Learning & Development July 2010
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This document provides an overview of recent trends in learning and development. It discusses topics such as evaluating training, retaining employees through training, making training memorable, developing future leaders, and addressing skills gaps. Various case studies and exercises are also presented. The main points are: 1) Effective evaluation of training requires cooperation, planning, and buy-in from multiple stakeholders. Common evaluation methods include questionnaires, surveys, and monitoring results. 2) Retaining employees involves conducting skills audits, developing individual plans, applying new skills, and ongoing training. 3) A real-life example outlines a successful customer service training program implemented by a luxury hotel group.
Learning & Development July 2010
- 1. Learning & Development-recent trends by Fluid July 2010
- 2. Page 2Contents3-4 Introduction to Fluid5-9Evaluation of training10-11 Train to retain12-15 Real-life example16-17 Make training memorable18-19Financial advice training20-21Exercise A22-25 Training older people 26-29 Developing future leaders30-32 Managing career development33-34 Re-invigorating the enthusiasm for training35-36 Main causes of skills gaps37-39 Main skills lacking where skills shortage vacancies were identified40-41 Literacy and numeracy42-43 Soft skills44-45 Exercise B46-47 Case studies48-49 Exercise C50-51 Conclusion and questions
- 4. Page 4Introduction to FluidFluid Consulting Limited (Fluid) is a specialist human resources consultancy headed by Tim Holden MCIPD 10 years in banking10 years in Human Resources consultancyFluid trading since 2006The core services provided by Fluid are:Retention
- 5. Selection- Attraction- Remuneration & Reward - Outplacement- Training & HR consultancy
- 6. Page 5Evaluation of training
- 7. Page 6Evaluation of training 1 of 4FACTORS FOR MEASURING SUCCESS
- 8. Co-operation from line managers
- 10. Efficient processes and tools
- 11. Careful planning
- 12. Buy-in from traineesPage 7Evaluation of training 2 of 4EVALUATION METHODS USED
- 14. Gain feedback from line managers
- 17. Follow-up questionnaire (weeks after event)
- 19. Monitor qualifications gainedPage 8Evaluation of training 3 of 4EVALUATION METHODS USED
- 20. Assess training action plans
- 21. Customer surveys
- 23. Observe participants at work
- 24. Focus groups
- 25. Interviews with participantsPage 9Evaluation of training 4 of 4DIFFICULTIES HAMPERING SUCCESSFUL EVALUATION
- 26. Lack of time
- 27. Poor buy-in from line managers
- 29. Poor buy-in from organisational leaders
- 30. Lack of know-how
- 31. Lack of fundsPage 10Train to Retain
- 32. Page 11Train to RetainRECOMMENDATIONS
- 33. Conduct a skills audit
- 34. Initiate individual employee development plans
- 35. Put new skills into practice
- 37. Keep up-to-date with statutory training requirements
- 38. Buy in external help when needed
- 39. Appoint people who have the potential to grow but who do not currently have all the skills required in the postPage 12Real-life example
- 40. Page 13Real-life example 1 of 3ABOUT THE ORGANISATION
- 41. Maybourne Hotel Group is luxury hotel group that owns and manages The Berkeley, Claridge’s and The Connaught.
- 42. THE CHALLENGE
- 43. To implement a customer service training programme designed to communicate and support the development of a new service culture called ‘Intuitively Maybourne’.Page 14Real-life example 2 of 3WHAT THE ORGANISATION DID
- 44. A training programme was designed called ’The Maybourne Cycle of Service’
- 45. The programme consisted of different activities to encourage employees from all parts and levels of the company to take responsibility for what they did every day
- 46. 800 employees completed the training in just four months
- 47. All managers attended a workshop called ‘Leading the Heart of Maybourne’ to give them the tools and techniques to apply what they learned at the training programme. Non-managerial employees attended the ‘Heart of Maybourne’ workshop.Page 15Real-life example 3 of 3BENEFITS AND ACHIEVEMENTS
- 48. Set the standard of service required across the Maybourne Hotel Group.
- 49. Identified the challenges employees are facing every day and helped them to think of solutions.
- 50. Created an opportunity for employees to meet their colleagues from other hotels, to network, and share best practice.
- 51. Helped the group to achieve recognition as one of the 100 Best Workplaces in Europe and one of the top 50 companies to work for by the Great Place to Work Institute.
- 52. Saw an increase of 1.5% in profit for the group compared with the same quarter in the previous year.Page 16Make training memorable
- 53. Page 17Make training memorableConduct a training needs analysis
- 54. Supply delegates with course information beforehand
- 55. Make pre-course work relevant and not time-consuming
- 56. Keep groups small-around six to eight per session
- 57. Back up theory with real-life scenariosPage 18Financial advice training
- 58. Page 19Financial advice trainingImproved engagement and retention
- 59. Creating a more open business environment
- 60. Minimising risk
- 61. Fostering a greater sense of responsibilityPage 20Exercise A
- 63. Page 22Training older people
- 64. Page 23Training older people 1 of 3Assess the skills and knowledge required
- 65. Adopt a strategic, organisation-wide approach to managing and developing a flexible and diverse workforce
- 66. Draft robust and appropriate contracts of employment
- 67. Adopt proactive communication systems
- 68. Measure outputs against targetsPage 24Training older people 2 of 3QUESTIONS TO ASK
- 69. How can you identify and measure the current and future benefits to your organisation of retaining and developing older workers?
- 70. What are you going to do to persuade your older workers to work longer?
- 71. How can you address their specific needs without discriminating either for or against them as individuals or as a group?Page 25Training older people 3 of 3QUESTIONS TO ASK
- 72. What sort of training and development support will you provide and why, and how will you ensure that older workers participate, profit and learn?
- 73. How will you address complacency and resistance to change to achieve maximum engagement?Page 26Developing future leaders
- 74. Page 27Encourage your leaders to actively engage in development processes. Doing so helps sustain the processes and sends a message to talented employees that they are valued.
- 75. Ensure there is greater organisational clarity on the capabilities that underpin successful performance. This ensures the development processes are aligned against a common goal of growing the right capabilities to achieve and sustain organisational performance.
- 76. So you know where tomorrow’s leaders will come from, focus on the transition you are looking to help individuals make. Be clear about the specific challenges that particular groups of functional experts will face once promoted, and focus in assessing and developing these. Make sure individuals truly want to make the transition and that they are ready.Developing future leaders 1 of 3
- 77. Page 28Continually reviews and re-evaluate the process; what is working, what could be more effective, how well engaged business sponsors are, and how the programme benefits the organisation and individuals.
- 78. Put in place processes to enable ongoing development. Mentorship, action learning and specific ‘on the job’ experiences are particularly beneficial.
- 79. Involve your leaders as assessors. The skills they apply and hone during the process are invaluable in building the wider leadership capability of the organisation by developing leaders as coaches.Developing future leaders 2 of 3
- 80. Page 29Developing future leaders 3 of 3MANAGING LEADERSHIP TALENT STRATEGICALLY
- 81. Understand the key elements
- 82. Ask yourself ‘ so what?’
- 83. Know your talent pool
- 84. Grow your talent
- 85. Make talent flow
- 86. Don’t lose focusPage 30Managing career development
- 87. Page 31Managing career development 1 of 2Identify what the problem is and areas for improvement. Use employee surveys to cover whether employees feel enough is being done to help them move forward in their careers.
- 88. Make sure the reality lives up to the perception. Be careful if you create the impression at the beginning there are lots of opportunities when that is not the reality, as people will become disillusioned and quit.Page 32Managing career development 2 of 2Assemble cross-disciplinary user groups to feedback where they think the organisation is going wrong.
- 89. Use a career mapping tool to give employees a sense of control over their career development, especially the self-diagnostic section if one exists.
- 90. Once a system is in place, make sure the budget allows for promoting it fully to employees.Page 33Re-invigorating the enthusiasm for training
- 91. Page 34Re-invigorating the enthusiasm for trainingSpend time working with creative people
- 92. Raise people’s curiosity about training
- 93. Create an appetite for learning
- 94. Create an attractive environment for learning
- 97. Let learners be your ambassadorsPage 35Main causes of skills gaps
- 98. Page 36Lack of experience/recently recruited
- 100. Failure to train and develop
- 101. Inability to keep up with change
- 102. Recruitment problems
- 103. High staff turnoverMain causes of skills gaps
- 104. Page 37Main skills lacking where skills shortage vacancies were identified
- 105. Page 38Technical or practical skills
- 109. Team working skills
- 110. Written communication skillsMain skills lacking where skills shortage vacancies were identified 1 of 2
- 112. Literacy
- 113. Numeracy
- 117. General IT skillsMain skills lacking where skills shortage vacancies were identified 2 of 2
- 118. Page 40Literacy and numeracy
- 119. Page 416.8M people aren’t functionally literate
- 120. 5M people in the UK have serious difficulty with numbers
- 121. 38% of Jobcentre Plus customers lack functional literacy
- 122. 45% of Jobcentre Plus customers lack functional numeracyLiteracy and numeracy
- 123. Page 42Soft skills
- 124. Page 43Soft skillsThink past the traditional approach to appraisals
- 125. Get feedback from customers and clients
- 126. Involve employees in the design of their appraisals
- 127. Have a conversation with people about the objectives of the organisationPage 44Exercise B
- 128. Page 45Exercise B
- 129. Page 46Case studies
- 130. Page 47Case studies
- 131. Page 48Exercise C
- 132. Page 49Exercise C
- 133. Page 50Conclusion & Questions