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1 -Learning Story- Creating an Enterprise Learning Organization (a.k.a. Aligning the Planets)

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Presentation on theme: "1 -Learning Story- Creating an Enterprise Learning Organization (a.k.a. Aligning the Planets)"— Presentation transcript:

1 1 -Learning Story- Creating an Enterprise Learning Organization (a.k.a. Aligning the Planets)

2 2 Project Objective Objective: Structure and leverage all learning resources to support all LoBs in non-business specific learning with the goal of: Eliminating duplication of programs, while establishing customization processes (including facilitator) Standardizing process methodology (ADDIE: Assess, Design, Develop, Implement, Evaluate) and technology platforms Design the ideal learning organization for a $10B company on a blank piece of paper (assume no existing structure or training content)

3 3 Non-Business Specific Learning Defined Definition: Any non-technical topic that is relevant to more than one line of business based on similar learning objectives, where up to 20% customization will satisfy differing LoB needs

4 4 PopulationLearning needsSample TopicsMake/ Buy Year Sr. Level Managers Middle Level Managers Beginning and Emerging Managers Leadership Development, Lvl 3 Leadership Development, Lvl 2 Leadership Development, Lvl 1 Will break down into specific topics, such as priorities setting, change management, motivating others, building teams 90% buy 50% buy 90% make One Salaried Individual ContributorsPerformance-Driven Professional Development Skills Analysis Needed to Determine, could include professionalism, dealing with change, teamwork, decision making 90% makeOne (after Ldrship Dev) Sales Leaders and P&L Owners (DMs, RVPs, Branch Ops Mgrs) Financial Acumen; Lvl 1, 2 and 3Enhancing Margins, Maximizing EBITDA, Understanding P&L 80% makeOne Hiring managers and others involved in the interview process Hiring/StaffingInterviewing skills, compliance issues100% makeOne All LevelsDesktop; other generic IT skillsExcel, PPT, Outlook100% buyOne Inside Sales, Drivers, Customer Service Reps, Acct Mgrs, Office Mgrs Customer ServiceFoundational customer service100% makeOne Mid Level and Sr. Managers (Other)Financial AcumenEnhancing Margins, Maximizing EBITDA, Understanding P&L 80% makeTwo IT, HR, Finance & Ops (will evaluate project based roles by LoB) Project ManagementSpecific methodology or basic principles of PM to including planning, tollgate process 100% buyTwo Operations, IT, HR, Finance (evaluate process oriented roles by LoB) Process Management /CI/BPIProcess mapping, six sigma, continuous improvement 100% buyTwo COE will own ongoing maintenance of orientation, on-boarding, compliance and other Enterprise HR training Make vs. buy recommendations are based on audience level, audience size (for larger population is it typically less expensive to make), quantity of starter materials, specificity of content to company Enterprise Wide 2 Year Learning Strategy

5 5 Current State Learning Resources * Note: This represents HR Coordinators and Generalists that are currently performing learning work that would be performed in future state by the centralized learning team or Learning Manager (it does not include delivery of training which would continue to be decentralized if customized) Dedicated Learning FTEs in HR: 5 Additional FTEs: 5.5 Single HR resources spending 50 – 75% of time on learning: 2.0 FTEs Additional HR Coordinator/Generalist FTEs *: 3.5 Total FTEs: 10.5 Company is significantly under resourced in Learning for a $10B company, therefore comparison of future state headcount to current state is somewhat misleading Median L&D staff from top industry study: 6.2 staff per 1,000 learners in 2009 Company learner populations: exempt associates = 5838 nonexempt associates = 9496 career level manager and above = 1971

6 6 Future State Org Design Option 1 – Org Chart Learning COE Leader Learning Manager (3 LoBs) Learning Manager (3 LoBs + Can) Learning Manager (3 LoBs) Program Mgr (higher level) Program Mgr (lower level) Lead Instructional Designer Instructional Designer Instructional Designer E-Learning Specialist LMS Administrator Program Coordinator (supporting COE) Program Coordinator (supporting LMs) Notes: This design is based on a heavy make vs. buy model (need to validate philosophy with HRLT) The recommendation is for the Learning Mgr role to be decentralized year 1 (or until business is ready for centralization) with strong dotted line to Learning COE Leader and providing direct support to all assigned LoBs (with emphasis on big 4); If currently responsible for business specific learning, spend year 1 transitioning responsibilities outside of HR Trainers are program dependent and could be Learning Mgr, Program Mgr, Instructional Designer, business person, outsourced trainer. We are not currently recommending a full time trainer on staff for year 1. # of Program Coordinators will need to be re-evaluated and be scaled as content is ready for rollout

7 7 Alternatives to Scale Back Option 1 Resources In priority order: From four to three Instructional Designers From two to one Program Coordinator (year one) From four to two Instructional Designers (heavier buy model) Last resort… From three to two Learning Managers with alternate grouping of businesses

8 8 Model SummaryHigh Level Supporting Processes Centralized Learning Center of Excellence (COE); Program Managers own content areas and work with Instructional Designers where a make solution is chosen; decentralized Learning Account Managers each support the three groupings of businesses in assessing needs and delivering solutions Develop annual Learning Plan; plan for x% of time throughout year to be spent on Performance Driven learning needs that arise outside of Plan - utilize prioritization methodology to evaluate these needs; where need is single LoB or cannot be met within LoB timeframe (but non- business specific topic), LM diagnoses and builds solution that can be used across LoB in the future; advanced 201 + level courses to be reviewed by COE prior to LoB specific course development BenefitsLinking Mechanisms Decentralized LMs ensure customer focus, easier transition (greater buy in and less resistance), accountability for business relevancy, and business specific tasks owned by business; centralized COE ensures consistency of ADDIE quality and no duplication To link LMs to centralized team: strong dotted line, regular team meetings with full participation, connection through design process (defined check ins and/or sign offs); LM, PM and ISD work closely together on project Downsides and RisksOutsourcing Considerations Decentralized LM means potentially competing priorities and less incentive to collaborate (held accountable to meeting needs of LoBs, not best solution for company); model supports customization leading to administration of course offerings by LoB thus org design is in middle of continuum of efficiency; Risk of falling back to current state duplication Trainers are dependent on program and could include outsourcing Future State Org Design Option 1 – Details

9 9 Future State Org Design Option 2 – Org Chart Learning COE Leader Program Manager (3 LoBs) Program Manager (3 LoBs + Can) Program Manager (3 LoBs) Lead Instructional Designer Instructional Designer Instructional Designer E-Learning Specialist LMS Administrator Program Coordinator (supporting COE) Program Coordinator (supporting PMs) Notes: Program Managers hold dual responsibilities: ownership of multiple content areas across the enterprise (Leadership Development, Financial Acumen) AND account mgmt. for grouping of businesses (acct mgmt responsibilities include general needs assessment and prioritization, as well as being the single point of contact for mgmt and HR questions re: COE programs); from 1 st model, responsibilities of Program Manager and select responsibilities of LM are combined into this Program Mgr role in model 2 Needs assessment for a particular program is owned by that Program Manager who seeks input on needs for that program from HR generalist point of contact (one per grouping of business); Programs are then developed and delivered in standardized fashion with learners from multiple LoBs in a single offering; Model therefore does not account for customization of content Trainers are program dependent and could be Program Mgr, Instructional Designer, business person, outsourced trainer. We are not currently recommending a full time trainer on staff for year 1. # of Program Coordinators will not increase as dramatically going forward due to shared offerings External Consultant * * Available at a fee where COE cant accommodate need (not planned in the strategy, not able to be prioritized in the 20% flex, nothing exists already, beyond a quick project by Lead ISD)

10 10 Alternatives to Scale Back Option 1 Resources In priority order: From four to three or two Instructional Designers From two to one Program Coordinator (year one)

11 11 Future State Org Design Option 2 – Details Model SummaryHigh Level Supporting Processes All resources are centralized; Program Manager owns learning topics (Leadership Dev., Financial Acumen, Desktop, etc) AND is liaison to a group of LoBs (ideally aligned to HRLT). As liaison, they are the single point of contact for questions on all COE programs so must be knowledgeable of all solutions Develop annual Learning Plan; plan for x% of time throughout year to be spent on Performance Driven learning needs that arise outside of Plan - utilize prioritization methodology to evaluate these needs; where need is single LoB or cannot be met within LoB timeframe (but non-business specific topic), involve HR or retain external consultant BenefitsLinking Mechanisms Centralization provides greater control and standardization, less duplication of duties amongst LMs in other model, and increased collaboration (thus quicker to market when needs of various LoBs differ). PMs responsible for understanding needs of their businesses still ensures customer focus. PMs have responsibility to specific lines of business but also have responsibilities across the enterprise. Course offerings shared across LoBs driving efficiency and company wide culture. PM and ISD work closely together on project ; link to business needs through HR generalists and process; Learning Council governance board of business leaders to ensure business relevancy Downsides and RisksOutsourcing Considerations Resistance by lines of business; relationships between corporate learning resources and line of business management may be less effective; model does not support customization Trainers are dependent on program and could include outsourcing

12 12 Questions to Consider when Determining Best Model and Staffing Levels for company Driving the right model: Customization vs. efficiency? (Option 1 vs. Option 2) Driving Staffing Levels: Make versus buy? (Drives # of instructional designers and vendor spend for buy solutions) How will learners be enrolled in courses? Purely by choice? By a nomination process for some courses (ie Leadership)? Mandatory attendance for select training topics? (Drives initial staffing levels)

13 13 Org Design Options – Evaluation of Alternatives Org Design CriteriaCurrent State Option 1Option 2 Strategy Driven: Enterprise (All LoBs) Business strategy drives the learning strategy which drives org design 245 Leveraging all learning resources (people, tools, technology) across the entire enterprise245 Accountability: Must ensure accountability to our objective of no duplication and limited customization to drive optimization of resources 145 Allows for flexibility and LoB specific needs343 Allow for talent driven and performance driven learning (have a plan but must be able to react JIT to performance based issues throughout the year) 254 Defines and allows for career development of learning professionals254 Scaleable (allows for growth of business and/or additional training needs)244 Cost, quality, time focused: Ensure quality, relevant training in a cost effective manner delivered on time with consistent standards across the enterprise 144 Technology enabling: Must support a move toward technology driven learning255 TOTAL1739 Its a Tie Game but both options are significantly improved from current state… the decision depends on which criteria are more important

14 14 APPENDIX

15 15 Responsibility Summary Responsible for overall enterprise wide Learning Strategy and implementation Direct learning initiatives across al lines of business with competing priorities; Oversees prioritization of business needs and makes ultimate decisions Ensures ADDIE quality Balances needs for Talent Driven and Performance Driven learning Manages staff and budget Manages relationships with GSC leadership; works with Learning Account Managers to build relationships with LoB Leadership to align learning objectives with business goals Responsible for learning metrics (departmental and program specific) to ensure improved associate performance Review COE operations for efficiency and productivity and lead process redesign efforts as required Drives the strategy and the process for the selection of vendors; Develops and implements metrics to assess vendor performance and apply continuous improvement with HR Planning & Operations Establishes and oversees the Learning Council as a form of governance Assist business in performance consulting, where needed Job Profiles – Option 1 and 2 Job Title: Learning COE Leader (1) Reports to: TBD Roles: Strategist; Manager; Needs Analyst; Performance Consultant; Instructor

16 16 Responsibility Summary Partner with Senior LoB leadership to understand business strategy and learning priorities; determines learning need commonalities across LoBs, brings needs, trends, gaps to COE as primary interface between LoB leadership and COE (the face of the COE to the business); helps COE in prioritizing projects and recommending appropriate solutions Performance consulting with field and HR mgmt: diagnosing performance problems and determining appropriate solutions – training, coaching, etc – and referral if needed to alternate resources (to OE, HR, etc) Work with business and HR partners to proactively identify skill gaps; Leverage proper solutions to close gaps Conduct needs analysis w/in LoBs for specific COE learning initiatives Central point of contact for LoB management and HR on COE programs Drive acceptance/usage of COE products and services within LoBs; Ensure no duplication of programs and services Be knowledgeable about the learning landscape within LoBs (ex: technology constraints) Perform 20% customization of content and communications, where necessary Implements communication strategy for learning solutions using standardized templates Responsible for delivery of solution within LoBs including identification of target population (jobs), identification of trainers, and working with Program Coordinator to communicate needed program logistics; ensures ongoing delivery of program (new hires, those new to job) Handles LoB requests that cannot be met by COE by timeframe due to priorities, ensuring that design is aligned with standardized approach Manage the change as the new structure is implemented Drive learning culture within LoBs Interface to business specific learning within LoBs Job Profiles – Option 1 Notes: LMs are decentralized year one; move to centralized when businesses are ready; If currently responsible for business specific learning, spend year 1 transitioning responsibilities outside of HR Job Title: Learning Account Manager (3) Reports to: HRLT Roles: Needs Analyst; Performance Consultant; Marketer; Instructor; Transfer Agent

17 17 Responsibility Summary Responsible for overall success of learning program and development/management of scope, schedule, budget Seeks input from LMs and other SMEs on program needs, scope, audience, learning objectives, timing, delivery method, and resource requirements to ensure course development reflects holistic input, content relevance and effective implementation strategy; analyze needs and determines commonalities; Partners with LM and HR professionals as required to assist in needs analysis process Identifies resource needs (Instructional Designer, e-learning specialist, SMEs, trainers); influences the fulfillment of such needs Works with Instructional Designer and other resources to ensure timeline milestones are met If an off the shelf buy solution: Leads all vendor RFP, selection and SLA efforts, in conjunction with HR Planning & Operations; Establishes and manages vendor relationships; Reviews and standardizes current vendor contracts within areas of content responsibility to remove current duplication of vendor content Works proactively on implementation plan with Learning Account Managers throughout, to proactively address potential LoB learning style and implementation issues Drive program delivery with LMs Crafts template Program Communications for field Owns definition, collection and roll-up of Program metrics; works with Learning Account Managers to collect LoB metrics and reports back out May deliver training on Program Ongoing ownership of assigned programs: maintenance of program content (engages ISD as needed), quality, engagement May project manage aspects of the transition to the new structure including creation of standards and processes (ex: the development of new standardized ADDIE processes) Job Profiles – Option 1 Job Title: Program Manager (2) Reports to: COE Leader Roles: Needs Analyst; Program Designer; Marketer; Instructor; Evaluator; Transfer Agent

18 18 Responsibility Summary Account Management Responsibilities: Partner with Senior LoB leadership to understand business strategy and learning priorities; brings needs, trends, gaps to COE Drive acceptance/usage of COE products and services within LoBs; Ensure no duplication of programs and services Central point of contact for LoB management and HR on COE programs Program Management Responsibilities: Responsible for overall success of learning program Conduct needs analysis w/in LoBs for specific COE learning initiatives using central HR point of contact for each grouping of businesses Based on business input, determines scope, audience, learning objectives, timing, delivery method, budget, and resource requirements Works with Instructional Designer and other resources to ensure timeline milestones are met If an off the shelf buy solution: Leads all vendor RFP, selection and SLA efforts; Establishes and manages vendor relationships; Reviews and standardizes current vendor contracts within areas of content responsibility to remove current duplication of vendor content Develops and implements communication strategy for learning programs, to be used across the enterprise Works with Program Coordinators to schedule program delivery and logistics; works with HR generalist point of contact to identify target population (jobs); identifies trainers; ensures ongoing delivery of program (new hires, those new to job) Owns definition, collection and roll-up of Program metrics May deliver training on Program Ongoing ownership of assigned programs: maintenance of program content (engages ISD as needed), quality, engagement May project manage aspects of the transition to the new structure including creation of standards and processes (ex: the development of new standardized ADDIE processes) Job Profiles – Option 2 Job Title: Program Manager (2) Reports to: COE Leader Roles: Needs Analyst; Program Designer; Marketer; Instructor; Evaluator; Transfer Agent

19 19 Responsibility Summary Performs all duties of Instructional Designers for own content areas (Lead Instructional Designer is a working manager that focuses on learning content delivered to higher level audience ie Leadership Development) Additionally: Manages and guides lower level Instructional Designers SME in learning evaluation and measurement, consulting with Instructional Designers as needed SME in development of new standardized ADDIE processes for new learning organization Handles customer Performance Driven (ad-hoc) training requests that cannot be accommodated with a full COE solution by offering tools, coaching, referrals to appropriate external vendors, etc; plays role of performance consultant in determining appropriate solutions Job Profiles – Option 1 and 2 Job Title: Lead Instructional Designer (1) Reports to: COE Leader Roles: Manager, Program Designer, Desktop Publisher, Instructional Designer, Instructor

20 20 Responsibility Summary Works with Program Managers and LMs to translate business requirements into learning content Develop an instructional strategy for each learning intervention based upon established learning objectives and the characteristics of a given target audience Manage the design and development of learning curricula and/or programs to meet the developmental objectives of the targeted audiences on schedule Determine the appropriate media for the instructional concepts/materials and develop (formal: instructor led slides, web based training, simulations, assessments, job aids, participant guide, instructor guide; informal: blogs, communities of practice, etc) Strong preference for blended approach and move toward increased e-learning Responsible for Train the Trainer Designs before, during and after learning components Evaluate existing training content for usability Conduct content research Create content outlines and detailed storyboards Engages e-Learning specialist where needed, based on delivery method Job Profiles – Option 1 and 2 Job Title: Instructional Designer (2) Reports to: Lead Instructional Designer Roles: Program Designer, Desktop Publisher, Instructional Designer, Instructor

21 21 Job Profiles – Option 1 and 2 Job Title: E-Learning Specialist (1) Reports to: Lead Instructional Designer Roles: Program Designer, Desktop Publisher, Instructional Designer, Instructor, Media/e-Learning Specialist Responsibility Summary Works with Instructional Designers on designing, developing, supporting and maintaining e-learning training components (simulations, graphical media, etc, etc) using various industry standard authoring technologies, design tools and multimedia applications Topic research, original content authoring, and user experience design Understand technology constraints in business and work with LoBs to address Benchmark, identify, research, pilot and implement new standardized learning technology solutions for the Learning function (working with business specific resources as well); forecast future needs and develop cost effective strategies aligned with business objectives; train learning resources on technology Resolve technical issues of learner with content

22 22 Job Profiles – Option 1 and 2 Job Title: LMS Administrator (1) Reports to: COE Leader Roles: Program Administrator Responsibility Summary Configure and manage the LMS based on understanding of business requirements Sets standards and process for all LMS users Works with LMS vendor and LMs to determine prioritization and rollout strategy of new functionality to meet customer requirements (ex: categories, key words, curriculums, notifications) Leads users group across company (field based instructor roles, etc) Partners with IT to understand and prepare for changes/upgrades Work with external content providers (ex: Skillsoft, AG) to prepare for integrations, uploads, etc. Assist with fine tuning system performance and troubleshooting system issues Understands reporting and creates standard and ad hoc reports Optimize LMS to support the effective and efficient delivery of a user-friendly LMS to the end user Manage course catalog and create courses and course components (facilities, keywords, competencies, delivery methods) in the system; advises Program Coordinators on the entry/management of course offerings Build standard end of course surveys in LMS that are broadly used for measurement Modify the user interface and workflow as needed for various programs

23 23 Responsibility Summary Collects and aggregates department metrics; prepares presentations Manage the billing process back to LoBs (LMS, external vendors, outsourced trainers, materials/food, etc) Day to day vendor management Track department budget Administer programs for GSC Assist with RFP process Own documentation and ongoing maintenance of SOPs and processes for group Provide research support for Instructional Designers Support Instructional Designers and Program Managers as needed Assist/backup other Program Coordinator in administering offerings as time is available Job Profiles – Option 1 and 2 Job Title: Program Coordinator supporting COE (1) Reports to: COE Leader Roles: Program Administrator

24 24 Responsibility Summary Coordinates and administers offerings, working closely with the LMs and Project Managers to understand course and program requirements Establish and manage course offerings in LMS where training is synchronous (produces roster for instructor, manages waitlist, etc) Monitors course registration Coordinates with trainers Books physical course locations where needed and coordinates with building point of contact for all program logistics Coordinates catering and course materials management (collating, shipping, copying, etc.) Organizes technical support as required On-site program support as necessary (i.e. classroom setup, assisting with requests during course, managing the venue setup/cleanup) Primary point of contact for learner questions about existing programs Close courses in LMS after completion (credits to students, etc.) Manage course evaluations Produces virtual events Tracks training; pulls LoB metrics by program Assists Learning Account Manager with higher level tasks as needed Job Profiles – Option 1 and 2 Job Title: Program Coordinator supporting Learning Account Managers (1) Reports to: COE Leader Roles: Program Administrator

25 25 Training Roles Below are some of the more common roles within a Training Department. Roles get bundled together to form jobs: Desktop Publisher: puts the instructional concepts/materials into the correct media (Job Aid, slides, Participant Guide, etc) Evaluator: designs and determines all levels of program evaluation Instructional Designer: preparing instructional materials Instructor: directing structured learning experiences Manager: planning, organizing, staffing, controlling, linking to other areas Marketer: selling training and services to target audiences Media/e-learning specialist: using technology to produce learning content Needs Analyst: defining gaps between ideal and actual performance and specifying causes Performance Consultant: diagnosing business performance issues and from there identifying management, process and learning problems in order to diagnose whether training or process redesign, etc is the appropriate solution Program Administrator: Ensuring facilities, equipment, materials, participants, and other learning components are present and that logistics run smoothly Program Designer: Preparing learning objectives, defining content, selecting and sequencing activities for a specific program Strategist: develops long range plans for what the training structure, organization, direction, policies, programs, services to accomplish the mission Transfer Agent: Helps individuals apply learning after the learning experience

26 26 Pros and Cons of Centralized vs. Decentralized Learning Account Managers DECENTRALIZED (STRONG DOTTED LINE TO LEADER) CENTRALIZED PROSCONSPROSCONS Customer focused Easier transition (less resistance) Less change for HRLT Accountability for business relevancy Allows for transition of business specific learning year one Tasks that are business specific are owned by the business (ex: delivery) Wear LoB hats Potentially competing priorities Less incentive to collaborate (held accountable to meetings needs of their LoBs, not best solution for company) Risk of falling back to current state Control Standardization Less duplication of duties amongst LMs Increased collaboration (thus quicker to market when needs of various LoBs differ) Less customer centric More change, more angst Less influence with business leaders More difficult linkages to business specific training, owned by business Have less knowledge to carry out business specific tasks

27 27 Templates Scoring Model Guidelines


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