dr wim brits- setting up and managing a corporate development centre
TRANSCRIPT
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11th Annual ASTD International Conference
Setting up and managing a corporate development centre (Corporate university)
Presentation by Wim Brits
South African Reserve Bank Academy March 2015
Disclaimer: The views expressed herein are those of the author and do not reflect the official views of the South African Reserve Bank Group
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§ What is a corporate university (CU)? § Leading CUs in the world § Purpose (need?) § Evolution of CUs § How does it differ from the traditional training function?
§ Twelve success factors for establishing a CU § Establishing the CU § The CU structure § Recommended books
Agenda
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What is a corporate university?
A strategic learning and developing entity, which aims to establish, enhance and renew the organisation's core competencies, allowing it to
respond successfully to changing business challenges
Prof Theo Veldsman, University of Johannesburg
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§ UPS Global Learning Network § Defense Acquisition University § Capital One University § VZU (Verizon University) § Accenture Leadership Centre § McDonald’s Hamburger University § IBM University § P&G University (Proctor & Gamble) § Vanguard § KPMG University Connection Source: Corporate University Enterprise, Inc.
Leading CUs in the world
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Corporate universities
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Crisis need Opportunities need
Quick fix need Scheduled service need
Renewal
Proactive Reactive
Maintenance Rademakers (2009)
Purpose
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Crisis need Opportunities need
Quick fix need Scheduled service need
Renewal
Proactive Reactive
Maintenance Prospectus/ catalogue driven
Generic training offered to address short team individual needs
Multiple career paths, integrated L&D delivery, shift to talent management
Global war on talent, staff morale, retiring baby boomers, mergers
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3.
Tactical -‐Organisational
4. Strategic -‐
Organisational
1.
Tactical -‐Individual
2. Strategic -‐Individual From an
individual to an organisational orientation
From a tactical to a strategic orientation Karen Barley (2010)
Evolution Your business
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Tactic, tactics…
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In this quadrant, the emphasis is on the tactics of learning and development, and on the employees as individuals.
This quadrant is best described as a network of learning and development activities associated with specific requirements for skills and competencies.
1. Tactical/Individual
Focuses on building employee
competence
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In this quadrant, the emphasis is on the tactics of learning and development, and on the employees as individuals.
This quadrant is best described as a network of learning and development activities associated with specific requirements for skills and competencies.
There may be more than one training unit in the organisation but these training units are not necessarily linked or tied to one another, and it is unlikely that an integrated company-wide learning management system would be in place.
1. Tactical/Individual
Focuses on building employee
competence
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This quadrant is more strategic yet still focuses on developing employees as individuals.
2. Strategic/Individual
Focuses on performance improvement
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This quadrant is more strategic yet still focuses on developing employees as individuals.
Multiple training units may still exist, but are linked to performance management, not merely competencies. Performance management, as established and aligned with an organisation’s performance system, is the driver in this quadrant, which is also why this quadrant is more strategic
.
2. Strategic/Individual
Focuses on performance improvement
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The emphasis in this quadrant is on building organisational efficiencies through learning and development, concentrating on learning tactics and organisational strategies.
The emphasis is on operational components, such as one common learning management system and a one-stop access point for all learning.
3. Tactical/
Organisational
Focuses on building organisational
efficiencies through training
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The emphasis in this quadrant is on building organisational efficiencies through learning and development, concentrating on learning tactics and organisational strategies.
The emphasis is on operational components, such as one common learning management system and a one-stop access point for all learning.
The presence of the corporate university (academy) is a single, integrated approach to all development activities in the organisation. The kinds of delivery are more sophisticated, offering action learning and blended learning opportunities that blur the line between learning and work.
3. Tactical/
Organisational
Focuses on building organisational
efficiencies through training
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Learning and development truly become a competitive business variable in this quadrant.
Learning and development appear on the company’s scorecard and take accountability for their role in organisational performance during both good and bad times.
4. Strategic/
Organisational
Integrated line of business to
leverage learning for competitive
advantage
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Learning and development truly become a competitive business variable in this quadrant.
Learning and development appear on the company’s scorecard and take accountability for their role in organisational performance during both good and bad times.
Learning occurs throughout the organisation, not only in training classes. Discussion groups, think tanks, specialised workshops and action learning are as popular as formal courses. The impact and return on investment from learning interventions are regarded as crucial.
4. Strategic/
Organisational
Integrated line of business to
leverage learning for competitive
advantage
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The traditional training function “training the old way”
Get trained
Developing knowledge and skills
Tactical
Reactive
Fragmented, duplication and waste
Individual employee client
Staff function
Classroom based Pre-‐scheduled & open enrolment – training catalogues & prospectus Broad content & wide audience
Full-‐time trainers
Instructor-‐led
Passive learning
Traditional training function & the CU
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Training too broad/general?
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The traditional training function The corporate university approach “training the old way” “learning the new way”
Get trained Corporate University (academy) as metaphor for continuous learning
Developing knowledge and skills Improving business performance & solving business problems
Tactical Strategic
Reactive Proactive
Fragmented, duplication and waste Education portal / umbrella – coordinated and cohesive
Individual employee client Employee, teams, customers & suppliers
Staff function Business unit (separate department)
Classroom based Anytime and anywhere (e.g. on-‐line learning) Pre-‐scheduled & open enrolment – training catalogues & prospectus
TNA, JIT learning, cycle times, real time & real problem solving
Broad content & wide audience Customised curricula for job families
Full-‐time trainers Internal specialists, industry practitioners & thought leaders
Instructor-‐led Variety of learning modes (Blended)
Passive learning Active learning supported by electronic learning
Traditional training function & the CU
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Twelve success factors for establishing a CU Source: Jack J Phillips
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Twelve success factors for establishing a CU
1. Clarify role and strategy
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs 5. Address performance improvement
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs 5. Address performance improvement 6. Pursue a variety of learning transfer strategies
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs 5. Address performance improvement 6. Pursue a variety of learning transfer strategies 7. Develop partnerships with key executives
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs 5. Address performance improvement 6. Pursue a variety of learning transfer strategies 7. Develop partnerships with key executives 8. Manage the CU as a business
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs 5. Address performance improvement 6. Pursue a variety of learning transfer strategies 7. Develop partnerships with key executives 8. Manage the CU as a business 9. Demonstrate the value of the CU
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs 5. Address performance improvement 6. Pursue a variety of learning transfer strategies 7. Develop partnerships with key executives 8. Manage the CU as a business 9. Demonstrate the value of the CU 10. Stay relevant to customers
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs 5. Address performance improvement 6. Pursue a variety of learning transfer strategies 7. Develop partnerships with key executives 8. Manage the CU as a business 9. Demonstrate the value of the CU 10. Stay relevant to customers 11. Involve managers and specialists in the learning cycle
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Twelve success factors for establishing a CU
1. Clarify role and strategy 2. Always have a champion 3. Establish proper governance 4. Align with business needs 5. Address performance improvement 6. Pursue a variety of learning transfer strategies 7. Develop partnerships with key executives 8. Manage the CU as a business 9. Demonstrate the value of the CU 10. Stay relevant to customers 11. Involve managers and specialists in the learning cycle 12. Market the CU in a strategic and subtle way
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Establishing the CU Source: Theo Veldsman
36
Compare “To be” and “As
is” states in terms of: offerings, processes/ modalities,
modes, participants, providers,
technology, facilities/
infrastructure. Determine gaps
and prioritise against business
needs
10
Make decision to proceed or not.
If yes, proceed with balance of route map
3
Turn high level profile,
positioning and design of CU
into operational model (“To be”)
with value-adding
measurement model and
metrics
6
Consolidate all current learning/teaching (“As is”)
under CU governance structure and processes without disrupting current
state of delivery
7
Devise branding
strategy and plan and roll
out
9
Align enabling/
reinforcing people
management policies and
practices (e.g. performance
management)
8
Conduct CU feasibility study: • Business case • Value proposition • High level profiling, positioning, design, funding of CU • Expected outcomes • Benefits/cost analysis • High level implementation road map
1
Ongoing 4
Set up high level CU governance structure
and processes to oversee CU design and
implementation
5
2 Obtain buy-in and build
commitment amongst key stakeholders
Devise and
imple- ment
strategy/ plan to
close gap
11
2
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The CU structure -‐ SARB Academy
Governor
Head: School for Central Banking
Head: School for Operations
Head: School for Leadership
Head: Skills Planning
Head: Shared Services
L & D Consultants L & D Consultants L & D Consultant
SDF
Data Analyst
Risk Management
& Compliance
Events Coordinator
LMS Administrator
Team Leader:
Finance & Admin
Budget Officer
Four L & D Administrators
E-‐Learning Specialist
Head: SARB Academy
Chief Operating Officer
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Head: School for Central Banking
Head: School for Operations
Head: School for Leadership
Head: Skills Planning
Head: Shared Services
L & D Consultants L & D Consultants L & D Consultant
SDF
Data Analyst
Risk Management
& Compliance
Events Coordinator
LMS Administrator
Team Leader:
Finance & Admin
Budget Officer
Four L & D Administrators
E-‐Learning Specialist
Specialist career path
Functional career path
Management career path
Governor
Head: SARB Academy
Chief Operating Officer
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Head: School for Central Banking
Head: School for Operations
Head: School for Leadership
Head: Skills Planning
Head: Shared Services
L & D Consultants L & D Consultants L & D Consultant
SDF
Data Analyst
Risk Management
& Compliance
Events Coordinator
LMS Administrator
Team Leader:
Finance & Admin
Budget Officer
Four L & D Administrators
E-‐Learning Specialist
Strategic Skills
Committees
Governor
Head: SARB Academy
Chief Operating Officer
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Head: School for Central Banking
Head: School for Operations
Head: School for Leadership
Head: Skills Planning
Head: Shared Services
L & D Consultants L & D Consultants L & D Consultant
SDF
Data Analyst
Risk Management
& Compliance
Events Coordinator
LMS Administrator
Team Leader:
Finance & Admin
Budget Officer
Four L & D Administrators
E-‐Learning Specialist
Strategic Skills
Committees
Human Resources Department
Governor
Head: SARB Academy
Chief Operating Officer
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Head: School for Central Banking
Head: School for Operations
Head: School for Leadership
Head: Skills Planning
Head: Shared Services
L & D Consultants L & D Consultants L & D Consultant
SDF
Data Analyst
Risk Management
& Compliance
Events Coordinator
LMS Administrator
Team Leader:
Finance & Admin
Budget Officer
Four L & D Administrators
E-‐Learning Specialist
Strategic Skills
Committees
Human Resources Department
Strategic apex
Governor
Head: SARB Academy
Chief Operating Officer
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Recommended books
Mark Allen, Editor
Richard Dealtry
Jeanne Meister
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Conclusion …
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Questions