ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION · ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402

MAY 6, 2006

BUSINESS-DRIVEN STRATEGIC PLANNING FOR

LEARNING & DEVELOPMENT

ONE DAY WORKSHOP

©RAY S

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2006

ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION

RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402

www.raysvensonconsulting.com • e-mail: [email protected]

Phone: 262-995-7100

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©RAY SVENSON CONSULTING, 2006 www.raysvensonconsulting.com 1

Workshop Overview 8

Phase 1: Project Planning 13

TABLE OF CONTENTS

Sample Project Plan 16

Project Organization and Kick-off 32

Page

Develop Population Forecast 46

Phase 2: Data Collection 43

Sample Task List and Schedule 33

Interfaces Checklist 38

Project “War Room” Concept 39

Working Team Kick-Off Agenda 40

Project Planning Pitfalls 41

Business Requirements 45

Project Planning Exercise 42

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Phase 2: Data Collection (cont.)

Business Needs Analysis 49

TABLE OF CONTENTS (cont.)

Executive Interview Guide 50

Initiative Leader Interview Guide 53

Page

Current Capabilities Inventory 72

Technological Readiness Assessment Guide 69

Business Plan Analysis Guide 56

Products/Services Deployment by Geography and Channel 59

Focus Group Interview Guide 61

Interface Analysis Guide 66

Technological Readiness 68

Assess Current Capabilities 71

Population Dynamics Spreadsheet 47

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Phase 2: Data Collection (cont.)

Best Practices Literature Review Guide 96


Executive Interview Guide 46

Barriers and Obstacles 103

Page

Requirements Checklist 116

Phase 3: Analysis 105

Analysis Meeting Agenda (3-5 Day Working Team Meeting) 107

Analysis Exhibit A 113

Analysis Exhibit A Example 114

Sample Mission and Philosophy Statements 115

Best Practices Interview Guide 98

Research Best Practices 95

Data Collection Exercise 104

Analysis Meeting Work Products 106

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Page

Analysis Report Outline 124

Phase 3: Analysis (cont.)

Sample Requirements 121

Learning & Development Services Checklist 122

Sample Value Proposition (Anticipates the Business Case) 123

Sample Executive Briefing – Analysis Findings and Conclusions 125

Learning & Development Services Checklist 137

Phase 4: Future Learning & Development System Architecture 134

Learning & Development System Components Checklist 138

Learning & Development Strategies Checklist 141

Outsourcing 142


Analysis Exercise 133

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Straw Modeling Guidelines 147

Sample Store Operations Case Model 148


Phase 4: Future Learning & Development System Architecture (cont.)

Questions for Discussion 181

Page

Design Meeting Agenda (3-5 Day Working Team Meeting) 182

Design Report Outline 185

Sample Executive Briefing – Design Review 186

Executive Steering Team – Design Review Meeting Agenda 191


Future Learning & Development System Architecture Exercise 194

Phase 5: Implementation Plan 195

Implementation Plan Outline 197

3-5 Year Implementation Plan – Sample Milestone/Timeline Chart 198

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Communication Plan Design Guide 200

Implementation Team Structure, Roles, and Responsibilities 203

Implementation Spreadsheet 204

Implementation Scenario Examples 205

Phase 5: Implementation Plan (cont.)

Page

Cost Model Structure 206

Implementation Planning Meeting Agenda (3-5 Day Working 209 Team Meeting)


Scenarios 207

Implementation Plan Exercise 213

Qualitative & Quantitative Benefits Checklist 216

Phase 6: Business Case 214

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Costs 217

Cost/Benefit Scenarios 218

Setting Priorities Checklist 219


Implementation Plan and Business Case Report Outline 222

Developing Scenarios and Completing the Business Case 220 Meeting Agenda (2-Day Working Team Meeting)

Executive Steering Team Agenda 223

Final Report Outline 224

Phase 6: Business Case (cont.)

Issues 225

Page

Business Case Exercise 226

Workshop Conclusion 227

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SESSION PURPOSE

Provide a systematic methodology for designing

learning & development strategies at the

corporate, business unit, or function level driven

by the strategic needs of the business and

integrated with other performance support

systems

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OBJECTIVES

Participants will learn to:

1. Identify business drivers and their learning and development

implications

2. Assess the capability of your existing learning and development

system to meet the business needs

3. Prepare a 3-5 year business-driven strategic plan for learning and

development

1. Phased project approach

2. Workbook with job aids and examples

3. Focus on developing your own project plan

APPROACH

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PRESENTER

Ray Svenson

28 years as a performance improvement

consultant to top corporations

Business strategy deployment

Learning & Development Strategy

Organization design

Large scale performance interventions

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CLIENTS

Education

Maryland State Department of

Education

National Technological University

Electronics

Data General

Digital

Hewlett Packard

Johnson Controls

Motorola

NCR

Rockwell

Engineering and Construction

Bechtel

Food

Kellogg

Quaker

McDonald’s

Government

NASA

U.S. Navy

Healthcare

Abbott Laboratories

Baxter Healthcare

Eli Lilly

Hoechst

Johnson and Johnson

Service (cont.) MetLife Navistar Financial Northern Trust The World Bank Waste Management

Software AMS EDS

Telecommunications Ameritech AT&T Bellcore Contel GTE Illinois Bell Northern Telecom Pacific Telephone and Telegraph Tellabs

Transportation Bandag Boeing Ford GM United Airlines

Utilities Commonwealth Edison GPU Nuclear Ontario Hydro Salt River Project

Manufacturing General Dynamics/Lockheed Square D Westinghouse

Oil and Gas Alyeska Pipeline Service Co. Amoco ARCO Enbridge Exxon Imperial Oil Nova Occidental Shell Tenneco Unocal

Process ALCOA Imperial Bondware Dow Chemical DuPont

Retail Amway Kmart True Value

Service Allstate Bank of America Bank One Blackman, Kallick, and Bartelstein

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PARTICIPANT INTRODUCTIONS

Name

Current position and company

Hopes and expectations for this workshop

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Phase 4: Future L&D

System Architecture

LEARNING & DEVELOPMENT STRATEGY: PROCESS OVERVIEW

Phase 5: Implementation

Plan

Develop Specifications

and Design Details

Phase 2: Data Collection

Phase 1: Project Planning

Executive

Review Executive

Review

Executive

Review

3 Months

Project Plan

Business Requirements

Assess Technological

Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions

Design High-Level Learning & Development

System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Project Process Map

Phase 3: Analysis

Phase 6: Business Case

PHASE 1:

Project Planning

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PHASE 1: PROJECT PLANNING

What do we mean by project planning for

developing strategic plan for learning and

development?

Why do we do it?

Who should be involved?

When is it necessary?

How do we do it?

PHASE 1:

Project Planning

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PROJECT PLAN OVERVIEW

Contents What It Contains

Purpose and Rationale

What this project is for Why you are doing it now

Scope

What parts of the business Target audience segments What areas of learning & development Time horizon

Deliverables List of work products to be produced

Approach

Process map and timeline Project organization and staffing

Roles and Responsibilities

Executive Sponsor(s) Project Manager Working Team/Design Team Executive Review Team(s) Consultants Other part-time resources

Tasks, Time Estimates, and Schedule

Tasks per phase Time of each resource per task Detailed flow chart Overall time and expense budget

PHASE 1:

Project Planning

MAY 6, 2006

PROJECT PLAN

TO DEVELOP A LEARNING & DEVELOPMENT STRATEGIC PLAN

FOR RETAIL EMPIRE, INC.

Prepared by:

Alice Monroe, Chief Learning Officer

and Ray Svenson Consulting, Inc.

©RAY S

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Phone: 262-995-7100

PHASE 1:

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Project Plan

PROJECT PURPOSE

The purpose of this project is to

Analyze and anticipate the learning needs of Retail Empire’s employees

Assess the capabilities of the current Learning & Development System to

meet the anticipated needs

Propose a future-state Learning & Development System

Develop an Implementation Plan to transition to the new system

PHASE 1:

Project Planning

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Project Plan

BACKGROUND AND RATIONALE

Retail Empire currently has approximately 2,500 stores in North America

and is adding stores at the rate of 250 per year.

There is a plan to enter Europe within the next two years.

The Company’s growth plans involve not only adding stores, but growing

top-line sales ($ billions) and margin ($100s of millions) in existing stores.

We are underperforming compared to our top two competitors.

Employee turnover in the stores exceeds 100%.

There are major performance improvement initiatives underway in

Merchandising

Marketing

Supply chain

Retail operations

Information technology

PHASE 1:

Project Planning

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Project Plan

BACKGROUND AND RATIONALE (cont.)

Existing training focuses mainly on the stores by training store managers

at the Corporate Learning Center and expecting the store managers to

train store employees using a curriculum supplied by Corporate Learning

& Development.

Training outside of Retail Operations is ad hoc except for Information

Technology, which has its own small training department and Leadership

Development which is rudimentary.

We have never conducted a full-scale strategic analysis of the Company’s

Learning & Development needs.

The performance of the business is critically dependent upon the skills

and knowledge of all of its employees.

The stakes for Learning & Development could be in the $ billions.

PHASE 1:

Project Planning

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Project Plan

SCOPE

Geographical

Focus mainly on North America.

The model will be constructed with the intent of migrating it to Europe

Learning Needs Focus

Leadership Development, all levels

Retail Operations

Merchandising

Marketing

Supply Chain

Information Technology (both IT employees and users in all departments)

Time Horizon

Focus on the next three years

Evolutionary plan for six years

PHASE 1:

Project Planning

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Project Plan

DELIVERABLES

Analysis findings and conclusions

Business-driven Learning & Development needs for each area of focus

Estimated business benefits of systematically addressing the L&D needs

Assessment of current L&D capabilities to meet the identified needs

Forecast of the numbers of people needing L&D in each area over the next three years

Relevant best L&D practices, both internal and external

Future L&D system requirements

Future L&D System Architecture

Mission, philosophy, and goals for L&D

Learning & Development strategies and delivery systems to be employed

Learning facilities and information technology infrastructure

L&D processes

L&D organization structure, roles, and responsibilities

Governance of L&D (Business Leaders setting ongoing direction and priorities)

Sourcing strategies

Partnerships with Universities, schools, and contractors

L&D staffing strategy

L&D financing strategy

System for measuring and reporting results

PHASE 1:

Project Planning

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Project Plan

DELIVERABLES (cont.)

Implementation Plan (several scenarios)

Three-year goals, milestones, and timeline to transition to the new L&D system

Forecast of workload and cost for both implementation and ongoing L&D

operations

Communication and Change Management Plans

Business Case

PHASE 1:

Project Planning

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Project Plan

KEY ROLES AND RESPONSIBILITIES

Project Leader, Alice Monroe, Chief Learning Officer

Organize and lead the Working Team

Be accountable to company executives, Sponsors, and Executive Steering Team

Perform as liaison with best practices companies

Secure the necessary resources

Recruit Sponsors

Project Manager, John Jones (full-time for four months)

Maintain project tasks lists and assignments

Track progress and troubleshoot and resolve problems

Schedule all meetings, interviews, etc. (with administrative support)

Perform as liaison with the consultant

Working Team which includes representatives from key departments

selected by Executive Steering Team (one-third time for four months)

Conduct analysis tasks

Participate in analysis, design, and implementation planning meetings

Present findings to Sponsors and Executive Steering Team

PHASE 1:

Project Planning

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Project Plan

KEY ROLES AND RESPONSIBILITIES (cont.)

Sponsors, Janet Elias, President and Paul Johnson, HR VP

Recruit Executive Steering Team members

Review project deliverables

Advocate for the project

Executive Steering Team which includes the president, HR VP, and VPs of key departments

Review analysis findings and future L&D System Architecture

Review Implementation Plan and Business Case and advocate to Executive Leadership Team for approval

Provide members to the Working Team

Provide access to people and information

Advocate for this project

Consultant, Ray Svenson

Provide the project process and tools

Support the Project Leader and Project Manager

Facilitate analysis, design, and implementation planning meetings

Review deliverables

Help prepare Executive Briefings

Provide straw models for critical future L&D system components

PHASE 1:

Project Planning

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Project Plan

CRITICAL INTERFACES

HR

Director, Recruiting and Staffing

Director, Performance Management

Director, HRIS

Finance

CFO

IT

Systems Architecture

Buildings and Facilities

Chief Architect’s office

Functional Departments

Executive Steering Team members

PHASE 1:

Project Planning

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Project Plan

PROJECT APPROACH

Phase 4: Future L&D

System Architecture


Plan


and Design Details



Executive

Review Executive

Review

Executive

Review

Project Plan



Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions


System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Phase 3: Analysis


PHASE 1:

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Project Plan

PROJECT APPROACH (cont.)

Business Needs Analysis

Analyze documented business plans

Analyze initiative plans and documents

Analyze business performance data

Interview executives and some middle managers

Conduct site visits to stores and warehouses

Conduct focus groups with employees in targeted functions

Assess Current L&D Capabilities

Complete a capabilities inventory with each organized training group

Conduct a technology assessment to assess the existing technology infrastructure capability to support e-learning and tracking of learning results

Research Best Practices and Competitors’ L&D Practices

Identify internal best practices by interviewing L&D leaders

Conduct literature search

Interview employees who worked for competitors or best practice companies

Interview L&D leaders in best practices companies

Visit selected best practices companies

PHASE 1:

Project Planning

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Project Plan


Develop Population Forecast

Segment the learner population

Analyze historical population size, growth, and turnover per segment

Forecast population size, growth, and turnover per segment by analyzing

business plans and staffing plans for three years

Analysis Findings and Conclusions

Conduct a five-day Working Team meeting to summarize the data collection

findings, draw analysis conclusions, and develop requirements for the future-

state L&D system

Document the findings, conclusions, and requirements in an Analysis Report

Prepare an Executive Briefing and brief the Sponsors and Executive Steering

Team members

PHASE 1:

Project Planning

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Project Plan


Design High-level L&D System Architecture

Prepare straw models of alternative design concepts

Conduct a five-day Working Team meeting to design the L&D System

Architecture

Document the design in a Design Report

Prepare an Executive Briefing package and brief the Sponsors and Executive

Steering Team members

Conduct an Executive Steering Team meeting to approve the design and receive

suggestions for change

Amend the design per the Executive Steering Team recommendations

Develop Specifications and Design Details

Subteams create sufficient detail to permit implementation planning and cost

estimating

PHASE 1:

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Project Plan


3-5 Year Implementation Plan and Business Case

Conduct a five-day Working Team meeting to — Review the design details

— Develop alternative implementation scenarios (3) • Milestones and timeline for implementation work

• Estimate implementation workload and cost

• Estimate L&D operations workload and cost

— Develop a Communications and Change Management Plan

— Develop a Business Case for proceeding with implementation

Develop a spreadsheet model for implementation cost and resources

Complete cost estimating, where needed

Run the spreadsheet model for the alternative scenarios

Conduct a two-day Working Team meeting to review the resource estimates and

plan the Executive reviews

Document the Implementation Plan

Develop the Executive Briefing package

Brief the Sponsors and Executive Steering Team members

Conduct an Executive Steering Team review for approval and scenario selection

Plan and conduct a review with the Executive Leadership Team for

authorization to proceed

PHASE 1:

Project Planning

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Project Plan

BUSINESS CASE FOR GOING FORWARD

The business stakes associated with employee Learning & Development

are in the range of hundreds of $ millions to $ billions.

Meeting the Learning & Development needs of the business is likely to

cost $ tens of millions per year.

This project, at an estimated total cost of $300,000 will shape our

Learning & Development approach to make sure that our investments are

directed to provide the highest leverage for improved business results.

PHASE 1:

Project Planning

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PROJECT ORGANIZATION AND KICK-OFF

Roles and responsibilities/resource estimating

Interfaces checklist

Project war room concept

Working Team kick-off meeting agenda

PHASE 1:

Project Planning

TASK LIST AND SCHEDULE

PROJECT PLAN TO DEVELOP A LEARNING & DEVELOPMENT STRATEGIC PLAN

FOR RETAIL EMPIRE, INC.

Prepared by:

Alice Monroe, Chief Learning Officer

and Ray Svenson Consulting, Inc.

©RAY S

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Sample

MAY 6, 2006

33



Phone: 262-995-7100

PHASE 1:

Project Planning

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Retail Empire, Inc. – Project Plan Task List and Schedule for L&D Strategic Plan

TASK DESCRIPTION RETAIL EMPIRE PERSONNEL DAYS

Consultant Days

SCHEDULE DATES

Task # Task Description

Project Leader

Project Manager

Working Team (each

member)

Steering Team (each

member) Admin. Support

Subteams (each

member) Start End

PHASE 1: PROJECT PLANNING

1.1 Draft Project Plan 1.0 2.0 1.0 1.0

1.2 Recruit Sponsors 1.0

1.3 Recruit and brief Executive Steering Team 2.0 2.0

1.4 Recruit Working Team 2.0 2.0

1.5 Set up Project Management System 2.0 2.0

1.6 Miscellaneous project management 1.0

Subtotal for Phase 1 6.0 9.0 0.0 0.0 3.0 0.0 1.0

PHASE 2: DATA COLLECTION

2.1 Develop data collection plan and tools 0.5 2.0 3.0 1.0

2.2 Plan the Working Team Kick-off Meeting 0.25 1.0 2.0 1.0

2.3 Conduct Kick-off Meeting 1.0 1.0 1.0 1.0

2.4 Collect and analyze business documents 1.0 4.0 1.0 2.0

2.5 Conduct executive and middle management

interviews, 35 interviews, pairs of

interviewers

2.0 4.0 2.0 3.0

2.6 Conduct site visits to stores and

warehouses, 10 visits, pairs of interviewers

4.0 2.0 3.0

2.7 Conduct focus groups with employees, 10

groups, pairs of interviewers

4.0 2.0 3.0

2.8 Complete capabilities inventory with 2

organized training groups

2.0 1.0

2.9 Conduct technology assessment with IT

group

2.0 1.0

PHASE 1:

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Consultant Days

SCHEDULE DATES


Project Leader

Project Manager

Working Team (each

member)

Steering Team (each


Subteams (each

member) Start End

PHASE 2: DATA COLLECTION (cont.)

2.10 Conduct best practices literature review 1.0 3.0 1.0 3.0

2.11 Select and interview 5 leaders in best

practices companies

2.0 2.0

2.12 Conduct 2 best practices company visits 2.0 3.0 1.0 3.0

2.13 Interview RE employees about competitors

best practices

2.0 1.0

2.14 Develop population forecast 3.0 2.0


PHASE 3: ANALYSIS

3.1 Plan the Working Team five-day Analysis

Meeting

0.5 1.0 1.0

3.2 Conduct the five-day Working Team Analysis

Meeting

5.0 5.0 5.0 5.0

3.3 Document the Analysis Report and design an

Executive Briefing

1.0 3.0 0.5 5.0 0.5

3.4 Brief the Sponsors and Executive Steering

Team

2.0 3.0 0.5 0.25 1.0



PHASE 1:

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Consultant Days

SCHEDULE DATES


Project Leader

Project Manager

Working Team (each

member)

Steering Team (each


Subteams (each

member) Start End

PHASE 4: FUTURE L&D SYSTEM ARCHITECTURE – Design High-Level L&D System Architecture

4.1 Prepare straw models of alternative design concepts

3.0

4.2 Plan the five-day Working Team Design Meeting

0.5 1.0 1.0

4.3 Conduct the five-day Working Team Design Meeting

5.0 5.0 5.0 5.0

4.4 Document the Design Report and prepare an Executive Briefing

1.0 3.0 0.5 5.0 0.5

4.5 Brief the Sponsors and Executive Steering Team members

2.0 3.0 0.5 0.25 1.0

4.6 Conduct Executive Steering Team Meeting 1.0 1.0 1.0 0.5 1.0

4.7 Review the design, as needed 1.0 2.0 0.5


Subtotal for Phase 4 Design High-Level L&D Architecture

10.5 17.0 7.5 0.75 7.0 0.0 9.5

PHASE 4: FUTURE L&D SYSTEM ARCHITECTURE – Develop Specifications and Design Details

4.9 Plan the Subteam work 0.5 6.0 2.0

4.10 Subteams create sufficient detail to permit implementation planning and estimating

0.5 2.0 2.0 1.0

4.11 Document Subteam work products 2.0 5.0 1.0


Subtotal for Phase 4 Develop Specifications and Design Details

1.0 12.0 0.0 0.0 7.0 3.0 1.0

PHASE 1:

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Consultant Days

SCHEDULE DATES


Project Leader

Project Manager

Working Team (each

member)

Steering Team (each


Subteams (each

member) Start End

PHASES 5 & 6: IMPLEMENTATION PLAN AND BUSINESS CASE

5.1 Plan the five-day Working Team Meeting 0.5 1.0 1.0 1.0

5.2 Conduct the five-day Working Team Meeting 5.0 5.0 5.0 5.0

5.3 Develop the spreadsheet model for implementation resources and cost

4.0 5.0 2.0

5.4 Complete the cost estimating 0.5 2.0 2.0 1.0 1.0

5.5 Conduct a two-day Working Team Meeting to review cost estimates and plan executive reviews

2.0 2.0 2.0

5.6 Document the Implementation Plan and Executive Briefing package

0.5 3.0 0.5 4.0 0.5

5.7 Brief Sponsors and Executive Team Members 2.0 3.0 0.5 0.25 1.0

5.8 Conduct Executive Steering Team review/approval meeting

1.0 1.0 1.0 0.5 1.0

5.9 Make adjustments to the plan based on Steering Team input

1.0 2.0 0.5 2.0

5.10 Plan a review with the Executive Leadership Team (ELT)

0.5 1.0

5.11 Brief ELT members 2.0 3.0 0.5 0.5

5.12 Conduct ELT review 1.0 1.0 1.0

5.13 Make changes based on ELT input 1.0 2.0 0.5 2.0

5.14 Compile final report and get ready to launch implementation

2.0 5.0 1.0 5.0


Subtotal for Phases 5 & 6 19.0 37.0 9.5 2.25 23.0 1.0 11.5

Project Totals 54.75 126.0 34.0 3.25 72.0 4.0 32.5

PHASE 1:

Project Planning

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INTERFACES CHECKLIST

HR Systems/Processes

Recruiting

Staffing

Performance Management

Competency Assessment


Career Management

Succession Management

Labor Relations

Employee Relations

HR Information Systems

—

—

—

Other HR Systems

—

—

—

Other Business Functions

Communications, internal and

external

Technical Publications

PHASE 1:

Project Planning

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PROJECT “WAR ROOM” CONCEPT

Provide a large room dedicated to the project for the duration

Project Plan and progress tracking

Analysis conclusions

High-level L&D architecture

Implementation milestones

Implementation scenarios

Working Team meetings

Project Manager office

Briefing executives and stakeholders by having them “walk

the walls”

Lots of blank wall space

Table for Working Team meetings

Desk for project manager

Telephone and intranet/internet access

Printer

Projector and screen

Flip charts

Purpose:

Post on the Walls:

Use for:

Need:

PHASE 1:

Project Planning

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WORKING TEAM KICK-OFF AGENDA

Introductions

Welcome by the Project Leader

Charge to the working Team by the Executive Sponsors

Overview of the Project Plan and schedule

Project task list and task assignments

Schedule of work and meetings

Data collection assignments

Introduction to data collection tools and methods

Plan for the next meeting

Immediate action items

PHASE 1:

Project Planning

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PROJECT PLANNING PITFALLS

There can be a certain amount of resistance to the idea of spending

resources on project “planning” instead of project “doing”

The Training Director doesn’t always accept or understand the Executive

Steering Team and/or Sponsors

Many companies have several different and dispersed training

organizations and it can be difficult to get them to work together on a

unified approach

It can be difficult to get commitment to

go ahead with the project and spend the

necessary resources

Sometimes Working Teams can be slow to

get things off the ground

PHASE 1:

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PROJECT PLANNING EXERCISE (20 MINUTES)

Instructions:

1. Take out your handout (front cover pocket of your binder)

2. Refer to Retail Empire Sample Project Plan (page 16 in your binder)

3. In your handout, complete:

Purpose (page 2)

Rationale (page 3); why do this now?

Scope (page 4) (skip Deliverables on page 5)

Key Roles – positions or names (pages 6-7) (fill in Responsibilities later)

Critical Interfaces (page 8)

4. Go to Task List and Schedule charts in your

handout; fill in tasks for Phase 1 of the

Project Plan (see Retail Empire Sample

on page 33 in your binder)

PHASE 1:

Project Planning

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Plan


and Design Details



Executive

Review Executive

Review

Executive

Review

3 Months

Project Plan



Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions


System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Project Process Map

Phase 3: Analysis


Phase 4: Future L&D

System Architecture

PHASE 2:

Data Collection

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PHASE 2: DATA COLLECTION

Why do data collection?

Four categories of data

collection:

Business requirements

Technological readiness

Current capabilities

Best practices

PHASE 2:

Data Collection

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BUSINESS REQUIREMENTS

Population dynamics

Business needs

Executive interviews

Initiative Leader interviews

Business Plan analysis

Products/services deployment

Learner needs

Focus group/interviews

Interface requirements

Interface analysis

PHASE 2:

Data Collection

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DEVELOP POPULATION FORECAST

Segment the population by

Function

Geography

Organization (e.g., Business Units)

Levels/hierarchy

Collect data

Historical population by segment

New entries (growth plus turnover)

Forecast future

Population

Growth plus turnover

These numbers drive the quantitative Learning & Development requirements

PHASE 2:

Data Collection

POPULATION DYNAMICS SPREADSHEET

LEARNING & DEVELOPMENT STRATEGIC PLAN

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Phone: 262-995-7100

PHASE 2:

Data Collection

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POPULATION DYNAMICS SPREADSHEET

POPULATION DATA

Geographical Sector:

Target Population

HISTORICAL FORECAST

2004 2005 2006 2007 2008

Total Population

at Year End

New in Role

During the Year

Total Population

at Year End

New in Role

During the Year

Total Population

at Year End

New in Role

During the Year

Total Population

at Year End

New in Role

During the Year

Total Population

at Year End

New in Role

During the Year

Marketing 10 2 10 3 11 3 12 3 12 2

Sales 30 6 30 6 33 8 36 8 36 6

Retail

Store Managers

Department Managers

Associates

Etc.

Midwest U.S.A.

PHASE 2:

Data Collection

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BUSINESS NEEDS ANALYSIS

What to Look For How to Find It

Business strategies and plans

Major initiatives

Product/service deployment

Performance and learning needs in the

field

Interview

Executives

Initiative Leaders

Product Managers

Read documented plans

Conduct focus groups

PHASE 2:

Data Collection

EXECUTIVE INTERVIEW GUIDE


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Interviewee:

Interviewer:

Date:

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PHASE 2:

Data Collection

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EXECUTIVE INTERVIEW GUIDE

Interviewer: Position the interview as input to a new Learning & Development Strategic Plan for the business. 1. What are the major challenges the business (or your part of the business) is facing and expects to face?

2. What are your goals and strategies for the business (or your part of the business)?

3. What business initiatives will you be deploying in the business (or your part of the business) over the next several years?

4. What are the implications of these challenges, goals, strategies, and initiatives for the skills and knowledge of people in the various parts of the business (or your part of the business)?

5. What do you think are the most critical knowledge and skill gaps?

PHASE 2:

Data Collection

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EXECUTIVE INTERVIEW GUIDE (cont.)

6. How effective is the current Learning & Development System for:

Bringing new hires to competence quickly?

Building and maintaining the expertise of experienced staff?

Developing leaders/managers?

Deploying new products/services?

Deploying business initiatives?

7. What would it be worth to the business (or your part of the business) to have in place a systematic process for

developing and maintaining our competence to the level needed by the business?

8. Are you willing to spend time reviewing plans, priorities, and budget to help build a new Learning &

Development System?

PHASE 2:

Data Collection

INITIATIVE LEADER INTERVIEW GUIDE


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Initiative:

Interviewee:

Interviewer:

Date:

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PHASE 2:

Data Collection

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INITIATIVE LEADER INTERVIEW GUIDE

Interviewer: Position the interview as input to a new Learning & Development Strategic Plan for the business.

1. Please briefly describe your initiative.

2. What is the schedule for your initiative?

3. What groups of people will be affected?

4. What new skills and knowledge will they need?

5. How important is their acquisition of the new skills and knowledge? What are the business stakes involved?

PHASE 2:

Data Collection

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INITIATIVE LEADER INTERVIEW GUIDE (cont.)

6. What is your plan for helping people learn what they need as this initiative progresses?

7. What help are you getting/expecting from the existing L&D system? What is your confidence that this help will

be efficient and effective?

8. Would you welcome help from a L&D if it were available and you were confident in its efficiency?

PHASE 2:

Data Collection

BUSINESS PLAN ANALYSIS GUIDE


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Business Plan Document:

Analyst:

Date:

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PHASE 2:

Data Collection

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BUSINESS PLAN ANALYSIS GUIDE


1. List business challenges, goals, strategies, and initiatives.

2. For each one, list the employee or customer groups that are likely to be affected.

3. For each affected group, what are the likely Learning & Development implications?

4. List interviewees who will be able to shed more light on these issues.

PHASE 2:

Data Collection

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BUSINESS PLAN ANALYSIS GUIDE (cont.)

Business Challenge, Goal,

Strategy, or Initiative

Employee or Customer

Groups Affected

Likely Learning &

Development Implications

Possible Sources of More

Data

PHASE 2:

Data Collection

PRODUCTS/SERVICES DEPLOYMENT BY GEOGRAPHY AND CHANNEL


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PHASE 2:

Data Collection

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PRODUCTS/SERVICES DEPLOYMENT BY GEOGRAPHY AND CHANNEL

Instructions: Enter a letter “E” if the product or service is already sold or supplied in the geographic area

or channel. If the product or services is not yet sold in the market, indicate the Year/Quarter (e.g., 03-4

for Quarter 4 in Fiscal Year 2003) that the market activity is expected for the product or service.

Products/Services Geographic Areas and Channels

PHASE 2:

Data Collection

FOCUS GROUP INTERVIEW GUIDE


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Group:

Interviewer:

Date:

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PHASE 2:

Data Collection

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FOCUS GROUP INTERVIEW GUIDE

Interviewer: Position the interview as working level input to a new Learning & Development Strategic Plan

for the business.

New Hire Training

1. Describe the process by which a new hire achieves competence in his/her new job.

2. How effective is this process?

How long does it take to become fully competent?

What are the customer or business affecting consequences of the learning process?

How does the process affect employee morale?

3. What features of this process are good and should be kept?

PHASE 2:

Data Collection

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FOCUS GROUP INTERVIEW GUIDE (cont.)

New Hire Training (cont.)

4. What features of this process are not good and should be improved or replaced?

5. What specific skill sets and tasks are hard to learn?

6. What suggestions do you have?

Experienced Staff Learning & Development

7. Describe the process by which experienced staff:

Deepen their expertise.

Advance their careers.

Acquire knowledge of new products, regulations, and other changes.

PHASE 2:

Data Collection

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Experienced Staff Learning & Development (cont.)

8. How effective is the process?

How close is the experienced staff to their peak potential of expertise?

How much time and effort does it take to keep up?

What are the customer or business impacting consequences?

What are the employee morale consequences?

9. What features of this process are good and should be kept?

10. What features of this process are not good and should be improved or replaced?

PHASE 2:

Data Collection

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Experienced Staff Learning & Development (cont.)

11. What suggestions do you have?

12. What specific skill sets and tasks that are difficult and hard to learn?

PHASE 2:

Data Collection

INTERFACE ANALYSIS GUIDE


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Interface:

Interviewee:

Interviewer:

Date:

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PHASE 2:

Data Collection

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INTERFACE ANALYSIS GUIDE


1. Please describe your function/process.

2. Do you have a standard process or set of processes? Are they documented? Can we see them?

3. What, in your mind, should the critical interfaces or interactions be between L&D and your function/process?

Your outputs as inputs to L&D

Outputs from L&D as inputs to your function/business

Shared resources/responsibilities (e.g., job descriptions/profiles, employee data, employee development planning)

4. As we redefine our L&D System, on which of these interfaces should we be working with you to create standards or interface agreements?

PHASE 2:

Data Collection

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TECHNOLOGICAL READINESS

Technological readiness issues

Technological readiness assessment guide

PHASE 2:

Data Collection

TECHNOLOGICAL READINESS ASSESSMENT GUIDE


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Interviewee:

Interviewer:

Date:

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TECHNOLOGICAL READINESS ASSESSMENT GUIDE

Desktop/laptop capability for each affected employee group

Access to company intranet

Access to internet

Standard software on the computers (develop a list)

Access speed

Intranet capabilities

Access to all locations

Access speed to all locations

Load capacity

Videoconference capability

Studio capabilities and locations

Network capabilities and downlinked locations

Bandwidth

One-way video/two-way audio

Two-way video and audio

Contention for use issues

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ASSESS CURRENT CAPABILITIES


Learning & Development organizations in the company

Services and products offered

Processes followed

Staff size and capabilities

Facilities

Information infrastructure

Budget

Governance/customer account management

Overall capacity

Quantitative and qualitative results

Interviews

Survey instruments

Site visits

Assessment conference

PHASE 2:

Data Collection

CURRENT CAPABILITIES INVENTORY


©RAY S

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If you have questions regarding this survey, please call .

After completing the survey, please forward or fax document to .

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Current Capabilities Inventory

TABLE OF CONTENTS

1.0 Respondent Identification Information 74

Page

2.0 Training Clients 76

3.0 Learning & Development Budget and Course Descriptions 78

4.0 Learning & Development Staff 79

6.0 Learning & Development Process Ratings 82

7.0 Training Facilities and Equipment and Laboratories and Technical 85

Training Equipment

8.0 Information Management Systems 87

5.0 Training Types and Learning & Development Services 80

9.0 Self-Assessment of Present Performance and Business Client 88

Assessment of Present Performance

10.0 Course Development/Purchase 91

11.0 Course Acquisition Method 93

12.0 Training Delivery 94

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1.0 RESPONDENT IDENTIFICATION INFORMATION

Item Description Information

1.1 Date Survey Completed

1.2 Training Organization

1.3 Department/Organizational

Affiliations

1.4 Contact Name

1.5 Title

1.6 Location

1.7 Phone

1.8 Fax

1.9 E-Mail

1.10 Interviewer

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LEARNING & DEVELOPMENT DEPARTMENT OVERVIEW

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2.0 TRAINING CLIENTS

Clients Served

On the following pages, we ask you to identify your learning and

development clients in two ways:

By department

By hierarchy

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2.0 TRAINING CLIENTS (cont.)

Check the training client levels represented for each target population.

Target Population

Hierarchical Segment

Individual

Contributor

Front-line

Supervisor

Middle

Management Executives

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

q q q q

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3.0 LEARNING & DEVELOPMENT BUDGET & COURSE DESCRIPTIONS

Please attach one copy of each of the following to this document:

3.1 q A copy of a recent training organization budget

3.2 q A copy of your course catalog (or a list of course titles and descriptions)

Training Organization Budget

Please give us your total training organization budget for the current year, and actual expenses

for the previous year, and show how these amounts break down for each of the following:

Current Year

Budget

Previous Year

Expenses

Design/Development 3.4 $ 3.5 $

Delivery 3.6 $ 3.7 $

Administrative Support 3.8 $ 3.9 $

Total Expense Budget 3.10 $ 3.11 $

Capital Budget 3.12 $ 3.13 $

Total Training Budget

How is your work resourced?

(Use previous year percentages)

Your own budget 3.1

6

%

Charge-back to

internal user

groups

3.1

7

%

Charge-backs to

external user

groups

3.1

8

%

Total 100%

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4.0 LEARNING & DEVELOPMENT STAFF

Permanent Staff Full-time Equivalent Personnel (FTEs)

(in person years, e.g., 0.50 FTE)

Managers/supervisors 4.1

Instructional designers/developers (only) 4.2

Percent of designers/developers qualified for media development (video,CBT, etc.)

4.3

Instructors/facilitators (people who mainly deliver only) 4.4

Combination staff members (people who develop and deliver) 4.5

Administrative support 4.6

Project management/leads 4.7

Subject matter experts (SMEs) 4.8

Performance consultants 4.9

Other 4.10

TOTAL PERMANENT STAFF 4.11

Contact and Temporary Staff

Contract design/development personnel 4.12

Contract instructors/facilitators 4.13

Administrative support 4.14

Other contract personnel (describe below) 4.15

TOTAL CONTRACT STAFF 4.16

TOTAL STAFF (4.11 + 4.16) 4.17

NOTES:

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5.0 TRAINING TYPES AND LEARNING & DEVELOPMENT SERVICES

Group-paced

Training

5.1 q Classroom

5.2 q Lab

5.3 q TV Classroom Network

Self-paced Training 5.4 q Classroom self-paced

5.5 q CD-ROM e-Learning

5.6 q Intranet/Internet e-Learning

5.7 q Structured on-the-job training

5.8 q Lab

5.9 q Interactive Video

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Training Services 5.11 q Needs/performance analysis

5.12 q Curriculum planning/learning paths

5.13 q Training materials design and development

5.14 q Training procurement

5.15 q Training language translation

5.16 q Training delivery

5.17 q Team facilitation

5.18 q Training evaluation

5.19 q Training material maintenance

5.20 q Project management

5.21 q Consulting support

5.22 q Performance consulting

5.23 q Training information and records maintenance

5.24 q Registration and scheduling

5.25 q Learning materials library

5.26 q Other (please specify below)


5.0 TRAINING TYPES AND LEARNING & DEVELOPMENT SERVICES (cont.)

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6.0 LEARNING & DEVELOPMENT PROCESSES

The chart below provides an overview of the general Learning & Development processes.

Planning and Budgeting Strategic planning Operational planning Workload Staffing strategy

Budgeting

Overall System Design/ Improvement Job/team design/redesign

Process design/redesign

Process support materials

Results Measurement Financial results Client satisfaction Employee satisfaction Training results

Operations Management Work management

Program coordinator

External linkages

Internal linkages

Needs/Performance Analysis Preliminary analysis

report

Analysis report

Curriculum Architecture Design Curriculum analysis report Curriculum design document Implementation planning

report

Course Design/Development Course design document

Instructional materials

Instructor training plan

Pilot results

Delivery Delivery plan Trained

employees

Training Evaluation Evaluation design

Evaluation documents

Evaluation reports

Course Maintenance Course maintenance plan

Courses updated

Consulting Support Project Management Project plan

Team organization

Project status report

Final project report

Training Technology Surveillance/

assessment

Transfer development

Deployment

Training Administration Facilities management

Registration and scheduling

Training materials inventory

Training record keeping

Financial tracking

Staffing Recruiting and selection

Training & development

Performance management

Career management

Compensation

Training Information Management Information system in

place

Data and reports

Training Marketing & Communications Training marketing

tools

Client account plans

Service agreements and plans

SUPPORT

LEADERSHIP

CORE PROCESS

Course Procurement

Course Language Translation

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6.0 LEARNING & DEVELOPMENT PROCESS RATINGS*

L&D Process Don’t

Do Very Weak

Weak Neutral Strong Very

Strong Notes

1. Planning & Budgeting 6.1 0 1 2 3 4 5 6.2

2. Overall System Design/ Improvement

6.3 0 1 2 3 4 5 6.4

3. Results Measurement 6.5 0 1 2 3 4 5 6.6

4. Operations Management

6.7 0 1 2 3 4 5 6.8

5. Needs/Performance Analysis

6.9 0 1 2 3 4 5 6.10

6. Curriculum Architecture Design

6.11 0 1 2 3 4 5 6.12

7. Course Design and Develop

6.13 0 1 2 3 4 5 6.14

8. Course Procurement 6.15 0 1 2 3 4 5 6.16

9. Delivery 6.17 0 1 2 3 4 5 6.18

10. Training Evaluation 6.19 0 1 2 3 4 5 6.20

11. Course Maintenance 6.21 0 1 2 3 4 5 6.22

12. Course Language Translation

6.23 0 1 2 3 4 5 6.24

Please circle the rating that best applies for each process. *For rating scale guidelines, see key at bottom of next page.

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6.0 LEARNING & DEVELOPMENT PROCESS RATINGS* (cont.)

L&D Process Don’t

Do Very Weak

Weak Neutral Strong Very

Strong Notes

13. Consulting support 6.25 0 1 2 3 4 5 6.26

14. Project Management 6.27 0 1 2 3 4 5 6.28

15. Training Technology 6.29 0 1 2 3 4 5 6.30

16. Training Administration

6.31 0 1 2 3 4 5 6.32

17. Staffing 6.33 0 1 2 3 4 5 6.34

18. Training Information Management

6.35 0 1 2 3 4 5 6.36

19. Training Marketing and Communications

6.37 0 1 2 3 4 5 6.38

0 Don’t Do The process is not performed

1 Very Weak The client’s needs are rarely met

2 Weak The process sometimes fails to meet client’s needs

3 Neutral The process meets the client’s needs sufficiently

4 Strong The process usually exceeds the client’s expectations

5 Very Strong The process always exceeds the client’s needs through consistent and outstanding performance

*RATING SCALE KEY:

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7.0 TRAINING FACILITIES AND EQUIPMENT

Location Classroom size (square feet) Number Percent utilization (%)

Please provide a classroom inventory including:

Class size

Expected utilization this year (% of available time the classroom is actually used)

7.10 Are these facilities included in your budget? YES q NO q

7.11 If not, in which budget do they fall?

7.12 How many days of classroom space/facilities did you rent last year?

7.13 Do you rent equipment for training purposes? YES q NO q

7.14 How much did you spend last year on rental equipment? $

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7.0 LABORATORIES AND TECHNICAL TRAINING EQUIPMENT

List Have It? How Many? Location(s)

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Please identify the number and location(s) of each type of technical training equipment you possess.

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8.0 INFORMATION MANAGEMENT SYSTEMS

Item Description Computerized Manual Not At All

8.1 Individual training records q q q

8.2 Skill inventories/needs analysis data q q q

8.3 Course development data q q q

8.4 Delivery data q q q

8.5 JCI Controls Performance Certification Program q q q

8.6 Training evaluation data q q q

8.7 Training results measurement q q q

8.8 Facilities inventory and usage q q q

8.9 Equipment inventory and usage q q q

8.10 Registration q q q

8.11 Scheduling q q q

Do you maintain databases, records, or an inventory of the following items?

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9.0 SELF-ASSESSMENT OF PRESENT PERFORMANCE

COMMENTS PLEASE:

Please complete the following based on your current perception.

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Don’t

Know

Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

9.1 My business client learning and

development needs are

adequately met

0 1 2 3 4 5

9.2 My learning and development

organization is adequately

prepared to meet the future

needs of the business

0 1 2 3 4 5

9.3 Without my learning and

development organization, the

business would be hurt

0 1 2 3 4 5

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9.0 BUSINESS CLIENT ASSESSMENT OF PRESENT PERFORMANCE

Don’t

Know

Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

9.4 Highly responsive to their needs 0 1 2 3 4 5

9.5 High-quality materials and

delivery

0 1 2 3 4 5

9.6 Timely availability of materials

and delivery

0 1 2 3 4 5

9.7 Cost-effective learning and

development solutions

0 1 2 3 4 5

9.8 Easy access with minimum lost

work time

0 1 2 3 4 5

9.9 Provide valuable training

products that support business

strategies

0 1 2 3 4 5

COMMENTS PLEASE:

Generally speaking, how do you think your business clients perceive your Learning & Development organization?

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LEARNING MATERIALS DEVELOPMENT/PURCHASE

This section of the survey has questions about the amount and types

of learning material your training organization develops or acquires.

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10.0 COURSE DEVELOPMENT/PURCHASE

Job-specific/Technical Business and Cultural Line of Business

Knowledge

Management,

Supervisory, and

Personal Development

Job-specific skills to do

the work, e.g.,

Skills needed to work

inside business processes,

e.g.,

Information that is

related to specific lines of

business

Skills needed to manage

people effectively, e.g.,

Project management

Business development

Engineering

Construction

Business processes

Financial analysis

Building a business case

for a decision

Standard systems

terminology

Values and beliefs

Business strategy

Industry knowledge

Client knowledge

Specific project

technologies and

project types

Management roles/

responsibilities

Coaching and

counseling

Team building

Administrative

management skills

Complete the forms on the following pages based on the content categories defined below:

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10.0 COURSE DEVELOPMENT/PURCHASE (cont.)

Delivery Method

Number of Hours Developed/Purchased Last Year

Job Specific/

Technical

Business and

Cultural

Line of Business

Knowledge

Management,

Supervisory, and

Personal

Development

Developed Purchased Developed Purchased Developed Purchased Developed Purchased

Group-paced Classroom

Group-paced Lab

TV/Satellite Classroom Group-paced

Individual Classroom

Individual CBT/CD-ROM

Individual Intranet/Internet e-Learning

Individual Structured On-the-Job

Training

Individual Lab

Individual Interactive Video

Please enter the number of hours of new courses developed or purchased last year:

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11.0 COURSE ACQUISITION METHOD

11.1 Developed in-house

% of total days

11.2 Developed by outside vendor

% of total days

11.3 Purchased off the shelf

% of total days

TOTAL STAFF

% of total days 100

Please estimate the resource percentages for last year’s course development/purchase.

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12.0 TRAINING DELIVERY

Number of Hours Delivered Last Year (10 trainees x 50 hours = 500 hours delivered)

Delivery Method Job Specific/

Technical Business and

Cultural Line of Business

Knowledge

Management, Supervisory, and

Personal Development

Group-paced Classroom

Group-paced Lab

TV/Satellite Classroom Group-paced

Individual Classroom

Individual CBT/CD-ROM

Individual Intranet/ Internet e-Learning

Individual Structured On-the-Job Training

Individual Lab

Individual Interactive Video

Please enter the number of hours of new courses delivered last year.

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RESEARCH BEST PRACTICES


Who is doing what that fits your

situation

Literature search

Benchmarking consortia

Interviews

Site visits

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Source Document:

Analyst:

Date:

BEST PRACTICES LITERATURE REVIEW GUIDE


©RAY S

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96



Phone: 262-995-7100

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BEST PRACTICES LITERATURE REVIEW GUIDE

1. Best practice description

Application context

Key features

Reported results

Organizations applying this practices

2. What seems to make this a best practice?

3. How and where might this practice be applicable in our business?

4. If we want more information, what is the likely source?

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BEST PRACTICES INTERVIEW GUIDE


©RAY S

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Company:

Interviewer:

Date:

98



Phone: 262-995-7100

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BEST PRACTICES INTERVIEW GUIDE


1. What Learning & Development needs do you serve in your business?

Leadership development

Functional skills and knowledge

Personal and skills

Customer training

Supplier training

Geographical dispersion of learners

2. Do you have a standard process for developing and delivering training to support these needs?

How do you do needs analysis?

How do you do design/development?

What delivery strategies are you using?

How are they working for you?

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BEST PRACTICES INTERVIEW GUIDE (cont.)

2. Do you have a standard process for developing and delivering training to support those needs? (cont.)

How do you develop new hires?

How do you develop experienced staff?

How do you develop leaders and managers?

How do you rollout training to support new products and other initiatives?

How do you manage the balance between centralized and decentralized delivery?

How do you train and qualify instructors?

Are you running a certification/assessment/qualification program? How does it work? What is its value?

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2. Do you have a standard process for developing and delivering training to support those needs? (cont.)

How do you maintain the materials?

What results do you measure? How do you measure them?

3. Do you have a Governance Board/Advisory Council made up of business leaders that guides, directs,

prioritizes, and funds your work? How does it work? Who is on it?

4. How is Learning & Development funded in your company/organization?

5. What is the integration, if any, among staffing, training, performance management, and career/succession

managing in your organization?

PHASE 2:

Data Collection

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6. Do you do customer training? If so, to what degree have you integrated customer and employee training?

7. Describe what you consider your best practices key features. How do you know when it’s working?

PHASE 2:

Data Collection

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BARRIERS AND OBSTACLES

Some executives don’t want to give time for interviews

Scheduling interviews can be very difficult

It can be a difficult logistical issue to get

benchmarking visits with other companies

scheduled within a limited project timeframe

Population data can often be very hard to get in

the form it is needed; it is often incomplete and

inconsistent

When assessing current capabilities training staff

have a tendency to overstate their capabilities

Working Team members don’t always know how to

conduct interviews or facilitate focus group meetings

Executives may bring in project scope changes by adding people to the

list of interviews

PHASE 2:

Data Collection

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DATA COLLECTION EXERCISE (20 MINUTES)

Instructions:

1. Choose Data Collection Categories


Population Dynamics

Business Needs

— Business Plan Analysis

— Executive Interviews

— Initiative Leader Interviews

— Products/Services Deployed

Learner Needs

— Focus Groups

— Other _______________

Interface Requirements

Technological Readiness

Current Capabilities

Survey

Visits

Best Practices

Literature Research

Visits

2. Executive Interviews

Make a list of executives to interview.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

3. Refer to the Sample Retail Empire Project Plan

Task List for Phase 2 (pages 34-35 in your

binder) and begin to develop your own

approach and task list.

PHASE 2:

Data Collection

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Plan


and Design Details



Executive

Review Executive

Review

Executive

Review

3 Months

Project Plan



Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions


System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Project Process Map

Phase 3: Analysis


Phase 4: Future L&D

System Architecture

PHASE 3:

Analysis

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ANALYSIS MEETING WORK PRODUCTS

Learning & Development implications of the business drivers

Quantitative analysis of future population to be served

Assessment of current capability to serve the needs (strengths,

weaknesses, and opportunities)

Relevant internal and external best practices

Potential integration of performance support elements

Consequences to the business

Future-state mission, philosophy, system requirements, and value

proposition

PHASE 3:

Analysis

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ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)

Meeting Purpose

1. Pull together all the data that has been collected into one coherent set of findings.

2. Draw conclusions

Learning & Development implications/needs driven by business goals, strategies, challenges,

and initiatives

Size and dynamics of the learner population

What is being doing to meet these needs now and how adequate is it

What is being done now that could be abandoned

Adequacy of the current L&D System to meet the needs

Technological readiness

Best practices to consider

Strengths, weaknesses, and opportunities

3. Create for the future-state Learning & Development System

Mission statement (ends, means, scope)

Learning & Development philosophy (principles and beliefs about L&D)

A list of L&D services to be offered

Requirements the new system must meet

Value proposition

PHASE 3:

Analysis

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ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)

Topic Notes

1. Review status of the data

collection

Go through all the data collection activities and find out what has

been completed and what is still open.

2. Learning & Development

implications/needs driven by

business challenges, goals,

strategies, and initiatives

1. Set up wall charts to summarize executive and middle

management interview data (see Analysis Exhibit A) organized by

business driver

2. Have each interviewer go through each interview with the group

and record their data on the charts. Put interviewee initials

behind each point. Some points will be made by more than one

interviewee.

3. If there are many interviews, this can take a full day or more.

3. Focus group data from learner

groups

1. Set up wall charts to summarize the focus group data organized

by group (see Analysis Exhibit B).

2. Have each interviewee go through their data and record it on

the wall charts.

3. This will take about 30 minutes per focus group.

4. Learner population dynamics 1. This data was most likely collected by one person on the forms

provided. These can be printed and handed out to the group or

projected on a screen for group review.

2. This review should take no more than one hour.

PHASE 3:

Analysis

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Topic Notes

5. Current capabilities inventory 1. Have each of the inventories copied and hand them out to the

group.

2. Have the analysts who collected the data review their findings

with the group.

3. This review should take 30 minutes to one hour per inventory.

6. Best practices 1. Create a list of best practices categories and set up a wall chart

for each.

2. Review literature search and post entries on the charts.

3. Review interviews.

4. Review best practices visits.

5. Select the ones that seem to fit your needs best.

6. This exercise should take about two hours.

7. Technological readiness 1. Have the interviewee review the data and post significant

findings.

2. This should take 30 minutes to one hour.

PHASE 3:

Analysis

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Topic Notes

Conclusions to be drawn:

8. What are the most important

L&D needs to be addressed

including size of the relevant

learner populations for each

1. Review findings from executive interviews, focus groups, and

population dynamics.

2. Select the most important needs to be addressed over the next

3-5 years.

3. This should take 2-3 hours.

9. Assess the adequacy of what

is being done to meet these

needs today

1. Review data from the executive interviews, focus groups,

current capabilities inventory, and population data.

2. Rate the adequacy of the current effort in each area of need

selected in Step 8 (use a five-point rating scale).

3. This effort should take 1-2 hours.

10. Review current L&D services

and offerings and select

areas that could be

abandoned

1. Look at current capabilities inventories and check them against

the high-priority needs to see what could be eliminated.

2. This exercise should take about one hour.

PHASE 3:

Analysis

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Topic Notes

11. Adequacy of current L&D System to meet future needs

1. Look for Capacity to handle the volume of design, development, &

delivery Critical capabilities and processes L&D organization and staffing Governance Electronic infrastructure Facilities infrastructure

2. This exercise should take about one hour.

12. Strengths, weaknesses, and opportunities

1. Set up wall charts with columns for strengths, weaknesses, and opportunities.

2. Establish categories L&D service offerings related to the needs Curriculum related to the needs L&D capabilities/processes L&D organization structure and staffing Participation of line management in L&D Financing Electronic infrastructure Facilities and equipment

3. Complete strengths, weaknesses, and opportunities charts for each category.

4. This exercise should take about four hours.

PHASE 3:

Analysis

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Topic Notes

For Future-state Learning System:

13. Develop a L&D mission statement

1. Start by brainstorming ends, means, and scope for the future-state Learning & Development System.

2. Consolidate into a single one or two sentence statement.

3. This should take about one hour.

14. Develop a philosophy statement

1. Brainstorm a list of principles and beliefs that should govern decisions about L&D.

2. Consolidate into a one-page statement with bullet points.

15. Services and requirements for the future-state L&D System

1. Use the requirements checklist to create a list of requirements categories.

2. Using the strengths, weaknesses, and opportunities charts; best practices; and high-priority needs develop a list of L&D services to be provided and a list of requirements the new system must meet.

16. Value proposition (how Training and development adds value to the business)

1. Brainstorm elements of the value proposition.

2. Consolidate into a one page (or less) statement with bullet points.

17. Analysis Report and Executive Briefing package

1. Assign a Subteam to document all the findings in an Analysis Report (see typical contents).

2. Assign a Subteam to develop an Executive Briefing package. (If there is time, the Working Team should develop a storyboard for this briefing.)

3. Assign who will conduct briefings with which executives.

PHASE 3:

Analysis

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ANALYSIS EXHIBIT A

Business Driver:

Learning & Development Implications Timing of

Need

Affected

Populations

Business Value/Stakes:

PHASE 3:

Analysis

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ANALYSIS EXHIBIT A EXAMPLE

Business Driver:

Challenge: Leadership Shortages

We lack qualified candidates to fill leadership openings at all levels, and we will fall further behind

as the company pursues its growth strategy; there are not enough leaders in the pipeline.

Learning & Development Implications Timing of

Need

Affected

Populations

1. We need a succession management system that works for

executive and middle management positions

Now and

future

Target populations

at Director level and

up

2. We need a systematic, multifaceted Leadership Learning &

Development System to prepare leaders at all levels with the

necessary:

Leadership skills

Functional management skills

Knowledge of the business

Financial business acumen

Now and

future

First-line supervisors

through executives

Business Value/Stakes:

1. Business performance is suffering today because of poorly prepared leaders, especially at front-line

levels and lower middle management. This could be worth several % in top-line sales and several % in

expenses; $ hundreds of millions.

2. Our growth strategy will be in jeopardy if we can not fill leadership positions with qualified people.

PHASE 3:

Analysis

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SAMPLE MISSION STATEMENT

The mission of Retail Empire Learning & Development is to support business

results by enabling the development of value-added competence of all

employees at all levels.

The following principles and values will govern Learning & Development

decision in Retail Empire:

Business results are achieved in large part through specific employee competence

(ability to perform specific work to a standard of performance)

The competence required for contribution to business requirements is specific for

each role and is best determined by analyzing the outputs, tasks, behavior, and

supporting skills and knowledge for that role

There are many ways for employees to learn and develop their competence;

Learning & Development will employ cost-effective ways to accelerate acquisition

of targeted competence

Etc.

SAMPLE PHILOSOPHY STATEMENT

PHASE 3:

Analysis

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REQUIREMENTS CHECKLIST

This is a checklist to help develop a list of requirements that the future-state Learning & Development System must meet.

Company Learning & Development Capabilities:

Must be able to:

Bring new employees (new to their jobs) to mastery performance capability quickly

Keep existing employees’ skills up to date with:

New products

Process improvements

Change initiatives

Move best practices around the company business

Develop leadership talent

Support people’s career development

Meet specific compliance requirements

Develop deep expertise in critical areas

Develop common employee skills

Quality improvement

Problem solving

Etc.

PHASE 3:

Analysis

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REQUIREMENTS CHECKLIST (cont.)

Learning & Development Department Functional Capabilities:

Needs/performance analysis

Curriculum Architecture/Design

Learning Materials Design/Development and maintenance

Language translations

Training delivery

Classroom

Lab

On-the-job training

E-learning

Other

Coaching

Team facilitation

Learning & Development evaluation

Project management

Performance consulting

Learning & Development information and records management


Learning materials library

Planning and budgeting

Results measurement

PHASE 3:

Analysis

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Interface Requirements:

HR Systems/Processes

Recruiting

Staffing


Competency Assessment


Career Management

Succession Management

Labor Relations

Employee Relations

HR Information Systems

Other HR Systems

Other Business Functions

Communications, internal and external

Technical publications

PHASE 3:

Analysis

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Geographical Requirements:

Global

Regional

Country

Local

Best Practices Requirements:

Best practices to be included

Laws, Regulations, Policies, and Standards to be Met:

Financial Requirements:

Expense limits

Capital limits

PHASE 3:

Analysis

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Cultural Norms:

Length of time off the job for training

Travel to training

Training/learning on company time versus employee time

“ilities”

Scalability to meet growth needs

Accessibility by employees, customers, etc.

Understandability by employees, customers, etc.

PHASE 3:

Analysis

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SAMPLE REQUIREMENTS

The future Learning & Development System must be able to:

Meet 85% of the leadership pipeline requirements with capable internal

candidates at all levels in all functional areas (attached table with

quantitative estimates by role)

Bring newly hired retail associates to mastery competence in one

department within ten days of being hired (approximately 275,000 per

year)

Etc.

PHASE 3:

Analysis

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©RAY SVENSON CONSULTING, 2006 122

LEARNING & DEVELOPMENT SERVICES CHECKLIST

1. Analyze business-driven learning needs at multiple levels

2. Devise plans to meet L&D needs Companywide Specific function (e.g., Sales) Leadership Division Worksite

3. Develop job/role performance models

4. Design curriculum architectures and learning paths

5. Design/develop learning materials

6. Deliver training

7. Manage and distribute learning materials

8. Design and install workplace learning systems

9. Keep learning and development records

10. Manage Knowledge Management System

11. Manage Succession Management System

12. Provide L&D support to business initiative

13. Provide L&D support to new product/service rollout

14. Customer training

15. Performance consulting

PHASE 3:

Analysis

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©RAY SVENSON CONSULTING, 2006 123

SAMPLE VALUE PROPOSITION (ANTICIPATES THE BUSINESS CASE)

Systematic development of targeted competence in Retail Empire will

impact the following business results:

Increased top line sales through

More effective merchandising

Improved retail customer contact

Improved marketing and sales competence

Full shelves (better supply chain)

Reduced expense

Increased employee productivity

Reduced waste

Reduced employee turnover

Improved customer satisfaction and retention

Improved retail customer contact

Effective merchandising (customer can find the products)

Improved safety

Etc.

PHASE 3:

Analysis

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ANALYSIS REPORT OUTLINE

Purpose:

The Analysis Report provides a permanent record of the analysis approach, findings, and conclusions.

Outline:

Analysis approach

Data collection – Report each type of data collection, who was interviewed, and other sources of the data

Findings and conclusions

Business-driven Learning & Development needs and the value to the business of meeting these needs

Population dynamics forecast

Assessment of current capabilities to fill identified needs including technological readiness

Estimated annual expenditures on Learning & Development today

Potential abandonment of low-priority Learning & Development services and offerings and potential savings

Best practices to be considered

Overall assessment of strengths, weaknesses, opportunities, and competitive threats

Future-state for Learning & Development

Mission

Philosophy

Services

Requirements

Value proposition

Appendices

Data collection tools

Lists of people interviewed and other data sources

PHASE 3:

Analysis

EXECUTIVE BRIEFING

ANALYSIS FINDINGS AND CONCLUSIONS

RETAIL EMPIRE, INC.


©RAY S

VEN

SO

N C

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SU

LTIN

G,

2006

Sample

MAY 6, 2006

125



Phone: 262-995-7100

PHASE 3:

Analysis

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Executive Briefing

PROJECT PURPOSE


Analyze and anticipate the learning needs of Retail Empire’s

employees

Assess the capabilities of the current Learning & Development

System to meet the anticipated needs



PHASE 3:

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Executive Briefing

PROJECT APPROACH

Project Process Map

Phase 4: Future L&D

System Architecture


Plan


and Design Details



Executive

Review Executive

Review

Executive

Review

3 Months

Project Plan



Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions


System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Phase 3: Analysis


PHASE 3:

Analysis

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Executive Briefing

PROJECT ORGANIZATION

Project Leader, Alice Monroe, Chief Learning Officer

Organize and lead the Working Team

Be accountable to company executives, Sponsors, and Executive Steering Team

Perform as liaison with best practices companies

Secure the necessary resources

Recruit Sponsors

Sponsors, Janet Elias, President and Paul Johnson, HR VP

Recruit Executive Steering Team members

Review project deliverables

Advocate for the project

Executive Steering Team which includes the president, HR VP, and VPs of key departments

Review analysis findings and future L&D System Architecture

Review Implementation Plan and Business Case and advocate to Executive Leadership Team for approval

Provide members to the Working Team

Provide access to people and information

Advocate for this project

Working Team which includes representatives from key departments selected by Executive Steering Team (one-third time for four months)

Conduct analysis tasks

Participate in analysis, design, and implementation planning meetings

Present findings to Sponsors and Executive Steering Team

PHASE 3:

Analysis

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Executive Briefing

DATA SOURCES

Executives interviewed

Middle managers interviewed

Focus groups

Other sources

Employees with experience in Wal-Mart, Target, Kmart, Kohl’s etc.

Literature search

Interviews and visits with six other best practices companies

Employee dynamics forecasts from HR database and leadership interviews

IT technological readiness interviews

Survey of existing learning & development expenditure, services, and

capabilities

PHASE 3:

Analysis

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Executive Briefing

KEY FINDINGS AND CONCLUSIONS

PHASE 3:

Analysis

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Executive Briefing

SUMMARY/RECOMMENDATIONS

Future Learning & Development

Mission

Philosophy

Requirements

Services

— Add

— Drop

— Enhance

Value proposition

Critical interfaces

Proceed to Phase 4: Future Learning & Development System Architecture

PHASE 3:

Analysis

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Training staff can be reluctant to

give up their existing products and

services

Strengths are often exaggerated and

weaknesses minimized in the Analysis

process

The process can be very tedious to

go through

PHASE 3:

Analysis

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ANALYSIS EXERCISE (15 MINUTES)

Instructions:

1. Review the sample Analysis Meeting Agenda (pages 107-112)

2. Estimate the time for each topic

3. How many days will this take for your team? _______

4. Should you plan to do it in two meetings? Or, some other way?

PHASE 3:

Analysis

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Plan


and Design Details



Executive

Review Executive

Review

Executive

Review

3 Months

Project Plan



Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions


System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Project Process Map

Phase 3: Analysis


Phase 4: Future L&D

System Architecture

PHASE 4: Future L&D System

Architecture

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PHASE 4: FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE

Design elements and design process

System components

System design

Getting approval


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DESIGN A HIGH-LEVEL SYSTEM ARCHITECTURE

Facilities and Equipment Infrastructure

Network LMS Content Repositories HRIS Access Portal

Funding System

Strategic Partnerships

Learningware Inventory

Human Capital Management System

Selection Learning Certification Performance Mgmt Succession Career Mgmt

Learning Strategies

• Class & Lab • Workplace • Web-enabled • Communities of

Practice

Performance Models

Leadership

Project Management

Business Groups

Product Management

HR

Tech Pubs

IT

Primary Inputs

• Business Processes

and Tools

• Product Standards

• HR Standards

Global Learning & Development Processes and Standards

Governance System

• Global Functional Councils

• Regional Councils • Global L&D Network

Local Learning & Development

Regional Learning & Development

Global Learning & Development

• Org Structure • Roles &

Responsibilities • Staffing System

Information Infrastructure

Network LMS/LCMS Authoring Tools HRIS Access Portal

Deployment

Systems

Global

L&D

Product Process Markets

Learner Populations

Work Processes, Tasks, and Tools

Skills

& Know-

ledge

Serv

ice

Sale

s

Engin

eerin

g

Manufa

ctu

ring


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LEARNING & DEVELOPMENT SERVICES CHECKLIST

1. Analyze business-driven learning needs at multiple levels

2. Devise plans to meet L&D needs Companywide Specific function (e.g., Sales) Leadership Division Worksite

3. Develop job/role performance models

4. Design curriculum architectures and learning paths

5. Design/develop learning materials

6. Deliver training

7. Manage and distribute learning materials

8. Design and install workplace learning systems

9. Keep learning and development records

10. Manage Knowledge Management System

11. Manage Succession Management System

12. Provide L&D support to business initiative

13. Provide L&D support to new product/service rollout

14. Customer training

15. Performance consulting


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LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST

L&D strategies (see separate

checklist)

Performance Models and Typical

Learning Paths for specific jobs/roles

Learning materials inventory

(Curriculum Architecture)

Delivery system

Learning centers

Workplace learning systems

Electronic network

Schools/universities

Contract organizations

Video teleconferencing

Learningware development system

Analysis of needs

Design and development

Procurement

Maintenance

Administration system

Planning and budgeting

Results measurement and reporting


Recordkeeping

Materials management

Facilities infrastructure

Learning centers

Worksite facilities

Electronic infrastructure

LMS

LCMS or hosting

Network

Portal

Learning & Development processes

(see separate list)


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LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST (cont.)

L&D roles

VP Learning & Development/Chief Learning Officer

Director, Curriculum

Director, Leadership Development

Director, Functional L&D (e.g., Sales)

Manager, Design and Development

Manager, Training Delivery

Manager, Planning, Evaluation, and Results Measurement

Manager, L&D Administration

Performance Analyst

Performance Consultant

Instructional Designer

Instructional Developer

Information Designer

Graphics Designer

Instructor/Facilitator

Mentor

OJT Coach

Executive Coach

Administrative Support

Technical Support


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LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST (cont.)

Governance System

Executive L&D Board/Council

Functional Learning & Development

Councils

Regional Councils

L&D Leaders Council

Expert panels

Funding System

Staffing System

L&D Department(s)

Mission

Business model

List of services

Organization structure

— Global

— Regional

— Country

— Local

Line management L&D roles

Executive

Middle manager

Front-line supervisor

Individual employee L&D

responsibilities


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LEARNING & DEVELOPMENT STRATEGIES CHECKLIST

Training

Classroom (actual and virtual)

Laboratory

Simulations

E-Learning — Online courses

— Webinars

— Simulators

Structured on-the-job training

Hybrid training/non-training learning

strategies

Workplace Learning Systems

Action learning

Development strategies

Succession management

Career management

Individual development plans

Team development plans

Rotational assignments

Non-training/learning strategies

Mentoring

Coaching

Knowledge management/communities

of practice

Job aids

Reference material

Embedded help/instructions

Project assignments

Informal learning

Certification/qualification

Performance improvement

Performance consulting

Integrated performance solutions


Architecture

OUTSOURCING

AN EFFECTIVE LEARNING & DEVELOPMENT STRATEGY

ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION

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MAY 6, 2006



Phone: 262-995-7100


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OUTSOURCING EFFECTIVENESS

A December, 2003 report of the Corporate Leadership Council

provides the following findings about the effectiveness of

outsourcing:

Outsourcing is very effective overall

Outsourcing provides access to new skills and expertise

Outsourcing may require significant upfront investment

Outsourcing saves between 1 and 10% of HR’s budget in absolute terms

Outsourcing is less expensive than performing activities in-house

Outsourcing raises the quality bar

Outsourcing improves timeliness of service

There is a high level of satisfaction with HR outsourcing


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OUTSOURCING OPTIONS

Following are some of the L&D activities that can be effectively

outsourced:

Planning and Analysis

Strategic Planning for Learning & Development

Curriculum Architecture Design

Needs Analysis

Project Planning and Management

Courseware

Course Design

Course Development

Course Delivery

Materials Design and Production

Results Measurement

L&D Support Systems

Administrative Systems/LMS (Registration, Scheduling, Results Tracking, etc.)

Knowledge Management Systems

Workplace Learning Systems


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TYPES OF OUTSOURCING VENDORS TO CONSIDER

Individual freelancers

L&D “gurus”

Boutique L&D specialist companies

Course development “factories”

Course delivery “factories”

Small consulting firms

Mega consulting firms


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THINGS TO CONSIDER FOR MAKING THE OUTSOURCING DECISION

Available in-house expertise

Skills and abilities

Knowledge and experience

Technology

Project planning and management

Available in-house person hours for required time-frame

Budget $

Internal policies and standards regarding outsourcing

Need for outside “credibility” for high-profile projects

Desire to make outsourcing an opportunity for learning how to do it in-

house

Effective outsourcing requires an in-house manager to manage the

project internally and work closely with the outsourcing vendor(s)


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STRAW MODELING GUIDELINES

1. There are many designs that will satisfy the requirements.

2. Straw modeling is like the architect providing drawings of different

buildings that will meet a set of requirements. The owner of the

building or the building committee works with the architect to select

the one thing like the best, or select, features thus like from more than

one, etc.

3. See if you can create straw models that are as different from each other

as possible, but still meet the requirements.

4. A straw model is a basic sketch of the system and story about how it

works.

5. The straw models will get the Working Team’s juices going and save a

lot of time.


Architecture

STORE OPERATIONS CASE MODEL

RETAIL EMPIRE, INC.


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Sample

148



Phone: 262-995-7100


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Store Operations Case Model

TABLE OF CONTENTS

Introduction 150

Page

Store Operations Population 151

Stores: The Challenges 152

Stores: The Solutions 153

Store Operations L&D Needs and Strategies 157

Store Performance Improvement 159

Store Operations Workplace Learning System Design & Description 168

Store Operations L&D Implementation Timeline 155

Store Start-Up Learning System 179


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INTRODUCTION

Successfully addressing the learning and development needs in Field

Operations is the largest learning and development challenge in

Retail Empire, Inc. and will require the largest investment of

resources.

Store Operations/Field Operations contains the largest segment of the

Retail Empire workforce distributed over 10,000 stores

There is also a relatively large number of roles involved in each store,

each with unique learning and development needs

There is one expansion program in motion, the Mega-RE expansion

This section provides summaries of the population to be served, the

challenges, and the proposed solutions.


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STORE OPERATIONS POPULATION

Each person entering a new role needs training on how to successfully

perform in the role

Each incumbent needs annual training to keep up with new processes,

policies, and merchandise

Stores

Approximate

Population

Number of

Specialties

Estimated

Turnover

New

(Per Year)

Region managers/VPs 25 2 15% 5

District managers 1,000 5 15% 100

Store directors/managers 10,000 4 15% 300

Assistant managers 15,000 10 15% 3,000

Hourly management 50,000 40 25% 15,000

Total management 75,000 50 20,000

Hourly associates 500,000 100 125% 625,000


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STORES: THE CHALLENGES

10,000 stores

Many are underperforming

500,000 associates with 125% turnover

There are many new initiatives and policies hitting the stores

The stores need specialized skills to dominate the “Gardening Glory” market

The annual line reviews drive needs for new product and merchandising skills

These factors drive a high need for training at all levels within the stores

There is a body of useable store training material which needs to be updated and expanded

There is an organization in place to design and develop store training material

There is no delivery/implementation system

There is no accountability for training/learning

Mega-RE expansion program

Hundreds of stores will be converting to Mega-RE

Successful execution depends on training Mega-RE Teams prior to start-up

Major competitors appear to have comprehensive curricula and very robust field

training delivery capability


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STORES: THE SOLUTIONS

Store performance improvement: jump start underperforming stores

Portfolio of intervention strategies — Training/Model Stores — Mentoring — Workout Teams — Turnaround Teams — Communities of Practice

Trials to evaluate the interventions in 2006

Full-scale intervention in 2007

Monthly or bi-monthly experience-sharing conferences

Cross-functional, centralized steering team

Sustaining Learning & Development System: maintain world-class performance

Common curriculum with standard learning paths and certification requirements

Workplace learning system in each store — Learning and Change Team — Learning facilities and resources (largely individualized and computer-based) — Associates and managers serve as coaches — Support from the district Learning & Development Partner (trainer)

Retail Empire University Learning Centers (RE University Regional Centers) — Off-the-job training to prepare for management roles (department manager through

division manager/VP)

Interactive Distance Learning (IDL) to broadcast new information/training to all stores

Communities of Practice to manage continuous improvement across the business


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STORES: THE SOLUTIONS (cont.)

Growth and change support system: ensure successful growth, start-ups, and

change implementation

Mega-RE expansion

Customer bonus initiatives

Annual line review cycle

Short-term store manager training

Executive-level Field Operations Learning Council: provide business direction

Set policies

Set priorities

Allocate resources

Review results


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STORE OPERATIONS L&D IMPLEMENTATION TIMELINE

2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q

Store Performance Needs

1. Store performance improvement

Training/Model Stores Mentoring Workout Teams Turnaround Teams Communities of Practice

2. Sustaining Learning & Development System

Organize and plan

Trial phase Full-scale implementation

2006

planning

2007

planning

2008

planning

Workplace Learning System rollout

Develop courses and modules on a priority basis Curriculum

defined

Workplace Learning

System start-up kit

Recruit Learning & Development Partners

Ramp-up learning centers as curriculum comes online

3. Learning Centers (divisional and satellite)

Organize

Learning

Council and

plan 2006

Spring

review 2007 plan

Spring

review 2008 plan

2005 2006 2007


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STORE OPERATIONS L&D IMPLEMENTATION TIMELINE (cont.)

2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q

Change-Driven Needs

1. Store manager short-term training

2. Training Store Management Teams for Mega-RE expansion

3. Support Customer Bonus Initiatives

2005 2006 2007

District Managers training rollout to Store Managers

Program improvements Program development

Rollout to 20 stores Rollout to 500 stores Rollout to ? stores

Develop modules

Rollout training

Develop game plan

Game plan and materials

Implementation by District Human Resources Managers

Support 15 critical lines for 2006 cycle

Support additional lines for 2007 cycle

4. Train all Store Management on Human Resources related tasks


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STORE OPERATIONS L&D NEEDS AND STRATEGIES

Change-Driven Needs Learning & Development Strategies

1. Rollout of District Manager training to Store

Managers complete by September, 2005

10 one-way video broadcasts (2 hours each) covering

20 modules

Computer-based training

On-the-job coaching and reinforcement

CD-ROM simulation for all Store Managers at 2006

Summer Conference

2. Training Store Management Teams (25 critical

positions) for Mega-RE expansion (early program

ready to implement by 6/05 with improvements

added during the year; gear up to support 15 stores

in 2005, 300 stores in 2006)

Develop a mini-curriculum

Combine classroom training and in-store training in

an established Mega-RE location

Use specialized implementation staff

3. Support customer bonus initiatives Develop mini-curriculum

Deliver via

IDL

CBTs

Job aids

4. Train store management on HR-related tasks to

support elimination of HR managers in stores (game

plan and training material needed by 7/05)

Train the District HR Managers to train Store

Management Teams

5. Support annual Line Review cycle with training for

the stores (game plan by 9/05, support 15 critical

lines in 2006 and expand to more lines in 2007)

Use IDL for the rollout plan

Use CBT and job aids for specific products


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STORE OPERATIONS L&D NEEDS AND STRATEGIES (cont.)

People Learning Their Jobs Learning & Development Strategies

1. Establish standard curriculum and learning paths for

each role (curriculum designed for critical roles by

6/05, other roles by year end 2005, build curriculum

modules on a priority basis over 12–24 months)

Learning Center curriculum for basics of each

management role

CBTs, job aids, and coaching for in-store learning

2. Establish Store Workplace Learning Systems (develop

a start-up kit by 7/05, rollout schedule based on

hiring the field Learning & Development Partners)

Focus on low performing stores first; avoid spreading

small numbers of Learning & Development Partners

over too many stores

3. Establish Learning Center facilities and staffing

(time the ramp-up of facilities and staffing to the

availability of curriculum)

Provide 1 week of training for people entering each

management role, department manager through

district manager


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STORE PERFORMANCE IMPROVEMENT

The Challenge

Retail Empire has 10,000 stores holding a workforce of approximately 500,000 people with annual turnover of up

to 125%. Each of these individuals requires training on basic skills, customer service, and product knowledge and

some 100,000 of them need additional training on leadership and management-related skills. The stores as a

whole are underperforming today, creating the need for an intensive focus on performance improvement. In

addition, change initiatives are creating a large body of new processes, policies, and technologies, each with its

own learning requirements. Currently, the Field Operations have very little in terms of training assets. Many

modules of learning materials exist, yet most of these modules are out of date at least in terms of organizational

terminology and philosophy. The stores typically have one learning station, but no trainers or training facilities,

and no in-store learning system in place. There are no local or regional Learning Centers established to train store

management. Given all of this, how can we design a series of interventions to make a difference quickly?

Potential Solutions

Based on the current situation, Field Operations needs more than a Learning & Development strategy—there is a

need for an aggressive performance improvement strategy with a strong Learning & Development component. The

pages that follow present the concept of a cross-functional Store Performance Improvement Team and a portfolio

of interventions this team could implement along with a description of the overall approach. Following is a

proposed team structure, with membership, responsibilities, support requirements, and a governance board, and

a projected timeline.


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STORE PERFORMANCE IMPROVEMENT (cont.)

Store Performance Improvement Team

Purpose

This team is a joint operation between Field Operations, Learning & Development, and OE. The team’s purpose is

to manage a portfolio of tactical interventions to improve store performance via models of successful

performance, learning and development interventions, recruiting and selection methodologies, rewards and

recognition, role and job design, etc. Their job is to learn and deploy approaches that will work in the stores to

improve performance.

Possible Portfolio of Interventions

Workplace Learning System with Learning & Development Partners

Holistic Learning & Development System in each store featuring:

— A Learning and Change Team structure in each store

— Defined roles and responsibilities for learning and development; e.g., Store Manager, Assistant

Manager, Department Manager, coaches, learners, Learning and Change Team

— Learning materials in the store

— Standard learning paths, processes, and expectations for all positions

— Support from a “Learning & Development Partner” provided by Learning & Development (up to 1 per

district)

— Results measurement and accountability

Training/Model Stores

Specially selected stores where a model operations and learning environment is established. Managers

from other stores come here to learn just as doctors and nurses do in teaching hospitals. These stores

would also be the trial locations for new and better ways of doing business including new technology.

Training/Model Stores could be established in each type of market, e.g., urban, suburban, rural.


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Store Performance Improvement Team (cont.)

Possible Portfolio of Interventions (cont.)

Turnaround Teams

A temporary management team takes over store operations and installs new ways of doing business with existing management team shadowing them until ready to take over operation under new approach

This approach is currently being used successfully to turn around underperforming schools in Chicago

Workout Teams

Workout Teams are assigned in specific stores to correct specific deficiencies. They go through a

facilitated “workout” process in which they have access to experts who can help them design and then

implement their solutions

Learning Centers

Department Managers, Assistant Store Managers, and Store Managers come to learning events of one to

two weeks to learn a combination of best practices in the areas of:

— How to manage the department, store, etc.

— How to lead people

— The behavior profile expected to support the new Retail Empire core beliefs

— How to address the “Gardening Glory” market successfully

The Learning Center approach can be combined with the Training/Model Store approach

Mentors

Experts who work with Store Managers, Front End Managers, Lawn and Garden Managers, etc., to develop

their capabilities for high performance. These mentors could work in teams, concentrating on several

stores at once, or they could work alone focusing on supporting specific individuals


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Possible Portfolio of Interventions (cont.)

Communities of Practice

Teams of people who cross store, district, and division boundaries for the purpose of building and sharing

best practices models. These Communities of Practice can be focused on any area of store performance,

such as:

— Front end

— Lawn and Garden

— Automotive

— Photofinishing

Communities of Practice can take advantage of the Knowledge Management capabilities of

MyRetailEmpire.com


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Overall Approach

During 2005:

Organize the Performance Improvement Teams

Design a portfolio of trial interventions

Recruit and train the trial teams

Conduct and evaluate the trials

Plan the portfolio of interventions for 2006

Develop the Retail Empire University Curriculum

— In-store

— Learning Center

Conduct experience sharing and best practices conferences for the intervention teams

During 2006/2007

Full-scale assault on all underperforming stores

Full implementation of Store Workplace Learning System and other permanent Retail Empire University

learning systems (e.g., Learning Center, Training/Model Stores)


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Membership – Full-Time

Field Operations representative as leader of the group

2 Store Operations experts – probably store manager level

1 Organizational Effectiveness person

Performance Consultant from Learning & Development group

Program Manager – keeping track of everything

Membership – Part-Time

Store Operations Implementation Director from Learning & Development (heavy % of time)

Store Operations DVP from Learning & Development

HR, Field Operations

Marketing representative to test marketing ideas

Merchandising representative

IT representative


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Responsibilities

The Store Performance Improvement Team responsibilities include:

Develop and maintain success models, including work processes and practices; store management practices;

learning and development methodologies; recruiting methodologies and practices; reward and recognition;

organization, job, role, and team design

Move new technology into the store environment, and integrate the technology into the store performance

models

Develop and experimentally try out different tactical approaches or interventions (workplace learning system,

turnaround teams, workout teams, satellite Learning Centers, training stores)

Recruit, train, and support whatever operatives and teams are put into the field to do these interventions

Monitor the effectiveness of each of these interventions—keep changing and improving the interventions until

they get a portfolio that is a sharp set of tools; report out on this portfolio

Develop the overall operational plan and resource budget for which stores to target over which time period

with which intervention


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Support for this Team in Terms of Learning Materials

Retail Empire University curriculum

In-store learning materials (IDL, WBT, CBT, conventional learning, and job aids)

Learning Center curriculum

Training for the Turnaround Teams

Training for the Workout Teams

All the learning necessary to support the Store Learning and Change Teams

Training for the Learning & Development Teams

Training for Learning Center faculty

Governance Board

EVP, Field Operations, chair

Four divisional VPs

EVP, Human Resources

Marketing representative

Merchandising representative

IT representative


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STORE PERFORMANCE IMPROVEMENT TIMELINE

6/1/05 7/1/05 8/1/05 9/1/05 10/1/05 11/1/05 12/1/05 1/1/06 1/1/07

Experience Sharing Conferences

Organizing Phase

Plan Curriculum

Development

Evaluate Existing

Curriculum Materials

Define Retail Empire

University Curriculum

2006

Planning

Trial Phase: Training/Model Stores

Workplace Learning System

Turnaround Team

Workout Team

Learning Centers

Mentoring


Organize Store

Performance

Improvement Team

Organize trials

Full Scale

Implementation

Training/Model Stores

Workplace Learning

System

Turnaround Teams

Workout Teams

Learning Centers

Mentoring


Develop curriculum courses, modules

Update curriculum materials to current content

Convert learning materials to CBT


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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION

Purpose

To create a holistic learning culture in the stores with local ownership and accountability for learning and

development results.

Key Features

Sponsorship by Store Manager

A Learning and Change Team in each store to implement learning and development and manage the learning

and change initiatives

Store-level comprehensive responsibility for training and certifying people in new roles, implementing change

initiatives, and continuous improvement

Coaches assigned to develop and certify individuals within the store

One Retail Empire University Learning & Development Partner for each district to support the Store Workplace

Learning System in individual stores

Support from Retail Empire University

Standard curriculum and learning products

Learning & Development Partners

Electronic learning system for administration, tracking, and delivering learning

Learning Center programs


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STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.)

Description

The Store-level Workplace Learning System is a field extension of Retail Empire University. The list below

identifies the roles within this store system, and the following paragraphs provide a brief description of how the

system works.

Associate

Store Managers, Assistant Managers, and Department Managers

Coach

Learning and Change Team

Learning & Development Partner

How Individual Associates Move from the Hiring Event to Full Certification

The first goal is to bring an associate from the hiring event through full certification. Once an associate is hired, a

coach will be assigned to guide him/her through “Retail Empire University” by providing the knowledge,

opportunities for practice, feedback, and tools necessary for associates to provide our customers with the best

possible experience and further each associate’s career within Retail Empire.

The first step for new associates is the on-boarding/indoctrination process that covers New Associate

Orientation/Retail Basics. During this orientation, each new associate is exposed to the Store Learning &

Development System, which includes the creation of a Personal Development Plan (PDP). This PDP will guide the

associate along an individual learning path and timeline, and record learning goals and accomplishments

throughout the associate’s career.


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Description (cont.)

How Individual Associates Move from the Hiring Event to Full Certification (cont.)

After the associate is certified on the first level of learning, the coach works closely with him/her to support

training efforts and certify the associate on each subsequent training module. The process involves providing the

time for associates to study the learning material for a module, providing the opportunity for the associate to

demonstrate the required skill and knowledge, receive feedback on performance, and if necessary, demonstrate

the skill and knowledge again. This process repeats until the coach acknowledges that the associate has met

certification requirements. The coach then records this certification on the associate’s file, and gives the

associate the appropriate colored star to attach to his/her name badge in recognition of the accomplishment. The

learning process doesn’t end here—coaches are always available to associates to provide additional guidance and

support at all levels of training.

All information about an associate’s learning path, completions, and certifications will be stored in a central

Learning Management System (LMS) where the information can be retrieved and sorted to provide valuable

information on the learning and development results and progress towards goals at the district, store, and

individual level.

Standard progression for Team Member Training: Everything you need to learn during your first 90 days

Level 1: Orientation (orange)

Level 2: Register Training (green)

Level 3: Job-specific Training (gray)

Level 4: Selling and Service Skills (red)

Level 5: Product Knowledge (blue)


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Description (cont.)

How Associates Advance to Management

Once an associate is ready to advance to the position of Department Manager, he/she will leave the store for a

portion of the next level of training. The associate will attend a two-week intensive training course at the nearest

REU Learning Center, where he/she will be trained in department-specific management skills and leadership skills,

and indoctrinated in Retail Empire culture and beliefs. Upon returning to the store, he/she will become certified

on department-specific management skill and leadership skills by demonstrating them on the job. Once certified on

both of these elements, the associate will be prepared for the job of Department Manager.

Prior to taking the positions of Assistant Manager or Store Manager, associates will again go off-site to attend

management training at the REU Learning Center, and Store Managers will attend training at REU Central. All of

these programs will be an integrated combination of job-specific management skills and leadership skills.

Standard progression for in-store Department Manager Training

Level 6: Advanced Store Operations

Level 7: Coach/Department Manager Training

How the Learning and Change Team Works

The Learning and Change Team is comprised of store team members and is led by the District Learning &

Development Partner. Its purpose is to drive and support learning and change in the store. The team’s scope

includes all learning needs, change initiatives, and continuous improvement efforts in the store. The Learning and

Change Team owns the system and materials for Store Learning & Development. The members are responsible for

ensuring that the system is working and for monitoring the results at the store level. They work with the Learning &

Development Partner to analyze data and propose potential solutions.


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Description (cont.)

How the Learning & Development Partner Works

The Learning & Development (L&D) Partner leads the Learning and Change Team at the store. Each L&D Partner is

assigned to a district and has approximately 15 stores. They are experts in structured on-the-job learning

methodologies and have strong competencies in the following areas:

Performance problem identification and analysis

Continuous improvement/quality methods and tools

Team development and facilitation skills

Coaching managers for learning

Customer account management

The L&D Partners are responsible for implementing, monitoring, and continuously improving the Store Learning &

Development System. They function as a coach for the Learning and Change Team members and prepare coaches

in the store to coach store associates. The Learning & Development Partner works closely with the Store Manager

to monitor, interpret, and respond to reports generated from the Learning Management System (LMS) database.

The Learning & Development Partner is accountable for district- and store-level learning and development results.


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Description (cont.)

How Store Managers, Assistant Managers, and Department Managers Participate

Store Managers, Assistant Managers, and Department Managers all have critical roles within the Learning &

Development System, but not all are necessarily members of the Learning and Change Team. The Store Manager

sponsors the Learning and Change Team, functions as a coach for the Assistant Managers, and is accountable for

store-level learning and development results. He/she works closely with the Learning & Development Partner to

monitor, interpret, and respond to reports generated from the LMS. The Assistant Managers function as coaches

for the Department Managers and are accountable for department-level learning and development results. They

also work closely with the Learning & Development Partner to monitor, interpret, and respond to LMS reports.

The Department Managers are the core of the Learning and Change Team. All Department Managers function as

coaches for associates within the stores. Each Department Manager is accountable for department-level learning

and development results. Many Department Managers will function as members of the Learning and Change Team

and work together to implement new change initiatives and learning needs.

How Continuous Improvement Works

In addition to supporting learning and development needs at the store level, the Store Learning & Development

System is the point of entry into the store for all continuous improvement initiatives originating outside the store,

and the point of origination for in-store continuous improvement efforts. When work improvements are identified

though continuous improvement efforts, they’re made known to the other stores through the Communities of

Practice.

How Communities of Practice Work

Communities of Practice are established across stores, districts, and divisions to identify, validate, and deploy

best practices. They are the continuous improvement link with the Learning and Change Teams in the stores.


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Learning & Development Processes at the Store Level

Process Purpose Key Players Tools

Personal Development Plan (PDP) and tracking

To create a learning plan for each associate and track progress towards goals

Associate Coach

Personal Development Plan (PDP)

Learning Management System (LMS)

On-boarding and orientation To orient new employees to Retail Empire and the Store Workplace Learning System

Associate Coach

Orientation modules On-boarding materials

Learning and Certification (includes pre- and post-coaching)

To certify associates on each module of learning according to PDPs

Associate Coach

PDPs Learning materials LMS

Analyzing & reporting learning and development results

To analyze data from the LMS and generate meaningful reports for management in order to take appropriate corrective action

Coach L&D Partner Store Manager Assistant Manager

LMS

Managing facilities and equipment

To manage the learning facilities and equipment at the store level

Learning and Change Team Facilities and equipment standards

Managing learning materials To manage the learning materials and system at the store level

Learning and Change Team L&D Partner

Master curriculum model Store Workplace Learning

System curriculum model Change request forms

Implementing change (new products, procedures, technologies, etc.)

To implement and support change initiatives originating both inside and outside the store

L&D Partner Learning and Change Team

Learning needs analysis To conduct needs analyses to determine root causes of performance deficiencies and identify the most appropriate corrective actions

L&D Partner Learning and Change Team L&D Partner Department Manager

LMS Analysis tools

Continuous improvement To continuously improve the Store Workplace Learning System in order to continuously improve store performance

L&D Partner Learning and Change Team

LMS Continuous improvement

tools

Registration for scheduled classes (IDL or Learning Center)

To manage registration process for store management

L&D Partner LMS


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Roles, Responsibilities, and Accountabilities

Role Responsibilities Accountabilities

Associate Manage personal learning and development Personal learning and development results

Department Manager Support learning and development at the department level

Coach associates Monitor results and progress through reports from the LMS Hold associates accountable for results

Department-level learning and development results

Assistant Manager Support store-wide learning and development Coach Department Managers Monitor results and progress through reports from the LMS Hold Department Managers accountable for results

Area-level learning and development results

Store Manager Sponsor the Store Learning & Development System Coach Assistant Managers Monitor results and progress through reports from the LMS Hold Assistant Managers accountable for results

Store-level learning and development results

Division Manager Support the Store Learning & Development System Monitor results and progress through reports from the LMS Coach District Managers Hold District Managers accountable for results

Division-level learning and development results

District Manager Support the Store Learning & Development System Monitor results and progress through reports from the LMS Coach Store Managers Hold Store Managers accountable for results

District-level learning and development results

Senior Learning & Development Partner

Implementation of Store Learning & Development System Support Communities of Practice Coach Learning & Development Partners Coach Division Managers on Learning & Development


Division-level learning and development results



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Roles, Responsibilities, and Accountabilities (cont.)

Learning & Development Results at the Store Level

Completion of required learning and certification

Correlation of learning to store business performance

Associate and management satisfaction with the learning system

Learning and development process performance

Role Responsibilities Accountabilities

Learning & Development Partner

Set up and manage the Workplace Learning System Lead, coach, and support Learning and Change Team Analyze needs for new learning modules and performance

aids Troubleshoot learning system Implement new learning modules Monitor performance results via LMS Advise District Managers and store managers on learning

and performance Coach and support Communities of Practice



Coach Coach associates Verify completion of training modules Certify associates on specific competencies Enter completion and certification data into the LMS

Individual-level learning and development results

Department-level learning and development results

Learning and Change Team

Manage the inventory of learning materials Track learning results and evaluate effectiveness Troubleshoot the system and processes Own the continuous improvement program


Communities of Practice Own the repository of best practices Evaluate and validate improvements Support deployment of best practices


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Recognition

Team members who become certified on content within the levels listed below will be presented with a recognition reward. These awards identify associates who are certified, as well as those who need additional training and coaching to achieve certification.

In addition, a recognition program will be established to recognize contributions to learning and development results for:

Coaches

Learning and Change Teams

Stores

Districts

Divisions

Materials Recognition Responsible Supporting

Level 1: Orientation RE tote bag for

orientation

materials

Coach (PAL) Learning & Development Partner

Level 2: Register training RE lapel pin Coach (PAL) Learning & Development Partner

Level 3: Job-specific training RE mug Coach (PAL) Learning & Development Partner

Level 4: Selling and Service skills One day off Coach (PAL) Learning & Development Partner

Level 5: Product Knowledge Special name page Coach (PAL) Learning & Development Partner

Level 6: Advanced Store Operations RE pen Assistant Store Manager Learning & Development Partner, Store Manager

Level 7: Coach/Department

Manager training

RE leather

portfolio

Assistant Store Manager Learning & Development Partner, Store Manager


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Facilities and Equipment

Facilities Equipment

One Learning & Development room to accommodate 20 associates at one

time

2 PCs with IDL, CBT, and WBT capability

1 large table

20 chairs

One Learning & Development Partner office 1 PC

Printer

One Learning and Change Team conference room Table

Chairs

Not location specific… ___ wireless handhelds

Link to Learning Management System (LMS)

___ Printers


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STORE START-UP LEARNING SYSTEM

Store and DC Workplace Learning Systems

Recruiting /

Pre-screening

Remote Instructor /

Coach

LMS Administration and Tracking of Learning

Universities and External Learning

Providers

Learning Centers RE University

Divisional & Satellites

Store & DC Mgmt Store Manager

Assistant Manager

Department Manager

Coaching/Certification

Coaching/

Certification

Associates



Learning &

Change Team

Learning &

Development

Partner

CMS Repository of

Learning Materials


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STORE START-UP LEARNING SYSTEM (cont.)

Store Start-up Learning System

Manager/Assistant

Manager training

Start

-up Store

Learning Team

selected

Store

Management

Team

development

Hourly

Associates

selected

Hourly

training and

certification

Store

Management

Team selected


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QUESTIONS FOR DISCUSSION

Questions:

1. Based on what you read about the Case Company, which parts of

the solution did you like the best? Why?

2. Which parts did you like the least? Why?

3. What do you think the major challenges will be for this company

to implement a complex set of solutions like the ones presented

in the case problem?

4. If it were your business, how would you approach this problem?


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DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)

Meeting Purpose:

The purpose of the meeting is to design a high-level Learning & Development System Architecture that meets the requirements established in the analysis meeting. At the conclusion of the meeting, the system elements and key features will have been selected and the Working Team will be able to describe how these elements and key features work together to meet the requirements.

Agenda:

Topic Notes

1. Review the requirements,

mission, and philosophy

from the analysis meeting

Get everyone re-grounded in the content of what the team is

doing.

2. Subteam presents straw

models

Explain each straw model and how it works to satisfy the

requirements.

3. Working Team critiques the

straw models

Discuss features liked and disliked, pros and cons, etc.

4. Construct a new model Take the best of the straw models and edit it or create a new

model base don the critique of the straw models.

Note: Steps 1-4 should take about one day


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DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)

Topic Notes

5. Design/describe the system

elements

For each element in the system (e.g., learning strategies,

delivery channels, L&D organization structure, etc.)

Design to at least one more level of detail

Describe the design and how it works

(This can be done in subgroups, but experience suggests the

result will not be as good and no time will be saved.)

6. Test the system to make

sure it will work well and

meet the requirements

1. Tell the story about how the system, as designed, will meet

each requirement.

2. Create a list of challenges the system will be faced with in

the next few years, and tell the story about how the

system will meet these challenges.

3. Keep track of design flaws as you go through the story

telling.

7. Fix the flaws in the design 1. Make design changes.

2. Tell the story about how the design changes handle the

requirements and challenges.


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DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)

Topic Notes

8. Design/describe the system elements

1. Key features and description of each element Story about how all these features work together to

meet the requirements Story about how the system works from various points

of view Learner/employee Supervisor Functional manager Business leader Initiative leader Product manager Etc.

9. Test the system to make sure it will work well and meet the requirements

Make any needed changes

10. Design Report and Executive Briefing Package

1. Assign a subteam to document the design in a Design Report (see typical contents).

2. Assign a subteam to develop an Executive Briefing package (Working Team do storyboard if there is time).

3. Establish an agenda for an Executive Steering Team review (see typical agenda).

4. Select the presenters and decide if the entire Working Team will attend (recommended).


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DESIGN REPORT OUTLINE

Purpose:

The Design Report is a permanent record of the design approach and the resulting design.

Outline:

Design precursors

Mission

Philosophy

Detailed requirements

Design approach — Report the straw modeling, the Design Meeting of the Working Team, and the Executive Steering Team review

Design overview

High-level architecture and key features of chosen design

Story about how the design meets the requirements

Design elements

Key features and description of each element

Story about how all these features work together to meet the requirements

Story about how the system works from various points of view — Learner/employee — Supervisor — Functional manager — Business leader — Initiative leader — Product manager — Etc.


Architecture

EXECUTIVE BRIEFING

FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE DESIGN REVIEW

RETAIL EMPIRE, INC.


©RAY S

VEN

SO

N C

ON

SU

LTIN

G,

2006

DATE

Sample

186



Phone: 262-995-7100


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Executive Briefing

PROJECT APPROACH

Project Process Map

Phase 4: Future L&D

System Architecture


Plan


and Design Details



Executive

Review Executive

Review

Executive

Review

3 Months

Project Plan



Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions


System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Phase 3: Analysis


We are here


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Executive Briefing

KEY ANALYSIS FINDINGS AND CONCLUSIONS


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Executive Briefing

PROJECT PURPOSE


Analyze and anticipate the learning needs of Retail Empire’s employees

Assess the capabilities of the current Learning & Development System to

meet the anticipated needs




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Executive Briefing

HIGH-LEVEL L&D SYSTEM ARCHITECTURE


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EXECUTIVE STEERING TEAM – DESIGN REVIEW MEETING AGENDA

Meeting Purpose:

The purpose of this meeting is to gain Steering Team acceptance that the design meets the needs

of the business, that it is politically acceptable, and that there is support to move into

implementation and resources planning.

Agenda:

Topic Notes

1. Introductions Make sure all the members of the Steering Team and Working

Team are introduced.

2. Meeting purpose and agenda

3. Review overall Project Plan Show a few slides to remind them of the overall plan and

where you are in the process.

4. Review key analysis findings

and conclusions

Show a few slides to remind them of the business needs that

the new design must meet.


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EXECUTIVE STEERING TEAM – DESIGN REVIEW MEETING AGENDA (cont.)

Topic Notes

5. Present the high-level L&D System Architecture

1. Show a few slides to illustrate the design and key features.

2. Tell the story about how this system works from several points of view Learner/employee Supervisor Functional manager/executive Business leader L&D Department

3. Answer questions about how the system will meet business needs.

6. Issue resolution 1. Go around the table and have each Steering Team member render a personal critique of the design; keep a flip chart with issues to be resolved.

2. Work to resolve important issues or promise to go back to the drawing board where this can’t be done in the meeting.

7. Implementation and resources planning

As the group for their authorization and support to move into the next phase of work.

8. Next meeting schedule Review or establish date, time, and place for the next meeting to review implementation plans and multiyear resource estimates.


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It can be difficult to get people to think out of the box

It can be difficult to get people to believe

executives will buy in to the design

Politics can become a real issue in this phase

as people’s jobs may be threatened by the

new design

People are reluctant to consider more than

one option carefully

Sometimes “camps” form around various

options and it can be difficult to reach

agreement on which option to push forward

Sometimes people have been through processes

like this in the past that have led nowhere; this

can make them skeptical about the possibility

for success with this project


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FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE EXERCISE (15 MINUTES)

Instructions:

1. Go through the Learning & Development Services Checklist, Learning &

Development System Components Checklist, and the Learning &

Development Strategies Checklist (pages 137-141 in your binder)

a. Check mark the ones you should consider

b. Mark an “X” by components you might outsource

2. How will you plan to do the design work?

Straw Modeling alternatives

Design Team meeting to select the “final design” _____ days

Steering Team overview and approval


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Plan


and Design Details



Executive

Review Executive

Review

Executive

Review

3 Months

Project Plan



Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions


System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Project Process Map

Phase 3: Analysis


Phase 4: Future L&D

System Architecture

PHASE 5: Implementation

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PHASE 5: IMPLEMENTATION PLANNING

Implementation Plan Outline

Milestones/Timeline

Communication Plan

Implementation Team

Implementation Costs

Implementation Planning Meeting Agenda


Plan

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IMPLEMENTATION PLAN OUTLINE

Introduction

Purpose

Implementation goals

Implementation recommendation

Implementation activities

Implementation activities listing

— Project workstreams and categories

— Project name

— Project tasks

High-level milestone/timeline chart

Implementation Team

— Members

— Structure

— Roles and responsibilities

Communication/Change Management Plan

Implementation resources requirements

Cost model

Potential implementation scenarios

Barriers and obstacles to implementation

Immediate action plan


Plan

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3-5 YEAR IMPLEMENTATION PLAN

2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q

Sample Milestone/Timeline Chart

1. Store performance improvement

Training/Model Stores Mentoring Workout Teams Turnaround Teams Communities of Practice

2. Sustaining Learning & Development System

Organize and plan

Trial phase Full-scale implementation

2006

planning

2007

planning

2008

planning

Workplace Learning System rollout

Develop courses and modules on a priority basis Curriculum

defined

Workplace Learning

System start-up kit

Recruit Learning & Development Partners

Ramp-up learning centers as curriculum comes online

3. Learning Centers (divisional and satellite)

Organize

Learning

Council and

plan 2006

Spring

review 2007 plan

Spring

review 2008 plan

2005 2006 2007


Plan

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3-5 YEAR IMPLEMENTATION PLAN (cont.)

2Q 3Q 4Q 1Q 2Q 3Q 4Q 1Q 2Q 3Q 4Q

Sample Milestone/Timeline Chart

1. Store manager short-term training

2. Training Store Management Teams for Mega-RE expansion

3. Support Customer Bonus Initiatives

2005 2006 2007

District Managers training rollout to Store Managers

Program improvements Program development

Rollout to 20 stores Rollout to 500 stores Rollout to ? stores

Develop modules

Rollout training

Develop game plan

Game plan and materials

Implementation by District Human Resources Managers

Support 15 critical lines for 2006 cycle

Support additional lines for 2007 cycle

4. Train all Store Management on Human Resources related tasks


Plan

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COMMUNICATION PLAN DESIGN GUIDE

Purpose:

The purpose of the Communication Plan is to decide:

Who needs what information

When they need it

How you will get it to them

Who will do what tasks to make it all happen

How many resources (people and budget) will be needed

Step 1:

Make a list of constituencies or stakeholder groups who will need information about your plan.

Sample list of constituencies:

Sponsors

Executives

Board of Directors

Managers/leaders

Groups of employees

Customers

Suppliers

Local external communities

Business press

Training Department(s)

Managers

Employees

Suppliers/vendors

IT partners

HR partners

Customer groups

Communication Department partners

Training press


Plan

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COMMUNICATION PLAN DESIGN GUIDE (cont.)

Step 2:

Decide what information each constituency will need and when they will need it.

Sample types of information:

Information that sponsors, executives, managers, and employees will need to support the

changes you are bringing about

Overviews of the plan

Plan details for some groups

Business case

The “story” about how the L&D System will work for them in the future

Specific actions or changes you need them to execute and when

Information people need to prepare them for new services they will receive or new ways of

delivering these services

General public relations information


Plan

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COMMUNICATION PLAN DESIGN GUIDE (cont.)

Step 3:

Determine what information vehicles will

be used.

Example information vehicles:

Company newsletters

Training Department newsletters

E-mail

Web sites

Company Annual Report

Large meetings (town meeting approach)

Webcast

Video conference

Small group meetings

One-on-one briefings

Step 4:

Develop:

Task list

Task assignments

Time estimate

Schedule

Budget


Plan

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IMPLEMENTATION TEAM STRUCTURE, ROLES, AND RESPONSIBILITIES

Set up implementation teams so they transition naturally into the ongoing

organization structure (the team structure depends on the services being

implemented).

Services, Processes and Metrics Team (across all regions)

Develop standard learning and development processes to go along with selected strategies

Create roles and responsibilities for organization structure and job designs

Create sub-teams for:

— Curriculum architecture and course development

— Performance measurement

— Course delivery

Implementation Team for each Geographic Region

Responsible for implementing whole system in their region

Information Infrastructure Team (Global Team)

Learning Management System (partnership with IT)

Information Technology Support System

Global Facilities Team

Standard facility design

Work with regional implementation teams on specific facility plans


Plan

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IMPLEMENTATION SPREADSHEET

Provides:

Cost calculations for all development, delivery, staffing and

implementation needs

Gives you the quantitative basis to obtain buy-in from leadership

Makes it clear that you have done your “due diligence” in the process

Provides opportunity to cost out a variety of different development and

implementation scenarios


Plan

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IMPLEMENTATION SCENARIO EXAMPLES

Purpose:

Implementation scenarios can be used to illustrate what can be accomplished in year 1, 2, 3,

etc., with varying levels of resources.

Examples:

1. Status quo resources

Shows what you can accomplish without changing headcount and budget.

2. Blank check

If you had a blank check, what could you accomplish in each year to meet the goals

established in the plan. This scenario is limited by the speed with which you can reasonably

acquire resources and get them productive.

3. Intermediate

One or more levels of resourcing between “blank check” and “status quo.”


Plan

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SCENARIOS

CURRICULUM

ARCHITECTURE

RESOURCES

CURRICULUM

REQUIREMENTS

TOTAL

COST

ROLL-UP

Unit

Costs

Store Operations

Merchandising

Supply Chain

Brand Partners

Load

Development

& Maintenance

Resource

Requirements

(In-house and

Outsourced)

Capital

Development & Maintenance

Costs

Unit

Costs

Delivery

Volume

Delivery Resource

Requirements (In-house

and Outsourced)

Delivery

Costs

DEVELOPMENT DELIVERY

PROJECTS

SUPPORT

Strategy

Impl WPLS

Technology Support

Costs Staffing

COST MODEL STRUCTURE

Expense

Capital

Headcount


Plan

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MAXIMUM PRACTICAL SCENARIO

OVERALL COST ROLL-UP

Scenario Title: Maximum Practical Scenario

2001 2002 2003 2004 2005

Curriculum Architecture $2,563,429 $175,559 $175,559 $175,559 $175,559

Delivery $19,039,090 $20,528,915 $22,102,895 $24,197,000 $25,552,430

Workplace Learning Systems $7,317,308 $19,271,215 $51,885,350 $145,543,750 $169,468,750

Development $12,002,277 $21,915,777 $14,804,756 $11,803,571 $10,566,081

Technology $3,735,000 $13,240,000 $8,000,000 $0 $0

Strategy Implementation $2,757,875 $2,782,063 $1,776,683 $0 $0

Management & Administrative Staff $2,892,750 $3,008,750 $3,008,750 $3,008,750 $3,008,750

TOTAL $50,307,729 $80,922,278 $101,753,992 $184,728,630 $208,771,569

$0

$50,000,000

$100,000,000

$150,000,000

$200,000,000

$250,000,000

2001 2002 2003 2004 2005

Management &

Administrative Staff

Strategy Implementation

Technology

Development

Workplace Learning

Systems

Delivery

Curriculum Architecture


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MINIMUM SCENARIO


Scenario Title: Minimum Scenario

2001 2002 2003 2004 2005

Curriculum Architecture $2,563,429 $175,559 $175,559 $175,559 $175,559

Delivery $9,837,720 $10,224,895 $11,141,700 $11,906,905 $13,173,495

Workplace Learning Systems $7,317,308 $15,283,715 $23,972,850 $21,931,250 $21,931,250

Development $6,379,719 $9,551,645 $8,515,378 $8,209,210 $7,695,845

Technology $3,735,000 $13,240,000 $8,000,000 $0 $0

Strategy Implementation $2,757,875 $2,782,063 $1,776,683 $0 $0

Management & Administrative Staff $2,892,750 $3,008,750 $3,008,750 $3,008,750 $3,008,750

TOTAL $35,483,800 $54,266,626 $56,590,919 $45,231,673 $45,984,898

$0

$10,000,000

$20,000,000

$30,000,000

$40,000,000

$50,000,000

$60,000,000

2001 2002 2003 2004 2005

Management &

Administrative Staff

Strategy Implementation

Technology

Development

Workplace Learning

Systems

Delivery

Curriculum Architecture


Plan

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IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)

Meeting Purpose:

The purpose of this meeting is to develop a three- to five-year implementation plan to move from

the current state to the future-state L&D System.

Agenda:

Topic Notes

1. Adjust future-state design

based on Executive Steering

Team input

1. Briefly review the future-state L&D System architecture as

presented to the Steering Team.

2. Review their comments for impact on the design.

2. Make a list of workstreams

for all the L&D work that

will occur during the

implementation period

1. Include both the implementation and change efforts and

ongoing L&D workload so that a total resource estimate

and budget can be prepared.

2. Sample workstreams include: Designing and developing curriculum/learningware

L& D organization structure and job/role realignment

L&D processes

L&D measurement system

L&D services and development

Electronic infrastructure

Facilities and equipment infrastructure

Governance system

Delivery of learning services


Plan

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IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)

Topic Notes

3. Identify categories and

projects for each

workstream

1. Take each workstream and Identify necessary categories

Identify necessary projects

Identify non-project categories

Identify major non-project tasks

4. Identify goals/milestones 1. Identify goals/milestones that cut across workstreams.

2. Identify goals/milestones within each workstream.

5. Construct a milestone and

timeline chart

See Example Milestone Timeline Chart

6. Develop resource/cost

estimates or estimating

factors

1. For each project, estimate resource and cost estimates or

an approach for developing the estimates.

2. For each workstream (e.g., training delivery), develop cost

estimating factors or an approach for developing them.

3. Assign responsibility for developing a resource and cost

estimating spreadsheet.

4. Assign responsibilities for estimating

7. Develop a Communication

Plan

See Communication Plan Guidelines


Plan

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IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)

Topic Notes

8. Develop a Change

Management Plan

See Change Management Guidelines

9. Business Case 1. Identify quantitative business benefits expected from

implementing the new L&D System.

2. Identify qualitative business benefits.

3. Identify risks for not implementing (if different from the

benefits; don’t just state the negative of each benefit).

4. Identify risks associated with implementing.

5. Note: The Business Case can’t be completed until the

cost/resource estimates are completed.


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People can be reluctant to spend the time

required to do it well

Teams can fail to set up an implementation

system assigning roles and responsibilities

and adequate resources

People are not experienced at turning a

high-level system architecture into detailed

design and project plan

A “system engineer” needs to be designated

to make sure all the pieces match and fit

together as they are being developed and to

make sure the interfaces get worked among

the various teams


Plan

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IMPLEMENTATION PLAN EXERCISE (15 MINUTES)

Instructions/Questions:

1. What kind of reaction would you get from your executive community if you presented a multi-year timeline like the one in the case study?

2. What would you do if you can't wait three years to get these results?

3. What would you do if you only got enough money to do half of the things in the plan?

4. What kind of an implementation management structure would be required to manage a 3-year strategic roll-out like this?

5. What other implementation issues do you foresee?


Plan

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Plan


and Design Details



Executive

Review Executive

Review

Executive

Review

3 Months

Project Plan



Readiness

Assess Current

Capabilities

Research Best

Practices

Analysis Findings

and Conclusions


System Architecture

3-5 Year Implemen-

tation Plan and

Business Case

Project Process Map

Phase 3: Analysis


Phase 4: Future L&D

System Architecture

PHASE 6:

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PHASE 6: BUSINESS CASE

Expected Benefits

Quantitative

Qualitative

Cost/Benefit Analysis (use company standard

Business Case model)

Value of benefits compared to cost

Risk of not going forward

2-3 Year Cash Flow Projection

Expense

Capital Various scenarios of accomplishments

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QUALITATIVE & QUANTITATIVE BENEFITS CHECKLIST

You need to go back to the data you got in your Analysis Phase and relate your

benefits to the business drivers – you are telling the story of how this strategy meets

the needs you found out you had.

For example:

Systematic development of targeted competence in Retail Empire will impact the

following business results:

Increased top line sales through

— Effective merchandising

— Improved retail customer contact

— Improved marketing and sales competence

— Full shelves (better supply chain)

Reduced expense

— Increased employee productivity

— Reduced waste

— Reduced employee turnover

Improved customer satisfaction and retention

— Improved retail customer contact

— Effective merchandising (customer can find the products)

Improved safety

Etc.

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COSTS

Sample


Scenario Title: Baseline Scenario

Overall Budget ($ Millions)

Project 2001 2002 2003 2004 2005 5-Year Total

Curriculum Architecture $ 2.6 $ .2 $ .2 $ .2 $ .2 $ 3.3

Delivery $ 18.5 $ 21.4 $ 25.0 $ 27.0 $ 28.9 $ 121.2

Workplace Learning Systems $ 7.3 $ 15.2 $ 24.0 $ 21.9 $ 21.9 $ 90.4

Development $ 14.8 $ 27.8 $ 20.5 $ 16.4 $ 12.8 $ 92.4

Technology $ 3.7 $ 13.2 $ 8.0 $ 0 $ 0 $ 25.0

Strategy Implementation $ 2.8 $ 2.8 $ 1.8 $ 0 $ 0 $ 7.3

Management & Administrative

Staff

$ 3.6 $ 3.8 $ 3.8 $ 3.8 $ 3.8 $ 18.7

TOTAL $ 53.3 $ 84.4 $ 83.2 $ 69.7 $ 67.6 $ 358.3

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COST/BENEFIT SCENARIOS

There are many ways you could choose to look at this data:

Based on your most significant needs

Based on where you can achieve the most benefit for the least cost

Based on something that meets the political hot buttons of the day

Based on how quickly staffing can be put into place to implement the

strategy

Etc.

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SETTING PRIORITIES CHECKLIST

To set priorities, you need to look at your implementation workstreams and

figure out who needs to set the priorities for each item. Do not attempt to

do it all yourself. The voice of the customer is important in this process.

Things to think about:

Use the governance system (i.e., get the customer to set the priorities)

Which scenario?

What areas to emphasize?

Where to allocate the money?

Curriculum councils will set priorities on

Curriculum architecture

Developing courseware

Content issues

Management will set priorities on

Internal work processes

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DEVELOPING SCENARIOS AND COMPLETING THE BUSINESS CASE MEETING AGENDA (2-DAY WORKING TEAM MEETING)

Meeting Purpose:

The purpose of this meeting is to complete the alternative implementation scenarios started in

the Implementation Planning meeting and complete the Business Case using the resource

estimating spreadsheet developed between the two meetings.

Agenda:

Topic Notes

1. Briefly review the Implementation Plan and the chosen scenarios

2. Review spreadsheet model results

1. Project the spreadsheet onto a large screen and/or give everyone paper copies.

2. Orient everyone to what is on the spreadsheet and how it works. 3. Review the assumptions and cost estimating factors that are

built into the model and make any necessary adjustments. 4. Review the results for each scenario.

3. Adjust the scenarios 1. Make a list of key accomplishments and related costs for each year for each scenario.

2. Decide on any desired adjustments to the scenarios. 3. Rerun the spreadsheet for the adjusted scenarios. 4. Update the list of key accomplishments and related costs for use

in your Implementation Plan Report and Executive Briefing Package.

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DEVELOPING SCENARIOS AND COMPLETING THE BUSINESS CASE MEETING AGENDA (2-DAY WORKING TEAM MEETING) (cont.)

Topic Notes

4. Complete the Business

Case

Complete the Business Case started in the previous meeting by

adding headcount and cost estimates from the scenarios.

5. Plan Executive Briefings

and Executive Steering

Team meeting

1. Assign the preparation of Executive Briefing package (see

sample contents).

2. Assign Working Team members to brief individual executives.

3. Plan how you will make adjustments based on executive

comments before the Steering Team meeting.

4. Plan the agenda for the Executive Steering Team meeting (see

sample agenda).

5. Assign presenter(s).

6. Decide whether the entire Working Team will attend the

Executive Steering Team meeting (recommended).

6. Plan final report 1. Assign the preparation of the Implementation Plan Report.

2. Assign the preparation of the Final Report which is a

compilation of the documentation from the entire project (see

sample outline).

7. Plan final approval In most cases, the Executive Steering Team will not have final

approval. The recommendations from them will go to a higher

authority for approval. Plan the process for making this happen.

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IMPLEMENTATION PLAN AND BUSINESS CASE REPORT OUTLINE

1. Implementation workstreams

Categories of work

Projects, tasks, and other workstreams per category

2. Implementation scenarios

Rationale for the scenarios

Overview of each scenario

Milestone/timeline charts for each scenario

Accomplishments and cost by year for each scenario

Resource and cost spreadsheet for each scenario

3. Business Case for each scenario

4. Implementation Team structure, roles, and responsibilities

5. Communication Plan

6. Change Management Plan

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EXECUTIVE STEERING TEAM AGENDA

Where we were in the project

Where we are in the project

Thorough review of implementation plan for chosen scenarios

Review of alternatives

Review business case for alternatives

Select an alternative

Get approval

Review when they can expect to see what hitting their organization

What we need them to do to make it happen

Buy-off on governance structure and role that you expect the executives

to play – get them ready to play their role in the chain of sponsors for

implementation

Schedule of meetings for the next year to review progress

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FINAL REPORT OUTLINE

Comprehensive report with sections for each of the following:

Project plan

Analysis report learning and development system architecture

Implementation plan

Business case

Final executive briefing

Appendices:

Supporting information and documentation

Data collected in Phase 2

Project staff

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ISSUES

The team may try to get too analytical

Qualitative arguments given by executives early in

the process are more powerful than any cost/benefit

analysis you make

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BUSINESS CASE EXERCISE (15 MINUTES)

Instructions/Questions:

1. Knowing what you know now, what do you think the most powerful

benefits are?

2. Which of these are quantifiable?

3. How important is quantification?

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HOW TO INVOLVE SENIOR MANAGEMENT AND GAIN THEIR COMMITMENT

Executive Sponsor(s)

Executive Steering Team

Executive Interviews

Governance Boards and Councils

Account Management System

Part of the Strategy Project

Ongoing

Let them make the business decisions

You frame the options and do the decision analysis for them

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HOW TO SELL THE NEED FOR ENGAGING IN THE PROCESS

1. Develop a mini Business

Case (maximum 2 pages)

2. Enlist a powerful Executive

Sponsor who will:

Help with the Business

Case

Sell it to senior

management

Fund the project

1. Business strategies/goals and their learning

implications

2. Value of achieving the business goals

($ billions)

3. Likely cost of addressing the learning

implications ($10s of millions)

4. Current capability to meet learning

implications

5. Proposed strategy project

What

When

Cost ($ hundreds of thousands)

6. Cost/benefit rationale of project

Provide blueprint to spend $10s of

millions wisely to protect $ billions in

business results

Business Case for Creating a Learning &

Development Strategy

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BIBLIOGRAPHY

Svenson, Raynold A. and Rinderer, Monica J., The Training and Development

Strategic Plan Workbook (Prentice Hall, 1992)

Gilbert, Thomas F., Human Competence (McGraw Hill, 1978)

Rummler, Geary, and Brache, Alan, Improving Performance: How to Manage

the White Space on the Organization Chart (Jossey Bass Management Series,

1995)

Rosenberg, Marc J., e-Learning (McGraw Hill, 2001)

Morrison, Don, e-Learning Strategies (Wiley, 2003)

Meister, Jeanne C., Corporate Quality Universities (Richard D. Irwin, 1994)

Nonaka, Ikujiro, and Takeuchi, Hirotaka, The Knowledge Creating Company

(Oxford University Press, 1995)

Hale, Judith, Outsourcing Training & Development (Pfeifer, 2006)

Alan, Mark (Ed), The Corporate University Handbook

(AMACOM, 2002)

ASTD Benchmarking Consortium annual data summary

Documents

ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION · ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402