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Investors in People Specialist Development Module 3

IIPUK/IIP Specialist Development/Module3/OD solutions handout/V4/July 2009© Copyright Investors in People UK 2009

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IIP Specialist Development Module 3Organisation development solutions

There are a wide range of tools used to developorganisations. Here is a selection with somedescriptions of what they can do.

Corporate vision and values

Balanced scorecard

Skills audit

Appraisal Training needs analysis

Competency framework

Work life balance strategy

Flexible benefits

E-learning

Management development

Suggestion schemes

Talent management

Employee recognition schemes

Mentoring Performance management

Equality and diversity policy

Personal development plans

Self-managed teams

Team climate survey

Learning history





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Corporate vision and values

An organisation’s vision should describe in qualitative terms how the organisation will lookand feel in the future. Values are about ethical behaviour: they describe the way people

should be treated inside and outside the organisation.

Wide involvement is advised when establishing the vision and values statements becauseboth provide a common focus for all: the vision expresses what we want this place to be like,while the values set out how we will work together. These need to be shared concepts tohave any worth – imposed statements are extremely unlikely to motivate or convince a widemajority of staff.

Although they need not necessarily be explicitly linked, it may be practical to coincide theexercises to develop statements of vision and values. There are approaches to the exerciseswhich will work equally well for both:

The exercise will often benefit from having an impartial facilitator. This avoids a

perception that the process is contrived or being too heavily steered by senior management.

It also helps if people are encouraged to come prepared. This means that they shouldhave a clear idea of what the exercise is about, and, if possible they should be givensome background information about the company’s current position and environment.

The session or sessions should be conducted in as open and even-handed a manner aspossible. It’s important that everyone gets a say and that everyone receives a fair hearing. For at least part of the session, a `brainstorm’ approach should be adoptedwhere every contribution is valid – nothing is ruled out. Elimination can come later.

When developing the vision, it can be difficult for people to be clear or specific about thequalities they envisage in the future organisation. And it can also take people a while to

warm up, especially if they aren’t used to being asked to think creatively. Sometimes ithelps to choose an analogous medium to help unlock the ideas. For example, peoplemay be asked to identify an organisation `we are like now’ and one `we’d like to be like infuture’. Identifying the qualities in the present and future parallel organisations gives usthe vision and an idea of the journey that has to be made. Other approaches ask peopleto draw their visions – great fun sometimes, but difficult to synthesize ideas meaningfully.

It must be stressed that values are not rules or procedures – they shouldn’t be enshrinedin the company’s disciplinary code or appended to contracts of employment. Valuesshould describe the standards of behaviour expected from everyone in the organisationwhen dealing with customers, suppliers, colleagues or others. They might for instanceset out the organisation’s commitment to quality, to customer relations and to its people.It might spell out the reciprocal commitment required of employees. One enjoyable and

sometimes effective way to frame the exercise is to reverse the premise: the questionbecomes what could we do to make sure our customers desert in droves? Responsesare then reversed to constitute value statements.

The entire exercise should be stimulating and illuminating – it can be used to reinvigorateflagging work teams, and to remind people about why the come to work in the mornings.Senior and middle management should convey both enthusiasm and seriousness about theprocess – any hint of cynicism risks devaluing the exercise and its outputs.





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Balanced scorecard

Background

Doctors Robert Kaplan and David Norton developed the balanced scorecard in the 1990s inthe USA. Having begun as a performance measurement tool, the Balanced Scorecard wasquickly being used as a multi-dimensional framework for managing strategy by linking

objectives, initiatives, targets and measures across key corporate perspectives.

Kaplan and Norton noticed that financial measures being used to gauge performance in manyorganisations were not necessarily related to achieving strategic objectives. The scorecardsought to remedy this by providing a more balanced suite of performance measures across anumber of key perspectives. Typically these look at customers, finances, internal processesand organisational learning (Figure 4). However they can be adapted depending on whatfactors are considered important for the success of the particular organisation.

Figure 1: The Balanced Scorecard

TargetsMeasuresObjectives

Financial Perspective


Financial Perspective


Internal Process Perspective


Internal Process Perspective

TargetsMeasuresObjectivesLearning & G rowth Perspective

TargetsMeasuresObjectivesLearning & G rowth Perspective


Customer Perspective


Customer PerspectiveVision

&

Strategy

Objectives

The Balanced Scorecard aims to:

1. Enable organisations to manage strategy by linking corporate objectives, initiatives,measures and targets at all levels in the organisation;

2. Achieve a balanced set of performance measures and targets that allow managers totrack progress in key areas.

Scope

The Balanced Scorecard is a holistic model that can be used at various levels across theorganisation, service, team or group. It is used to manage strategy by linking objectives toinitiatives, targets and measures across a range of corporate perspectives. Theseperspectives are determined by the organisation using the model.

How the model is used

The balanced scorecard can be used at various levels in an organisation (Figure 5).

Many organisations now use a Balanced Scorecard to:

Formulate and refine strategies.

Communicate strategies and priorities throughout the organisation.

Link strategic objectives to long term targets and budgets.

Monitor progress and introduce initiatives to improve performance.





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Figure 5: Cascading scorecards

Board Level Scorecard

Overall Vision

Objectives

Measures & targets Initiatives

Business Unit Scorecard

Vision for the unit in question

Objectives


Individual or Team Scorecard

Vision for individuals or teams

Objectives


Source: The Balanced Scorecard, Public Sector Benchmarking Service, 2003. www.benchmarking.gov.uk

The Balanced Scorecard supports other performance management models and improvementtools, such as Investors in People and EFQM self-assessment, which can be used to informthe development of the scorecard and the latter for diagnosing strengths and weaknesses.For example, in the year 2000 The Ministry of Defence developed a performancemanagement framework based upon complementary use of a balanced scorecard and theEFQM. The balanced scorecard would provide the means through which the board's strategicobjectives were translated into action with the EFQM providing an internal check of thestrengths and weaknesses of the component parts of the department. The scorecard alsoprovides a firm base for service level agreements.

How widely is the model used

While the scorecard was designed for private sector use, the take-up by the public sector has

been widespread. It now has a wide range of public sector users ranging from small districtssuch as Blyth Valley to large county and metropolitan councils. The model is equally widelyused in the private sector among organisations as diverse as Johnson and Johnson Medicaland the Royal Bank of Canada. A survey undertaken by the International Institute of Bankingand Financial Services, Leeds University Business School revealed that 15% of private sector firms apply Balanced Scorecard methodology. Among the largest UK companies this figurerose to 30%.

Key strengths of the model

Holistic overview of organisational health.

Focuses individual objectives to the wider picture helping to create ownership,understanding and focus at all employee levels.

Links targets and measures to operational objectives and in doing so helps rationaliseperformance information, identify gaps and ensure balance.

Facilitates communication and understanding of business goals and strategies at alllevels.

Encourages a focus on key priorities, assists in allocating resources and helpsorganisations / groups to become more results orientated.

Issues in implementation

Organisations should not be afraid of tailoring the scorecard to be meaningful at a locallevel. Public sector services have more complex perspectives to consider than privatesector organisations and there is a danger that organisations will merely massageexisting measures into an ‘off the shelf’ framework.

The success of the approach is based on the organisation having a clearly defined visionand strategic objectives.





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The scorecard can encourage a focus on existing short term goals rather thanencouraging innovation and transformation.

Users must make efforts to ensure that staff do not see the scorecard as a measurementproject.

Capacity and skills issues

The balanced scorecard is relatively simple to implement if the organisation has a clear vision, mission and strategies in place. It is not steeped in methodology and is easy to use atall levels. There are minimal resource implications for implementing the scorecard inauthorities.

Data taken from a Business Intelligence report ‘Building and Realigning the BalanceScorecard Research Survey 2001’ which received responses from over 200 public andprivate organisations revealed that 42% of respondents said implementation took 4-6 months.

Skills Audit

A highly practical tool for assessing, recording and tracking development needs and activity,the skills audit is suitable both at team and organisation level.

Line managers often find that it is useful to identify both the skills required of the team and itsindividual members as well as those that already exist. It is helpful to create a ‘matrix’ torecord and see this at a glance. This list enables an overview of where skills exist and gapsoccur. It is called a ‘Skills Profile Matrix'. The matrix allows you to record:

Skills available.

Skills required.

Skills gaps.

Where an overload of skills exists.

Where skills are not being used.

Where there is an insufficient ‘spread’ of skills.

Completion of the ‘Skills Profile Matrix’ will lead managers to identify their teams training anddevelopment plan. This too can be prepared in the form of a matrix or extracted from your ‘Skills Profile Matrix’. Encouraging line managers to undertake this process will give structureto team training planning.

Appraisal

Research conducted for the Institute of Employment Studies (Strebler, Robinson and Bevan,2001) identified the following key characteristics of effective performance review processes:

They focus on business goals, role clarity and performance improvement.

They are perceived internally as simple and straightforward.

Their conduct and effectiveness is central to assessment of managers’ performance.

They are conducted by line managers who are effective coaches.

They incorporate feedback from multiple sources about how the employee works, and theresults they achieve.

They use ICT to make recording and analysis more efficient, and in some cases to makeperformance appraisal more objective.

They are followed up by continuous communication and review of progress.

The following are generally understood to be the most appropriate reasons for using appraisalor performance review:

Linking individual performance to business objectives.

Providing incentives to take on more challenging responsibilities, develop their competences and demonstrate leadership.





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Rewarding excellence

Helping to confront poor performance.

E s s e n t i al e l e m e n t s f o r e f f e c t i v e p e r f o r m a n c e r e v i e w p r o c e s s e s

Stretching objectives.

Accountability.

Links between individual performance and strategic goals.

Widespread knowledge of performance expectations (competencies).

Commitment from managers to coaching and supporting individuals.

Regular follow-up discussions to review progress towards agreed targets.

360° feedback including views of people outside the organisation.

A formal record of the review discussion which is forward-looking and developmental.

Training needs analysis

Training needs analysis is a process of gathering and interpreting data for identifyingperformance issues and suggesting solutions. The challenge is to obtain complete andaccurate data. This amounts to answering who, what, when, where and why.

A really thorough training needs analysis exercise could include six types of analysis:

Context analysis of the business needs or other reasons the training has been suggested.

User analysis dealing with potential participants and instructors involved in the process.

Work analysis of the tasks being performed.

Content analysis of documents, laws, procedures, etc. used on the job.

Training suitability analysis (to assess whether training is an appropriate solution).

Cost-benefit analysis of the likely return on investment (ROI) of training.

In an ideal world we would use all six types of analysis to collect data in a training needsanalysis process – as well as improving the reliability of the diagnosis of training needs, thiswould give the best chance of identifying and delivering an appropriate solution.

In reality though, time and resources will rarely allow us the luxury of using all six analysistypes. So it is important to understand what each can do, in order to select the mostappropriate method.

In selecting which training needs analysis techniques to use, the following key questionshould help:1. What is the nature of the problem being addressed by instruction?2. How have training needs been identified in the past and with what results?

3. What is the budget for the analysis?4. Who is available to help conduct the training needs analysis?5. What is the deadline for completing the exercise?6. What will be the measure of a successful training needs analysis report?

Context analysisIn a comprehensive training needs analysis, context is usually the first aspect to be examined.Typically it involves consulting those who will make decisions about the training programme,or the issues it is intended to address.

Key questions during context analysis are:1. Who are the decision makers, and how can I gain access to them?2. Are managers committed to the proposed training or development?

3. What can be learned from similar training or development in the past?





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4. What are the preferred training or development methods?5. What criteria are used to judge whether the training and development is successful?

User analysis

User analysis looks into the needs, backgrounds and current abilities of the target group – thelearners. It can be particularly valuable if those involved in delivering the learning are also

included in the scope of the analysis, since their abilities and key characteristics will obviouslyinfluence the impact of the eventual solution.

Factors such as education, age, gender, and mother tongue influence how people learn.Negative experiences with certain types of training or education can create resistance tosome approaches to training. The user analysis phase of training needsanalysis identifies such potential pitfalls.

User analysis is perhaps the most commonly applied type of training needs analysis – itwould be unwise to decide on any form of training or development without using this method.Key questions will include:

1. What level of subject-matter knowledge do learners (and instructors) possess?

2. What experiences (negative and positive) have instructors and learners had with previoustraining and development?3. What are learners' and instructors' education, age, gender, and mother tongue?4. How do participants prefer to learn?5. How do instructors prefer to teach?6. What is the availability of instructors and potential participants?7. What expectations do participants and instructors have about the training?

Work analysis"What is the job under review and what are the main duties?" "What are the high-level skillsrequired?" "To what standards are people expected to do the job?" "Are they currentlymeeting these standards?" These are some questions answered by a work analysis, anumbrella term coined to include job study, task analysis, performance analysis and

competency studies.

Further essential questions will include:1. In what jobs is training recommended?2. What are the key components of the work being performed?3. What skills and knowledge are required to perform the work?4. What are the different levels of skills and knowledge required?5. What are the measures of successful performance of the work?6. Is individual performance compared to the measures of successful performance?7. Are people performing at the benchmarked levels?

Content analysis As well as ensuring that the proposed solution covers appropriate skills and knowledge,

analysis of content: Helps to establish a logical flow in delivery.

Ensures that appropriate definitions are found for key terms.

Groups key information into digestible chunks.

Ensures that the level and clarity of the content are appropriate to the needs of the users.

In completing a content analysis, data is gathered to answer questions such as:1. What on-the-job documentation is used for teaching?2. Is the material available in an electronic format so it can be converted into trainingmaterials?3. How is this content normally taught?4. What are the key building blocks of the training materials?5. What is the logical order of teaching the material?6. What has been the experience to date with existing methods of teaching the material?7. What can be done to ensure the subject is relevant to learners?





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3. They can establish a common language around what leadership really means in thatparticular organisation. If they are linked to rewards and performance measures, theycan establish clear expectations. They can also be tied to the company’s core values andvision.

4. They provide a framework or checklist for both individual managers and their organisations to benchmark themselves – in other words, to see which competencies are

strong or weak within the individual and within the management ranks of the organisation.

Competency models can become a powerful design tool, but it is important to recognise their shortcomings.

There is often a strong tendency to use them as “universal” criteria - standards everyone hasto live up to. A manager must be “an agile learner,” “empowering,” “reflective,” “team-building,” “able to develop their people,” “able to understand market-place trends,” and the listgoes on. We forget that many of these competencies are derived from “ideal types” of leadership. In other words, if this were a perfect world, this is what the ideal leader wouldlook like. It is doubtful that many managers can in reality possess all or most of the qualitiesthat are commonly identified. Organisations need to be thoughtful about prioritising thecompetencies that an individual manager needs to focus on in their own development.

By employing a universal set of criteria across management levels, competency models canfail to recognise that leadership requirements vary by level and by situation. The leadershipskills demanded at senior executive levels are vastly different from those at frontline levels or even the middle levels. In addition, it is taken as a given that these models apply acrossfunctions and operating units. In reality, different units may demand different leadershipstyles given their unique requirements. For example, a more directive style may benecessary in an operating unit that has minute-to-minute delivery demands versus a strategicplanning unit where a consultative approach is often the norm. Yet many models do notprovide for this level of differentiation.

There are other problems. Competency models tend to “stabilise”. For example, many of theleadership competencies we see today have been in use for practically a decade. For this

reason, it is wise to periodically review competencies. Often, competency models are derivedfrom research comparing high and low performers within an organisation, the high performerscreating the benchmarks. While today’s high performers may tell us about today’s essentialskills, they may or may not tell us about what is needed in the future. In a rapidly changingbusiness environment, these models may simply reinforce behaviours that are soon outdated.Organisations must continually ask themselves whether their competency lists are stillappropriate given changes in company marketplaces and in the organisation.

Finally, there are the issues of integration. Many organisations use these models in their training programmes but in isolation from the actual reward and performance measurementsystems of the firm. So while the competencies draw attention to behaviours such as“empowering others,” a manager in organisation X may in reality be rewarded solely on his or her performance outcomes, not on actual behaviour. As long as an individual delivers on his

or her budget or revenue goals, there may be no penalty for being ineffective at buildingcollaborative teams. Competency models need teeth – they need to be embedded in both anorganisation’s rewards, promotion criteria, and performance measurements.

Work-life Balance Strategy

Work-life balance can mean different things to different people and in different contexts andthis makes it very difficult to define. In the context of the Workload Agreement, the focus isclearly on reducing working hours and workload and thereby to reduce the associatedburdens and stress upon staff. The successful implementation of the Workload Agreement,with the associated reduction in work and bureaucracy, will in itself contribute to a better life/work balance for staff.





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It is also about a more general desirability for workers to have control over their lives and tomanage the demands and expectations of modern life by achieving harmony between their work and private commitments.

However, it is also important to be aware that work-life balance is not about employers havingto accommodate every employee’s wish for time off, or flexible working. It is about mutual

flexibility which does not unreasonably impact on the ‘business’ needs and accommodatesthe reasonable wishes and needs of employees.

In general terms, achieving a reasonable life/work balance may mean a consideration of thefollowing issues:

The fundamental key to achieving a successful strategy is that work-life balance issuesbecome embedded in the culture of the organisation. As with any cultural change thisrequires everyone to ‘buy in’ to any changes and this requires

Consultation

Implementation

Communication

Evaluation

Adjustments as required.

In order to develop an effective strategy it is necessary to know your starting point and your goals. This will enable the development of an action plan.

Staff views

The fundamental tool for successful implementation of the workforce reform is discussion withthe whole staff group to share ideas and work together to find workable solutions.

This can be achieved by one, or a combination, of the following:

Establishing a working group.

Flexible working Part-time, job share

Term-time working, annualised hours

Flexi-time

Home-working

Flexible Absence Sick leave

Parental leave

Compassionate leave Holidays

Working Culture

‘Working smarter not harder’

Expectations, either direct or impliedof the managers

Expectations staff have of themselves or choices thatindividuals make

Working hours

Timing of meetings, training etc,

Start and finish times

Workload (including working at home)

Breaks

Equalities

Facilities and benefits

(not necessarily paid for by theorganisation but facilitated by it)

Health & safety, training & development

Provision of laptops for use at home

Provision of staff room, drink facilities etc. Arrangements for services to be provided at work

e.g. car washing, shopping delivery

Quality of work / home life Degree of personal autonomy

Health & fitness

Recognition of the right to time to pursue personalinterests outside work





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Focussing on work-life balance issues at a training day or staff meeting.

Asking staff to complete a questionnaire.

Individual discussion at performance management/appraisal meetings.

Information needs to be gathered from a range of angles i.e.

What is currently in place? How widely are existing practices known and applied?

What do staff want?

How might this be achieved?

What are the inhibitors?

The needs of the organisation

Clearly getting the balance right is not just about the individual’s work and private life but alsoabout meeting the needs of the organisation. It is therefore tempting at this early stage toconsider the parameters of the organisations needs. However, central to the Workload Agreement is the theme of working differently – and this encompassing everything from thestructure of the working day, to the tasks that are carried out and importantly by whom they

are undertaken. Managers should therefore avoid creating absolutes in terms of what thebusiness needs are and be prepared to work with staff, collectively and individually, toachieve a mutually acceptable balance between the organisation’s and the individual’s needs.

However, a work-life balance strategy must be designed to contribute to the business’s aimsand objectives and these need to be clear from the outset. The optimum objective is clearlythe provision of a high quality service and the achievement of this includes:

Recruitment and retention of capable staff.

Staff motivation and commitment.

Maintaining good staff health and attendance.

Staff who are adequately trained and developed.

Successful implementation of the Workload Agreement.

Other data

In order to be able to measure the effectiveness, particularly from the organisations point of view, of any work-life balance strategy, some base data needs to be available i.e.

Sickness levels.

Absence levels for other reasons.

Turnover.

Other, less tangible, base data may be obtained via the questionnaires i.e.

How stressed staff feel.

How happy they are working in their role, and in the organisation.

Policy development

There are a number of key policies/procedures which directly support work-life balanceprinciples and companies are recommended to ensure that these are in place.

Leave of Absence Policy.

Flexible Working Policy.

Equalities Opportunities Policy.

Contracts of Employment.

In addition, work-life balance issues need to be incorporated into other policies/ procedureseither explicitly, or as part of their execution.

Induction and Probation procedures. Recruitment Procedures.





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Performance Management.

Training and Development.

Effective communication

The success of a work-life balance strategy will depend upon it being led by example.Managers need to ensure that staff know that they are valued and supported.

Good employers attract good staff and flexibility and looking after staff are high in people’sdefinition of a good employer. So tell potential employees in your recruitment pack that youare committed to supporting the achievement of a reasonable work-life balance for all.

Include discussion about work-life balance issues during induction, performancemanagement, career development discussions. This serves several purposes. It ensuresthat the strategy and associated policies are understood; it provides a mechanism for individual needs and wishes to be considered and provides an opportunity to reinforce thecultural expectations if necessary and to monitor expectations and how well they are being

met.

Staff should be consulted about all policies and procedures prior to formal adoption and allstaff should be made aware of, and given access to, all relevant policies and proceduresadopted by the organisation.

All relevant parties should be kept informed of new developments and involved in monitoring,evaluations and reviews.

Flexible Benefits

Many organisations have always allowed a limited form of flexibility for just one or twobenefits, but it is only within the last five years that comprehensive flexible benefits schemeshave started to become more common in the UK. Although generally welcomed both byemployers and employees, flexible benefits schemes have often been avoided because of thecost of introducing and administering them.

Flexible benefits schemes (also known as 'cafeteria benefits' or 'flex plans') are formalisedsystems that allow employees to vary their pay and benefits package in order to satisfy their personal requirements. They are not the same as voluntary benefits schemes (whereemployers arrange bulk discounts with external providers) or net pay schemes (whereemployees pay for extra benefits), both of which have been used for several years. Under true flexible benefits schemes, the dividing line between pay and benefits becomes less rigidthan in standard reward packages.

In most schemes, employees are able either to retain their existing salary and simply vary thelevels of benefits within their allowance, or else to adjust their salary up or down by takingfewer or more benefits respectively.

Why introduce flexible benefits?

Organisations generally decide to introduce flexible benefits schemes as part of a wider movetowards a more flexible working environment. Such a scheme will also increase the perceivedvalue of the reward package offered to employees, at no additional cost to the organisation.

Advantages of flexible benefits schemes

Employees choose benefits to meet their needs, and value these benefits more highly.

Employers and employees share the responsibility for providing benefits. During periods of change (including merger and acquisitions), flexible benefits help to

harmonise rewards.





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Employers provide benefits at a known cost that is fixed regardless of the choices thatemployees make, so allowing them to cap future benefit costs.

Employees have a true idea of the full worth of the benefits package they receive andemployers do not provide benefits that are not valued.

Employees are given a sense of control and involvement by having a choice.

Dual career couples avoid having benefits duplicated by their respective employers.

Employers are seen to be more responsive to the needs of an increasingly diverse,demanding and ageing workforce.

A competitive benefits package is valuable in attracting and retaining key personnel.

The awarding of benefits such as company cars becomes less divisive.

Employers' demands for flexible working practices are more justifiable if employees enjoyflexible benefits.

Helps to align the total reward strategy to the HR and business strategies.

Disadvantages of flexible benefits schemes

Employers find them complex and expensive to set up and maintain (although newtechnology is reducing both the cost and administrative burden).

The choices made may cause problems both to employers and employees.

Defining the strategyBefore drawing up a flexible benefits plan, it is important to consider fully the reasons for adopting this approach. If, because of the nature of the organisation, only a limited amount of flexibility is possible, then it may be better to save the time and expense of introducing a fullflexible benefits scheme and instead consider a more limited approach. This might includeallowing cash alternatives to company cars, or giving employees the ability to buy or sellholiday. Alternatively, it may consider voluntary benefits or total reward benefit statements.

Any new scheme should be considered within the context of the existing reward strategy andshould assess the motivational as well as the financial value of both current and futurebenefits. Typically it will take at least 12 months to design, implement and communicate aflexible benefits plan.

E-learning

There is no universally accepted definition of e-learning, but the following is used by theCIPD: ‘Learning that is delivered, enabled or mediated using electronic technology for theexplicit purpose of training in organisations’.

The term e-learning first emerged in late 1999. Suppliers of computer-based training were fullof optimism and were considering the implications of delivery through the web. The US-basedsupplier, CBT systems, rebranded themselves as ‘Smartforce – the e-learning company’ andheld a satellite broadcast to announce the change a month later. However, if distributedtechnology products are included, it could be argued that e-learning stretches back several

decades.

Types of e-learning

Since 1999, the advance of e-learning has taken a number of different forms. Much of currentexperience is based on the use of web-based modules which are accessed at an individual’spersonal computer. In fact, as a learning tool, e-learning is much broader. In their CIPDpublication How do people learn? Cambridge Programme for Industry identified threeexamples of current e-learning practice. Doubtless these will increase as new applications for learning through connectivity emerge.

Web-based training: In corporate training, technology is used primarily to deliver contentto the end user without significant interaction with (or support from) training professionals,

peers or managers. A significant industry has grown up around this form of e-learning,spanning content authoring, content asset management, instructional design and learningmanagement.





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Supported online learning: In higher education, the majority of the content of the coursemay be delivered through lectures or through distance-education textual material, but thecourse is categorised as e-learning because the interaction with the instructor, thedialogue with other students, the searching for resource materials, the conduct of collaborative activities, the access to course outlines and supporting material are allconducted online. This approach is being extended to professional communities (see, for

example, the CIPD communities). Informal e-learning: Beyond these ‘course-based’ approaches to e-learning are the

growing opportunities for technology to support informal learning in the workplace. Inmany knowledge intensive organisations it is linked with knowledge management.

Benefits of e-learning

The benefits of e-learning include:

Available 'just in time' and can be used continuously for learning and reference.

Flexibility of access from anywhere at anytime.

Ability to simultaneously reach an unlimited number of employees.

Uniformity of delivery of training.

Can achieve cost reductions.

Reduction in the time it takes to deliver training. Ability to log or track learning activities.

Possibilities of global connectivity and collaboration opportunities.

Ability to personalise the training for each learner.

However, it has become clear that making e-learning available to unprepared andunsupported learners will not work. E-learning must be appropriately presented andadequately resourced.

Perceived barriers to the effectiveness of e-learning in organisations include:

Limits of current technology infrastructure.

Ensuring learners have time and space to participate.

Providing appropriate support for learners.

Finding attractive, relevant and high-quality content.

Gaining line manager support and commitment.

Employee hostility towards e-learning.

Motivating learners to complete courses.

Lack of basic IT skills in the workforce.

Management development

There are at least as many definitions of management development as there are books on thesubject. However, it is taken to cover the entire structured process by which managers learn

and improve their skills for the benefit of their employing organisations and themselves. Theword 'structured' is important because, like everyone else, managers learn all the time fromexperience - from doing their jobs. Only if that informal learning is picked up or used in somekind of formal process should it be counted as management development.

Management development includes:

Structured informal learning: work-based methods aimed at structuring the informallearning which will always take place.

Formal training courses of various kinds: from very specific courses on technical aspectsof jobs to courses on wider management skills.

Education: which might range from courses for (perhaps prospective) junior managers or supervisors at NVQ Level 3 to Master of Business Administration (MBA) degrees.





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Suggestion schemes

There are significant business benefits from operating a formal staff suggestion scheme. Thebest ideas can potentially lead to major cost savings or generate new revenue that far outweighs the scheme’s running costs. Employees’ suggestions can also make a significant,

if less easily quantifiable, difference to an organisation’s efficiency in areas such as customer service and health and safety.

Employees also stand to gain materially if their ideas are implemented, with the nature of anyaward usually depending on the type and scope of the suggestion. Perhaps just as important,however, is the positive effect a well-run suggestion scheme can have on staff morale.Employees can derive a great sense of achievement and involvement from seeing that their ideas are taken seriously, valued and acted upon.

Suggestion schemes have come a long way since the days of the ‘suggestion box in thecorner’. However, the most effective schemes are generally reviewed and updated regularly,keep suggesters informed throughout and have simplicity and transparency in common.

Talent Management

Talent management is difficult to define because it’s a complex undertaking that operateswithin the strategic human resourcing task generally. Talent management requires HRprofessionals and their clients to understand how they define talent, who they regard as ‘thetalented’ and what their typical background might be. It also requires thinking about whether such recruits should be seen as particularly gifted. Talent can be considered as a complexamalgam of employees’ skills, knowledge, cognitive ability and potential. Employees’ valuesand work preferences are also of major importance.

How these are all identified and measured is a challenging task, and a number of issues

arise. For example, is it possible to develop a profile of what to look for when trying to recruitand select ‘high flyers’ – those with potential to develop into senior management or professional roles? Can we understand what motivates high flyers? How might they beassessed, and then managed? What instruments should be used to assess them and whatlearning and development interventions should be used to help them learn and support their development? How can we retain these people and also prevent their derailment or non-suitability? How can you develop talented individuals without doing so at the expense of developing teams?

Coaching is often cited as a valuable tool for talent management of senior posts, but what iscoaching used for – developing their knowledge? their social skills? their political awareness?How can talented people be rewarded – do they need different reward incentives, financialand non-financial? What’s the difference between seeking out the very best, as opposed to

the very good? How much does all this cost, and is it worth it?

An organisation’s talentThere are also questions to be answered when considering a talent management programme.For example, should talent management be focused exclusively on an elite subgroup of futureleaders of the organisation or at least those capable of progressing through a number of levels? The ‘exclusive’ mode of talent management is characterised by a concentration onthose in one or two segments (or talent ‘pools’) of the workforce who are either at the top or who are identified as having the potential to get to the top by demonstrating high levels of potential or performance. If operating in this mode, there needs to be clarity about what it isthat makes ‘an exceptional manager’ (Delbridge et al. 2006, p141), that is, one who can makea strategic difference.





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More and more organisations are realising that building a strong pool of talent is central totheir success. Leaders and managers have a critical role in the ability to attract, develop,excite, and retain talent to help their organisation succeed.

The line manager’s roleFully embraced, the concept of talent management should be integral to corporate strategy

and systems, with for instance: Job grading systems designed to encourage internal promotion and career development.

Corporate schemes to identify talented individuals and groom them for senior positions.

Competency or professional development frameworks designed to support continuousdevelopment, stimulation and stretch for able employees.

The contribution of individual line managers can be considerable too. As well as performingresponsibilities for recruitment and selection to the best of their ability, there are a number of management behaviours which can make a big difference to organisational ability to attractand keep talented people. Here are seven suggestions:

1. Treat all your talented people like your best customers and important users of your services. How often do you re-recruit your best customer but never re-recruit your best

employee?2. Design jobs and assign tasks that appeal to initiative, innovation, change, and risk taking.

Always encourage what is next and what it will bring and not what exists and what itprotects. Emphasise the importance of continuous improvement.

3. Provide training, development and mentoring. Be a friend not just a boss. Ask how youcan help and then deliver. Help discover strengths and weaknesses. Jointly explorechallenging, relevant, advanced learning experiences.

4. Create a challenging and exciting environment. Show how ideas and actions areinseparable. Show how results relate to the organisation’s Strategic Plan.

5. Communicate candidly and honestly without causing fear of reprisal. Provide regular coaching and feedback. Grant trust and empowerment.

6. Provide unassigned time to seed and cultivate ideas. Encourage research, exploration,and invention. Encourage cross-cultural exchanges and debates.

7. Create special bonds. Encourage benchmarking. Create social bonds with peers in other departments. Also, encourage attendance at professional meetings, workshops, andseminars.

Employee recognition schemes

Recognition schemes have come a long way since the days when managers first begansingling out an ‘employee of the month’, and they are now likely to be championed at thehighest levels of a company. Today, approaches to recognition are often just one element of wider strategies for building corporate reputations and enhancing the ‘employer brand’. Byvisibly recognising and rewarding outstanding employee contributions, employers can be

seen to be delivering on their claim that ‘employees are our greatest asset’. And employeeswho feel properly valued are likely to be more engaged, with consequent benefits for thebusiness.

The concept of recognition is perhaps most effective when managers or employees areempowered to respond immediately when they see actions or activities that merit an award.This type of ‘spontaneous’ recognition might be in the form of a simple ‘thank you’ card, for example. In other instances, recognition programmes operate on a much more formal footing,incorporating timetables and procedures for nominating and selecting ‘winners’. The key pointis that schemes are not there to focus primarily on employees who are just doing their everyday job well. Instead, the aim is to highlight employees who have done something out of the ordinary, going ‘above and beyond the call of duty’.





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Individual mentoring

Individual mentoring is a specialist form of management development and education. It is

particularly suited to senior executives who have risen above the scope of formalmanagement development programmes and require highly focused development and supporttailored to the particular challenges facing them in their business.Individual Mentoring stimulates and manages the individual growth necessary to deliver business performance beyond present levels and beliefs of what is possible by helpingexecutives:

Build a solid personal foundation and demonstrate strong confidence in self and others.

Develop their personal vision and uncover their value priorities.

Think strategically and inspire shared vision, mission and values.

Determine appropriate goals, strategies, tactics and action plans.

Enhance their management and leadership skills.

Identify their personal winning strategies.

Uncover self sabotage, recognise repeating patterns and introduce change to interrupthabitual responses.

Elicit high commitment to personal change and development.

Being mentored can therefore be a challenging and stretching experience, inviting executivesto draw on and develop hidden personal resources and qualities. And it can be an exciting,stimulating journey of self discovery and development which opens up new opportunities for personal fulfilment and achievement.

Performance management

Armstrong and Baron define performance management as 'a process which contributes to the

effective management of individuals and teams in order to achieve high levels of organisational performance. As such, it establishes shared understanding about what is to beachieved and an approach to leading and developing people which will ensure that it isachieved'. They go on to stress that it is 'a strategy which relates to every activity of theorganisation set in the context of its human resource policies, culture, style andcommunications systems. The nature of the strategy depends on the organisational contextand can vary from organisation to organisation.

In other words performance management should be:

Strategic - it is about broader issues and longer-term goals.

Integrated - it should link various aspects of the business, people management, andindividuals and teams.

It should incorporate: Performance improvement - throughout the organisation, for individual, team and

organisational effectiveness.

Development - unless there is continuous development of individuals and teams,performance will not improve.

Managing behaviour - ensuring that individuals are encouraged to behave in a way thatallows and fosters better working relationships.

Armstrong and Baron stress that at its best performance management is a tool to ensure thatmanagers manage effectively; that they ensure the people or teams they manage:

Know and understand what is expected of them.

Have the skills and ability to deliver on these expectations.

Are supported by the organisation to develop the capacity to meet these expectations

Are given feedback on their performance.





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Have the opportunity to discuss and contribute to individual and team aims andobjectives.

It is also about ensuring that managers themselves are aware of the impact of their ownbehaviour on the people they manage and are encouraged to identify and exhibit positivebehaviours.

So performance management is about establishing a culture in which individuals and groupstake responsibility for the continuous improvement of business processes and of their ownskills, behaviour and contributions. It is about sharing expectations. Managers can clarify whatthey expect individual and teams to do; likewise individuals and teams can communicate their expectations of how they should be managed and what they need to do their jobs. It followsthat performance management is about interrelationships and about improving the quality of relationships - between managers and individuals, between managers and teams, betweenmembers of teams and so on, and is therefore a joint process. It is also about planning -defining expectations expressed as objectives and in business plans - and aboutmeasurement; the old dictum is 'If you can't measure it, you can't manage it'. It should applyto all employees, not just managers, and to teams as much as individuals. It is a continuousprocess, not a one-off event. Last but not least, it is holistic and should pervade every aspect

of running an organisation.

How does performance management work?Because performance management is (or should be) so all-pervasive, it needs structures tosupport it. These should provide a framework to help people operate, and to help them to helpothers to operate. But it should not be a rigid system; there needs to be a reasonable degreeof flexibility to allow people freedom to operate.

Performance management is a process, not an event. It operates as a continuous cycle.

Corporate strategic goals provide the starting point for business and departmental goals,followed by agreement on performance and development, leading to the drawing up of plansbetween individuals and managers, with continuous monitoring and feedback supported by

formal reviews.

Tools of performance managementIt is impossible to go into details of each of the tools used by performance management, sothe following paragraphs simply provide an outline.

Performance and development review.

Learning and development.

Coaching.

Objectives and performance standards.

Competences and competencies.

Measurement.

Pay.

Teams. 360-degree feedback.

Performance problem solving.

Equality and diversity policy

An Equality Policy is a written statement showing that the organisation actively opposesdiscrimination. It demonstrates commitment to making the organisation a fully accessible andinclusive place that welcomes and respects diversity.

All organisations must be aware of their legal obligations under the various Acts of Parliament

dealing with discrimination. Equal Pay Act 1970.

Sex Discrimination Act 1975.





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Race Relations Act 1976 (and Race Relations (Amendment) Act 2000).

Disability Discrimination Act 1995.

Human Rights Act 1998.

Sex Discrimination (Gender Reassignment) Regulations 1999.

Employment Equality (Sexual Orientation) Regulations 2003.

Employment Equality (Religion or Belief) Regulations 2003.

Age Discrimination Act 2006.

However, a robust Equality Policy should go beyond legislative requirements and includetypes of discrimination not currently covered by law. It is good practice to develop a policy thatexplicitly includes all types of unfair discrimination and takes a radical approach to challengingprejudice, harassment and discrimination across every aspect of your organisation.

Discrimination usually arises from a lack of awareness and experience rather than deliberateintent. Each organisation needs a policy that will reflect its own ways of working, itscommunity and constituency, activities and size. By examining in detail how the organisationoperates, managers will learn to recognise how and where discrimination is manifesting itself and be able to deal with each instance.

Equality Policies should not be produced by the management committee alone. Managersshould take this opportunity to engage users, employees, volunteers and everyone involvedwith the organisation to help to develop a policy that is genuinely inclusive andcomprehensive. Including everyone within your organisation in the development of the policywill make it easier to engage them on equality issues and will make implementation easier.

An Equality Policy should cover:

Staff.

Volunteers.

Management committee / board.

Members (if applicable).

Service users.

Potential users and the general public.

The policy should cover all aspects of the organisation and its work.

The policy should cover the following types of discrimination:

Gender (explicitly including transgender and transsexual identity).

Race or ethnicity.

Sexual identity or orientation (lesbian, gay, bisexual and heterosexual).

Age.

Relationship or marital status.

Disability.

HIV status.

Background.

Faith or religious belief.

Physical appearance.

Political opinions.

The policy should have four distinct parts:

A statement of intent to challenge discrimination and to take constructive steps toencourage participation.

A list of objectives showing what the organisation wants to achieve.

Procedures to put the policy’s aims and objectives into action.

Processes for monitoring, evaluating and reviewing the policy.

Management

The management of the organisation must reflect the organisations commitment to equalityand diversity. The management committee should, as far as possible, reflect the diversity of





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the community and of society. A good practice example is to look at the committee as acommunity management board, where you seek to ensure that a diversity of experience,background, identity and opinion is represented. The way committee members are appointedis extremely important. Vacancies should be advertised widely (adverts should include detailsof the organisations commitment to equality and diversity) and new members should beelected rather than co-opted or nominated directly. Decision making must always take place

in formal meetings, and not as a result of informal discussions elsewhere which excludefellow committee members. This includes any sub-committees as well as the full committeemeetings. Meetings should be held at times and venues that are suitable for all.

TrainingThe management committee and workers will require some induction and training to assist inthe implementation of the Equality Policy and in some cases to learn new skills. It is importantthat sufficient time is given to all areas of discrimination and oppression and so it is advisableto develop a training programme that allows at least ½ to 1 day to each issue.

The areas that should be covered are:

Understanding of oppression – this would include an exploration of individuals ownexperiences of oppression and discrimination.

Introduction to terminology – this enables a greater understanding of different types of discrimination and forms of prejudice.

Action to be taken to challenge discrimination – this could include looking at ways inwhich the organisation directly or indirectly discriminates and an introduction to the newpolicy.

Training should cover all of the types of discrimination included in the Equality Policy.

Monitoring, evaluation and reviewEquality and diversity procedures must be monitored continually, statistical informationcollected and the results evaluated. This enables managers to see how the policy is workingand make any necessary revisions. Information should be collected about recruitment andabout the composition of the workforce, both paid and voluntary. This can present problemsas workers are under no obligation to provide information about their race, disability or sexualorientation, and the collection and handling of such information is restricted by the DataProtection Act 1998. One way to gather this information is through anonymous confidentialstaff surveys, which can be distributed annually and can focus on issues around equality,diversity and discrimination. Larger organisations have found this method to be an effectiveway to gather important information about their performance in the area of equality.

Monitoring the services the organisation provides will show how effective the organisation isin meeting the needs of the community. Managers could choose to do this in a number of ways, including the use of service user questionnaires or community needs assessments(which will enable engagement with individuals or groups who do not currently use theservices).

The policy should state who will be responsible for monitoring, evaluating and reviewing thepolicy and procedures and how often checks will be made. Management should also identifywho is responsible for analysing the information collected and put forward proposals for revising procedures.

Personal Development Plans

Personal development plans (PDPs) provide a powerful, flexible way to link employees’professional and personal development with the development of your business.

A PDP is a short, unambiguous written document — usually one side of A4 paper — thatmaps out how a person can develop skills and progress in his or her job. Using PDPs,

managers can engage people’s abilities, commitment and knowledge to maximise their potential and that of the business.





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More than training

Using PDPs is not the same as simply putting groups of employees through traditionaltraining programmes.

1. PDPs focus on the development of the individual employee. The company will also benefit if the PDP is working well.

To reap the benefits of a PDP, it is essential for managers to secure the trust of employees. Let them know you are fully committed to meeting the expectations thatwill be generated by PDPs.

Senior management will also need to enlist the commitment of the managersresponsible for running PDPs, and provide appropriate training.

2. PDPs are personal for each employee, reflecting his or her individual aspirations.

Managers need to make sure employees define their own PDP objectives to ensurecommitment.

3. PDPs look at employees’ broad, long-term development, rather than short-term training

needs. The PDP is typically based on development objectives for the next 12 months.

Objectives do not always have to be directly related to specific work tasks. For example, a PDP goal might be to improve language skills.

The benefit to the company is having a more accomplished employee whosemotivation and self-esteem have grown through achieving a PDP objective.

4. PDPs must be structured and documented.

Agreed long-term objectives are the foundation of each plan. These can then bebroken down into short-term goals.

Once managers have agreed the objectives they can decide how best to achievethem.

Regular reviews are essential to ensure that the PDP is on track. PDP reviewsshould be held at least twice-yearly and can be built into the formal appraisal system.

5. Consider what resources are needed to support employees’ PDPs and review themregularly.

Managers may need to provide access to training, mentoring, finance or equipment. If the resources required are underestimated, managers risk setting employees up tofail and damaging morale, productivity and the trust of employees.

Who is involved?

1. Ideally, every employee should have a PDP.

Junior employees benefit from PDPs that help them to develop their roles within the

business. Managers and employers also benefit from PDPs, which keep them motivated and

stop them resting on their laurels.

2. Typically, each employee’s line manager is responsible for the employee’sPDP.

Managers need appropriate training to ensure they can manage PDPs effectively.Developing these skills can be built into the manager’s own PDP. Courses to develop therelevant skills of counselling, coaching and mentoring are widely available.

The most senior employees — and those whose performance has the most impact on theperformance of the business — may benefit from an external mentor.

3. Get the involvement of all people by encouraging a learning culture. For example, senior

employees may be involved in mentoring others. Provide support and training to enable mentoring.





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Self-managed teams

In addition to the traditional types of teams or groups outlined above, recent years have seenthe growth of interest in two other important types of team: ‘self-managed teams’ and ‘self-organizing teams’.

A typical self-managed team may be permanent or only temporary. It operates in an informaland non-hierarchical manner, and has considerable responsibility for the way it carries out itstasks. It is often found in organisations that are developing total quality management andquality assurance approaches. The Industrial Society Survey observed that:

Better customer service, more motivated staff, and better quality of output are the three topmotives for moving to [self-managed teams], managers report.

In contrast, organisations that deliberately encourage the formation of self-organizing teams

are comparatively rare. Teams of this type can be found in highly flexible, innovativeorganisations that thrive on creativity and informality. These are modern, often very new,organisations that recognise the importance of learning and adaptability in ensuring their success and continued survival. However, self-organizing teams exist, unrecognised, in manyorganisations. For instance, in traditional, bureaucratic organisations, people who need tocircumvent the red tape may get together in order to make something happen and, in sodoing, spontaneously create a self-organizing team. The team will work together, operatingoutside the formal structures, until its task is done and then it will disband.

The Table below shows some typical features of self-managed and self-organizing teams.

Self-m an ag ed t eam Self -o rg an izin g team

Usually part of the formal reportingstructure

Usually outside the formal reporting structure

Members usually selected bymanagement

Members usually self-selected volunteers

Informal style of working Informal style of working

Indirectly controlled by senior management

Senior management influences only the team'sboundaries

Usually a permanent leader, butmay change

Leadership variable – perhaps one, perhaps changing,perhaps shared

Empowered by senior management

Empowered by the team members and a supportiveculture and environment

With both forms of team, managers need to rethink their traditional approach to team working.Equality of team membership is a key feature of modern teams, with every member playingan equally important role in discussions, problem solving and decision making processes.

Managers are no longer expected to control or strongly direct the activities of the team butrather to support and work with the team by acting as coach, facilitator or adviser as needed.This has important implications for the kinds of skills needed to work effectively in this newrole. Managers and supervisors need to develop expert interpersonal and communicationskills, but above all they need to be prepared to ‘let go’ and to trust their colleagues and junior members of staff. A ‘command and control’ approach will not work with these modern forms of team working and staff with experience of the traditional models will need to resist thetemptation to step in at the first sign of difficulties, and also to refrain from apportioning blameif things do not work well in the early stages. The team members will need encouragement,support and help in learning from any mistakes or difficulties.





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Many organisations set up self-managed or empowered teams as an important way of improving performance and they are often used as a way of introducing a continuousimprovement approach. These teams tend to meet regularly to discuss and put forward ideasfor improved methods of working or customer service in their areas. Some manufacturershave used multi-skilled self-managed teams to improve manufacturing processes, to enhanceworker participation and improve morale. Self-managed teams give employees an opportunity

to take a more active role in their working lives and to develop new skills and abilities. Thismay result in reduced staff turnover and less absenteeism.

Team Climate Survey

IntroductionThis is a standard questionnaire used to diagnose the current state of a team, in terms of itsmembers are feeling. It should take no more than 15 minutes to complete.

Warm-up

If someone asked you to show how warm or cold the climate is within your team right now,where would you put your mark on this chart.

Cool Warm

Now complete the attached questionnaire to add more information to your first impressionabove. Just tick the box which reflects your own view to show whether or not you agree withthe statements.





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Questionnaire

Stronglydisagree

Disagree Statement Agree Stronglyagree

(a) Work-related decisions are shared asfar as possible

(b) Team members stand in for each other and share peak workloads

(c) Everyone in the team knows what ishappening and what is planned

(d) Individuals perform their preferred rolesand are seen to make a positivecontribution to work

(e) The leadership style used in the team isrespected, with individuals willing to offer honest, open feedback

(f) Work patterns are agreed in the teamand are flexible

(g) Work achievement is reviewedpositively and constructively

(h) Team members monitor the quality of work performance

(i) Work-related changes for the team areaccepted and put into action

(j) Team members clearly see themselvesas part of an effective team

(k) Team members set and maintain their own standards of behaviour and code of conduct

Continued on next page





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Stronglydisagree

Disagree Statement Agree Stronglyagree

(l) Team members openly praise others’achievements, and offer honest,

constructive feedback for improvements

(m) Conflict is resolved positively andconstructively without harming futurerelationships

(n) All members are committed to maintainand improve the status of the team

(o) There is an atmosphere of openness,trust and mutual support

(p) Individuals are motivated to do what isneeded without having to be told

(q) Individuals demonstrate a commitmentto achieving team goals

(r) Individuals share confidences and feelable to discuss personal matters as well aswork-related issues

(s) Individuals are encouraged andsupported by other team members indeveloping new skills to enhance their career prospects

(t) Individuals are keen to learn anddevelop skills which support the team effort




Learning History

The learning history is a tool for stimulating, directing and evaluating collective learning inorganisations.

There are variations on the way the tool is designed and used, but typically the learning

history is a paper document containing a narrative description of the organisation’s recentpast. It describes critical events, changes, new initiatives and developments, significantperformance, and so on.

To ensure as representative as possible a version of organisational history, those (or representatives of those) involved in the events contribute to chronicling the narrative whichtends to be confined to one of two columns. The other column is reserved for a commentarysupplied by `learning historians’ – usually people from outside the organisation withappropriate expertise.

NarrativeCompiled in-house

CommentaryFrom external `experts’

Once the history has been compiled and the commentary completed, the document isreviewed within teams and is intended to feed into strategies for development atorganisational, team and individual levels.

Still a relatively young technique, there is not a great deal of evidence at present about howsuccessful the learning history is in bringing about collective learning. But one of itsoriginators, George Roth has, through his work with various US companies such as ElectroComponents and Amoco, identified certain conditions which are important for the learninghistory approach to succeed:

Everyone in the organisation should have the opportunity to contribute to its development(even if this is at one remove – i.e. by suggesting ideas to a representative from their partof the organisation).

When the learning history is reviewed, readers should `take on the mindset of abeginner’. In effect this means reading with an open mind and suspending judgement.

Whoever contributes to the learning history should be able to do so uncensored.

There should be no fear of recrimination as a result of the process – amnesty should beoffered to those harbouring guilty secrets!

7. OD Solutions Full Document

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