TABLE OF CONTENTS Page Workshop Overview 8

ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION
MAY 6, 2006 ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION BUSINESS-DRIVEN STRATEGIC PLANNING FOR LEARNING & DEVELOPMENT ONE DAY WORKSHOP ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone:

TABLE OF CONTENTS Page Workshop Overview 8
Phase 1: Project Planning 13 Sample Project Plan 16 Project Organization and Kick-off 32 Sample Task List and Schedule 33 Interfaces Checklist 38 Project “War Room” Concept 39 Working Team Kick-Off Agenda 40 Project Planning Pitfalls 41 Project Planning Exercise 42 Phase 2: Data Collection 43 Business Requirements 45 Develop Population Forecast 46

TABLE OF CONTENTS (cont.)
Page Phase 2: Data Collection (cont.) Population Dynamics Spreadsheet 47 Business Needs Analysis 49 Executive Interview Guide 50 Initiative Leader Interview Guide 53 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 Technological Readiness Assessment Guide 69 Assess Current Capabilities 71 Current Capabilities Inventory 72

Page Phase 2: Data Collection (cont.) Research Best Practices 95 Best Practices Literature Review Guide 96 Best Practices Interview Guide 98 Executive Interview Guide 46 Barriers and Obstacles 103 Data Collection Exercise 104 Phase 3: Analysis 105 Analysis Meeting Work Products 106 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 Requirements Checklist 116

Page Phase 3: Analysis (cont.) Sample Requirements 121 Learning & Development Services Checklist 122 Sample Value Proposition (Anticipates the Business Case) 123 Analysis Report Outline 124 Sample Executive Briefing – Analysis Findings and Conclusions 125 Barriers and Obstacles 132 Analysis Exercise 133 Phase 4: Future Learning & Development System Architecture 134 Learning & Development Services Checklist 137 Learning & Development System Components Checklist 138 Learning & Development Strategies Checklist 141 Outsourcing 142

Page Phase 4: Future Learning & Development System Architecture (cont.) Straw Modeling Guidelines 147 Sample Store Operations Case Model 148 Questions for Discussion 181 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 Barriers and Obstacles 193 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

Page Phase 5: Implementation Plan (cont.) Communication Plan Design Guide 200 Implementation Team Structure, Roles, and Responsibilities 203 Implementation Spreadsheet 204 Implementation Scenario Examples 205 Cost Model Structure 206 Scenarios 207 Implementation Planning Meeting Agenda (3-5 Day Working 209 Team Meeting) Barriers and Obstacles 212 Implementation Plan Exercise 213 Phase 6: Business Case 214 Qualitative & Quantitative Benefits Checklist 216

Page Phase 6: Business Case (cont.) Costs 217 Cost/Benefit Scenarios 218 Setting Priorities Checklist 219 Developing Scenarios and Completing the Business Case 220 Meeting Agenda (2-Day Working Team Meeting) Implementation Plan and Business Case Report Outline 222 Executive Steering Team Agenda 223 Final Report Outline 224 Issues 225 Business Case Exercise 226 Workshop Conclusion 227

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 Point out that tools are conceptual in nature. If you just take them and fill in the blanks you will end up in trouble.

OBJECTIVES APPROACH Participants will learn to:
Identify business drivers and their learning and development implications Assess the capability of your existing learning and development system to meet the business needs 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

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

CLIENTS 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 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 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

PARTICIPANT INTRODUCTIONS
Name Current position and company Hopes and expectations for this workshop

LEARNING & DEVELOPMENT STRATEGY: PROCESS OVERVIEW
PHASE 1: Project Planning Project Process Map Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Project Plan Business Requirements Assess Technological Readiness Current Capabilities Research Best Practices Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Case Executive Review Executive Review Executive Review Develop Specifications and Design Details 3 Months

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? Imagining your way through the project from the start

PROJECT PLAN OVERVIEW Contents What It Contains Purpose and Rationale
PHASE 1: Project Planning 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

TO DEVELOP A LEARNING & DEVELOPMENT STRATEGIC PLAN
PHASE 1: Project Planning MAY 6, 2006 Sample 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 SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 16

Project Plan PROJECT PURPOSE
PHASE 1: Project Planning 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

Project Plan BACKGROUND AND RATIONALE
PHASE 1: Project Planning 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

Project Plan BACKGROUND AND RATIONALE (cont.)
PHASE 1: Project Planning 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.

Geographical Learning Needs Focus Time Horizon Project Plan SCOPE
PHASE 1: Project Planning 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

Project Plan DELIVERABLES
PHASE 1: Project Planning 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

Project Plan DELIVERABLES (cont.)
PHASE 1: Project Planning 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

Project Plan KEY ROLES AND RESPONSIBILITIES
PHASE 1: Project Planning 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

Project Plan KEY ROLES AND RESPONSIBILITIES (cont.)
PHASE 1: Project Planning 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

Project Plan CRITICAL INTERFACES
PHASE 1: Project Planning 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

Project Plan PROJECT APPROACH
PHASE 1: Project Planning Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Business Requirements Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Plan and Business Case Project Plan Assess Technological Readiness Executive Review Executive Review Executive Review Assess Current Capabilities Research Best Practices Develop Specifications and Design Details

Project Plan PROJECT APPROACH (cont.)
PHASE 1: Project Planning 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 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 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: Project Planning 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

Project Plan BUSINESS CASE FOR GOING FORWARD
PHASE 1: Project Planning 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.

PROJECT ORGANIZATION AND KICK-OFF
PHASE 1: Project Planning Roles and responsibilities/resource estimating Interfaces checklist Project war room concept Working Team kick-off meeting agenda

PROJECT PLAN TO DEVELOP A LEARNING & DEVELOPMENT STRATEGIC PLAN
PHASE 1: Project Planning MAY 6, 2006 Sample 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 SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 33

PHASE 1: Project Planning 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 1.2 Recruit Sponsors 1.3 Recruit and brief Executive Steering Team 1.4 Recruit Working Team 1.5 Set up Project Management System 1.6 Miscellaneous project management Subtotal for Phase 1 6.0 9.0 0.0 3.0 PHASE 2: DATA COLLECTION 2.1 Develop data collection plan and tools 0.5 2.2 Plan the Working Team Kick-off Meeting 0.25 2.3 Conduct Kick-off Meeting 2.4 Collect and analyze business documents 4.0 2.5 Conduct executive and middle management interviews, 35 interviews, pairs of interviewers 2.6 Conduct site visits to stores and warehouses, 10 visits, pairs of interviewers 2.7 Conduct focus groups with employees, 10 groups, pairs of interviewers 2.8 Complete capabilities inventory with 2 organized training groups 2.9 Conduct technology assessment with IT group

PHASE 1: Project Planning 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 2: DATA COLLECTION (cont.) 2.10 Conduct best practices literature review 1.0 3.0 2.11 Select and interview 5 leaders in best practices companies 2.0 2.12 Conduct 2 best practices company visits 2.13 Interview RE employees about competitors best practices 2.14 Develop population forecast Subtotal for Phase 2 9.75 37.0 11.0 0.0 26.0 PHASE 3: ANALYSIS 3.1 Plan the Working Team five-day Analysis Meeting 0.5 3.2 Conduct the five-day Working Team Analysis Meeting 5.0 3.3 Document the Analysis Report and design an Executive Briefing 3.4 Brief the Sponsors and Executive Steering Team 0.25 3.5 Miscellaneous project management Subtotal for Phase 3 8.5 14.0 6.0 6.5

PHASE 1: Project Planning 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 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 4.3 Conduct the five-day Working Team Design Meeting 5.0 4.4 Document the Design Report and prepare an Executive Briefing 4.5 Brief the Sponsors and Executive Steering Team members 2.0 0.25 4.6 Conduct Executive Steering Team Meeting 4.7 Review the design, as needed 4.8 Miscellaneous project management 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 6.0 4.10 Subteams create sufficient detail to permit implementation planning and estimating 4.11 Document Subteam work products 4.12 Subtotal for Phase 4 Develop Specifications and Design Details 12.0

PHASE 1: Project Planning 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 PHASES 5 & 6: IMPLEMENTATION PLAN AND BUSINESS CASE 5.1 Plan the five-day Working Team Meeting 0.5 1.0 5.2 Conduct the five-day Working Team Meeting 5.0 5.3 Develop the spreadsheet model for implementation resources and cost 4.0 2.0 5.4 Complete the cost estimating 5.5 Conduct a two-day Working Team Meeting to review cost estimates and plan executive reviews 5.6 Document the Implementation Plan and Executive Briefing package 3.0 5.7 Brief Sponsors and Executive Team Members 0.25 5.8 Conduct Executive Steering Team review/approval meeting 5.9 Make adjustments to the plan based on Steering Team input 5.10 Plan a review with the Executive Leadership Team (ELT) 5.11 Brief ELT members 5.12 Conduct ELT review 5.13 Make changes based on ELT input 5.14 Compile final report and get ready to launch implementation 5.15 Miscellaneous project management Subtotal for Phases 5 & 6 19.0 37.0 9.5 2.25 23.0 11.5 Project Totals 54.75 126.0 34.0 3.25 72.0 32.5

INTERFACES CHECKLIST HR Systems/Processes Other Business Functions
PHASE 1: Project Planning 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

PROJECT “WAR ROOM” CONCEPT
PHASE 1: Project Planning Purpose: Post on the Walls: Use for: Need: 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

WORKING TEAM KICK-OFF AGENDA
PHASE 1: Project Planning 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

PROJECT PLANNING PITFALLS
PHASE 1: Project Planning 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

PROJECT PLANNING EXERCISE (20 MINUTES)
PHASE 1: Project Planning Instructions: Take out your handout (front cover pocket of your binder) Refer to Retail Empire Sample Project Plan (page 16 in your binder) 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) 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 2: Data Collection Project Process Map Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Project Plan Business Requirements Assess Technological Readiness Current Capabilities Research Best Practices Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Case Executive Review Executive Review Executive Review Develop Specifications and Design Details 3 Months

PHASE 2: DATA COLLECTION
Why do data collection? Four categories of data collection: Business requirements Technological readiness Current capabilities Best practices

BUSINESS REQUIREMENTS
PHASE 2: Data Collection Population dynamics Business needs Executive interviews Initiative Leader interviews Business Plan analysis Products/services deployment Learner needs Focus group/interviews Interface requirements Interface analysis

DEVELOP POPULATION FORECAST
PHASE 2: Data Collection 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

POPULATION DYNAMICS SPREADSHEET
PHASE 2: Data Collection POPULATION DYNAMICS SPREADSHEET LEARNING & DEVELOPMENT STRATEGIC PLAN ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 47

POPULATION DYNAMICS SPREADSHEET POPULATION DATA
PHASE 2: Data Collection Geographical Sector: Midwest U.S.A. Target Population HISTORICAL FORECAST 2004 2005 2006 2007 2008 Total Population at Year End New in Role During the Year Marketing 10 2 3 11 12 Sales 30 6 33 8 36 Retail Store Managers Department Managers Associates Etc.

BUSINESS NEEDS ANALYSIS
PHASE 2: Data Collection 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

Interviewee: Interviewer: Date:
PHASE 2: Data Collection EXECUTIVE INTERVIEW GUIDE LEARNING & DEVELOPMENT STRATEGIC PLAN Interviewee: Interviewer: Date: ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 50

EXECUTIVE INTERVIEW GUIDE
PHASE 2: Data Collection 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?

EXECUTIVE INTERVIEW GUIDE (cont.)
PHASE 2: Data Collection 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?

Initiative: Interviewee: Interviewer: Date:
PHASE 2: Data Collection INITIATIVE LEADER INTERVIEW GUIDE LEARNING & DEVELOPMENT STRATEGIC PLAN Initiative: Interviewee: Interviewer: Date: ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 53

INITIATIVE LEADER INTERVIEW GUIDE
PHASE 2: Data Collection 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?

INITIATIVE LEADER INTERVIEW GUIDE (cont.)
PHASE 2: Data Collection 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?

Business Plan Document: Analyst: Date:
PHASE 2: Data Collection BUSINESS PLAN ANALYSIS GUIDE LEARNING & DEVELOPMENT STRATEGIC PLAN Business Plan Document: Analyst: Date: ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 56

BUSINESS PLAN ANALYSIS GUIDE
PHASE 2: Data Collection Interviewer: Position the interview as input to a new Learning & Development Strategic Plan for the business. 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.

BUSINESS PLAN ANALYSIS GUIDE (cont.)
PHASE 2: Data Collection Business Challenge, Goal, Strategy, or Initiative Employee or Customer Groups Affected Likely Learning & Development Implications Possible Sources of More Data

PRODUCTS/SERVICES DEPLOYMENT BY GEOGRAPHY AND CHANNEL
PHASE 2: Data Collection PRODUCTS/SERVICES DEPLOYMENT BY GEOGRAPHY AND CHANNEL LEARNING & DEVELOPMENT STRATEGIC PLAN ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 59

PRODUCTS/SERVICES DEPLOYMENT BY GEOGRAPHY AND CHANNEL
PHASE 2: Data Collection 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

Group: Interviewer: Date:
PHASE 2: Data Collection FOCUS GROUP INTERVIEW GUIDE LEARNING & DEVELOPMENT STRATEGIC PLAN Group: Interviewer: Date: ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 61

FOCUS GROUP INTERVIEW GUIDE
PHASE 2: Data Collection 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?

FOCUS GROUP INTERVIEW GUIDE (cont.)
PHASE 2: Data Collection 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 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 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?

Interface: Interviewee: Interviewer: Date:
PHASE 2: Data Collection INTERFACE ANALYSIS GUIDE LEARNING & DEVELOPMENT STRATEGIC PLAN Interface: Interviewee: Interviewer: Date: ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 66

INTERFACE ANALYSIS GUIDE
PHASE 2: Data Collection Interviewer: Position the interview as input to a new Learning & Development Strategic Plan for the business. 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?

TECHNOLOGICAL READINESS
PHASE 2: Data Collection Technological readiness issues Technological readiness assessment guide

Interviewee: Interviewer: Date:
PHASE 2: Data Collection TECHNOLOGICAL READINESS ASSESSMENT GUIDE LEARNING & DEVELOPMENT STRATEGIC PLAN Interviewee: Interviewer: Date: ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 69

TECHNOLOGICAL READINESS ASSESSMENT GUIDE
PHASE 2: Data Collection 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

ASSESS CURRENT CAPABILITIES
PHASE 2: Data Collection What to Look For How to Find It 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

CURRENT CAPABILITIES INVENTORY
PHASE 2: Data Collection CURRENT CAPABILITIES INVENTORY LEARNING & DEVELOPMENT STRATEGIC PLAN If you have questions regarding this survey, please call . After completing the survey, please forward or fax document to . ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 72

Current Capabilities Inventory TABLE OF CONTENTS
PHASE 2: Data Collection Page 1.0 Respondent Identification Information 74 2.0 Training Clients 76 3.0 Learning & Development Budget and Course Descriptions 78 4.0 Learning & Development Staff 79 5.0 Training Types and Learning & Development Services 80 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 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

Current Capabilities Inventory 1
Current Capabilities Inventory 1.0 RESPONDENT IDENTIFICATION INFORMATION PHASE 2: Data Collection 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 1.10 Interviewer

PHASE 2: Data Collection Current Capabilities Inventory LEARNING & DEVELOPMENT DEPARTMENT OVERVIEW

Current Capabilities Inventory 2.0 TRAINING CLIENTS
PHASE 2: Data Collection Clients Served On the following pages, we ask you to identify your learning and development clients in two ways: By department By hierarchy

Current Capabilities Inventory 2.0 TRAINING CLIENTS (cont.)
PHASE 2: Data Collection Check the training client levels represented for each target population. Target Population Hierarchical Segment Individual Contributor Front-line Supervisor Middle Management Executives q

Current Capabilities Inventory 3.0 LEARNING & DEVELOPMENT BUDGET & COURSE DESCRIPTIONS PHASE 2: Data Collection 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%

Current Capabilities Inventory 4.0 LEARNING & DEVELOPMENT STAFF
PHASE 2: Data Collection 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 4.14 Other contract personnel (describe below) 4.15 TOTAL CONTRACT STAFF 4.16 TOTAL STAFF ( ) 4.17 NOTES:

Current Capabilities Inventory 5.0 TRAINING TYPES AND LEARNING & DEVELOPMENT SERVICES PHASE 2: Data Collection Group-paced Training 5.1 q Classroom 5.2 Lab 5.3 TV Classroom Network Self-paced Training 5.4 Classroom self-paced 5.5 CD-ROM e-Learning 5.6 Intranet/Internet e-Learning 5.7 Structured on-the-job training 5.8 5.9 Interactive Video

Current Capabilities Inventory 5.0 TRAINING TYPES AND LEARNING & DEVELOPMENT SERVICES (cont.) PHASE 2: Data Collection Training Services 5.11 q Needs/performance analysis 5.12 Curriculum planning/learning paths 5.13 Training materials design and development 5.14 Training procurement 5.15 Training language translation 5.16 Training delivery 5.17 Team facilitation 5.18 Training evaluation 5.19 Training material maintenance 5.20 Project management 5.21 Consulting support 5.22 Performance consulting 5.23 Training information and records maintenance 5.24 Registration and scheduling 5.25 Learning materials library 5.26 Other (please specify below)

Current Capabilities Inventory 6.0 LEARNING & DEVELOPMENT PROCESSES
PHASE 2: Data Collection The chart below provides an overview of the general Learning & Development processes. LEADERSHIP 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 CORE PROCESS 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 Course Procurement Delivery Delivery plan Trained employees Training Evaluation Evaluation design Evaluation documents Evaluation reports Course Maintenance Course maintenance plan Courses updated Course Language Translation Consulting Support Project Management Project plan Team organization Project status report Final project report SUPPORT 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

Current Capabilities Inventory 6.0 LEARNING & DEVELOPMENT PROCESS RATINGS* PHASE 2: Data Collection Please circle the rating that best applies for each process. *For rating scale guidelines, see key at bottom of next page. L&D Process Don’t Do Very Weak Weak Neutral Strong Very Strong Notes 1. Planning & Budgeting 6.1 1 2 3 4 5 6.2 2. Overall System Design/ Improvement 6.3 6.4 3. Results Measurement 6.5 6.6 4. Operations Management 6.7 6.8 5. Needs/Performance Analysis 6.9 6.10 6. Curriculum Architecture Design 6.11 6.12 7. Course Design and Develop 6.13 6.14 8. Course Procurement 6.15 6.16 9. Delivery 6.17 6.18 10. Training Evaluation 6.19 6.20 11. Course Maintenance 6.21 6.22 12. Course Language Translation 6.23 6.24

Current Capabilities Inventory 6.0 LEARNING & DEVELOPMENT PROCESS RATINGS* (cont.) PHASE 2: Data Collection L&D Process Don’t Do Very Weak Weak Neutral Strong Very Strong Notes 13. Consulting support 6.25 1 2 3 4 5 6.26 14. Project Management 6.27 6.28 15. Training Technology 6.29 6.30 16. Training Administration 6.31 6.32 17. Staffing 6.33 6.34 18. Training Information Management 6.35 6.36 19. Training Marketing and Communications 6.37 6.38 *RATING SCALE KEY: 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

Current Capabilities Inventory 7.0 TRAINING FACILITIES AND EQUIPMENT
PHASE 2: Data Collection Please provide a classroom inventory including: Class size Expected utilization this year (% of available time the classroom is actually used) Location Classroom size (square feet) Number Percent utilization (%) 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? 7.14 How much did you spend last year on rental equipment? $

Current Capabilities Inventory 7.0 LABORATORIES AND TECHNICAL TRAINING EQUIPMENT PHASE 2: Data Collection Please identify the number and location(s) of each type of technical training equipment you possess. List Have It? How Many? Location(s) Yes / No

Current Capabilities Inventory 8.0 INFORMATION MANAGEMENT SYSTEMS
PHASE 2: Data Collection Do you maintain databases, records, or an inventory of the following items? Item Description Computerized Manual Not At All 8.1 Individual training records q 8.2 Skill inventories/needs analysis data 8.3 Course development data 8.4 Delivery data 8.5 JCI Controls Performance Certification Program 8.6 Training evaluation data 8.7 Training results measurement 8.8 Facilities inventory and usage 8.9 Equipment inventory and usage 8.10 Registration 8.11 Scheduling

Current Capabilities Inventory 9.0 SELF-ASSESSMENT OF PRESENT PERFORMANCE PHASE 2: Data Collection Please complete the following based on your current perception. Don’t Know Strongly Disagree Disagree Neutral Agree Strongly Agree 9.1 My business client learning and development needs are adequately met 1 2 3 4 5 9.2 My learning and development organization is adequately prepared to meet the future needs of the business 9.3 Without my learning and development organization, the business would be hurt COMMENTS PLEASE:

Current Capabilities Inventory 9.0 BUSINESS CLIENT ASSESSMENT OF PRESENT PERFORMANCE PHASE 2: Data Collection Generally speaking, how do you think your business clients perceive your Learning & Development organization? Don’t Know Strongly Disagree Disagree Neutral Agree Strongly Agree 9.4 Highly responsive to their needs 1 2 3 4 5 9.5 High-quality materials and delivery 9.6 Timely availability of materials and delivery 9.7 Cost-effective learning and development solutions 9.8 Easy access with minimum lost work time 9.9 Provide valuable training products that support business strategies COMMENTS PLEASE:

Current Capabilities Inventory LEARNING MATERIALS DEVELOPMENT/PURCHASE
PHASE 2: Data Collection Current Capabilities Inventory 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.

Current Capabilities Inventory 10.0 COURSE DEVELOPMENT/PURCHASE
PHASE 2: Data Collection Complete the forms on the following pages based on the content categories defined below: 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

Current Capabilities Inventory 10. 0 COURSE DEVELOPMENT/PURCHASE (cont
PHASE 2: Data Collection Please enter the number of hours of new courses developed or purchased last year: 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 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

Current Capabilities Inventory 11.0 COURSE ACQUISITION METHOD
PHASE 2: Data Collection Please estimate the resource percentages for last year’s course development/purchase. 11.1 Developed in-house % of total days 11.2 Developed by outside vendor 11.3 Purchased off the shelf TOTAL STAFF 100

Current Capabilities Inventory 12.0 TRAINING DELIVERY
PHASE 2: Data Collection Please enter the number of hours of new courses delivered last year. 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

RESEARCH BEST PRACTICES
PHASE 2: Data Collection What to Look For How to Find It Who is doing what that fits your situation Literature search Benchmarking consortia Interviews Site visits

BEST PRACTICES LITERATURE REVIEW GUIDE
PHASE 2: Data Collection BEST PRACTICES LITERATURE REVIEW GUIDE LEARNING & DEVELOPMENT STRATEGIC PLAN Source Document: Analyst: Date: ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 96

Current Capabilities Inventory BEST PRACTICES LITERATURE REVIEW GUIDE
PHASE 2: Data Collection 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?

Company: Interviewer: Date:
PHASE 2: Data Collection BEST PRACTICES INTERVIEW GUIDE LEARNING & DEVELOPMENT STRATEGIC PLAN Company: Interviewer: Date: ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 98

Current Capabilities Inventory BEST PRACTICES INTERVIEW GUIDE
PHASE 2: Data Collection Interviewer: Position the interview as input to a new Learning & Development Strategic Plan for the business. 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?

Current Capabilities Inventory BEST PRACTICES INTERVIEW GUIDE (cont.)
PHASE 2: Data Collection 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?

PHASE 2: Data Collection 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 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?

BARRIERS AND OBSTACLES
PHASE 2: Data Collection 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

DATA COLLECTION EXERCISE (20 MINUTES)
PHASE 2: Data Collection Instructions: Choose Data Collection Categories Business Requirements 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 2. Executive Interviews Make a list of executives to interview. 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 in your binder) and begin to develop your own approach and task list.

PHASE 3: Analysis Project Process Map Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Project Plan Business Requirements Assess Technological Readiness Current Capabilities Research Best Practices Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Case Executive Review Executive Review Executive Review Develop Specifications and Design Details 3 Months

ANALYSIS MEETING WORK PRODUCTS
PHASE 3: Analysis 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

ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)
PHASE 3: Analysis 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

ANALYSIS MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
PHASE 3: Analysis 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 Set up wall charts to summarize executive and middle management interview data (see Analysis Exhibit A) organized by business driver 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. If there are many interviews, this can take a full day or more. 3. Focus group data from learner groups Set up wall charts to summarize the focus group data organized by group (see Analysis Exhibit B). Have each interviewee go through their data and record it on the wall charts. This will take about 30 minutes per focus group. 4. Learner population dynamics 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. This review should take no more than one hour.

PHASE 3: Analysis Topic Notes 5. Current capabilities inventory Have each of the inventories copied and hand them out to the group. Have the analysts who collected the data review their findings with the group. This review should take 30 minutes to one hour per inventory. 6. Best practices Create a list of best practices categories and set up a wall chart for each. Review literature search and post entries on the charts. Review interviews. Review best practices visits. Select the ones that seem to fit your needs best. This exercise should take about two hours. 7. Technological readiness Have the interviewee review the data and post significant findings. This should take 30 minutes to one hour.

PHASE 3: Analysis 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 Review findings from executive interviews, focus groups, and population dynamics. Select the most important needs to be addressed over the next 3-5 years. This should take 2-3 hours. 9. Assess the adequacy of what is being done to meet these needs today Review data from the executive interviews, focus groups, current capabilities inventory, and population data. Rate the adequacy of the current effort in each area of need selected in Step 8 (use a five-point rating scale). This effort should take 1-2 hours. 10. Review current L&D services and offerings and select areas that could be abandoned Look at current capabilities inventories and check them against the high-priority needs to see what could be eliminated. This exercise should take about one hour.

PHASE 3: Analysis Topic Notes 11. Adequacy of current L&D System to meet future needs 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 This exercise should take about one hour. 12. Strengths, weaknesses, and opportunities Set up wall charts with columns for strengths, weaknesses, and opportunities. 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 Facilities and equipment Complete strengths, weaknesses, and opportunities charts for each category. This exercise should take about four hours.

PHASE 3: Analysis Topic Notes For Future-state Learning System: 13. Develop a L&D mission statement Start by brainstorming ends, means, and scope for the future-state Learning & Development System. Consolidate into a single one or two sentence statement. This should take about one hour. 14. Develop a philosophy statement Brainstorm a list of principles and beliefs that should govern decisions about L&D. Consolidate into a one-page statement with bullet points. 15. Services and requirements for the future-state L&D System Use the requirements checklist to create a list of requirements categories. 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) Brainstorm elements of the value proposition. Consolidate into a one page (or less) statement with bullet points. 17. Analysis Report and Executive Briefing package Assign a Subteam to document all the findings in an Analysis Report (see typical contents). Assign a Subteam to develop an Executive Briefing package. (If there is time, the Working Team should develop a storyboard for this briefing.) Assign who will conduct briefings with which executives.

ANALYSIS EXHIBIT A Business Driver: Business Value/Stakes: PHASE 3:
Learning & Development Implications Timing of Need Affected Populations Business Value/Stakes:

ANALYSIS EXHIBIT A EXAMPLE
PHASE 3: Analysis 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 First-line supervisors through executives Business Value/Stakes: 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. Our growth strategy will be in jeopardy if we can not fill leadership positions with qualified people.

SAMPLE MISSION STATEMENT
PHASE 3: Analysis 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

REQUIREMENTS CHECKLIST
PHASE 3: Analysis 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.

REQUIREMENTS CHECKLIST (cont.)
PHASE 3: Analysis 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 Registration and scheduling Learning materials library Planning and budgeting Results measurement

PHASE 3: Analysis Interface Requirements: 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 3: Analysis 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 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.

SAMPLE REQUIREMENTS PHASE 3: Analysis 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.

LEARNING & DEVELOPMENT SERVICES CHECKLIST
PHASE 3: Analysis Analyze business-driven learning needs at multiple levels Devise plans to meet L&D needs Companywide Specific function (e.g., Sales) Leadership Division Worksite Develop job/role performance models Design curriculum architectures and learning paths Design/develop learning materials Deliver training Manage and distribute learning materials Design and install workplace learning systems Keep learning and development records Manage Knowledge Management System Manage Succession Management System Provide L&D support to business initiative Provide L&D support to new product/service rollout Customer training Performance consulting

SAMPLE VALUE PROPOSITION (ANTICIPATES THE BUSINESS CASE)
PHASE 3: Analysis 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 Effective merchandising (customer can find the products) Improved safety Etc.

ANALYSIS REPORT OUTLINE
PHASE 3: Analysis 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

ANALYSIS FINDINGS AND CONCLUSIONS
PHASE 3: Analysis MAY 6, 2006 Sample EXECUTIVE BRIEFING ANALYSIS FINDINGS AND CONCLUSIONS RETAIL EMPIRE, INC. LEARNING & DEVELOPMENT STRATEGIC PLAN ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 125

Executive Briefing PROJECT PURPOSE
PHASE 3: Analysis 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

Executive Briefing PROJECT APPROACH
PHASE 3: Analysis Project Process Map Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Business Requirements Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Plan and Business Case Project Plan Assess Technological Readiness Executive Review Executive Review Executive Review Assess Current Capabilities Research Best Practices Develop Specifications and Design Details 3 Months

Executive Briefing PROJECT ORGANIZATION
PHASE 3: Analysis 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

Executive Briefing DATA SOURCES
PHASE 3: Analysis 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

Executive Briefing KEY FINDINGS AND CONCLUSIONS
PHASE 3: Analysis

Executive Briefing SUMMARY/RECOMMENDATIONS
PHASE 3: Analysis 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 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

ANALYSIS EXERCISE (15 MINUTES)
PHASE 3: Analysis Instructions: Review the sample Analysis Meeting Agenda (pages ) Estimate the time for each topic How many days will this take for your team? _______ Should you plan to do it in two meetings? Or, some other way?

PHASE 4: Future L&D System Architecture Project Process Map Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Project Plan Business Requirements Assess Technological Readiness Current Capabilities Research Best Practices Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Case Executive Review Executive Review Executive Review Develop Specifications and Design Details 3 Months

PHASE 4: FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE
Future L&D System Architecture Design elements and design process System components System design Getting approval

DESIGN A HIGH-LEVEL SYSTEM ARCHITECTURE
PHASE 4: Future L&D System Architecture Human Capital Management System Selection Learning Certification Performance Mgmt Succession Career Mgmt Strategic Partnerships Markets Learning Strategies Class & Lab Workplace Web-enabled Communities of Practice Process Learningware Inventory Product Business Groups Product Management HR Tech Pubs IT Funding System Global L&D Deployment Systems Learner Populations Governance System Global Functional Councils Regional Councils Global L&D Network Skills & Know- ledge Work Processes, Tasks, and Tools Performance Models Leadership Project Management Local Learning & Development Regional Learning & Development Global Learning & Development Org Structure Roles & Responsibilities Staffing System Global Learning & Development Processes and Standards Service Sales Engineering Manufacturing Primary Inputs Business Processes and Tools Product Standards HR Standards Facilities and Equipment Infrastructure Network LMS Content Repositories HRIS Access Portal Information Infrastructure Network LMS/LCMS Authoring Tools HRIS Access Portal

LEARNING & DEVELOPMENT SERVICES CHECKLIST
PHASE 4: Future L&D System Architecture Analyze business-driven learning needs at multiple levels Devise plans to meet L&D needs Companywide Specific function (e.g., Sales) Leadership Division Worksite Develop job/role performance models Design curriculum architectures and learning paths Design/develop learning materials Deliver training Manage and distribute learning materials Design and install workplace learning systems Keep learning and development records Manage Knowledge Management System Manage Succession Management System Provide L&D support to business initiative Provide L&D support to new product/service rollout Customer training Performance consulting

LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST
PHASE 4: Future L&D System Architecture 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 Registration and scheduling Recordkeeping Materials management Facilities infrastructure Learning centers Worksite facilities Electronic infrastructure LMS LCMS or hosting Network Portal Learning & Development processes (see separate list)

LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST (cont.)
PHASE 4: Future L&D System Architecture 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

LEARNING & DEVELOPMENT SYSTEM COMPONENTS CHECKLIST (cont.)
PHASE 4: Future L&D System Architecture 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

LEARNING & DEVELOPMENT STRATEGIES CHECKLIST
PHASE 4: Future L&D System Architecture 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

Future L&D System Architecture
PHASE 4: Future L&D System Architecture MAY 6, 2006 OUTSOURCING AN EFFECTIVE LEARNING & DEVELOPMENT STRATEGY ASTD 2006 INTERNATIONAL CONFERENCE AND EXPOSITION ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 142

OUTSOURCING EFFECTIVENESS
PHASE 4: Future L&D System Architecture 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

OUTSOURCING OPTIONS PHASE 4: Future L&D System Architecture 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

TYPES OF OUTSOURCING VENDORS TO CONSIDER
PHASE 4: Future L&D System Architecture Individual freelancers L&D “gurus” Boutique L&D specialist companies Course development “factories” Course delivery “factories” Small consulting firms Mega consulting firms

THINGS TO CONSIDER FOR MAKING THE OUTSOURCING DECISION
PHASE 4: Future L&D System Architecture 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)

STRAW MODELING GUIDELINES
PHASE 4: Future L&D System Architecture There are many designs that will satisfy the requirements. 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. See if you can create straw models that are as different from each other as possible, but still meet the requirements. A straw model is a basic sketch of the system and story about how it works. The straw models will get the Working Team’s juices going and save a lot of time.

PHASE 4: Future L&D System Architecture MAY 6, 2006 Sample STORE OPERATIONS CASE MODEL RETAIL EMPIRE, INC. LEARNING & DEVELOPMENT STRATEGIC PLAN ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 148

Store Operations Case Model TABLE OF CONTENTS
PHASE 4: Future L&D System Architecture Page Introduction 150 Store Operations Population 151 Stores: The Challenges 152 Stores: The Solutions 153 Store Operations L&D Implementation Timeline 155 Store Operations L&D Needs and Strategies 157 Store Performance Improvement 159 Store Operations Workplace Learning System Design & Description 168 Store Start-Up Learning System 179

Store Operations Case Model INTRODUCTION
PHASE 4: Future L&D System Architecture 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.

Store Operations Case Model STORE OPERATIONS POPULATION
PHASE 4: Future L&D System Architecture Stores Approximate Population Number of Specialties Estimated Turnover New (Per Year) Region managers/VPs 25 2 15% 5 District managers 1,000 100 Store directors/managers 10,000 4 300 Assistant managers 15,000 10 3,000 Hourly management 50,000 40 25% Total management 75,000 50 20,000 Hourly associates 500,000 125% 625,000 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

Store Operations Case Model STORES: THE CHALLENGES
PHASE 4: Future L&D System Architecture 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

Store Operations Case Model STORES: THE SOLUTIONS
PHASE 4: Future L&D System Architecture 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

Store Operations Case Model STORES: THE SOLUTIONS (cont.)
PHASE 4: Future L&D System Architecture 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

Store Operations Case Model STORE OPERATIONS L&D IMPLEMENTATION TIMELINE PHASE 4: Future L&D System Architecture Store Performance Needs 2Q 3Q 4Q 1Q 1. Store performance improvement Organize and plan Training/Model Stores Mentoring Workout Teams Turnaround Teams Communities of Practice Trial phase Full-scale implementation planning planning planning 2. Sustaining Learning & Development System Curriculum defined Develop courses and modules on a priority basis Workplace Learning System start-up kit Workplace Learning System rollout 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 2008 plan 2005 2006 2007

Store Operations Case Model STORE OPERATIONS L&D IMPLEMENTATION TIMELINE (cont.) PHASE 4: Future L&D System Architecture Change-Driven Needs 2Q 3Q 4Q 1Q 1. Store manager short-term training District Managers training rollout to Store Managers Program improvements Program development 2. Training Store Management Teams for Mega-RE expansion Rollout to 20 stores Rollout to 500 stores Rollout to ? stores 3. Support Customer Bonus Initiatives Develop modules Rollout training 4. Train all Store Management on Human Resources related tasks 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 2005 2006 2007

Store Operations Case Model STORE OPERATIONS L&D NEEDS AND STRATEGIES
PHASE 4: Future L&D System Architecture 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

Store Operations Case Model STORE OPERATIONS L&D NEEDS AND STRATEGIES (cont.)
PHASE 4: Future L&D System Architecture 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

Store Operations Case Model STORE PERFORMANCE IMPROVEMENT
PHASE 4: Future L&D System Architecture 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.

Store Operations Case Model STORE PERFORMANCE IMPROVEMENT (cont.)
PHASE 4: Future L&D System Architecture 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.

PHASE 4: Future L&D System Architecture 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

PHASE 4: Future L&D System Architecture Store Performance Improvement Team (cont.) 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

PHASE 4: Future L&D System Architecture Store Performance Improvement Team (cont.) 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)

PHASE 4: Future L&D System Architecture Store Performance Improvement Team (cont.) 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

PHASE 4: Future L&D System Architecture Store Performance Improvement Team (cont.) 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

PHASE 4: Future L&D System Architecture Store Performance Improvement Team (cont.) 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

Store Operations Case Model STORE PERFORMANCE IMPROVEMENT TIMELINE
PHASE 4: Future L&D System Architecture Organizing Phase Full Scale Implementation Trial Phase: Training/Model Stores Workplace Learning System Turnaround Team Workout Team Learning Centers Mentoring Communities of Practice Organize Store Performance Improvement Team Organize trials Training/Model Stores Workplace Learning System Turnaround Teams Workout Teams Learning Centers Mentoring Communities of Practice 2006 Planning Plan Curriculum Development Evaluate Existing Curriculum Materials Define Retail Empire University Curriculum Experience Sharing Conferences Develop curriculum courses, modules Update curriculum materials to current content Convert learning materials to CBT 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

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION PHASE 4: Future L&D System Architecture 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

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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.

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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)

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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.

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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.

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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.

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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 Orientation modules On-boarding materials Learning and Certification (includes pre- and post-coaching) To certify associates on each module of learning according to PDPs 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 L&D Partner Store Manager Assistant Manager 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 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 Learning needs analysis To conduct needs analyses to determine root causes of performance deficiencies and identify the most appropriate corrective actions Department Manager Analysis tools Continuous improvement To continuously improve the Store Workplace Learning System in order to continuously improve store performance Continuous improvement tools Registration for scheduled classes (IDL or Learning Center) To manage registration process for store management

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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 Hold Department Managers accountable for results Area-level learning and development results Store Manager Sponsor the Store Learning & Development System Coach Assistant Managers Hold Assistant Managers accountable for results Store-level learning and development results Division Manager Support the Store Learning & Development System Coach District Managers Hold District Managers accountable for results Division-level learning and development results District Manager 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

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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 Store-level learning and development results District-level learning and development results 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

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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 Level 3: Job-specific training RE mug Level 4: Selling and Service skills One day off Level 5: Product Knowledge Special name page Level 6: Advanced Store Operations RE pen Assistant Store Manager Learning & Development Partner, Store Manager Level 7: Coach/Department Manager training RE leather portfolio

Store Operations Case Model STORE OPERATIONS WORKPLACE LEARNING SYSTEM DESIGN AND DESCRIPTION (cont.) PHASE 4: Future L&D System Architecture 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

Store Operations Case Model STORE START-UP LEARNING SYSTEM
PHASE 4: Future L&D System Architecture Store and DC Workplace Learning Systems Universities and External Learning Providers Learning Centers RE University LMS Administration and Tracking of Learning Store & DC Mgmt Store Manager Assistant Manager Department Manager Divisional & Satellites Coaching/Certification Coaching/Certification Coaching/Certification Learning & Change Team CMS Repository of Learning Materials Remote Instructor / Coach Coaching/ Certification Learning & Development Partner Recruiting / Pre-screening Associates

Store Operations Case Model STORE START-UP LEARNING SYSTEM (cont.)
PHASE 4: Future L&D System Architecture Store Start-up Learning System Start-up Store Management Team selected Store Learning Team selected Store Management Team development Hourly Associates selected Hourly training and certification Manager/Assistant Manager training

QUESTIONS FOR DISCUSSION
PHASE 4: Future L&D System Architecture 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?

DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)
PHASE 4: Future L&D System Architecture 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

DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
PHASE 4: Future L&D System Architecture 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.

DESIGN MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
PHASE 4: Future L&D System Architecture 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). 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).

DESIGN REPORT OUTLINE PHASE 4: Future L&D System Architecture 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.

PHASE 4: Future L&D System Architecture DATE Sample EXECUTIVE BRIEFING FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE DESIGN REVIEW RETAIL EMPIRE, INC. LEARNING & DEVELOPMENT STRATEGIC PLAN ©RAY SVENSON CONSULTING, 2006 RAY SVENSON CONSULTING, INC. • 1110 Waters Edge • Racine • WI • 53402 • Phone: 186

Executive Briefing PROJECT APPROACH
PHASE 4: Future L&D System Architecture Project Process Map Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Business Requirements Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Plan and Business Case We are here Project Plan Assess Technological Readiness Executive Review Executive Review Executive Review Assess Current Capabilities Research Best Practices Develop Specifications and Design Details 3 Months

Executive Briefing KEY ANALYSIS FINDINGS AND CONCLUSIONS
PHASE 4: Future L&D System Architecture

Executive Briefing PROJECT PURPOSE
PHASE 4: Future L&D System Architecture 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

Executive Briefing HIGH-LEVEL L&D SYSTEM ARCHITECTURE
PHASE 4: Future L&D System Architecture

EXECUTIVE STEERING TEAM – DESIGN REVIEW MEETING AGENDA
PHASE 4: Future L&D System Architecture 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.

EXECUTIVE STEERING TEAM – DESIGN REVIEW MEETING AGENDA (cont.)
PHASE 4: Future L&D System Architecture Topic Notes 5. Present the high-level L&D System Architecture Show a few slides to illustrate the design and key features. Tell the story about how this system works from several points of view Learner/employee Supervisor Functional manager/executive Business leader L&D Department Answer questions about how the system will meet business needs. 6. Issue resolution 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. 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.

PHASE 4: Future L&D System Architecture 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

FUTURE LEARNING & DEVELOPMENT SYSTEM ARCHITECTURE EXERCISE (15 MINUTES) PHASE 4: Future L&D System Architecture Instructions: Go through the Learning & Development Services Checklist, Learning & Development System Components Checklist, and the Learning & Development Strategies Checklist (pages in your binder) Check mark the ones you should consider Mark an “X” by components you might outsource 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

PHASE 5: Implementation Plan Project Process Map Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Project Plan Business Requirements Assess Technological Readiness Current Capabilities Research Best Practices Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Case Executive Review Executive Review Executive Review Develop Specifications and Design Details 3 Months

PHASE 5: IMPLEMENTATION PLANNING
Implementation Plan Outline Milestones/Timeline Communication Plan Implementation Team Implementation Costs Implementation Planning Meeting Agenda

IMPLEMENTATION PLAN OUTLINE
PHASE 5: Implementation Plan 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

3-5 YEAR IMPLEMENTATION PLAN
PHASE 5: Implementation Plan Sample Milestone/Timeline Chart 2Q 3Q 4Q 1Q 1. Store performance improvement Organize and plan Training/Model Stores Mentoring Workout Teams Turnaround Teams Communities of Practice Trial phase Full-scale implementation planning planning planning 2. Sustaining Learning & Development System Curriculum defined Develop courses and modules on a priority basis Workplace Learning System start-up kit Workplace Learning System rollout 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 2008 plan 2005 2006 2007

3-5 YEAR IMPLEMENTATION PLAN (cont.)
PHASE 5: Implementation Plan Sample Milestone/Timeline Chart 2Q 3Q 4Q 1Q 1. Store manager short-term training District Managers training rollout to Store Managers Program improvements Program development 2. Training Store Management Teams for Mega-RE expansion Rollout to 20 stores Rollout to 500 stores Rollout to ? stores 3. Support Customer Bonus Initiatives Develop modules Rollout training 4. Train all Store Management on Human Resources related tasks 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 2005 2006 2007

COMMUNICATION PLAN DESIGN GUIDE
PHASE 5: Implementation Plan 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

COMMUNICATION PLAN DESIGN GUIDE (cont.)
PHASE 5: Implementation Plan 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

COMMUNICATION PLAN DESIGN GUIDE (cont.)
PHASE 5: Implementation Plan Step 3: Determine what information vehicles will be used. Example information vehicles: Company newsletters Training Department newsletters 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

IMPLEMENTATION TEAM STRUCTURE, ROLES, AND RESPONSIBILITIES
PHASE 5: Implementation Plan 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

IMPLEMENTATION SPREADSHEET
PHASE 5: Implementation Plan 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

IMPLEMENTATION SCENARIO EXAMPLES
PHASE 5: Implementation Plan Purpose: Implementation scenarios can be used to illustrate what can be accomplished in year 1, 2, 3, etc., with varying levels of resources. Examples: Status quo resources Shows what you can accomplish without changing headcount and budget. 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. Intermediate One or more levels of resourcing between “blank check” and “status quo.”

COST MODEL STRUCTURE PHASE 5: Implementation Plan DEVELOPMENT DELIVERY
Unit Costs Load Unit Costs Delivery Volume CURRICULUM ARCHITECTURE RESOURCES SCENARIOS Capital Delivery Resource Requirements (In-house and Outsourced) Delivery Costs TOTAL COST ROLL-UP Development & Maintenance Resource Requirements (In-house and Outsourced) CURRICULUM REQUIREMENTS Development & Maintenance Costs Expense Capital Headcount Store Operations Merchandising Supply Chain Brand Partners PROJECTS Strategy Impl WPLS SUPPORT Staffing Technology Support Costs

MAXIMUM PRACTICAL SCENARIO
PHASE 5: Implementation Plan

MINIMUM SCENARIO PHASE 5: Implementation Plan

IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING)
PHASE 5: Implementation Plan 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 Briefly review the future-state L&D System architecture as presented to the Steering Team. 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 Include both the implementation and change efforts and ongoing L&D workload so that a total resource estimate and budget can be prepared. 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

IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
PHASE 5: Implementation Plan Topic Notes 3. Identify categories and projects for each workstream Take each workstream and Identify necessary categories Identify necessary projects Identify non-project categories Identify major non-project tasks 4. Identify goals/milestones Identify goals/milestones that cut across workstreams. 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 For each project, estimate resource and cost estimates or an approach for developing the estimates. For each workstream (e.g., training delivery), develop cost estimating factors or an approach for developing them. Assign responsibility for developing a resource and cost estimating spreadsheet. Assign responsibilities for estimating 7. Develop a Communication Plan See Communication Plan Guidelines

IMPLEMENTATION PLANNING MEETING AGENDA (3-5 DAY WORKING TEAM MEETING) (cont.)
PHASE 5: Implementation Plan Topic Notes 8. Develop a Change Management Plan See Change Management Guidelines 9. Business Case Identify quantitative business benefits expected from implementing the new L&D System. Identify qualitative business benefits. Identify risks for not implementing (if different from the benefits; don’t just state the negative of each benefit). Identify risks associated with implementing. Note: The Business Case can’t be completed until the cost/resource estimates are completed.

PHASE 5: Implementation Plan 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

IMPLEMENTATION PLAN EXERCISE (15 MINUTES)
PHASE 5: Implementation Plan 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?

PHASE 6: Business Case Project Process Map Phase 1: Project Planning Phase 2: Data Collection Phase 3: Analysis Phase 4: Future L&D System Architecture Phase 5: Implementation Plan Phase 6: Business Case Project Plan Business Requirements Assess Technological Readiness Current Capabilities Research Best Practices Analysis Findings and Conclusions Design High-Level Learning & Development System Architecture 3-5 Year Implemen- tation Case Executive Review Executive Review Executive Review Develop Specifications and Design Details 3 Months

PHASE 6: BUSINESS CASE 2-3 Year Cash Flow Projection Expected Benefits
Expense Capital Various scenarios of accomplishments Expected Benefits Quantitative Qualitative Cost/Benefit Analysis (use company standard Business Case model) Value of benefits compared to cost Risk of not going forward

QUALITATIVE & QUANTITATIVE BENEFITS CHECKLIST
PHASE 6: Business Case 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 Effective merchandising (customer can find the products) Improved safety Etc.

COSTS Sample OVERALL COST ROLL-UP Scenario Title: Baseline Scenario
PHASE 6: Business Case Sample OVERALL COST ROLL-UP Scenario Title: Baseline Scenario Overall Budget ($ Millions) Project 2001 2002 2003 2004 2005 5-Year Total Curriculum Architecture $ 2.6 $ .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 $ 90.4 Development $ 14.8 $ 27.8 $ 20.5 $ 16.4 $ 12.8 $ 92.4 Technology $ 3.7 $ 13.2 $ 8.0 $ 0 Strategy Implementation $ 2.8 $ 1.8 Management & Administrative Staff $ 3.6 $ 3.8 $ 18.7 TOTAL $ 53.3 $ 84.4 $ 83.2 $ 69.7 $ 67.6 $ 358.3

COST/BENEFIT SCENARIOS
PHASE 6: Business Case 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.

SETTING PRIORITIES CHECKLIST
PHASE 6: Business Case 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

DEVELOPING SCENARIOS AND COMPLETING THE BUSINESS CASE MEETING AGENDA (2-DAY WORKING TEAM MEETING)
PHASE 6: Business Case 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 Project the spreadsheet onto a large screen and/or give everyone paper copies. Orient everyone to what is on the spreadsheet and how it works. Review the assumptions and cost estimating factors that are built into the model and make any necessary adjustments. Review the results for each scenario. 3. Adjust the scenarios Make a list of key accomplishments and related costs for each year for each scenario. Decide on any desired adjustments to the scenarios. Rerun the spreadsheet for the adjusted scenarios. Update the list of key accomplishments and related costs for use in your Implementation Plan Report and Executive Briefing Package.

DEVELOPING SCENARIOS AND COMPLETING THE BUSINESS CASE MEETING AGENDA (2-DAY WORKING TEAM MEETING) (cont.) PHASE 6: Business Case 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 Assign the preparation of Executive Briefing package (see sample contents). Assign Working Team members to brief individual executives. Plan how you will make adjustments based on executive comments before the Steering Team meeting. Plan the agenda for the Executive Steering Team meeting (see sample agenda). Assign presenter(s). Decide whether the entire Working Team will attend the Executive Steering Team meeting (recommended). 6. Plan final report Assign the preparation of the Implementation Plan Report. 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.

IMPLEMENTATION PLAN AND BUSINESS CASE REPORT OUTLINE
PHASE 6: Business Case Implementation workstreams Categories of work Projects, tasks, and other workstreams per category 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 Business Case for each scenario Implementation Team structure, roles, and responsibilities Communication Plan Change Management Plan

EXECUTIVE STEERING TEAM AGENDA
PHASE 6: Business Case 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

FINAL REPORT OUTLINE PHASE 6: Business Case 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

ISSUES The team may try to get too analytical
PHASE 6: Business Case 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

BUSINESS CASE EXERCISE (15 MINUTES)
PHASE 6: Business Case 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?

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

HOW TO SELL THE NEED FOR ENGAGING IN THE PROCESS
Business Case for Creating a Learning & Development Strategy Develop a mini Business Case (maximum 2 pages) Enlist a powerful Executive Sponsor who will: Help with the Business Case Sell it to senior management Fund the project Business strategies/goals and their learning implications Value of achieving the business goals ($ billions) Likely cost of addressing the learning implications ($10s of millions) Current capability to meet learning implications Proposed strategy project What When Cost ($ hundreds of thousands) Cost/benefit rationale of project Provide blueprint to spend $10s of millions wisely to protect $ billions in business results

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

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