SOLUTION: Supporting organisational and individual learning

1Session 2: Supporting organisational and individuallearningLO2Developing Individuals, Teams andOrganisations2Objectives of the SessionBy the end of the session, students should be able tounderstand:• GAP analysis and skills evaluation• How learning is determined and developed23Supporting organisational andindividual learningGAP analysis and skills evaluationSkills Gap Analysis• Why – Determine if the skills you possess meet the skill requiredfor your industry• Employer’s Prospective – No1 Complaint from employers:• Job seekers do not articulate their skills– Resume– Interview– Social Media4Supporting organisational andindividual learningGAP analysis and skills evaluationWhat is a skills gap?A skills gap is a significant gap between an organisation’s skill needsand the current capabilities of its workforce. It is the point at whichan organisation can no longer grow and/or remain competitive in itsindustry because its employees do not have the right skills to helpdrive business results and support the organisation’s strategies andgoals35Supporting organisational andindividual learningGAP analysis and skills evaluationWhat is causing the skills gap?1. Jobs are changing2. Educational attainment is lagging the need for skills3. Businesses are not leveraging their learning investmentseffectivelyWhere are the biggest gaps?1. Basic skills2. Technical and professional skills3. Management and leadership4. Emotional intelligence5. Languages & Communication Skills6Supporting organisational andindividual learningGAP analysis and skills evaluationFour Signs that an organisation may be facing a skills gap1. There is a mismatch between the skills the organisation needs(current and future) and the capabilities of the workforce2. The organisation did not train employees during hard times andis struggling to catch up3. The number of high skilled, specialised jobs needed to take theorganisation forward is increasing4. There is a high percentage of baby boomers in the workforcethat are or will be leaving soon47Skill Gap AnalysisBenefits of a skills gap• Helps you refine and define skills the agency needs, now and in thefuture• Helps your employees know what critical skills they will need togrow• Helps you in recruiting efforts when current employees do not havethe skills or the interest8Supporting organisational andindividual learningSkill GAP Analysis• One of the direct ways for your organisation to achieve peakperformance is through a systematic evaluation of your workforceskills in relation to business operations• There are some basic steps to maximise your people’s potentialand attain organisational efficiency:1. Understand the organisation’s key strategies and performancemetrics2. Identify competencies that map to these strategies3. Assess the skills gap4. Set goals and prioritise the path to filling the gap5. Implement learning solutions6. Measure results and communicate the impact59Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisational efficiency1. Understand the organization’s key strategies and performanceBe sure you know the answers to these questions• What are your organisation’s key strategies, goals, and objectives?• Who are your customers or who is your audience? How satisfied andengaged are they with your organization?• What is your position in the industry or market, and who are your keycompetitors?• Does your organisation have a business plan with a recent SWOT(strengths, weaknesses, opportunities, and threats) analysis?• How does your CEO or senior executive measure the organisation’sperformance and success? •• Where is your organisation and industry headed in the next year, threeyears, and five years?10Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency2. Identify competencies that map to these strategies• Based on your organisation’s strategies and core businessfunctions, what skills and competencies are needed in theorganisation?• Determine the priority of the skills and competencies – what arethe most important ones that the organisation must have to growand be successful?– Create a matrix that is meaningful to the organisation (thecompetencies may be mapped to job function within theorganisation, department, employee group, or area of specialty)611Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency3. Assess the skills gapUnderstand the demographics of your workforce• Are many employees nearing retirement?• Assess your organization’s risk of losing knowledge if long-timeemployees leaveConduct a workforce review to determine the status of current andfuture skills gaps by organization/ division, job category, anddemographic segment• Do this through a comprehensive skills inventory for all employees,from entry-level workers to senior executives12Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency3. Assess the skills gap• Determine the most important skills gaps your organisation facesnow, in one year, three years, five years, and potentially 10 years• Based on the assessment, determine the largest skills gaps andwhich employees most need skills development• Prioritise the most critical skills gaps• Consider these questions:– Are the gaps more pronounced in specific employee groups?– Are the gaps in specific lines of business?– Are the gaps geographically-based?713Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency4. Set goals and prioritise the path to filling the gap• Set goals and prioritise the path to filling the gap Identify targets forclosing the gap between current skill sets and those needed tosupport the future goals of the organisation• Decide whether to hire skilled talent, build it internally, and/orobtain it through outsourcing• Set baseline measures by documenting employees’ skillsassessments as they stand now• Set goals for “speed-to-competence” – how quickly do you need todevelop these skills, and how will you measure the effectiveness ofthe skills development?14Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency4. Set goals and prioritise the path to filling the gap• Set goals for internal communication and change managementplans that will accompany the comprehensive action plan toaddress the organisation’s skills gap• Develop a separate communication and change managementstrategy for managers• Include managers in every step of the implementation andmeasurement strategy• Create or improve processes and methods for identifying internaltalent, recruiting new talent, and retaining employees with the keyskill sets that the organisation needs815Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency5. Implement learning solutionsThis should be led by the organisation’s learning function, create anorganisation wide learning plan to address skills gaps• Deploy learning resources through a learning management system• Create individual learning plans and learning paths for employees• Select appropriate delivery modes for learning opportunities –instructor-led classroom, online instruction, informal learning, or acombination– In addition to traditional training methods (e.g., classroom),include learning opportunities such as coaching, mentoring, jobrotation, external programs and courses, tuition reimbursement,and so forth as part of the learning plan16Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisational efficiency5. Implement learning solutions• Set up systems that will document and measure employees’competencies and skills before, during, and after the learning takes place• Ensure that the learning employees will receive is relevant, timely, andaccessible, and is linked directly to narrowing the identified skills gap• Engage the organisation’s senior leadership in supporting learningprograms and advocating for workforce readiness• Create opportunities for the CEO and senior executives to lead coursesand model “leaders as teachers”• Create opportunities for seasoned and highly skilled workers to stayinvolved and engaged in the organisation by being part of the skilldevelopment of others as mentors, coaches, and team leaders917Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency6. Measure results and communicate the impact• Measure employees’ progress on the learning plans againstindividual and organisational goals• Use measurement tools such as scorecards and dashboards tomeasure progress before and after learning takes place• Measure organisational gains in efficiency, effectiveness of thelearning, and speed-to-competence• Test for senior leadership’s awareness of the progress in buildingneeded skills• Link the results of the learning back to organisational strategiesand goals18Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency6. Measure results and communicate the impact• Determine whether the organization is meeting or has met its goalsto narrow skills gaps• Measure and communicate the return on investment (ROI) for thelearning program–what are the financial and non-financial benefitsto the organisation in the short and long-term?• Adjust solutions based on success1019Supporting organisational andindividual learningSkill GAP AnalysisMaximising people’s potential and attaining organisationalefficiency6. Measure results and communicate the impact• Report results to all stakeholders in the organisation• Consider these questions:• Did your learning solutions and implementation plans have a measurableeffect on narrowing skills gaps in your organisation?• Is your workforce better equipped with skills now?• What business results can be identified based on the learning solutionsimplemented?20Supporting organisational andindividual learningHow learning is determined and developedWhy is Learning Vital?• To be effective, organisations must understand what skill sets they neednow and in the future at every level of the organisation – all the way tothe executive suite• In many organisations challenged by a very competitive businessenvironment, it’s not enough to “hire for attitude” and “train for skills”• Employees must come to work with skills that allow them to be effectiveimmediately• Starting with the selection process, savvy organisations identify criticalskills and competencies that new hires must have, and they recruit forthose• Understanding the organisation’s goals and strategies, managers workwith employees to map their learning needs to business requirementsthrough the use of individual development plans and performance plans1121Supporting organisational andindividual learningHow learning is determined and developedAs Organisation1-Invest in employee development and commit resources to learninginitiatives that support business goals and strategies2- Create an environment of continuous learning and provideappropriate learning and development opportunities3-Benchmark organisation-wide learning against best practices4- Recognise and reward learning and development that supportcurrent and future skill needs5- Provide working conditions and an atmosphere that help retainmature workers, so that highly skilled and knowledgeable workersstay in the workforce22Supporting organisational andindividual learningHow learning is determined and developedWhat individuals should do to take responsibility for their own skilldevelopment• As Individuals take responsibility for the quality of their workInitiative to increase their knowledge and skills when• Individual should to be able to learn new skills quickly1223Supporting organisational andindividual learningHow learning is determined and developedWhat individuals should do to take responsibility for their own skilldevelopmentAs Individuals they should• Take responsibility for the quality of their work initiative to increase theirknowledge and skills when• Be able to learn new skills quickly• Take responsibility for their own skill development and careerdevelopment• Take responsibility for the quality of their work• Be flexible, adaptable, and able to learn new skills quickly• Be proactive in acquiring skills, in furthering their education, andcommitting to lifelong learning• Take the initiative to increase their knowledge and skills when their job ororganisation require it24Supporting organisational andindividual learningHow learning is determined and developedWhy is Learning Vital?• Starting with the selection process, savvy organisations identifycritical skills and competencies that new hires must have, andthey recruit for those• Understanding the organisation’s goals and strategies, managerswork with employees to map their learning needs to businessrequirements through the use of individual development plansand performance plans1325Supporting organisational andindividual learningSome models of learningKolb’s experiential learning cycleExperiential learning in practiceRace’s modelActive learningKolb’s experiential learning cycleLearning is founded in experienceLearning moves through a 4 stage cycle and repeats1. Experience (either in class or outside)2. Review experience3. Draw conclusions4. Plan for next (similar) experienceKey model, leads to: one version of learning styles, reflective questioningprocess, Problem Based learning (PBL), Race’s model14Experiential learning in practice• Start with an activity– practical, discussion, case study, own experiences, question,problem– Problem Based Learning (PBL), inquiry based learning, clinicalplacements, tutorials (run ‘properly’)• Review, gather data, responses– Reflective journals on placements• Link to theory (from lecture or reading), generate patterns, deriveunderstanding• Work out implications for next time– How can this be used, applied Do you demonstratethese?How, evidence?Race’s modelkey factors underpinning successful learningBuilding on Kolb Wanting – motivation: interest, enthusiasm and /or Needing – motivation: necessity, completion Doing – practice, trial and error Feedback – getting reactions: self, peers, tutors Digesting – reflection, making sense, owning the learningHow would you rate your courses/teaching on these?Which get the highly rated time (i.e. your time)?15Active learning• Is generally defined as any instructional method that engagesstudents in the learning process … in practice active learning refersto activities that are introduced into the classroom• Students will remember more content if brief activities areintroduced to the lecture. Contrast this to the prevalent contenttyranny that encourages faculty to push through as much material aspossible in a given session.• The best available evidence suggests that faculty should structuretheir courses to promote collaborative and cooperativeenvironmentsPrince 200430ReferencesDeveloping skill gap analysishttps://www.slideshare.net/samarsingh501/developing-skill-gapanalysisSkills gap analysishttps://www.slideshare.net/SLATEMCC-Vets/skills-gapanalysis?next_slideshow=1Bridging The Skills Gaphttps://fr.slideshare.net/agnh13/bridging-the-skills-gapPrince (2004). Does active learning work- A review of the research