Dr Wim Brits- Setting Up and Managing a Corporate Development Centre

11th Annual ASTD International Conference

Setting up and managing a corporate development centre (Corporate university)

Presentation by Wim Brits

South African Reserve Bank Academy March 2015

Disclaimer: The views expressed herein are those of the author and do not reflect the official views of the South African Reserve Bank Group

§  What is a corporate university (CU)? §  Leading CUs in the world §  Purpose (need?) §  Evolution of CUs §  How does it differ from the traditional training function?

§  Twelve success factors for establishing a CU §  Establishing the CU §  The CU structure §  Recommended books

Agenda

What is a corporate university?

A strategic learning and developing entity, which aims to establish, enhance and renew the organisation's core competencies, allowing it to

respond successfully to changing business challenges

Prof Theo Veldsman, University of Johannesburg

§  UPS Global Learning Network §  Defense Acquisition University §  Capital One University §  VZU (Verizon University) §  Accenture Leadership Centre §  McDonald’s Hamburger University §  IBM University §  P&G University (Proctor & Gamble) §  Vanguard §  KPMG University Connection Source: Corporate University Enterprise, Inc.

Leading CUs in the world

Corporate universities

Crisis need Opportunities need

Quick fix need Scheduled service need

Renewal

Proactive Reactive

Maintenance Rademakers (2009)

Purpose

Crisis need Opportunities need

Quick fix need Scheduled service need

Renewal

Proactive Reactive

Maintenance Prospectus/ catalogue driven

Generic training offered to address short team individual needs

Multiple career paths, integrated L&D delivery, shift to talent management

Global war on talent, staff morale, retiring baby boomers, mergers

3.

Tactical -‐Organisational

4. Strategic -‐

Organisational

1.

Tactical -‐Individual

2. Strategic -‐Individual From an

individual to an organisational orientation

From a tactical to a strategic orientation Karen Barley (2010)

Evolution Your business

Tactic, tactics…

In this quadrant, the emphasis is on the tactics of learning and development, and on the employees as individuals.

This quadrant is best described as a network of learning and development activities associated with specific requirements for skills and competencies.

1. Tactical/Individual

Focuses on building employee

competence

In this quadrant, the emphasis is on the tactics of learning and development, and on the employees as individuals.

This quadrant is best described as a network of learning and development activities associated with specific requirements for skills and competencies.

There may be more than one training unit in the organisation but these training units are not necessarily linked or tied to one another, and it is unlikely that an integrated company-wide learning management system would be in place.

1. Tactical/Individual

Focuses on building employee

competence

This quadrant is more strategic yet still focuses on developing employees as individuals.

2. Strategic/Individual

Focuses on performance improvement

This quadrant is more strategic yet still focuses on developing employees as individuals.

Multiple training units may still exist, but are linked to performance management, not merely competencies. Performance management, as established and aligned with an organisation’s performance system, is the driver in this quadrant, which is also why this quadrant is more strategic

.

2. Strategic/Individual

Focuses on performance improvement

The emphasis in this quadrant is on building organisational efficiencies through learning and development, concentrating on learning tactics and organisational strategies.

The emphasis is on operational components, such as one common learning management system and a one-stop access point for all learning.

3. Tactical/

Organisational

Focuses on building organisational

efficiencies through training

The emphasis in this quadrant is on building organisational efficiencies through learning and development, concentrating on learning tactics and organisational strategies.

The emphasis is on operational components, such as one common learning management system and a one-stop access point for all learning.

The presence of the corporate university (academy) is a single, integrated approach to all development activities in the organisation. The kinds of delivery are more sophisticated, offering action learning and blended learning opportunities that blur the line between learning and work.

3. Tactical/

Organisational

Focuses on building organisational

efficiencies through training

Learning and development truly become a competitive business variable in this quadrant.

Learning and development appear on the company’s scorecard and take accountability for their role in organisational performance during both good and bad times.

4. Strategic/

Organisational

Integrated line of business to

leverage learning for competitive

advantage

Learning and development truly become a competitive business variable in this quadrant.

Learning and development appear on the company’s scorecard and take accountability for their role in organisational performance during both good and bad times.

Learning occurs throughout the organisation, not only in training classes. Discussion groups, think tanks, specialised workshops and action learning are as popular as formal courses. The impact and return on investment from learning interventions are regarded as crucial.

4. Strategic/

Organisational

Integrated line of business to

leverage learning for competitive

advantage

The traditional training function “training the old way”

Get trained

Developing knowledge and skills

Tactical

Reactive

Fragmented, duplication and waste

Individual employee client

Staff function

Classroom based Pre-‐scheduled & open enrolment – training catalogues & prospectus Broad content & wide audience

Full-‐time trainers

Instructor-‐led

Passive learning

Traditional training function & the CU

Training too broad/general?

The traditional training function The corporate university approach “training the old way” “learning the new way”

Get trained Corporate University (academy) as metaphor for continuous learning

Developing knowledge and skills Improving business performance & solving business problems

Tactical Strategic

Reactive Proactive

Fragmented, duplication and waste Education portal / umbrella – coordinated and cohesive

Individual employee client Employee, teams, customers & suppliers

Staff function Business unit (separate department)

Classroom based Anytime and anywhere (e.g. on-‐line learning) Pre-‐scheduled & open enrolment – training catalogues & prospectus

TNA, JIT learning, cycle times, real time & real problem solving

Broad content & wide audience Customised curricula for job families

Full-‐time trainers Internal specialists, industry practitioners & thought leaders

Instructor-‐led Variety of learning modes (Blended)

Passive learning Active learning supported by electronic learning

Traditional training function & the CU

Twelve success factors for establishing a CU Source: Jack J Phillips

Twelve success factors for establishing a CU

1.  Clarify role and strategy


1.  Clarify role and strategy 2.  Always have a champion


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs 5.  Address performance improvement


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs 5.  Address performance improvement 6.  Pursue a variety of learning transfer strategies


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs 5.  Address performance improvement 6.  Pursue a variety of learning transfer strategies 7.  Develop partnerships with key executives


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs 5.  Address performance improvement 6.  Pursue a variety of learning transfer strategies 7.  Develop partnerships with key executives 8.  Manage the CU as a business


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs 5.  Address performance improvement 6.  Pursue a variety of learning transfer strategies 7.  Develop partnerships with key executives 8.  Manage the CU as a business 9.  Demonstrate the value of the CU


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs 5.  Address performance improvement 6.  Pursue a variety of learning transfer strategies 7.  Develop partnerships with key executives 8.  Manage the CU as a business 9.  Demonstrate the value of the CU 10.  Stay relevant to customers


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs 5.  Address performance improvement 6.  Pursue a variety of learning transfer strategies 7.  Develop partnerships with key executives 8.  Manage the CU as a business 9.  Demonstrate the value of the CU 10.  Stay relevant to customers 11.  Involve managers and specialists in the learning cycle


1.  Clarify role and strategy 2.  Always have a champion 3.  Establish proper governance 4.  Align with business needs 5.  Address performance improvement 6.  Pursue a variety of learning transfer strategies 7.  Develop partnerships with key executives 8.  Manage the CU as a business 9.  Demonstrate the value of the CU 10.  Stay relevant to customers 11.  Involve managers and specialists in the learning cycle 12.  Market the CU in a strategic and subtle way

Establishing the CU Source: Theo Veldsman

36

Compare “To be” and “As

is” states in terms of: offerings, processes/ modalities,

modes, participants, providers,

technology, facilities/

infrastructure. Determine gaps

and prioritise against business

needs

10

Make decision to proceed or not.

If yes, proceed with balance of route map

3

Turn high level profile,

positioning and design of CU

into operational model (“To be”)

with value-adding

measurement model and

metrics

6

Consolidate all current learning/teaching (“As is”)

under CU governance structure and processes without disrupting current

state of delivery

7

Devise branding

strategy and plan and roll

out

9

Align enabling/

reinforcing people

management policies and

practices (e.g. performance

management)

8

Conduct CU feasibility study: • Business case • Value proposition • High level profiling, positioning, design, funding of CU • Expected outcomes • Benefits/cost analysis • High level implementation road map

1

Ongoing 4

Set up high level CU governance structure

and processes to oversee CU design and

implementation

5

2 Obtain buy-in and build

commitment amongst key stakeholders

Devise and

imple- ment

strategy/ plan to

close gap

11

2

The CU structure -‐ SARB Academy

Governor

Head: School for Central Banking

Head: School for Operations

Head: School for Leadership

Head: Skills Planning

Head: Shared Services

L & D Consultants L & D Consultants L & D Consultant

SDF

Data Analyst

Risk Management

& Compliance

Events Coordinator

LMS Administrator

Team Leader:

Finance & Admin

Budget Officer

Four L & D Administrators

E-‐Learning Specialist

Head: SARB Academy

Chief Operating Officer







SDF

Data Analyst

Risk Management

& Compliance

Events Coordinator

LMS Administrator

Team Leader:

Finance & Admin

Budget Officer



Specialist career path

Functional career path

Management career path

Governor

Head: SARB Academy








SDF

Data Analyst

Risk Management

& Compliance

Events Coordinator

LMS Administrator

Team Leader:

Finance & Admin

Budget Officer



Strategic Skills

Committees

Governor

Head: SARB Academy








SDF

Data Analyst

Risk Management

& Compliance

Events Coordinator

LMS Administrator

Team Leader:

Finance & Admin

Budget Officer



Strategic Skills

Committees

Human Resources Department

Governor

Head: SARB Academy








SDF

Data Analyst

Risk Management

& Compliance

Events Coordinator

LMS Administrator

Team Leader:

Finance & Admin

Budget Officer



Strategic Skills

Committees

Human Resources Department

Strategic apex

Governor

Head: SARB Academy


Recommended books

Mark Allen, Editor

Richard Dealtry

Jeanne Meister

Conclusion …

Questions

Dr Wim Brits- Setting Up and Managing a Corporate Development Centre

Business

Transcript of Dr Wim Brits- Setting Up and Managing a Corporate Development Centre