Training catalog

Management . Consulting . Development . Training

www.iconsultica.comManagement . Consulting . Development . Training

iconsultica TRAINING



A. Context We are entering an age where the dominant society is a knowledge society. Knowledge will be the key resource and knowledge workers will dominate the workforce. This transition from an industrial based economy and society is changing not only the way we work, communicate and live, but also the way we are governed and the way that the public service will be expected to deliver programs and provide services. Knowledge is different from every other historical means of production. It becomes obsolete rapidly. It travels more effortlessly than money. It cannot be inherited. It must be acquired at the individual level and each person starts with the same level of ignorance. In a knowledge society, a person's and the organization's ability to acquire and share knowledge is their most important competency. Public service work is predominantly knowledge work and employees of government are predominantly knowledge workers. In such a knowledge-based environment, one of the most important investments a government can make is investment in its employees - its human capital. In an era of a contracted and increasingly competitive and highly mobile labor market, sustained investment in human capital will be necessary to attract and retain the required talent and to provide high quality public services in an efficient way. The Public Service Context Reports concluded that the public service continues to face challenges such as globalization measures and the increased need for knowledge-based workers that impedes the performance of the public service. Training and development in the public service concluded that it was timely for government to change its thinking about training and development in the public service and to treat employee development not as a luxury, but rather as a necessary investment. The report found that human capital is at risk and that training and development, as currently managed, is not being applied in a strategic way. Current tendencies call on government to "maintain the human capital of public service, its capacity to create good policy advice, and its ability to deliver top quality services efficiently" saying that this was urgently needed, now more than ever before, given current pressures on the public service.

I. Context: Global Workforce Trends




These issues have contributed to employee perceptions that government values training and development. Employees surveyed have been consistent in expressing their concerns about the lack of access to training and development opportunities. A related issue is the perception that managers in the public service lack the necessary skills to lead and motivate the workforce. This initiative is designed to perfectly meet the public service professional needs and it contains six goals: " Effective people strategy" Proactive and visionary leadership" Performance focused workplace" Learning and innovative organization" Flexible and motivating work environment" Progressive employer - employee relations This document sets out the primary strategy for the creation of a learning and innovative organization within the public service. One of the component strategies is the creation of a management development program that will support the goal of "proactive and visionary leadership." Investment in learning is a key measure of renewal and development of the public service.




The Business Case for Investment in Learning The dynamic role and public expectations of government as well as the new emphasis on integrated and cross-ministry policy design and service delivery have changed public sector management and operations with profound long term consequences. These factors are generating pressures to invest in learning, both at the organizational and the individual levels, in order to be more accountable for results in a decentralized environment, make more effective use of technology, modernize the management of people, lead public and private partnerships and leverage the scarce resources of government for better service to citizens.

• Learning investments in achieving these objectives in the public service are direct investments in the strategic priorities of the British Columbia government.

• Empirical studies in both public and private sector organizations have shown that

learning investments produce substantial economic returns to organizations through reduced costs, increased efficiencies and other direct and indirect benefits that improve the performance and competitiveness of the organization.

• Return on Investment -Empirical evidence showing strong ROI on learning

investments has motivated some organizations to intensify these investments.

• Service Improvement - Many service organizations invest in learning because measured improvements in service have been shown to contribute to "brand" reputation, client satisfaction and, eventually, to competitive advantage.

• Catalyst for Change - In fast moving and competitive environments, complacency

and rigidity are fatal. Learning promotes perspective and innovation and is a key driver of change, starting with changed mindsets that are often the hidden block to successful organizational development and timely adaptation.

• Innovation and Creativity - Knowledge being "the new commodity", the ability to

create and adapt it has become a key to organizational strength and performance. Individual and organizational learning are now business imperatives in government and the private sector.




A. Context The Goal of the Learning Strategy is to build a learning and innovative organization and thereby contribute to professional excellence in the ministry. Core Values

• An investment in employee learning is an investment in excellence in the delivery of public services.

• Equitable access to learning and development opportunities for all employees is

critical for renewal of the public service.

• Learning, teaching and mentoring are shared responsibilities - each of us needs to acquire, and to help others acquire, the knowledge we need to do our jobs better.

• The creation of a learning culture within the public service ultimately supports

government's objective to be innovative, enterprising, results oriented and accountable.

Objectives The Learning Strategy offers a plan to create an environment where it is understood by all employees and managers that, in a knowledge economy, employee learning and organizational development are operational imperatives, not luxuries. The Strategy has three objectives: 1. The creation of a culture in the public service that encourages learning, innovation and the acquisition, transfer and use of knowledge. 2. Training and development programs that meet the needs of its three stakeholders: government strategic priorities, ministry business objectives and employee job requirements. 3. Efficient delivery of training and development programs to senior executives and employees of all levels in a latter stage.

II. Goal Core Value and Objectives




A. Context A number of strategic shifts are required to refocus the current state of learning in the public service and meet the objectives of the Learning Strategy. (Based on Six Sigma measures)

III. Strategic Shifts




A. Context Strategies 1. Formal Corporate Curriculum - Establish and deliver a corporate learning curriculum based upon the broad definition of skills in demand. The curriculum areas and related career development programs will be reviewed from time to time to ensure that they continue to support government’s strategic priorities and ministry operational objectives. 2. Leadership and Management Development Program - Establish and deliver a program of leadership and management development that ensures managers have the tools, techniques and attitudes to provide solid operational and strategic leadership. This program is a powerful tool that helps create a learning culture by helping senior executives understand their role in supporting employee development. It must be integrated with the executive development objectives also provide integrated training to all levels of managers from supervisory to executive. 3. Corporate Training Needs Analysis - Conduct an on-going survey of training needs and priorities across the ministry to ensure that program plans remain current. 4. Training Evaluation Strategy - Establish a training evaluation strategy that will allow senior management to understand whether its training and development objectives are being met. Government needs to know the results of its training investment. Did trainees actually learn what was intended by the program or course and has it resulted in improved performance on the job? 5. Competency Based Learning Activities - Integrate the design of training and development programs with the competencies required by employees to deliver public services effectively. 6. Performance Measures and Reporting - Establish performance measures and reporting standards for all training and development activities and programs to ensure that they continue to support the objectives of this Strategy.

IV. Strategies and Key Measures




KEY MEASURES I. Needs Assessment: This systematic exploration of the way things are and the way they should be is utilized before we recommend a certain training area to our candidates. These "things" are usually associated with organizational and/or individual performance. We need to consider the benefits of our consulting and training intervention before we just go and do it: What learning will be accomplished? What changes in behavior and performance are expected? Will we get them? What are the expected economic costs and benefits of any projected solutions? Five steps to conducting needs assessment: Step 1: Perform a "GAP" analysis--The first step is to check the actual performance of each candidate against existing standards, or to set new standards. There are four parts to this: 1. Current situation: We determine the current state of skills, knowledge, and abilities of our current and/or future employees. This analysis also should examine aspired goals, climate, and internal and external constraints. 2. Desired or necessary situation: We identify the desired or necessary conditions for organizational and personal success. This analysis focuses on the necessary job tasks/standards, as well as the skills, knowledge, and abilities needed to accomplish these successfully. It is important that we identify the critical tasks necessary, and not just observe current practices. 3. Afterwards, we take a proactive approach, by assigning candidates to most needed skills training first. In order to meet organizational skills requirements, for example, could team building and related activities help improve candidate's productivity more than negotiation skills?




4. Are there internal or external forces dictating that training and/or organization development will take place? Are there policies or management decisions which might dictate the implementation of some program? Are there governmental mandates to which we must comply? Step 2: Identify priorities--The first step should have produced a large list of needs for training and development, career development, organization development, and/or other interventions. Now we examine these in view of their importance to our organizational goals, realities, and constraints. We must determine if the identified needs are real, if they are worth addressing, and specify their importance and urgency in view of Candidate's organizational needs and requirements Step 3: Identify causes of performance problems and opportunitiesNow that we have prioritized and focused on critical organizational and personal needs, we next identify specific problem areas and opportunities.We ask two questions for every identified need: Are Candidates doing their jobs effectively? Do they know how to do their jobs? Step 4: Identify possible solutions and opportunitiesMultiple methods of Needs Assessment are used, to get a true picture, It is important to get a complete picture from many sources and viewpoints. Candidates fill out a combination of questionnaires, consultation sessions with persons in key positions, and/or with specific knowledge review of relevant literature, interviews, focus groups, tests, records & report studies work samples. Step 5: Kick Start-Candidates are emerged into training programs that best correspond to their professional needs based on entire needs analysis.


SOLUTIONS

The effectiveness of the learning starts



4. Are there internal or external forces dictating that training and/or organization development will take place? Are there policies or management decisions which might dictate the implementation of some program? Are there governmental mandates to which we must comply?

IDENTIFY PRIORITIES

Which need will be met first

IDENTIFY CAUSES/EFFECTS

Activity to meetThe Training & Development

GAP ANALYSIS

The Training and Development Needs




2. Quantitative Evaluation: Typically, when we evaluate our work, we look for validity, accuracy and reliability in our evaluations. We also look for evaluation approaches that are practical and relevant. Quantitative Evaluation methods are highly accurate and effective, that's why we use them extensively before, during and after training and development activities. We consider the following basic suggestions: Before the Implementation Phase 1. We examine if selected training and development methods really result in the candidate's learning the knowledge and skills needed to perform the task or carry out the role? We also answer whether other candidates used the methods and been successful? 2. We consider applying the methods to highly skilled candidates then test their impressions of the methods. 3. Methods must conform to the candidate's preferences and learning styles. Thus, we suggest that candidates briefly review the methods, e.g., documentation, Data shows, etc. During Implementation of Training 1. We ask the Candidates how they're doing. Do they understand what's being said? 2. Periodical short test are conducted to have the candidates explain the main points of what was just described to them. 3. We explore whether candidates are enthusiastically taking part in the activities. Is he or she coming late and leaving early? After Completion of the Training 1. We design a test before and after the training and development, and compare the results.2. We interview Candidates before and after, and compare results.3. We observe Candidates perform the task or conduct the role.4. An expert evaluator from inside or outside the Ministry will be assigned to evaluate the learner's knowledge and skills.




Methods for collecting information about evaluation 1. Case Study-an in-depth examination of each candidate as an individual case. We rely on multiple sources of information to provide as complete a picture as possible on each and every participant and groups working at the same department. 2. Interviews-we collect information by talking with and listening to participants. Two models are conducted here: first, tightly structured, like surveys. Second, free-flowing and conversational. 3. Observation-its important for us to see and assess our participants by keeping a track record of their conduct. 4. Group assessment-- collecting evaluation information about participants through the use of group processes such as nominal group technique, focus group, brainstorming and forums. 5. Expert review--examination by a review committee, panel of experts or peers.6. Portfolio review--an on-going and careful analysis of each participant's materials, including samples of work, presentations, and the scope of program or activity being evaluated. 7. Testimonial--taking in account participants responses and reactions. 8. Test-use of established standards to assess knowledge, skills, and performance. 9. Document analysis--use of content analysis and other techniques to analyze and summarize printed material and existing information. 10. Creative expression--use of art forms to facilitate powerful tools for participants to present their ideas and feelings through drama, music and art. iconsultica TRAINING



LeadershipDevelopment


1

C

O

I

0. Leadership Absence

D

2

C

O

I


1. Leadership Assertiveness

D

3

C

O

I


2. Leadership Building Relations

D

4

C

O

I


3. Leadership Coaching

D

5

C

O

I


4. Leadership Communication I

D

6

C

O

I


5. Leadership Conflict

D

7

C

O

I


6. Leadership E.I

D

8

C

O

I


7. Leadership Facilitation

D

9

C

O

I


8. Leadership Finance

D

10

C

O

I


9. Leadership Leadership Skills

D

11

C

O

I


10. Leadership Interview Skills

D

12

C

O

I


11. Leadership Leading Meetings

D

13

C

O

I


12. Leadership Listening Skills

D

14

C

O

I


13. Leadership Behavior Management

D

15

C

O

I


14. Leadership Mentor Training

D

16

C

O

I


15. Leadership Meeting Participation

D

17

C

O

I


16. Leadership Presentation Skills

D

18

C

O

I


17. Leadership Project Management

D

19

C

O

I


18. Leadership Questioning Skills

D

20

C

O

I


19. Leadership Report Writing

D

21

C

O

I


20. Leadership Time Management

D

22

C

O

I


21. Leadership Train the Trainer

D




BusinessDevelopment


www.iconsultica.com 24

C

O

I


24

22. Business Business Planning

D



C

O

I


25

23. Business Sales Planning

D



C

O

I


26

24. Business Sales Skills

D



C

O

I

Management . Consulting . Development . Training27

25. Business Problem Solving

D

C

O

I


28

26. Business Negotiation Skills

D

Management . Consulting . Development . TrainingManagement . Consulting . Development . Training

iconsulticaTRAINING

www.iconsultica.com

Training catalog

Education

Transcript of Training catalog