Staff development

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Staff Development Approaches, Skills and Issues
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Training, Education and Development

• Training Skills, knowledge, the "affective"
  attitudes, values and beliefs.
• Education Institutional process includes
  qualifications up to incl. degrees. Major
  contributor to personal development. Direct
  indirect enhancement of knowledge, ability,
  character, culture, aspiration achievement.
• DevelopmentPrimary process - positive or
  negative. Individual ( organisation?) adaptation
  to achieve potential. Become more complex,
  elaborate, settled, aware, differentiated
  autonomous

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What training?

• Operational competence
• aggregate of knowledge, understanding, skill
  personal orientation
• in a situation
• at a standard or level of performance.
• Product, service, procedural and system know-how
• Task and situation specific
• Reduced, double-sided and stapled photocopying
• Return of goods procedure
• Advanced Powerpoint Skills
• Recruitment interviewing
• Gall-stone removal
• Desert survival
• Aircraft emergency landing
• New policy on patient care

Open and closed competencies pre- and
co-requisites
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Education?
3Rs and access to learning

• Open capacities may include task specific?
• knowledge, wisdom, skill (physical, conceptual,
  procedural, social) personal orientation
• analysis problem solving bridging concept and
  practice
• standards/level of performance?
• levels of product, service, procedural and system
  know-how?

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What education - 2

• National curriculum and school/university quality
• Education for
• citizenship
• occupational success
• personal development and life
• School, college, university, community/adult
• Life long learning
• Public attitudes about the value of education
• Government, employer and individual
  responsibility for education

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Training policy programmes
Business Strategy Training
Mission
Know-how for competitive advantage performance
Staffing plan
Skill gaps
Demand for skills

• recruitment,
• redundancies
• redeployment

Skills audit
Data for audit
Performance review
Development needs
Current performance
Data to integrate individual organisational
needs
Development action
Training, seminars, delegation, coaching, private
study, day release, learning company, IIP
Improved capability, competence motivation
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Business Training development

• Programme and task focused learning
• Developmental needs of employees (group
  individual)
• Technical and management development
• Self-managed learning career management
• Learning organisations/knowledge management
• Culture and its role in organisations HRM
  levers for change, in particular, shifts in
  attitudes and beliefs (as well as behaviour)

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Programmes Interventions

• New recruits
• induction to firm job, familiarisation ?
  comprehensive job training
• Develop up-date know-how for live situations.
• Technical product, procedure specialism
  training
• Social skills e.g. handling demanding situations
• Corporate training for all e.g. for ISO9000 or
  new policy
• Supervisory management training
• from leadership to corporate analysis, change
  Action learning
• Sales training
• Customer, dealer supplier training
• Face-to-face vs. package training - from manuals
  to CBL
• Corporate education e.g. to counter institutional
  racism?
• Company University - Ford, McDonalds, LotusU?

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Organisational Expectations

• FE HE preparation to enable new technology
  empower
• adapt learn new skills, continuous occupational
  development
• Learning for CQI, flexibility, multi-skilling
  shifts in management style
• Empowerment
• Flatter project/team structures.
• less supervision, set own objectives, self
  monitoring and corrective action
• Manage interfaces delight customers - external
  internal

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Disappointment with Training Services and
Schemes

• Much talk, expenditure effort in training
• Many initiatives and events
• Evidence of outcomes and value for money from
  training events, coaching, secondments, learning
  from experience (success failure) role
  models.
• Yet, TD strategies often disappoint. Why?
• What determines influences training
  effectiveness?
• How do training needs become apparent?
• What factors hinder/help investment in TD?
• Training as a strategic issue?

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Whose is served?

• The individual
• Well placed (job demands aspirations) to
  evaluate development needs (SWOT)? But is time
  effort invested? Perception ofmarket gaps,
  demands, relevance, support learning
  opportunities?
• Training Sponsors
• Top managers (lack of know-how is jeopardising
  performance)? Line Managers? HRD specialists
  who speak for TD activity? Employer attitudes
  to training. Voluntarism.
• Institutional and Market factors?
• Civic, intellectual cultural factors. Workforce
  competencies international comparisons.
  Industrial re-structuring.

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Staff Development Strategies

• Laissez-faire - little or no training, buy-in.
• Training for workforce maintenance induction,
  product, policy/procedure
• Off-the-job training vs. on-the-job
• Staff appraisal, coaching mentoring
• Central training vs. devolved
• Recognising, valuing accrediting
  competencies (NVQs)
• Learning Company model. Investors in People
• Supported self-organised learning, Life-Long
  Learning CPD

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Apply Legges critical analysis framework to
HRD.
Karen Legge HRM Rhetorics Realities 1995
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Training Manager - Service provider or change
agent?

• Forecast, plan, organise, direct control.
• Strategic analysis, choice and implementation of
  programmes
• Maintainer-Instructor
• Reactive provider of TD within existing
  brief, structure culture
• Change Agent (Facilitator)
• Proactive consultancy. Define problems.
• Facilitate organisational individual learning,
  innovation cultural change.
• Role in transition?
• from provider to change agent
• in-house or outsourced

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Analysing training needs?

• Blanket/Comprehensive or Selective
• Who does it?
• Define needs, objectives, frequency, difficulty,
  performance standards measurements
• Brief/train all according to level.
• Job curriculums - ALL or SOME job facets
  skills, knowledge attitudes for
  tasks/situations
• New legislation, strategy/policy drive.
• Identify
• key tasks and problems/difficulties
• competencies to handle it.
• learner involvement individual group needs
• best learning approach, training media methods
• Is a training solution vital for performance?
• Self-organised learning opportunity or cop-out?

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Competence, Experience the Job

• a composite of knowledge behaviour/skill
  comprising ability to do something to a defined
  level in a performance situation
• Existing staff may be competent or less than
  competent.
• Perceived gaps in mastery of performance.
• The organisation may urge enhanced competence.
• Can the organisation reward enhanced competence?

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Pre-requisite (Foundation) competencies

• For
• A trainee airline cabin crew member?
• midwife?
• bought ledger clerk?
• marketing assistant manning a stand at the Ideal
  Homes Exhibition?
• new CEO for Rail-Track?

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General Model for Training Interventions
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How do we measure learning - degree of behaviour
change?

• Compare - performance progress between
  individuals
• Against established norms or standard levels of
  performance/progress for specific applications
• Assess/test- individual progress performance

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Generic, Core/Key Skills (Open capacities )

• transferable across jobs/or tasks
• awareness, investigation, observation/reflection,
  analysis learning
• decision-making/problem-solving, creativity
  evaluation
• communication social skills, interacting/working
  with others, influencing
• numerical information oriented skills plus IT
  abilities
• Critical success factor competences
• Occupational competencies (NVQ)
• Boyatzis threshold competencies clusters for
  management
• Kolb learning to learn and the experiential
  learning cycle

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Boyatsis - Seven Threshold Competencies
(1982, The Competent Manager, Wiley)

• Use of unilateral power - forms of influence to
  gain compliance
• Accurate self-assessment - realistic/grounded
  view of self, strengths weaknesses/limitations
• Positive regard - basic belief/optimistic in
  others
• Spontaneity - free/easy self-expression.
• Logical thought - orderly, sequential, systematic
• Specialised knowledge - usable facts, frameworks,
  models
• Developing others - helping, coach, feedback
  skills, facilitating, supporting

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Boyatzis - Clusters of Mgt Competence

• Goal action management cluster
• concern with impact, diagnostic use of concepts,
• efficiency orientation, proactivity
• Leadership
• conceptualisation, self-confidence, oral
  presentation
• HRM
• use of socialised power, managing group processes
• Focus on other clusters
• perceptual objectivity, self control, stamina
  adaptability
• Directing subordinates
• Threshold competencies - developing others,
  spontaneity, use of unilateral power

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Kolb Experiential Learning Cycle
A useful model for personal awareness and
development
D Kolb, Rubin McIntyre Organisational
Psychology, Addison Wesley
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Successes/Failures of Training Educational
Interventions

• Pre 1964. Collapse of apprenticeships
• 1964 Industrial Training Act and ITBs
• CATs and Polytechnics
• BTEC and City and Guilds
• From 1972 onwards the marginalisation of ITBs.
  Abolished 1982
• Manpower Services Commission. YOPs and TOPs
• Training Services Agency
• National Curriculum
• Local management of schools
• Expansion of university education from Polys to
  Universities
• National Vocational Qualifications
• Investors in People
• Fees for Higher Education, education loans and
  training credits

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Investors in People National voluntarism
accreditation to promote Er-led, quality,
effective staff development

• written plan business goals/targets, how
  employees will contribute, assess needs etc.
  Identify TD resources
• agree TD needs with each employee. Link to NVQ
  if poss. Action train new recruits improve
  skills of existing staff
• Review investment, competence commitment of
  employees skills learnt against business plan
  at all levels
• TD effectiveness reviewed by top level ? renewed
  commitment targets

• top level, commitment to develop all employees to
  achieve business objectives
• regular review of TD needs of all staff
• action to train develop individuals on
  recruitment throughout employment
• evaluate TD to assess achievement improve
  future effectiveness

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National Vocational Qualifications

• 1986 desire for a skilled, flexible workforce
  NCVQ NVQs based on
• National Occupational Standards performance
  standards developed by employer-led NTOs
• what competent people in the occupation are
  expected to be able to do
• main aspects of an occupation
• best practice ability to adapt
• knowledge-base underpinning competent
  performance.
• GNVQs in schools (but A Level "gold standard")
• 1997 NCVQ merged with the School Curriculum
  Assessment Authority (SCAA) Qualifications
  Curriculum Authority (QCA).
• Remit pre-school learning, national curriculum
  and tests, GCSEs, A-levels, GNVQs, NVQs, higher
  level vocational qualifications.

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Underpinning principles - NVQ Approach

• Open access. No artificial barriers to training
• Focus on what people CAN DO gt learning for
  qualifications (process time) APL
• uniform standards (devised by industry lead
  bodies) - no rival qualifications.
• flexibility modularisation a learning
  contract
• assessment principles - portfolio work-based
  (demos at work or simulations).
• Time to complete. Criteria currency.
• assessment by qualified (NVQd) assessor

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Differing Views on NVQs

• Enormous potential for the health of the nation
  the creation of a learning society.
• Sue Slipman, a lead body representative, 1995
• A disaster of epic proportion
• Prof. Ian Smithers,
• Brunel University,
• Channel 4 documentary, 1993

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Tesco Implementation of NVQs

• flatter, lean, flexible organisation
• line managers as assessors. Store managers
  internal verifiers
• every line manager is responsible for structured
  training assessment involved with NVQs
• improved performance through pay links
• integration of needs of individual with needs of
  organisation
• staff development through accreditation of higher
  competence

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Tesco NVQ Policy - Perceived Benefits

• ideal training for a retail organisation?
• training assessed internally by line managers
  at store level
• high performances from staff?
• less absenteeism, increased motivation improved
  general staff moral
• reduced labour turnover
• career progression for staff - helps with
  selection of core staff
• customers benefit from improved quality standards
  services
• IIP kite mark

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Criticisms of National NVQ Strategy

• Not market-led - under-represented in mgt,
  professions, financial, technical international
• Shift from learning to assessment (laborious
  process)
• Bureaucracy, evidence portfolio, charting,
  assessment of each unit/element
• Employers want local tailored NVQs ---gt
  challenges validity of national model
  generality of standards
• Assessment standard depends on assessor
  supply/quality. Institutional HE antipathy to
  training agenda
• technically equipped but intellectually
  incapable (underpinning ideas)
• Low take-up. Growth at Levels 1/2, none at Level
  3, fall at Levels 4/5. Traditional vocational
  awards outstrip NVQs by wide margin esp. at
  higher levels.
• TEC funding linked to NVQ take-up. TECs disappear.

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HRM and ingredients of a Learning Organisation

• Adopt a Learning Approach to Strategy
• Participative Policy Making
• Informating (Information Systems)
• Formative accounting
• Internal Exchange (Client-Server relationships)
• Reward Flexibility
• Roles and flexible, matrix structures
• Boundary workers as intelligence agents
• Company-to-company learning
• Learning climate
• Self-development opportunities for all

Pedler et al The Learning Company Senge The
Fifth Discipline
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Training Rewards - Issues

• Best practice in a learning organisation
• Integration with appraisal and rewards
  strategy.
• Locals cosmopolitans (Gouldner) market
  mobility
• Investors in People
• Good training more pay, less pay? Increments for
  qualifications?
• Certification as a job requirement.
• Selling job competence. Strong CV. Career
  progression, job change, employee independence
  life long learning
• Who pays? Should the leaver reimburse the
  employer who has just paid 2500 for their
  training?
• CPD stress - compulsory, evidence-based
  continuous professional up-dating

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Reading

• Buchanan and Huczynski - Chapters
• 5 Learning
• 17 Organisational Development
• Mabey and Salaman Chapters
• 10 Learning Organisations
• 11 Promoting Learning in Organisations
• 12 Managing the Process of Training and
  Development
• BOLA
• http//sol.brunel.ac.uk/bola/training/