1. Building Capability; The Context For A Development Program
Prioritize Capability Development
Target Development Activities
Manage The Talent Pipeline
Business Context & Priorities
Maximize Individual Performance
Build Benchstrength
Manage Top Talent

2. Building A Development Program
1 Clarify business priorities and desired outcomes.
2 Define the essential Competencies to be developed.
7 Measure outcomes.
On-going Support
Competency Profile
6 Provide help as participants apply their new Competencies on-the-job.
3 Assess the development needs of the target population, quantify the gap and set Program Goals.
Business Context & Priorities
Development Experiences
Needs Analysis
5 Develop a mix of on- and off-job experiences which enable participants to practice the new Competencies.
Infrastructure
4 Build the delivery and administration infrastructure.

3. 1 - Simple Capability Plan
Business
Strategy
Organizational Implications
Impact on Human Resources
Target Population’s Role

4. 2 - Competency Requirements (Knowledge, Skills, Behaviors)
Business
Technical
Personal & Professional

5. 3 - Initial Program Priorities
The Population and the Competencies with the potential for the highest impact on current business priorities
High
Impact
Low
Low
High
Opportunity for Improvement

6. 3 - Program Goals Create a product
E.g. Effective leaders; increased strength in key management competencies.
Achieve certain changes
E.g. Increased growth; increased customer satisfaction; reduced errors and waste; improved employee morale etc.  
Establish a process
E.g. Development of the organization’s leaders; team-based approaches.
Transmit the norms; the way things are done here
E.g. talent management; decision-making; strategic planning.
From: Mark Smith, 'Curriculum theory and practice'

7. 4, 5, 6 – Common Practices in Development Programs
Strategy
Targeting the investment where it will have the biggest impact;
Significant improvement in a few critical competencies.
Wherever the key competencies are required, regardless of title.
Prioritized for key populations.
“Globally Standardized, Locally Prioritized, Individually Customized”.
Design for sustainability
Bite-sized, digestible chunks using blended learning.
Up-front investment in technology infrastructure to reduce on-going costs of maintaining training through business downturns.
Integrated with key systems (Performance management, Talent tracking, Recruitment)
Integrated Development Program
Incorporating training in effective development strategies which achieve real changes in behavior;
Challenging on-the-job learning,
Feedback, personal assessment & a focused development plan,
Personal coaching,
Peer networking,
Enabling on-going self-development.
Supportive environment, culture and management practices;
Rewards & recognition.
Promotions & assignments.
Recruitment.
Management processes (Performance management, Talent management).
Training Component
Using technology to maximize participation, learning, behavior change and cost-effectiveness.
Increasing acceptance, transfer & application by addressing Tasks (e.g. what to do when an employee isn't getting the work done) v Topics (e.g. Performance Management).
Addressing the real situations and challenges the learner faces, and answering the learner’s questions.
Matching the “real world” media style and quality the learner experiences elsewhere.
Accessible when and where and how the learner wants it.

8. 4 – Delivery and Administration
Changes in behavior arise more from the appropriate application of what is learned, than from the specific knowledge or concepts acquired.
Skills training is a commodity.
At the Supervisor, FLL & MLL level, everyone everywhere in every industry needs the same basics; Setting Expectations, Listening, Giving Feedback etc.
Although there is “good skills training” and “bad skills training”, lots of vendors deliver good skills training equally well.
Many large, successful organizations purchase “off-the-shelf” teaching modules, and customize in-classroom practice modules.
How effectively the organization supports and reinforces competency development is more impactful than the choice of what models are taught.
“Maintaining the talent pipeline” must be a core company capability; “teaching leadership skills” need not be.
Most companies would be better off upgrading the skills of its Managers and HR specialists rather than developing a cadre of in-house trainers.

9. 4 - Development & Delivery Options
Do It Yourself
Develop content & materials, deliver training and manage the curriculum using in-house resources.
Partner
License most content & materials. Deliver training and manage the curriculum through a core of in-house resources, supplemented by outside partners/vendors.
Outsource
Outsource materials development, curriculum management and training delivery to an outside partner/vendor.

10. 4 - Essential Roles Role Responsibility Company’s Executive Leadership
Establish and support capability development as a business priority.
Steering Board
Focus and prioritize the program.
Company’s Training & Development Director
Chair the Steering Board.
Manage Curriculum development.
Manage vendor relationships.
Manage the Curriculum budget.
“Local” Curriculum-Responsibles
Focus the attention of management teams.
Validate content & priorities.
Manage communications.
Select attendees.
Drive local management involvement & support.
Coach managers and participants.
Support peer coaching.
“Local” Coach (preferably a Line Manager)
Support training delivery by assisting at workshops in “localizing” examples and exercises to the company’s local business issues.
“Local” Training Coordinator
Coordinate curriculum schedule, communications, enrolment, logistics, trainers.
Curriculum Logistics Manager
Coordinate materials production & distribution, vendor invoices.
Purchasing
Negotiate agreements with vendors. IT
Install & maintain E-Learning components.
Participant’s Line Manager
Ensure the participant translates the training & development into results by
endorsing and supporting the training,
setting goals and expectations before the training,
following up after training to discuss and reinforce what was learned,
recognizing and rewarding improved leadership behavior.

11. 5, 6 - Curriculum Components
Stage
What The Learner Needs
Components
Preparation
To hear about the relevance of the training to own business from own own line management.
To understand the relevance of the training to own job and future.
Personal learning goals.
Scripts for line managers to host local conference calls, team meetings
Web-based self- and 360 assessment
Instruction
To see the leadership concepts demonstrated in relevant situations.
Multiple means of accessing training modules, with personal control over the scheduling of training.
On-going feedback on own understanding of the concepts.
Self-Paced and E-Learning modules
Simulations
Practice
Opportunities to practice new skills, get feedback on own progress, and advice on how to apply and implement his/her new skills.
Workshops
Application
Tools that help apply his/her new skills.
On-going access to advice and feedback as s/he adapts and implements his/her new skills.
Job Aids
Peer Coaching
Materials to support line managers
Reinforcement
Occasional “refreshers and reminders”.
The opportunity to compare progress with and learn from his/her peers.
& web-based communications
Materials to support local meetings
Web-based Networks
Opportunity for re-assessment