Probably Fail, Then Convince Yourself and Everybody Else That Success is Certain
- Think of Some Ridiculous or Impractical Things to Do, Then Plan to Do Them.
- Avoid, Distract, and Bore Customers, Critics, and Anyone Who Just Wants to Talk About Money
- Don’t Try to Learn Anything from People Who Seem to Have Solved the Problems You Face.
- Forget the Past, Especially Your Company’s Successes
The Art of Innovation: Lessons in Creativity from IDEO, America’s Leading Design Firm. Kelley, Tom. Doubleday, 2001
Weird Ideas that Work: 11½ Practices for Promoting, Managing, and Sustaining Innovation. Sutton, Robert I. 2002. New York: Free Press
Creatrix and the Innovation Equation
Notes
The ‘Deep-Dive’ methodology is ™ and © Deloitte Consulting since they purchased the IP and © from IDEO.
© RapidBI.com This article has been written by Mike Morrison or one of the RapidBI team. We welcome your comments. If you wish to use any text you are free to do so, however please credit us and link to our site.
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Amazon Kindle, trainers and a Virtual Library
Amazon Kindle, trainers and a virtual library
Technology is changing all the time, but one thing that has moved (historically) least is display technology. Is the Kindle e-book reader from Amazon a valuable tool for professionals? Is it worth the money and more importantly the weight and space in our already busy lives? The launch of “virtual paper” (e-Ink) displays is one of the ‘newer’ technologies, and being in a household that devours books I thought it was time to explore these, both for business and pleasure use.
What is the technology?
Much like the MP3 player was for music and audio files, e-book readers provide people with their own portable Virtual Library.
Virtual paper or e-Ink displays are very different from conventional LCD or the new oLED displays. there is no light emitted – it uses the ambient light reflected much like paper in a conventional book, so if you want to read these things in the dark you will need a torch!
Having looked at what was available I went for the Kindle 2. This product seems better supported than many of the competitors, we also went for the Kindle-2 rather than the DX as its size is more “travel friendly” and can be used wireless in the UK and Europe (unlike previous models).
The Kindle is easy to set up and download new content for, although at present there is not much in the way of business books available. You can order content easily on the Kindle website, or from the Kindle device itself. It has its own 3G mobile connection which allows you to browse the amazon store for free. It also has access to wikipedia (free in the UK & US). In the US you can also access almost the whole of the net! I hope this facility is added to the UK, even if we had to pay a small subscription.
The Kindle device is dispatched to a registered user, and only that user can re-assign the product and downloads to another Amazon user – this is the start of a neat security feature. It also means if you have a large Virtual Library, you can select what you carry with you and what remains on your Amazon Virtual Library.
Books and…?
The Kindle will also store PDF and MP3 files, which can be emailed to the device from any registered email account – or directly via a USB cable.
The neat thing is as well as being your Virtual Library and reading your books to you, this device can be used to read research PDFs you have stored, background reading, or indeed any PDF based document. Ok so its not in colour – but it is perfectly serviceable – and easier to read than many other portable devices (laptops, net-books, smart phones, iPhone etc).
Reading on the move
Maybe not for your novel, but if you want to catch-up on the latest report, reading on a train is one thing – but while driving? The Kindle has the great ability to read to you through headphones (text to speech) - so yes you can ‘read’ while driving. Ok not the best sound in the world, but functional.
Working on the move
As well as reading you can annotate pages or comments, which can be downloaded later as a text file. Now while the keyboard is not the best on the market, this added little feature will make it a boon for students revising, or for professionals reviewing material on the go.
Battery life on the Kindle
Because of the display technology you only use power when changing pages, this means a typical charge will last a week!
One potential problem with the Kindle – Security…
One of the features of the Kindle ebook reader is that it has access to your Amazon account for downloads. In the first week of use while browsing for titles I accidentally clicked on the product and it installed it and charged me – no warning or “are you sure” – in fact it was too easy. This was such an easy mistake I actually did it twice! Added to the fact that there is no password on the device if someone stile your device, they could have a spending spree, and provided they did not connect the device again would be there permanently! The great this is that Amazon via the Kindle service quickly refunded the costs and removed the files.
If you are unlucky enough to lose your kindle, because Amazon have a record of your purchases, if you buy a replacement you can download your products again for free!
Uses of a Kindle
As well as reading publications, it is easy to download PDF documents for catching up on research or other reports you have to read. How long will it be before journals start providing PDF versions that you can download at any time. With the search facility it will be easy to find that article just when you want it. And whats more with a storage capacity of 1500 books that is a lot of potential magazines to carry round with you!
This can lead to us having our own virtual library, with us at any time. This got me thinking about the future of books and reading…
The virtual library of the future
The new future of books and libraries is about to change beyond all recognition. With changes to lifestyle, technology and expectations, will the local authority municipal library survive?
With the advent and growth of digital book readers the landscape is changing, and will publishers beat the music industry at their own game?
What am I talking about?
With an increasing connected society, what if the book publishing world beat amazon and Google and put all content on line. Not for free but in a giant library where we paid a small fee to borrow the book for a week (say 50p or 50cents). With Kindle style digital rights management after a week either the product was deleted, renewed or purchased.
This would make any book accessible, and generate revenue.
The libraries could then operate a service where people could borrow a reader with the content they wanted if they did not have their own device
This approach will be good for the publishers, enabling a try before you buy, reduce physical printing costs, and generate a new market of print on demand local high street providers for people that wanted a hard copy of publications they had purchased.
Summary
A Kindle is a great little product, not the cheapest of its kind on the market, but easy to use, great to read from and increasingly flexible. I can see this technology really taking off, and if we can have a dual screen net-book with conventional screen and liquid paper screens we will start to have a great portable device…. but wait it is here The enTourage eDGe The next 2-3 years are going to be interesting for the whole of the publishing and tech market – the question is what format and provider will lead… where is Apple in this?
If you love reading, but weren’t sure if technology would replace the printed word – then be prepared to be surprised!
Now will the publishers of the books I have allow me through proof of ownership to provide me with a digital copy – even if for an admin fee?
© RapidBI.com This article has been written by Mike Morrison or one of the RapidBI team. We welcome your comments. If you wish to use any text you are free to do so, however please credit us and link to our site.
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