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Enhancing Workplace Learning and Performance by Adopting Skills Framework
William Thien, Jonathan Chang, Kok Yan Siang EON Consulting & Training 1 November 2018
Supported by
Mr William Thien EON Consulting & Training Principal Consultant / Master Trainer PMC, CPC, SAE, CWLS MAIDT, BSc(Hons), GDPM
Williamhasworkedin:• Shipbuilding• Engineering• Hotel
Por:olio:• Talenta<rac>on• Compensa>on&benefits• Performancemanagement• Industrialrela>ons• TalentdevelopmentForthelast22years:• Humancapitalperformanceconsul>ng• TrainingRecentFocus:• Workplacelearningconsul>ng• Skillsframeworktraining
ProfileofPresenter
ImportanceofWorkplaceLearning&Performance
LeveragingtheSkillsFramework
CaseStudies
KeyLearningPoints
SelfAssessmentTool
Content
01
ImportanceofWorkplaceLearning&Performance
Importance of Workplace Learning & Performance
Workplace(Enterprise)
Profits(Results)
Work Performance
Worker Proficiency
• TheworkplaceistradiGonallyviewedasaplaceofwork,andnotaplaceoflearning• Withoutpurposefullearningatwork,systemicandcon4nuousperformanceimprovementmaynotoccur
AnEffecGveWorkplace=WorkandLearningbothtakesplace
Building an Effective Workplace
Inaleanworkforce,focusshouldalsobeontheproducGvityoflearning–attheworkplace
Source:McCall,LombardoandEichinger,surveyofnearly200execu>vesself-reporthowtheybelievedtheylearned;Wikipedia
WorkplaceLearning-LearningfromHands-OnExperience- Increasedscopeor
responsibili>es- Trainingormentoringothers- Projectsandspecialassignments
SocialLearning-LearningfromExposure- Observemoreexperienced
colleagues- Beingcoachedormentored- AUer-eventreview
FormalLearning–LearningfromStructuredEducaGon- Externalworkshops- Seminars- E-learning
Importance of Workplace Learning & Performance Building an Effective Workplace
70% 20% 10%
• Skillsstandardsaredifficulttodevelop,implementandsustainwithinacompany• Alignment is needed across jobs along the employee life cycle & conGnuous
reviewtokeepthemcurrent
ASract-Recruitment&Selec>on
Perform-PerformanceManagement
Grow-Career
Development
Engage-EmployeeEngagementandReten>on
OrganisaGon’sVision,MissionandCoreValues
Develop-Learning&Development
Retain-Career
Progression
BusinessEnvironment(Eg.Customers,Suppliers,CompeGtors,SubsGtutes)
PoliGcal,Economy,Social,Technology(PEST)
HumanCapitalValueAdd
Source:EONConsul>ng&TrainingPteLtd
Importance of Workplace Learning & Performance Key Challenge
02
LeveragingtheSkillsFramework
• Industry sector specific Industry TransformaGon Maps (ITMs) have beendeveloped
• 4mainpillars–ProducGvity,Jobs&Skills,InnovaGon&InternaGonalisaGon
Leveraging the Skills Framework The Industry Transformation Map
Industry Transformation Map (A skills and innovation-driven Economy)
Innovation • Leverage
technology • Value-creation • Enterprise
capabilities • Develop own
products & brands
Jobs & S
kills
• Manpower-lean • Skills for greater
value creation • Lifelong learning • HR capabilities to
maximise workforce potential
Internationalisat- ion
• Globally-competitive local enterprises
• Access to markets – Digital channels
• L e v e r a g e i n t e r n a t i o n a l networks
Productivity
• Higher-value added activities
• Operational excellence
• Shared industry platforms for mass adoption
• TheSkillsFrameworkisanintegralpartofITM,supporGngthe‘Jobs&Skills’pillar• It provides industry driven informaGon on job roles and skills for the human
capitalvalue-addacGviGes
Importance of Workplace Learning & Performance The Skills Framework (1/3)
ProducGvity
InnovaGon
InternaGonalisaGon
IndustryTransformaGonMapAskillsandinnova>on-driveneconomy
Jobs&Skills
Manpowerprofile
Skillsadequacy&relevance
Career&Wage
progressionpathways
Skillsu>lisa>on,HRprac>ces,Job
redesign&Workplacecondi>ons
SkillsFramework
SkillsMap–jobrole,cri>calworkfunc>on,keytasks,technicalskillsandgenericskills
CareerMap–jobs&progressionpathway
Importance of Workplace Learning & Performance The Skills Framework (2/3)
GenericSkillsandCompetencies–Basic,IntermediateandAdvancedescriptors
TechnicalSkillsandCompetencies–6levelsofknowledgeandabili>esdescriptors
Importance of Workplace Learning & Performance The Skills Framework (3/3)
WorkforcePlanning
TalentASracGon
PerformanceManagement
Learning&Development
TalentDevelopment
Selec>oncriteriadetermina>on
(Interview
Evalua4onForm)
Jobdescrip>on/Jobspecifica>ondraUing
(JobDescrip4on)
Jobrolesandresponsibili>esforjobdesign
Emergingskillsindemand
Performanceevalua>on
(PerformanceAppraisalForm)
Individualdevelopmentplanning
(IndividualDevelopment
Plan)
SkillsgapIden>fica>on
(Competency
AssessmentChecklist)
Careerdevelopmentplanning
(Career
DevelopmentPlan)
Organisa>oncareerpathwaysdevelopment
(CareerPaths)
• Competenciesmust be aligned to the job roles& performance expectaGons for eachmilestoneiniGaGve
• TheSkillsFrameworkisausefulresourceofjobrolesandcompetenciestosupportthis
03
CaseStudy1:CareerDevelopment
Case Study 1: Career Development Developing a Job Grade Structure for Career Development (1/5)
Background• OperatedinSingaporeforover40years• >200employees,withseverallong-serviceemployees• Jobrolesincludetoolinginspectors,mouldmakers,machinists,cam
programmers,storekeepers,drivers,packers,technicians,engineersHRPrac>ces• Jobstructure:2tracks–GeneralManagementandTechnical&Engineering;
12gradescoveringalljobrolesfromstoreassistantstodirectors• Rewardbasedonperformance,promo>onbasedonperformanceorupon
reachingmaximumofscaleImpact• Highwagecostbutemployeesarenotnecessarilyrightskilledfortherole• Bo<leneckinprogressionespeciallyfortheTechnical&Engineeringtrack
Case Study 1: Career Development Developing a Job Grade Structure for Career Development (2/5)
03 02 01
Provideacareerpathwayforthe
engineers
DifferenGatejobrolesandskillsrequirementsforeachjobgrade
ClarityinpromoGoncriteria
ProjectObjecGves
Case Study 1: Career Development
• AJobEvaluaGontoolwasdevelopedusingtheTechnicalSkillsandCompetencies(TSC)GeneralDescriptorsoftheSkillsFramework
• The4descriptorswereusedtoestablishthejobvalue
04 03
02 01 RESPONSIBILITY
Degreeofsupervisionandaccountability
AUTONOMY
Degreeofdecision-making
COMPLEXITY
Degreeofdifficultyofsitua>onsandtasks
KNOWLEDGE&ABILITIES
Required to support work as describedunder responsibility, autonomy andcomplexity
Developing a Job Grade Structure for Career Development (3/5)
Case Study 1: Career Development
CriGcalWork FuncGonsandKeyTasks descriptors for each job>tle were matched with theRoles and Responsibili>es ofre levant job roles of thecompany
T e c h n i c a l S k i l l s a n dCompetencies (TSC)andGenericSkills and Competencies (GSC)were used to iden>fy skills foreachjobrole
Developing a Job Grade Structure for Career Development (4/5)
Case Study 1: Career Development
Benefits of using the Skills Framework
Managersandsupervisorsfoundthestatementsdifficulttorelatetotheir
dailywork
Key Challenge in Development & Implementation
• Currentjobgradestructureof12gradeswereexpandedwithpossiblecareerprogressionpathways
• Detaileddescrip>onofcriteriaforcareerdevelopmentandpromo>onweredeveloped
• HRteamwasabletora>onaliseandupdatethecurrentjobgradestructurebasedonthewealthofinforma>onintheSkillsFramework
Developing a Job Grade Structure for Career Development (5/5)
03
CaseStudy2:Recruitment&Onboarding
Case Study 2: Recruitment & Onboarding Establishing a Competency-Based Recruitment and Onboarding Process (1/3)
HRPracGces• NodedicatedHRperson-in-charge• Day-to-dayHRopera>onswerehandledbythemanagerwhowasalsoinchargeoffinanceandadministra>on
• NewcandidatesusuallyinterviewedbytheDirector,andnospecificcompetencystandardsweresetasbenchmarkforproficiency
Impact• Interviewques>onsandformatwereunstructured,dependentontheDirector’sexperienceandknowledgeofthejobrequirements
• Atconfirma>on,itwasgenerallybasedon‘gutfeel’thatthenewhirewasteachableandwasmakingprogress
Background• Alocalindustrialautoma>oncontrolcomponentsandprocessmeasurementcompany
• servesindustriessuchaspharmaceu>cal,building&construc>onandelectronicmanufacturingandhasaretailstore
Case Study 2: Recruitment & Onboarding Establishing a Competency-Based Recruitment and Onboarding Process (2/3)
ValidaGonandReviewwithcompany
PerformanceexpectaGonsofeachtaskweredeveloped
SkillsFrameworksfromavarietyofindustrieswerereferencedfor
relevantjob>tles,domaincri>calworkfunc>ons&keytasks
Competency-basedinterviewquesGonsweredeveloped
Standardsestablishedformevidencethat
interviewerlookforinacandidate
Purposefulskillsonboardingprogrammedeveloped
Benefits of using the Skills Framework
• Addeddocumenta>onseenasaddedworkloadandadministra>veoverheads
• Theuseofdocumentedstandardstatementsforinterviewsmaybeperceivedasrestric>vebecausegutfeelismorenaturalandpercep>velyefficient
Key Challenge in Development in Implementation
Case Study 2: Recruitment & Onboarding Establishing a Competency-Based Recruitment and Onboarding Process (3/3)
• Jobdescrip>onswithperformanceexpecta>ons,contextualisedskillsrequirements,competency-basedinterviewques>onlistandinterviewassessmenttoolcanbedevelopedexpedi>ously
• Interviewerswillbeabletoconductinterviewsandselec>onsinamoreconsistentmanner
• Targetedareastotrainthenewhirecanbeiden>fiedquicklyandsystema>cally
03
CaseStudy3:PerformanceManagement
Case Study 3: Performance Management Aligning Performance Appraisal to Learning Needs Analysis (1/4)
Anearlychildhoodoperatoraimedto
enhancetheevalua>on
criteriaintheperformanceappraisalsystem
Currentappraisalcriteria
defini>onstendedtobe
general
• Appraisalcriteriadefini>onsweresubjectedtoappraiser’sbroadinterpreta>ons
• Assessmentra>ngswereinconsistentamongappraisers
• Areasfordevelopmentwerenotconsistentlyinterpreted
• Individuallearning&developmentplansweredifficulttodevelop
Case Study 3: Performance Management
Moreobjec>veperformanceappraisalassessment
Individuallearninganddevelopmentplansthatarebe<eralignedtoindustrystandards
AdopttheskillsstandardsstatementsfromtheECCESkillsFrameworkintotheappraisalforms
ProjectObjecGves
Aligning Performance Appraisal to Learning Needs Analysis (2/4)
Case Study 3: Performance Management
Skilldescrip>onswereusedasabasistoassess
performanceSkillsMap
The 5 domains – Knowledge & Analysis,Applica>on & Adapta>on, Innova>on &Value crea>on, Social Intelligence& EthicsandLearningtoLearnwereusedtoanalysethe strengths and gaps of employee’sperformance
SkillsStandard
Learning&Development
Targetedlearning&developmentac>vi>eswere
iden>fiedforemployees
TrainingofAppraisers
Theappraisersweretrainedonhowtoappraise and iden>fy learning anddevelopmentneeds
Aligning Performance Appraisal to Learning Needs Analysis (3/4)
Benefits of using the Skills Framework
• Theuseofdocumentedstandardstatementsmaybeseenasasetofauditdocumentsunlessastrongperformanceandlearningcultureexistintheworkplace
• Userss>lldonotknowhowtouseapercep>velyclearerdocument
Key Challenge in Development in Implementation
Case Study 3: Performance Management
• Theappraisersachievedbe<erclarityonhowtointerprettheskillstandardsandhowtousethemforassessment
• Clarityoftheskillstandardsenhancesdialogueandunderstandingaboutemployeeperformance
• Supporttheperformancemanagementprocessbyaligningexpecta>ons,coaching,assessmentanddevelopmentplanning
Aligning Performance Appraisal to Learning Needs Analysis (4/4)
04
KeyLearningPoints
Key Learning Points #1 – Relevance to users
Enterprisesandusersmustbeable to relate to thestatementsintheirdailyworkinordertofindthemrelevantforadop>on.Otherwise, there is s>ll a barrier to interpret whatthestatementmeansbeforefindingthemrelatable.
RelevancetoUsers
#2 – Readiness of culture to follow structured processes
Enterprises must develop a culture to usedocumented standard statements as a guide tomanage performance, competencies, learning anddevelopment.Otherwise,thedocumenta>onmaybeperceivedasrestric>ve because gut feel is more natural andpercep>velyefficient.
ReadinessofCulture
–tofollow
structuredprocesses
Key Learning Points
#3 – A culture of learning & performance
Enterprises should have a learning andperformance culture in order for the SkillsFrameworktobeavalue-addingreference-basetosupportsuchaculture.Otherwise,thedocumenta>onofSkillsFrameworkmaybeseenasanothersetofauditdocuments.
ReadinessofCulture–Learning&Performance
Key Learning Points
#4 – State of documentation
Enterpr ises should possess documentedmanagementprocessesasplaceholderswhere thecri>cal work func>ons, key tasks, technical andgeneric skills and competency statements canreadilybeplaced.Otherwise, to adopt the Skills Frameworkmay beperceived as added workload and administra>onoverheads.
StateofDocumenta>on
Key Learning Points
#5 – Ease of use
Enterprisesneed to train theusers (managersandsupervisors)onhowtousetheSkillsFramework.Itcannottakeforgrantedthatoncethestatementsare in the templates, the users will automa>callyknowhowtousethem.
EaseofUse
Key Learning Points
05
Self-AssessmentTool
Self-Assessment Tool Skills Framework Adoption Readiness Self-Assessment
DimensionsofReadiness 1-3 4-6 7-10
Documenta4on Key work processes are notdocumented Key work processes are
documented
Ac4onsandDecisionsAc>ons and decisions aregu ided by gu t fee l andexperience
Ac>ons and decisions areguided by documentedstatements
LearningandPerformanceCulture
Standardsandqualityissuesarehighlightedandresolvedonlyaswhenproblemsarise
There are established andobserved standards andqualityattheworkplace
EaseofUsingDocumentedStandardsbyEmployees
Employeesdonot usually referto any documenta>on tointerpretworkrequirements
Employees are trained tointerpret and use SOPs,WorkInstruc>ons,manuals,blueprintsasapartof theirwork
EaseofUsingDocumenta4onbySupervisorsandManagers
Supervisors and managers aren o t t r a i n e d t o u s edocumenta>ons to manage /standardsworkperformance
Supervisors and managersa r e t r a i n e d t o u s ed o c u m e n t a > o n s t omanage / standardise workperformance
Self-Assessment Tool Readiness Scale and Next Step Recommendation
Score DescripGon NextStepRecommendaGon5-18 Notready.Requiressignificantwork
tobuildaculturetoreferencedocumentedstandards
BuildculturebyusingSkillsFrameworkinaspecificfunc>on,processorloca>onthatwillbringvisiblevaluetobusinessopera>onstodemonstratebenefit.
19-33 Somewhatready.Requiresstrongleadershipandcommunica>ontoestablishvaluesandbenefitstoreferencedocumentedstandards
Strengthenlearningandperformanceleadershipatalllevels.BuildconsensusamongleaderstoadoptSkillsFrameworkinagreedareasofwork.
34–50 Ready.Contextualisetheskillsstandardstoexis>ngdocumentandcarryouttraining
MayadoptSkillsFrameworkattheenterpriselevelincludingsupportfunc>onsandprocesses.
Concluding Remarks
Startbuildingastrong
Learningand
Performancecultureat
theworkplace
LeverageSkills
Frameworktosupport
keyhumancapabiliGes
iniGaGvesinthe
employeelifecycle
Inaleanworkforce,everyemployee’scapabilitycounts
CasestudieshaveprovidedlessonsthattheSkillsFrameworkisausefulresource
Thank You