Cem.cefa.graz.2011.generation based staff development

Generation-based
staff development
as a profit impact
on Human Resource Portfolio optimization

CEM – Cefa Graz
17.11.2011
Britta Holert

Table of Contents
1. Introduction
2. Staff Development
 Definition
 Components
 Limits
 Competence-Fields
 Determinants of Human Behaviour
 Types of Staff Development
 Generational Approach
 Learning Curve
 Development Requirements
 Human Resource Portfolio
 Identification of Training Needs
 Methods of Staff Development
3. Goals and Trade-offs
4. Staff Development Controlling
5. Conclusion & Knowledge-Profit

CEM – Cefa - 2011 Dipl.oec. Britta Holert 2

1.Introduction

"It is not enough to teach a man a specialty.
Through it he may become a kind of useful machine, but not a valuable
personality.
It is essential to acquire an understanding of and a lively feeling for
values.
He must acquire a vivid sense of the beautiful and of the morally good....
He must learn to understand the motives of human beings,
their illusions and their sufferings,
in order to acquire a proper relationship to individual fellow men
and to the community.” (Albert Einstein)


1.Introduction

• Numerous studies have confirmed - what most of
employers and managers already know - an investment in
the professional development of employees enhances
The quotations
validity is
employee satisfaction and emotional retention.
continuous

• Employee satisfaction is an important driver of customer
satisfaction.
• Emotional retention correlates with:
• Motivation and engagement & innovation
Employee
satisfaction and • Loyalty & absenteeism
emotional retention • Workplace change & internal termination of employment


1. Introduction
Additional reasons for the importants of staff development:

 Production factor labour/knowledge is expensive
 Optimal use necessary
 Development of potential needed
 Prevention of deskilling

 Technical progress and structural transformation
changing job descriptions and requirements:
 50% of the employees are affected per decade of major change
 Half-life knowledge decreases steadily

 Growing competition:
 Products are increasingly homogeneous
 Service quality generates customer satisfaction
 Service quality correlates with employee satisfaction


1. Introduction
Requirement for Companies and Employees

Increasing
Knowledge- Demographic
innovation
intensification change
pace

Company
competitive factor: Staff & organizational
Competent & powerful employees development

GOALS REQUIREMENTS

Employees Health & competence
workability & employability during
up to retirement their whole work life


1. Introduction
Employability
Future viability
today & tomorrow

Competence

Health

Ability to learn

Integration

Self-management

Responsibility

Common responsibility
employability


1. Introduction
Aging companies must cope with increasing requirements

External requirements:
Labour market:
Globalization
Availability
Knowledge as production factor
of qualified
Acceleration & flexibilization
junior employees
Movement in the services sector

average age

Necessary internal resources:
Market:
Competence & health
Aging customers
Motivation & mutability
Changing customer needs
Innovation culture


1. Introduction
Summarized Goals

 Competence  Withstand market pressure
 Employee satisfaction  Change ability
 Emotional retention  Profitability
 Employability  Innovations
 Humanization of work  Learning organization
 Work-life-balance  Competitiveness
 Life-long learning  Optimal utilization of human capital
 Intergenerational learning  Balanced age structure
 Mutability


2. Staff Development - Definition

Staff development is the aggregate of all
employee-related measures in companies

They serve to qualify the employees taking
account to their individual talent,
professional inclinations and interests

Staff development is supposed to educate
and train employees in all competence-fields

The key objective is to strengthen strengths
and to weaken weaknesses

Staff development should be strategically,
proactive and long-term oriented to secure
the future of a company


2.Staff Development - Components

•Theoretical component
•Linking of information
•The more information needed to create knowledge
Know-
the learning process takes exponentially more
time
ledge
•It is efficient to create knowledge with minimal
information (ability to interpolate information-
lags)

•Practical component
•When knowledge is created, it should be
Com- converted to capability “Just in time”
petence •Otherwise the knowledge gets lost

•Behaviour arises by embossing and socialization
•It is difficult to change but it can be improved if
Behaviour there are basics
•Adequate behaviour is turning into a “must have”


2. Staff Development – Limits

Knowledge- Competence- Behaviour-
transfer transfer transfer
is limited is limited is limited
• by talent, intuition • by the ability of • by embossing
and experience triple loop learning features,
• by the ability to (learning without socialization,
learn having the own perception and
• by motivation and experience) values
willingness to learn • by the ability of • by the willingness to
reflective learning change


2.Staff Development - Competence-Fields

Professional •Basic and special vocational knowledge
competence •Advanced professional skills

Methodological •The ability to organize work efficiently
•The ability to work efficiently in a team
competence

•The ability for efficient interpersonal interaction
Social competence •Conflict solving, communication, empathy team
capability, etc.

•Intrinsic motivation, ability to learn, willingness to
learn, own initiative, positive thinking
Self-competence •Responsibility, reliability, stress-resistance,
innovation-readiness, etc.

•Social- & self-competence, social intelligence, self-
reflection, being a role model
Leading-competence •Decision-making ability, assessment & team-
development capability, etc.


2. Staff Development - Competence-Fields

The competence portfolio
has to be balanced
Staff development should Professional
competence
take care of that
Especially important is
to sustain the
learning ability &
willingness Methodological Leading- Social
but the competence competence
competence
operational
circumstances
also must fit
The organizational structure &
and the leadership capacity Self-
influences the development competence
success significantly


2. Staff Development- Determinants of Human Behaviour

Individual
Individual
competence motivation
…individual
…expectation
attainments
Behaviour ...needs
...skills
behavioural performance
...social behaviour
...absenteeism behaviour
...innovation behaviour

Objective
Social
possibility
permission
…technology
...leadership
...organization
...culture


2. Staff Development- Determinants of Human Behaviour

Make sure that your employees adapt the change
Competence Activate the potential of your employees

Respect the individual expectations and needs of
your employees
Do not deactivate intrinsic motivation of your
Motivation
employees inactive

“walk your talk”
P
Have efficient leadership-competence
Permission

Be technologically up to date
Build-up an efficient organisation-structure
Possibility


2. Staff Development - Types of Staff Development

• Basic vocational training (stable)
Vocational education • Special vocational training (variable)
• GEN Y & Z

• Adaptive (horizontally)development -> all GEN’s
In-service training but especially GEN BB and X
• Advanced (vertical) development -> GEN X&Y

• Languages, PC-knowledge, social skills
Supplementary • Intercultural competence, general knowledge,
education methodological competence
• GEN Y, X & Z

Changing • New basic vocational training, because the old
profession is no longer needed
professional
• Change of economical structure
education • GEN BB & X


2.Staff Development - Types of Staff Development

• Junior procurement
Vocational education • Taking account of the development of need
structures relative to the generations Y and Z
and the demographic trends

• Employability-> all GEN’s but especially
In-service training • GEN BB and X
• Employee-retention> especially GEN Y

Supplementary • Employability-> all GEN’s but especially
education • GEN Y, X & Z

Changing • To master structural change
professional • Retraining for a part of the workforce
education • GEN BB & X


2.Staff Development - Generation-based
Employee surveys
for options &
functions

Take action & Analyze results
communicate results

Communicate Communicate
action plans findings

Set priorities &
action plans


2.Staff Development - Generation-based

Generations have common embossed features, specific need-
structures, learning behaviour and experience.
These parameters have to be identified in order to develop a
staff-development concept.

Generation 68
War children until the early-50s
Have initiated the social change

Baby-boomers
Early-50s up to the mid-60s
Large cohorts, who had to live with competition early on

Generation X
Mid-60s up to the end of the 70s
Carry the protective posture of their education through life

Generation Y
End of the 70s up to the early 90s
Breaking labour market rules

Generation Z
Early 90s up to ?
Live change self-evident

CEM – Cefa - 2011 Dipl.oec. Britta Holert
20

2. Staff Development - Generation-based

• Each generation has common embossed
features, which shape the learning behaviour
• The learning elasticity is decreasing over a
lifetime, which means that the possible learning
amount per time unit is getting smaller
• The goal is to use the potential of all age classes
• Intergenerational learning creates added value
Staff development • A balanced age structure is a strategic target
should be based on
following findings: • Different age groups have other
learning possibilities and needs



•Aged persons have a lot of experience
•This is an advantage, if the experience is valid new
knowledge can be added on
•This is a disadvantage, if the experience is not valid
anymore it has to be deleted > “unlearn” and new
knowledge must be learned
•They are used to storage knowledge for a lifetime
•They have to learn to filter information adequate to the
Aged situation
•The decrease of the learn elasticity demands increasing
employees time to adapt the change in requirements
•They need their learning capacity to adapt change
•Time to convert knowledge by exercising into competence
is increasing (compare to “learning how to drive”)
•Residue potential for advanced education decreases
(compare to “cash cow”)
•Increasing differences in performance and learningability
depend on the living situation



•Young persons just make experience
•This is an advantage, if the knowledge is new since invalid
brain links not have to be deleted
•This is a disadvantage, if the old knowledge is valid since
the learning process is time-consuming
•There is a great amount of valid knowledge young people
have to learn in addition to the rapidly increasing new
knowledge
Young •By a high learn elasticity the time needed to adapt
changing requirement is short
employees •There is learning capacity left for advanced knowledge
•Time to convert knowledge by exercising into competence
is short(compare to “learning how to drive”)
•They are used to pick up knowledge if needed to solve a
problem “just in time”
•Residue potential for advanced education is big (compare
to “grower”)


68th BB GEN X GEN Y GEN Z

very young
young Past
middle Present
older Future
old

Age wave
-> Aging-workforce

Retirement

time

2. Staff Development – Learning Curve
SD = Staff Development

personal limit
advanced (vertical) SDt

deskilling

adaptive (horizontally) SDt
25 35 45

2. Staff Development – Learning Curve

Conclusion

Let them climb “the mountain” as long as they are
powerful and energetic enough to improve their competence

Encourage them to climb as high as possible
(Pygmalion effect)

Later, they can walk straight ahead on a level highest possible
using all their experience and competence

Optimal utilization of the workforce
uses the potential of all age groups perfectly

This is of important since knowledge workers
in the service sector have a big share of the value chain

Hence, unused potential is very expensive


2. Staff Development – Development Requirements

 Job Design (optimization of matching)
 Assignment-control

Performance
 Identification
of the potential wise advisers
top-stars
 Identification of the experienced
learn-elasticity employee
stars
 Fault-tolerance
 Trust-culture
 Incentive-systems high potentials

low performer
growers

Potential



 Job Design (optimization of job description
matchung)  “must have” (ad rem)
 Assignment-control  needs of the workplace
 Identification MbO
of the potential  “nice to have” (ad personam)
 Identification of the learning-  individual goal for a period of time
elasticity to activate potential
 Fault-tolerance
 Trust-culture
 Incentive-systems

MbO MbO MbO MbO

job job job
description job
description description description



 Job Design (optimization of matching)  Use evaluation to locate the person on
the curve
 The Correlation with the age is
 Identification conditional
of the potential
 Identification of the learn-
elasticity
 Fault-tolerance
 Trust-culture advanced (vertical) SDt personal Limit

deskilling

adaptive (horizontally) SDt

25 35 45


 Job Design (optimization of Assignment- •Temporary
matching) control concentration on
important tasks
 Identification •People mostly learn
of the potential Fault-tolerance by making mistakes
•Need to be
 Identification of the learning- innovative
elasticity
 Fault-tolerance •Reliability fosters
Trust-culture trust
 Trust-culture •“walk your talk”
•They have to fit to
Incentive- the need structure
systems of your workforce
•Cafeteria systems


2. Staff Development - Human Resource Portfolio

Fulfillment of the current strategic
competence requirements and tasks

wise top
adviser performer

basic performer Well suitable for
Suitable for
current and high performer
current tasks
down- expandable tasks
grading
performer
high
low performer Conditionally Suitable for potentials
suitable for current expandable tasks
tasks
switcher
incapable
performer
Potential for future competence
requirements and tasks


Target-groups of development:
 Typ 1: Low performer up to incapable performer
 Typ 2: Growers – switcher up to high potentials
 Typ 3: Stars – high performer up to top performer
 Typ 4: Experienced employees – basic performer up to
downgrading performer or wise advisers

The employees have to be classified along:
 Performance evaluation (all competence fields)

 Eligibility diagnosis (potential and learning elasticity)

 Employee survey with respect to options and perceptions

 Reflection of the age and health

to find out the individually adequate way of staff
development


Adopting treatment of employees to their type
•Decreasing adaptation • Very good performance
capability and additional potential
•Find the right way to • Above average learning
make them able to ability and speed
learn again
• A challenge is needed to
•Otherwise they suffer degrading top prevent boredom and
from a burn out performer performer .leaving

incapable high • A lot of potential
•Low performer with performer potential • Above average learning
no ability to learn ability and speed
•Internal termination • A challenge is needed
•Try to show that to prevent boredom
input gives output and leaving
•Otherwise let them • They have to improve
go their performance


competence requirements and tasks
Fulfillment of the current strategic

Typ 4 Typ 3
- Adaptive training to prevent - Adaptive training to prevent
deskilling deskilling
- Use of experience - Advanced training for vertical
development
- Training to gain the ability to
“unlearn” invalid knowledge

Typ 1 Typ 2
- Training on the job step by - Possibility to convert knowledge
step into competence
- Classical instruction - Advanced training for vertical
development

Potential for future competence
requirements and tasks

2. Staff Development - Identification of Training Needs
Corporate strategy
Internal requirement Internal qualification
analysis “Needs” requirements planning

Expert survey/scenario
External qualification
Labour market analysis requirements
“Make or by“decision

Performance evaluation & eligibility diagnosis
Analysis of the learning
Potential analysis
“Internal potential” elasticity

Job design
Education & training
Job description & MbO
“Potential activation” needs


2. Staff Development - Identification of Training Needs

Company needs Employee needs Methods

qualification
gaps performance
new technology
converting evaluation
new products
qualification into observation
competence

activating eligibility
new markets potential diagnosis
expansion of personal assessments
production evolution employee
development surveys


2. Staff Development - Methods of Staff Development

Type of SD
On-the job Off-the-job Near-the-job Into-the job
organizer

vertical
Internal “learning
internal internal internal
organizer by doing”
education training education
training
& training

vertical
External external external
X external
organizer education training
education


•Classical •Knowledge transfer
instruction •Education
•Training •Qualifying
•Competence •Internal & external
•Internal

On-the- Off-the-
job job

Near-the- Into-the-
job job

•Training in •Step by step job
simulated working enrichment
places •Qualifying &
•Competence training
•Internal & external •Internal & external



Target-
groups methods

Incapable performer termination

Low performer classical instruction, training on the job step by step

education, training, instructive conversation, “blended
Switcher learning”, mentoring, coaching, assistantship, etc
aforementioned, job rotation & loading, “problem-based
High potentials learning”, etc.

High performer mentoring, workshop, delegation, coaching, etc.

workshop, delegation, coaching, “problem-based learning”
Top performer etc.

Wise advisers self-development

Basic performer adaptive education & training, mentoring

aforementioned, training to learn & unlearn, memory
Degrading performer training



Company goals Workforce goals Goal conflicts

ensure the future
market-value
production inter-company
preservation
competitiveness mobility enhances
ensuring the using opportunities
learning
existence
organisation

ensuring lifelong learning
procurement self-development ROI requires
employee retention inter-company ensuring retention
return on invest mobility



 Especially young well educated people have good opportunities
 Generally well educated & trained employees are in demand
 Retention is important in order to have a ROI
 without development many will leave anyway, with development
some leave if they are not satisfied or have better opportunities
 others will stay but terminate internally which means they do not work
efficiently and are not innovative
 Aged employees
 have more loyalty and prefer a secure working-place
 by sustaining their workability and learning-ability, training their mind, and
using their experience, an innovative future can be lived with them
 without development they will be deskilled soon and loose their motivation
 Goal
 employee satisfaction and emotional retention for customer
satisfaction and profitability



Cost controlling Result controlling

Satisfaction-success
budget in relation to
- satisfaction with methods
spent funds
- presumed benefits

Learning-success
spent funds in relation to
-knowledge-testing
added value
- employee survey

Transfer-success
-employee & leader survey
- performance evaluation

Profit impact
-review of financial results
- customer survey


Development strategy, goal-state-
comparison, ideas, decisions of
the management

Stimulus
Cybernetic loop

Controlling Correction Goal

Actions Planning

Decision


5. Conclusion & Findings

Staff Future will “Nothing is Service
development be different, more unjust quality
has a long- therefore, than equal depends on
term impact experience treatment of staff quality
on overall is not unequal” and
business enough; customer
performance insight is satisfaction
requested depends on
service

•find out by •changing
market •therefore you •profitability
understanding can not
parameters correlates
the future, create a staff
•aging with the
which job development customer
requirement workforce
concept which satisfaction
are needed •there are less treats all
younger •learning is a
•employability employees
people state
Management the same
2.0 means to •innovation •staff
interact with with the development
the aging does not have
employees workforce to be
expensive


Thank you for your Attention!


Cem.cefa.graz.2011.generation based staff development

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