The Learning Cycle at the Organizational Level

Part 5 of 7 of the CompetencyCore^TM Guide to Learning & Development 

This is the fifth in a seven part series that looks at:

1. Making the Case for Competency-based Learning & Development
2. Learning & Development: Facts, Figures & Findings
3. How Competencies Support Learning & Development
4. The Learning Cycle at the Individual Level
5. The Learning Cycle at the Organizational Level
6. Evaluating the Impact of Competency-based Learning and Development
7. Implementing Competency-based Learning & Development

In the previous 2 blogs we discussed the Learning Cycle and how this model addresses the process of learning and development at the individual employee level.

At the organizational level, the competencies provide the foundation for assessing the gaps between the desired skill levels required in the organization to achieve the organizational vision, mission and mandate and those currently existing among the employee population. This gap analysis information is rolled up principally from gap information gathered at the individual employee level. Based on key trends in this gap analysis, decisions can be made about investments in learning and progress in closing organizational gaps in learning can be tracked.

Let’s explore how competencies support this cycle at the organizational level in more depth through a variety of means.

Organizational Management of Learning
Competencies support the design, development and management of learning within organizations in a number of ways.

• Learning Resources Cataloged by Competency: Organizations can support employee learning by providing a catalog of learning options organized by competencies, often incorporating a variety of learning options, such as: on-the-job assignments / activities; books and written reference material; courses / workshops / conferences; videos / DVDs; e-learning; etc. This information is often delivered via internet or intranet with links to other sites for additional information or course registration.

• Aggregate Reports on Organizational Gaps in Competencies: Individual gaps in competency requirements can be consolidated into group reports, and decisions can be made on the best strategies for closing the organizational gaps in the most fiscally prudent and cost-effective manner (e.g., instead of sending several employees on “one off” courses or conferences, offer such a program in-house for less money).
• Curriculum Mapping: Competencies provide the foundation for curriculum mapping. This is the process whereby existing programs (and program elements) can be mapped to the competencies in the organization’s competency library. In this way, courses cataloged according to the competencies they address can be listed in the learning library to support the development and implementation of IDPs. If courses are provided by external suppliers, they can be asked to map their programs, which then can be verified by the buying organization, as necessary.
• Curriculum Design / Development: Having defined the competencies and behaviors required for success in a particular role, it becomes possible to target the design of curriculum and the development programs to address these requirements. In fact, the competencies support the identification of the learning outcomes for the program.

Competencies also serve to support the identification of the best learning approaches and methods to develop the competency, based on the nature of the competency. In addition, curriculum can be developed in a modularized fashion by competency, allowing the organization to quickly assemble a program of learning that will be specifically tailored to address organizational gaps.

• Comprehensive Multi-method Program Development for High Need Areas: Many organizations establish comprehensive competency-based employee development programs in high need areas. These programs are staged development initiatives that include: formal in-class learning events; planned work assignments aimed at developing certain skills and competencies; self-study components; and, formal assessment to evaluate progress in development as well as to accredit or certify that the employee has gained required competencies and knowledge. In some cases, the employee is promoted to a higher level once certain performance standards have been met. Organizations are increasingly moving to this model of employee development to address current or looming shortages of staff and to ensure that there is a continuing supply of qualified staff to meet future organizational needs. This approach also demonstrates to employees that the organization is committed to their development and advancement within the organization.

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The next blog in this series addresses how organizations can use competencies as the foundation for assessing the impact and value of the learning initiatives using the latest trends and models on determining the Learning Return on Investment (ROI). Sign up to our blog’s mailing list through the form on the right-hand side to receive the rest of the series in your inbox.

HRSG is a leader in competency-based learning and development solutions and training. Contact us today to find out how we can help you.

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Want to learn more? Competency-based Talent Management, or CbTM, is the best practice for defining job requirements and building effective HR programs to develop skilled, engaged and productive workforces. Download this Best Practice Guide to learn how competencies can increase workforce effectiveness and improve business practices.

The Learning Cycle at the Individual Level

Part 4 of 7 of the CompetencyCore^TM Guide to Learning & Development 

This is the fourth in a seven part series that looks at:

1. Making the Case for Competency-based Learning & Development
2. Learning & Development: Facts, Figures & Findings
3. How Competencies Support Learning & Development
4. The Learning Cycle at the Individual Level
5. The Learning Cycle at the Organizational Level
6. Evaluating the Impact of Competency-based Learning and Development
7. Implementing Competency-based Learning & Development

In the previous blog, we talked about the Learning Cycle. At the individual level, employees can assess their competencies against those required for their own job, or for another job in which they are interested, and then take steps to acquire or improve any necessary competencies. If they do this in conjunction with their supervisors, more formalized individual learning plans can be created based on the employee’s strengths and areas for development. The plans can be implemented and progress tracked, reviewed and evaluated, and so the cycle continues.



Let’s now look at this individual learning cycle in more depth.

Strength and Gap Analysis
Once the competencies have been defined for particular job / roles, it becomes possible for employees and others to assess the employee’s competencies against those required for current or future roles within the organization. This assessment can occur in the following ways:

• Self-Assessment: Typically, the behavioral indicators for the competencies and proficiency levels needed within the target role / job are used as the standard for assessing the performance of the employee using a common rating scale for assessing each competency and / indicator. The results are compiled and a report is provided that includes the results for all competencies, highlighting both employee strengths as well as competencies requiring improvement. This information can then be used to support the development of an individual learning plan (see below).

• Multi-source / 360: Multi-source or 360 feedback is similar to the self-assessment process except there is more than one evaluator. The process includes at a minimum the employee and their supervisor, and can include others with whom the employee interacts within the workplace (e.g., peers, team members, clients both within and outside the organization, reporting employees; etc.). Once again, a report is prepared on the feedback results to allow the employee, supervisor and / or others (e.g., coach / mentor; learning advisor; etc.) to target learning and development efforts to the particular employee’s needs.

•  Assessment through other Methods: Competency assessments can be accomplished through a wide variety of other methods, including those typically used in a selection process (see Recruitment & Selection section), such as: competency-based behavioral interviews; in-baskets; role-plays and simulations; track record / portfolio reviews; etc. As well, formalized assessment is often included as a component of employee development programs for the purpose of assessing the employee’s base skills / competencies going into the program, progress in development at any point, as well as level of success at the end of the program.

Individual Learning Plan
Once employee strengths and areas for development have been defined, it becomes possible to develop individual learning plans targeted to particular learning needs. At a minimum, tools to support this process include a set of instructions or guide for completing a learning plan as well as a standard learning plan form.

Implementation of Plans: Learning Activities
With the support and coaching of the employee’s superior, the employee implements the plan and review occurs periodically throughout the cycle. If new learning requirements are identified (e.g., new equipment, new methods, new project, etc.), changes / additions are incorporated in the plan.

Review & Evaluation
Throughout and at the end of the cycle, review and evaluation occurs to determine the extent to which learning has occurred and what should be carried over into the next cycle. Competency-based assessments can occur to support this, as noted above.

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The next blog in this series examines the learning cycle at the organizational level. Sign up to our blog’s mailing list through the form on the right-hand side to receive the rest of the series in your inbox.

HRSG is a leader in competency-based learning and development solutions and training. Contact us today to find out how we can help you.

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Want to learn more? Competency-based Talent Management, or CbTM, is the best practice for defining job requirements and building effective HR programs to develop skilled, engaged and productive workforces. Download this Best Practice Guide to learn how competencies can increase workforce effectiveness and improve business practices.

How Competencies Support Learning & Development: The Learning Cycle

Part 3 of 7 of the CompetencyCore^TM Guide to Learning & Development 
 

This is the third in a seven part series that looks at:

1. Making the Case for Competency-based Learning & Development
2. Learning & Development: Facts, Figures & Findings
3. How Competencies Support Learning & Development
4. The Learning Cycle at the Individual Level
5. The Learning Cycle at the Organizational Level
6. Evaluating the Impact of Competency-based Learning and Development
7. Implementing Competency-based Learning & Development

Some Definitions
Using a competency-based approach has been proven to result in more efficient and effective learning and development processes, reduced costs and more productive, successful and engaged employees.

Competency is a term that describes a pattern or cluster of actions taken to achieve a result. Competencies demonstrate the following key features:

• They describe the abilities, skills, knowledge, motivations or other traits required in the job
• They are required for effective or successful performance of the job or task
• They are defined in terms of observable behaviors, and therefore can be assessed or measured.

Job Competency Profiles or models provide a comprehensive set of standards against which employees can be assessed. These standards can include not only the hard skill requirements like education and technical / professional competencies, but also the harder to measure attributes that are so important for success on the job, like the ability to operate effectively in a team environment, initiative, concern for client / customers, results achievement, etc.

Using a competency-based approach allows the organization and employee to determine the inventory of competencies the employee possesses.  Comparing the employee inventory of competencies against the competencies required in a job allows for a determination of the level of fit between the employee’s competencies and those required for a job or set of jobs. Gaps between what is required as compared with what is needed in the job then allows for the identification of a learning and development plan best suited to the employee’s needs.

This process is described in more detail through the Learning Cycle.

The Learning Cycle
Whether at the individual or organizational level, learning follows the cycle shown in the diagram below. Gaps in the learning are determined, which leads to the development of plans for addressing the gaps, followed by implementation and then review and evaluation to determine whether learning has occurred and the gaps that have to be addressed in the next cycle.

At the individual level, employees can assess their competencies against those required for their own job, or for another job in which they are interested, and then take steps to acquire or improve any necessary competencies. If they do this in conjunction with their supervisors, more formalized individual learning plans can be created based on the employee’s strengths and areas for development. The plans can be implemented and progress tracked.

At the organizational level, the competencies provide the foundation for assessing the gaps between the desired skill levels required in the organization to achieve the organizational vision, mission and mandate and those currently existing among the employee population. This gap analysis information is rolled up principally from gap information gathered at the individual employee level. Based on key trends in this gap analysis, decisions can be made about investments in learning and progress in closing organizational gaps in learning can be tracked.

The next two blogs will address the learning cycle at the individual and organizational levels in more detail.

In Summary
Competencies assist in effective learning and development by identifying the behaviors, knowledge, skills and abilities that are necessary for successful performance in the job and the organization. They support learning by:

• Focusing learning on the critical competencies needed for success in the jobs and organization
• Providing standards for measuring employee performance and capabilities
• Providing the framework for identifying learning options/curriculum/programs to meet employee and organizational needs
• Supporting effective forecasting of organizational, as well as project-related learning requirements
• Providing standards for determining how well learning has occurred, both at the individual and organizational level 

The competency profile for the job is a critical tool in competency-based learning and development, as it details the critical competencies essential to achieving success in a given job.  You want to avoid drawing a “general” picture of the job based on only experience and education.  Why?  Because the individuals with the most experience or education are not necessarily the best performers.  Using competencies is the only way that you will have an objective means of measuring skill and understanding precisely where the shortcomings are.

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The next blog in this series examines the learning cycle at the individual level. Sign up to our blog’s mailing list through the form on the right-hand side to receive the rest of the series in your inbox.

HRSG is a leader in competency-based learning and development solutions and training. Contact us today to find out how we can help you.

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Want to learn more? Competency-based Talent Management, or CbTM, is the best practice for defining job requirements and building effective HR programs to develop skilled, engaged and productive workforces. Download this Best Practice Guide to learn how competencies can increase workforce effectiveness and improve business practices.

Learning & Development: Facts, Figures & Findings

Part 2 of 7 of the CompetencyCore^TM Guide to Learning & Development 
 

This is the second in a seven part series that looks at:

1. Making the Case for Competency-based Learning & Development
2. Learning & Development: Facts, Figures & Findings
3. How Competencies Support Learning & Development
4. The Learning Cycle at the Individual Level
5. The Learning Cycle at the Organizational Level
6. Evaluating the Impact of Competency-based Learning and Development
7. Implementing Competency-based Learning & Development

The amount of money spent on learning and development world-wide is astounding. In the US alone in 2010, expenditures for training, including payroll and spending on external products and services, were $52.8 billion. It is important, therefore, to ensure that the best value is being obtained, and that HR and Training professionals can demonstrate in substantive terms the impact on corporate productivity and profitability.

In a recent study by Aberdeen (2012), the analyst noted that “Organizations are faced with two parallel tracks driving their learning efforts. To deliver knowledge that will improve performance today, and build capability that will ensure performance tomorrow.” Having a common language to evaluate and develop new employees is critical to learning and performance management success. Competencies play a significant role for these organizations, with 67% indicating that their competency models are integrated with their learning and development initiatives, and 61% integrating competencies with performance management. These organizations also look to a combination of job role specific competencies and organizational competencies grounded in company values when selecting and evaluating new employees.

A shortage of key skills in the external market was the number one pressure identified in Aberdeen’s September 2012, Talent Acquisition study (cited by 55% of respondents). Organizations know that if they cannot “buy” talent in the external marketplace, and if they wish to remain competitive, they must develop their talent from within.

Some of the pressures being addressed through learning include:

• changes to product, process or strategy, requiring re-education and re-alignment of the organization - 45%
• lack of key skills in the marketplace requires development from within – 40%

Interestingly, of the organizations surveyed (Aberdeen, 2012), 32% indicated they extend learning to parties outside the organization - to customers, partners, resellers or some combination. The main reasons are to:

• Improve product knowledge (54%)
• Improve satisfaction with products / services (43%)
• Generate revenue from learning programs (30%)
• Increase brand awareness (24%)

The trend among top performers is to not only focus on understanding and supporting business needs, but also to adopt innovative ways of delivering on those goals. Best-in-Class organizations have gone beyond linking learning to business goals. They are differentiating themselves in the following ways:

• 31% more likely to adopt new learning delivery modalities to support diverse learning styles;
• 41% more likely to identify subject matter experts to capture and transfer their expertise; and,
• 129% more likely to focus on extending learning outside the enterprise to customers and / or channel partners

In terms of learning modalities, top performing organizations use blended learning approach (67%), have formal on-the job training (82%) and have formal coaching (74%). The study indicated that top performing organizations “seem to focus on more on ‘in the moment’, contextualizing learning experiences” as compared with their lower performing counterparts, noting that this type of reinforcement is critical for ensuring learning effectiveness.

Best-in-Class organizations are also differentiating themselves in the adoption of some emerging technologies, layering additional technology to help support their learning programs. They are:

• 93% more likely to have social learning as part of their formal learning strategy;
• 94% more likely to leverage user created video content; and,
• 119% more likely to utilize mobile learning solutions.

In terms of setting the stage for successful Learning and Development programs, Aberdeen (2012) noted that “Improving organizational performance requires developing a mindset and culture of ongoing learning and performance management, in addition to the adoption of the appropriate supporting tools and technologies to support learning throughout the organization for learners, no matter where they reside.” The study found that:

• 78% of Best-in-Class organizations have visible senior leadership support for learning and development
• 71% of Best-in-Class organizations assess individuals to identify gaps in required job role skills or knowledge.

The study also noted (Aberdeen, 2012) that higher success in delivering learning programs that have an impact on organizational performance results from taking a holistic view of learning, as well as organizational commitment to creating a high-performance culture. By a two-to-one margin, Best-in-Class organizations not only demonstrate the impact of learning on overall organization performance and profitability, they validate that impact through data.

In terms of defining learning needs, top performing organizations bring together customer, manager and employee insights to deliver performance results. Eighty percent (89%) of Best-in-Class organizations incorporate customer feedback, or customer trend information, to set learning priorities, and are 23% more likely than others to do so. The lesson is that learning leaders should spend more time with customers and customer service and sales leaders, as well as monitor social media in establishing learning needs and in designing programs.

The study underscores the requirement for a good Competency Framework as the foundational building block for high impact Learning and Development initiatives, noting that Best-in-Class organizations are 39% more likely that all other organizations to have organizational competencies defined (75% vs. 54%)

Technology plays a role in Learning and development by helping organizations manage performance on an individual level, which translates into performance results on an organizational level:

• Organizations with performance management solutions are 48% more likely than all other organizations to have performance goals in place that are agreed to by managers and employees (89% vs. 60%):
• Organizations with a Learning Management System (LMS) in place are 28% more likely to have development plans in place and agreed to by managers and employees (82% vs. 64%) - having those plans in place was the number one most cited capabilities among Best-in-Class;
• Organizations with an LMS indicated that on average, 74% of employees achieve ratings of “exceeds expectations” or higher on their last performance review, as compared with just 55% of employee at organizations without one;
• Organizations with automated performance management solutions in place saw 7% year-over-year growth in revenue per FTE, as compared to 4% year-over-year growth for organizations without such solutions

However, while technology facilitates communication between managers and employees, technology alone is not the entire answer. To ensure that Learning is having the desired impact, 42% of Best-in-Class organizations evaluate impact at least twice a year as part of their performance management review and discussions, and 24% do this on a monthly or quarterly basis.

Aberdeen Article:
Lombardie, M. (2012). Learning and performance: Developing for business results. Aberdeen Group Inc. http://www.aberdeen.com/

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The next blog in this series examines how competencies support Learning & Development. Sign up to our blog’s mailing list through the form on the right-hand side to receive the rest of the series in your inbox.

HRSG is a leader in competency-based learning and development solutions and training. Contact us today to find out how we can help you.

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Want to learn more? Competency-based Talent Management, or CbTM, is the best practice for defining job requirements and building effective HR programs to develop skilled, engaged and productive workforces. Download this Best Practice Guide to learn how competencies can increase workforce effectiveness and improve business practices.

Making the Case for Competency-based Learning & Development

Part 1 of 7 of the CompetencyCore^TM Guide to Learning & Development

This is the first in a seven part series that looks at:

1. Making the Case for Competency-based Learning & Development
2. Learning & Development: Facts, Figures & Findings
3. How Competencies Support Learning & Development
4. The Learning Cycle at the Individual Level
5. The Learning Cycle at the Organizational Level
6. Evaluating the Impact of Competency-based Learning and Development
7. Implementing Competency-based Learning & Development

There are few jobs where employees are able to begin work and be fully effective on the first day of employment. Learning about the job and the organization is necessary in almost every case. This is especially true for certain occupations like police or military where the skills do not fully exist on entry and have to be taught from the start. Continuous learning and development is also necessary in sectors, such as Energy and Oil & Gas, where compliance to standards is essential for safety and productivity, and in sectors that are evolving rapidly, such as in Information Technology and Telecommunications.

It is well recognized that learning programs have to focus on the needs of the employees to ensure assigned functions are preformed correctly and productively. Yet, we regularly see organizations spending a great deal of money and time on unfocused, broad brush programs that do not necessarily address the learning needs of individual employees and the organization as a whole.

Learning and Development is no longer a “nice to have” for most organizations. Competitive challenges are pushing organizations to institute or enhance their learning and development initiatives to improve organizational performance. As Aberdeen (2012) notes in a recent analysis on Learning and Performance, customer needs and marketplace forces change rapidly. In-demand workers, move from organization to organization, and from job to job quickly. In addition, organizations are leveraging temporary and contingent labor more and more to rein in costs related to employee salaries and respond to quickly changing market characteristics. As well, companies are going to market through channel partners and resellers. Whereas in the past learning and development tended to extend only to internal resources, in best practice companies learning is now being extended to the broader organizational ecosystem involved in the delivery chain. Organizations can no longer afford the time or money to invest in learning that will not directly impact their ability to execute business strategy.

Increasingly learning and development costs are a major part of an organization’s budget and getting the best result from the expenditure is very important. Competency-based learning targeted to specific employee needs is an alternative that reduces costs and focuses learning to significantly improve the Return on Investment.

Competencies provide the standards against which employee development needs can be assessed and priorities can be set against the business needs of the organization. They can be used as the foundation for designing targeted programs with learning outcomes that directly link to the competency requirements. Finally, competencies provide the framework for measuring the success of the learning initiative in terms of the extent to which the employees can perform to the standard required and deliver results that ensure the ongoing success of the organization. In this way, costs are controlled, organizational needs are met and employees become more productive.

This series focuses on Learning and Development and how a Competency-based approach can be structured to significantly improve the learning and development process.

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The next blog in this series examines facts, figures and findings of a recent study on Learning & Development. Sign up to our blog’s mailing list through the form on the right-hand side to receive the rest of the series in your inbox.

HRSG is a leader in competency-based learning and development solutions and training. Contact us today to find out how we can help you.

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Want to learn more? Competency-based Talent Management, or CbTM, is the best practice for defining job requirements and building effective HR programs to develop skilled, engaged and productive workforces. Download this Best Practice Guide to learn how competencies can increase workforce effectiveness and improve business practices.