L & D Strategy

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L D Strategy

• Oppiminen ja henkilöstön kehitys
• osana strategista suunnittelua

Heli Aramo-Immonen, JAKK 2006 TTY, Pori 13.4.2006
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Aineisto

• http//www.blackwellpublishing.com/book.asp?ref14
  05129816site1
• Learning and Development for Managers
• Perspectives from Research and Practice
• By EUGENE SADLER-SMITH
• (University of Surrey)
• Blackwell Publishing, 2006

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Kirjan sisältö

• Enables students and managers of learning and
  development (LD) to understand the theory and
  practice of LD in organizations.
• Explores the concept of learning from a variety
  of perspectives through the use of examples of
  research and practice from all over the world.
• Takes a broad view of learning as encompassing
  both explicit and implicit and individual and
  collective learning processes.
• Argues that the practice of LD should be based
  upon a rigorous theoretical and empirical base.

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Kirjan sisältö

• Each chapter uses synopses of research studies
  and case studies from businesses to illustrate
  the most important theories, concepts and models.
  
• Lists of key concepts, knowledge outcomes,
  'perspectives from practice', 'perspectives from
  research', discussion points (for individual or
  class use), and concept checklists to benefit
  both students and teachers.
• Is illustrated throughout with diagrams, tables
  and 'LD facts and figures'.

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Sisällysluettelo

• 1. Introduction to Organizational Learning and
  Development2. The Strategic and Organizational
  Contexts of Learning and Development3.
  Individual Learning and Development4. Implicit
  Learning and Tacit Knowledge5. Collective
  Learning and Development6. Planning Learning and
  Development7. Management and Leadership Learning
  and Development8. Technology, Learning and
  Development9. Evaluating Learning and
  Development

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Eugene Sadler-Smith

• Eugene Sadler-Smith is Professor of Management
  Development in the School of Management,
  University of Surrey. After a successful career
  in human resource development and training he
  became a university lecturer in 1994. He has a
  particular interest in managers' thinking and
  learning styles and is a member of the editorial
  advisory boards for The British Journal of
  Management, International Journal of Management
  Reviews, Human Resource Development
  International, and the Journal of European
  Industrial Training. He has published in the
  Academy of Management Executive, Journal of
  Organizational Behaviour and Organization Studies
  and in a wide range of other academic and
  practitioner journals.

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LD as a core competence

• LD provides benefits to customers through
  enhanced knowledge skils and attitudes (KSA)
• Generic KSA are transferable and hence not
  product-specific

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LD as a core competence

• LD provides an organization with a complex,
  company-specific, and hence competitively unique,
  resource (which is not an asset in the accounting
  sense).

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LD as a core competence

• LD represents an opportunity or gateway to the
  future through the creation of new knowledge and
  a capability to create new knowledge.

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Alignment with business strategy
Reflection, inquiry and sharing
underpin individual and collective learning. New
knowledge and new better products and
services may be created
Sensitivity to changes in its operating
environment. Capability to be Agile in response
to any such changes
LD Core
INTERNAL
EXTERNAL
Integration with HR Starategy, policies and
practicies
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EXTERNAL influences

• Deregulation of markets
• Technological change
• Regionalization and globalization
• Demographic change
• etc.

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INTERNAL influnces

• Downsizing and flatter structures
• Increased performance expectations
• Employee involvment in quality enhancement
• Premium placed upon knowledge work and knowledge
  workers
• etc.

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SHRM

• Starateginen henkilöstöjohtaminen

Heli Aramo-Immonen, JAKK 2006 TTY, Pori 13.4.2006
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HRM

• those activities that are concerned with the
  management of the employment relationship between
  employees ant the organizations that use their
  skills.

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SHRM

• Design and emplementation of a set of
  organizational HR policies and practicies.
• Ensure that HR in organization contribute to the
  achievement of business objectives of the company.

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SHRM

• HR knowledge and skills are unique source of
  competitive advantage
• HR policies and practicies has positive effect
  upon performance
• non-imitability of HRM

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Non-imitability of HRM

• Social complexity
• team working
• empowerment
• unique LD strategy

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Integrating HR to system

• external fit HR strategy fits with the
  requirements of the business strategy
• internal fit HR policies and activities (incl.
  LD) fit together so that they form a coherent
  whole

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HR system model external fit
Rewards and incentives
Busines Strategy
Performance
Recruitment and selection
Performance appraisal
Identified learning needs
Enhanced KSAs
Planned Learning Developement
(KSA Knowledge, Skills, Attitude)
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Mieti miten vaikuttaa jos

• Samanaikaisesti korostetaan tiimityön merkitystä
  ja palkitsemisjärjestelmä perustuu
  yksilösuorituksiin?

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Mieti miten vaikuttaa jos

• yrityksessä on kallis rekrytointijärjestelmä
  valintatesteineen, mutta perehdytys ja LD
  puuttuvat?

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Internal fit

• HRM policies and practicies should themselves be
  internally coherent
• recruiting policies should be completed by other
  practicies that minimize labour turnover
• Tem working should be rewarded collectively as
  well as individually

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HPWS high-performance-working-system
Enhanced individual potential and discretionary
effort including engagement of LD
Complementary bundles of HR/LD practicies
Enhanced individual and organizational performance
, increased knowledge assets
Enhanced systemic response to individual effort
including collective learning
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Strategic Learningand Developement

• Käsitteistöä ja taustaa

Heli Aramo-Immonen, JAKK 2006 TTY, Pori 13.4.2006
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Employee developement Startegies

• Long term orientation
• Go beyond an individual focus
• Internationalization of employee developement
• Action learning
• Learning organization
• Management developement

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The SECI process
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SECI Knowledge conversion process- socialisation
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SECI Knowledge conversion process - socialisation
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SECI Knowledge conversion process - socialisation
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SECI Knowledge conversion process- externalisation
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SECI Knowledge conversion process - combination
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SECI Knowledge conversion process- internalisation
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SECI Knowledge conversion process -
internalisation
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Expertice ?

• How does it grow?

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(Explicit learning, implicit learning and tacit
knowledge p. 153)
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Mieti

• Millaisissa oppimistilanteissa ja
  kehitysprosesseissa toteutuu
• tacit to tacit emphatising - sosialisation
• tacit to explicit articulating -
  externalisation
• explicit to explicit connecting - combination
• explicit to tacit embodying - internalisation

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Training strategies

• Appropriateness in relation to objectives
• Likelihood of transfer of learning to the
  workplace
• Resource availability
• on-job-training
• in-house training cources
• external training cources
• self-managed learning

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LD strategies

• Learning theories
• Collective learning
• Planning learning
• Refers to macro-level features of organization
• Supports the achievement of overall business
  goals

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Mikä puuttuu ?
http//www.tekes.fi/julkaisut/Teknologia_ja_kilpai
lukyky.pdf
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Mikä puuttuu ?
http//www.swotconsulting.fi/swot.html
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Why do organizations need strategic LD ???
Case Meriteollisuus (30 min)
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Organizations need strategic LD

• Global business environmet
• Forces to change
• new technology
• paradigm innovation
• Competition
• Continious improvement
• Internalization
• Levels of uncertainty and ambiquity
• Core competencies

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Symptoms of lacking strategic LD

• Difficulties recruiting skilled employees
• Need to develop a more adaptive and flexiple
  skill base
• Demand for management and leadership at all
  levels in a organization (LEAN management, TQM)

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Organizations need strategic LD

• Greater emphasis on performance management and
  evaluation
• Increased need for HR and succession planning
• Require an integrated and holistic solution
• Proactive rather than reactive approach

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HPWS high-performance-working-system
Enhanced individual potential and discretionary
effort including engagement of LD
Complementary bundles of HR/LD practicies
Enhanced individual and organizational performance
, increased knowledge assets
Enhanced systemic response to individual effort
including collective learning
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What are the charasteristics of strategic LD

• And what it is not

Heli Aramo-Immonen, JAKK 2006 TTY, Pori 13.4.2006
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Lack of strategic focus

• Numerous unconnected and fragmented LD
  initiatives
• Tactical and operational perspective
• Duplication
• fad and fashions
• Reactive
• Lacking long term focus

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Outcomes of lacking strategic focus

• Wasted efforts
• Poor use of efforts
• Defensiveness
• Convergent and myopic thinking
• Stifling of creativity and innovation

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Features of strategic LD

• Coherent and holistic
• Corporate wide
• Promotes collective learning through internal
  integration of activities
• Aligned with strategy
• Involves stakeholders

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Stakeholders
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Stakeholders

• Senior managers
• Line managers
• Learners
• LD specialists
• External educational institutes
• Customers

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Features of strategic LD

• 1) Active commitment to and shared ownership of
  learning from managers and other employees
• 2) Vertical alignment with strategy and
  horizontal integration of learning-related and
  other activities (incl. HRM and LD)

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Features of strategic LD

• 3) Openness of communication channels within and
  beyond the organization
• 4) Supportive culture and climate that enables
  learning, creativity and innovation

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Features of strategic LD

• 5) Systemic and systematic planning processes
  that take account of the integration of LD
  practices with the organizational mission.
• 6) Focused and prioritized LD practicies that
  support the strategic intent of the business and
  that will add value.

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Features of strategic LD

• 7) Proactive LD functional stance that is open
  to evaluation and self reflection and continous
  improvement.

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Learning and Developement as a systematic process

• Systematic approach

Heli Aramo-Immonen, JAKK 2006 TTY, Pori 13.4.2006
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Simple generic systematic approach to problem
solving
1) needs identification
2) needs analysis
5) Validation of LD solution, outputs, impacts,
benefits
3) Learning design
4) LD implementation
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Needs assesment
Verification of needs identification
overall summative evaluation
Statement of needs
Verification of analysis
Verification of design choices
Formative evaluation
Statement of outcomes
LD plan
A more complex generig systematic approach to LD
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Generic system model
Inputs
Process
Outputs
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A generic LD system model
Internal inputs
Learning and developement processes at individual
and collective levels
Individual outputs
Collective outputs
External inputs
Organizational outputs
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A generic LD system model
Internal inputs
Learning and developement processes at individual
and collective levels
Individual outputs
Collective outputs
External inputs
Organizational outputs
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Internal inputs

• Recruiment
• performance gaps
• new prochedures and technology
• LD policy
• LD needs
• HR planning
• organizational change
• internal recources

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A generic LD system model
Internal inputs
Learning and developement processes at individual
and collective levels
Individual outputs
Collective outputs
External inputs
Organizational outputs
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External inputs

• Social, technological, economic and political,
  environmental factors (PEST)
• external resources
• governement policy
• perceived value of LD
• industry norms
• competition

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A generic LD system model
Internal inputs
Learning and developement processes at individual
and collective levels
Individual outputs
Collective outputs
External inputs
Organizational outputs
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Individual outputs

• KSA
• qulifications
• mobility and promotion
• motivation and satisfaction
• personal growth

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A generic LD system model
Internal inputs
Learning and developement processes at individual
and collective levels
Individual outputs
Collective outputs
External inputs
Organizational outputs
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Collective outputs

• Shared mental models
• knowledge assets
• sozialisation and participation
• shared vision
• common practicies

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A generic LD system model
Internal inputs
Learning and developement processes at individual
and collective levels
Individual outputs
Collective outputs
External inputs
Organizational outputs
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Organizational outputs

• Skills base
• performance
• retention
• commitment
• intellectual capital

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Analysis of LD needs
Internal inputs
Individual outputs
Statement of need
Statement of outcomes
Design of LD
Collective outputs
Evaluation of outcomes
Identify LD needs
External inputs
LD plan
Organizational outputs
Implementation of LD
An integration of LD inputs, process and outputs
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Auditing strategic LD
Case Testaa organisaatiosi LD strategia (15
min)
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LD Roles

• responsibilities

Heli Aramo-Immonen, JAKK 2006 TTY, Pori 13.4.2006
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Maintenance
Caretaker Provides training to maintain smooth
running of organization. Adopts traditional
educational practicies. Responds to requirements
for training. Passive and reactive.
Evangelist Concerned with training to maintain
present system and procedures. Adopts
learner- centered (not, educational) approches.
Facilitator of learning rather than subject
expert.
Traditional
Interventionist
Polarization
Educator Sees need for training to change systems
and prosedures. Adopts traditional educational
approaches. Anticipates the need for change.
Innovator Sees need for training to
change systems and prosedures. Attemps to
understand real needs and causes. Persuasive,
problem solver and catalyst for change. Active
and Proactive.
Change
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Change dimension
Katso artikkeli Victor J. Friedman THE
INDIVIDUAL AS AGENT OF ORGANIZATIONAL LEARNING -
YKSILÖ ORGANISATORISEN OPPIMISEN
ALKUUNPANIJANA California Management Review, Vol.
44, No. 2, Winter 2002
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Lopuksi
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Mitä tulee tenttiin

• Luennolla esitetty kalvosarja (kopiot)
• Luennolla tehdyt harjoitukset toimivat tentissä
  esimerkkeinä (läsnäolo)
• Netissä oleva pdf. jossa esitetään perustermit
  (netti)

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Hauskaa pääsiäistä !