FEATURE INSIGHT
and using a training and learning needs analysis (TLNA) applying RAM (see below) as an effective tool. It also mentions the importance of linking any assessment to wider organisational strategy – an important point to note as you want to ensure you develop teams in line with the overall development and goals of your company. According to the CIPD, this can be an effective health check of the skills, talent and capabilities of an organisation. Like the skills matrix, RAM is based on gathering data about the capabilities of staff within an organisation, as well as the skills demanded by the organisation. Although RAM goes one stage further by including analysis of new and changed roles for changes in capability, it could be argued that this is done as a matter of course when working with a skills matrix if done correctly, as it should be a live document that is always accurate and ever evolving and changing. The CIPD argues that a TLNA should flow from business strategy, as the ultimate use is to ensure there is sufficient capability to safeguard business performance, with further scope of technical or statutory skills or knowledge to be included – which is very relevant to the world of payroll, pensions and human resources. There are three levels of analysis required, according to the factsheet, which are: ● organisation-wide ● specific functional areas, and ● individuals. The CIPD states that an analysis may be a once only activity (for example, for a project) or an ongoing practice, whereas the idea of a skills matrix is that it is
existing information such as performance appraisals. This would certainly allow for a more holistic plan, compared with the use of a skills matrix in isolation. Interestingly, the CIPD briefly discuss confidentiality when dealing with skills shortages, whereas the skills matrix appears to be a more open and honest approach. If the skills matrix is used properly staff will know that acknowledging their strengths and weaknesses means that they will receive training in some areas without being expected to perform well at their current level, as well as knowing that their stronger skills will be fully utilised. Once you have gathered and analysed your data, you should be able to: ● produce a report (formal or informal) identifying training needs ● discuss these requirements and prioritise them based on business and functional needs, and ● set budgets and put plans in place, including individual plans. Filling skills gaps I’ve already mentioned how those identified as the coaches (level 5) on the skills matrix can be used as trainers to fill skills gaps (remembering the key difference between a developer and a coach is the ability to train others), but how are they best utilised and what other options are available? When analysing the findings, you will need to consider the number of people who need the development. If there are many, one-on-one on the job training may not be a viable option, particularly if it is viewed that the skills gap needs to be fixed quickly. You may want to consider whether you use this as an opportunity for development for the staff member identified as the coach in this area. If they can have time allocated they could ensure they develop local work instructions and use these to build a training course, which they can deliver in a classroom setting. They may even want to set tests to check understanding. The training could be used as a real motivational tool to really engage the employee. MIT have produced an incredibly useful matrix for training delivery methods (visit http://bit.ly/2cZFYDj) which lists different methods of training and when they are effective, or not so effective. This matrix was created by Kate Kibbee and Jeannette Gerzon using information gathered from
continually used for both development and optimum utilisation of resources. This dual benefit would appear to make it more valuable. ...idea of a skills matrix is that it is continually
used for both development and optimum utilisation of resources
The RAM approach has been developed by the CIPD as a way to carry out a TLNA in an agile, readily responsive way. RAM, it is argued, helps to focus on key business outcomes by ensuring: ● Relevance – Does the existing or planned development training meet opportunities and challenges for the business? ● Alignment – It is essential that plans are aligned with corporate strategies, as well as considering key deliverables for particular functions and roles. ● Measurement – The CIPD argue that this is critical. The success of any training should be evaluated using methods such as return on investment, return on expectation and linking to key performance indicators. The factsheet goes on to suggest that the assessment could be broken down into different categories: knowledge, skills and attitude. I have seen this used as a way of breaking down a skills matrix too, and would agree that it can be incredibly valuable when deciding how to address training needs, as grouping the information makes it easier to see where the issues are. If we use payroll as an example, requirements can be broken down into processes, technical payroll knowledge, software skills and soft skills (interpersonal, social, communication, traits, attitudes, emotional intelligence etc). Data gathering As well as using a competency framework, the CIPD suggest other data gathering such as relevant documentation (objectives, job descriptions and person specifications), line manager interviews, surveys and pre-
| Professional in Payroll, Pensions and Reward | November 2016 | Issue 25 24
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