What Makes a Great Training Organization?
A Handbook of Best Practices
Published on 15. May 2014
Book
Hardback
192 pages
978-0-13-349196-8 (ISBN)
Description
All learning leaders want their organizations to be perceived as great, but what makes a "great" training organization? How does a training organization achieve greatness, particularly from the perspective of the corporation, the learners, and any customers, clients and partners that interact with it?
This book presents findings that are based on the data, information, and experiences shared with Training Industry, Inc. by several hundred learning professionals over a five year span, from 2008 to 2012. It identified 8 process capabilities, which have been identified as the key functions in the design, delivery and management of corporate workforce training.
Each section of the book focuses on the process capabilities in detail. In addition, individual practices are explained further, noting specific procedures or scenarios and how they are best executed, all supported by best practices and comments from learning leaders.
This book presents findings that are based on the data, information, and experiences shared with Training Industry, Inc. by several hundred learning professionals over a five year span, from 2008 to 2012. It identified 8 process capabilities, which have been identified as the key functions in the design, delivery and management of corporate workforce training.
Each section of the book focuses on the process capabilities in detail. In addition, individual practices are explained further, noting specific procedures or scenarios and how they are best executed, all supported by best practices and comments from learning leaders.
More details
Persons
Doug Harward is the CEO and Founder of Training Industry, Inc. He is internationally recognized as one of the leading strategists for training and outsourcing business models. He is respected as one of the industry's leading authorities on competitive analysis for training services and works with international companies and new business start-ups in building training organizations. Harward previously served as the Director of Global Learning for Nortel Networks. He received the Chairman's Global Award for Community Service for his work in developing integrated learning organization strategies within higher education, public schools and business. He has worked in the training industry for more than 25 years. He received an MBA from the Fuqua School of Business at Duke University and a BSBA in Marketing from Appalachian State University.
Ken Taylor is Partner and Chief Operating Officer of Training Industry, Inc., and editor in chief for Training Industry Magazine. His career spans over 25 years in leadership and entrepreneur roles across several industries and focus areas, including operations, technology, sales and marketing, and finance, including serving as CFO of several large business units. Taylor's expertise and experience includes organization design and development, corporate learning and development, marketing strategy (B2B and B2C), research, enterprise technologies, product marketing and sales management, strategic planning and strategic acquisition management. He holds a bachelor's degree from McGill University in Finance and International Business.
Ken Taylor is Partner and Chief Operating Officer of Training Industry, Inc., and editor in chief for Training Industry Magazine. His career spans over 25 years in leadership and entrepreneur roles across several industries and focus areas, including operations, technology, sales and marketing, and finance, including serving as CFO of several large business units. Taylor's expertise and experience includes organization design and development, corporate learning and development, marketing strategy (B2B and B2C), research, enterprise technologies, product marketing and sales management, strategic planning and strategic acquisition management. He holds a bachelor's degree from McGill University in Finance and International Business.
Content
Introduction: Why We Wrote This Book 1
The Demographics of the Research Pool 2
Chapter 1 The Eight Process Capability Areas of a Training Organization 7
The Eight Key Process Capabilities 8
Organization Ratings 10
Conclusion 14
Chapter 2 The Importance of Learning Leadership 15
Conclusion 18
Chapter 3 Strategic Alignment 19
Strategic Alignment Practices 24
Conclusion 32
Chapter 4 Diagnostics 33
Differences Between Diagnostics and Strategic Alignment 34
Linking Diagnostics and Content Development 38
Case Study for Diagnostics: Performance Architecture 39
The Most Critical Diagnostic Practices 41
Conclusion 50
Notes 50
Chapter 5 Content Development 53
The Most Critical Content Development Practices 54
Conclusion 71
Note 72
Chapter 6 Content Delivery 73
Delivery Modalities 73
Instructor Quality 76
The Most Critical Delivery Practices 76
Conclusion 83
Chapter 7 Administrative Services 85
The Most Critical Administrative Services Practices 87
Conclusion 92
Chapter 8 Measurement and Certification 95
Measurement as a Strategy 97
Conclusion 104
Notes 104
Chapter 9 Reporting and Analysis 105
The Most Critical Reporting and Analysis Practices 108
Conclusion 114
Notes 115
Chapter 10 Portfolio Management 117
Getting the Portfolio Mix Right 119
The Most Critical Portfolio Management Practices 122
Conclusion 128
Notes 129
Chapter 11 The Role of Technology in Learning 131
Technologies Should Enable the Learning Experience and Never Be a Distraction 135
Match Tools to Learning Styles 136
Technologies Can Reduce the Barriers of Geography and Time 136
Technology Standards Allow for Improved Interoperability and Access of Content 137
Conclusion 138
Notes 139
Chapter 12 Technology Integration 141
Technology Platforms 142
The Most Critical Technology Integration Practices 145
Conclusion 153
Note 154
Chapter 13 Summary and Key Takeaways 155
The Eight Process Capabilities 156
Practices for Each Process Capability Area 158
The Importance of Leadership 159
Measurement 160
The Role of Technology in Learning 161
One Final Thought 162
Appendix A The Research-2008 through 2013 165
Introduction 165
Process Capabilities 166
Organization Process Capability Ratings 170
Most Critical Practices 170
Conclusion 172
Demographics 173
About Training Industry, Inc 174
About This Research 174
Index 177
The Demographics of the Research Pool 2
Chapter 1 The Eight Process Capability Areas of a Training Organization 7
The Eight Key Process Capabilities 8
Organization Ratings 10
Conclusion 14
Chapter 2 The Importance of Learning Leadership 15
Conclusion 18
Chapter 3 Strategic Alignment 19
Strategic Alignment Practices 24
Conclusion 32
Chapter 4 Diagnostics 33
Differences Between Diagnostics and Strategic Alignment 34
Linking Diagnostics and Content Development 38
Case Study for Diagnostics: Performance Architecture 39
The Most Critical Diagnostic Practices 41
Conclusion 50
Notes 50
Chapter 5 Content Development 53
The Most Critical Content Development Practices 54
Conclusion 71
Note 72
Chapter 6 Content Delivery 73
Delivery Modalities 73
Instructor Quality 76
The Most Critical Delivery Practices 76
Conclusion 83
Chapter 7 Administrative Services 85
The Most Critical Administrative Services Practices 87
Conclusion 92
Chapter 8 Measurement and Certification 95
Measurement as a Strategy 97
Conclusion 104
Notes 104
Chapter 9 Reporting and Analysis 105
The Most Critical Reporting and Analysis Practices 108
Conclusion 114
Notes 115
Chapter 10 Portfolio Management 117
Getting the Portfolio Mix Right 119
The Most Critical Portfolio Management Practices 122
Conclusion 128
Notes 129
Chapter 11 The Role of Technology in Learning 131
Technologies Should Enable the Learning Experience and Never Be a Distraction 135
Match Tools to Learning Styles 136
Technologies Can Reduce the Barriers of Geography and Time 136
Technology Standards Allow for Improved Interoperability and Access of Content 137
Conclusion 138
Notes 139
Chapter 12 Technology Integration 141
Technology Platforms 142
The Most Critical Technology Integration Practices 145
Conclusion 153
Note 154
Chapter 13 Summary and Key Takeaways 155
The Eight Process Capabilities 156
Practices for Each Process Capability Area 158
The Importance of Leadership 159
Measurement 160
The Role of Technology in Learning 161
One Final Thought 162
Appendix A The Research-2008 through 2013 165
Introduction 165
Process Capabilities 166
Organization Process Capability Ratings 170
Most Critical Practices 170
Conclusion 172
Demographics 173
About Training Industry, Inc 174
About This Research 174
Index 177