This document discusses resources that training and development professionals use to achieve results, including targeting learning efforts, managing content development, efficiently delivering content, and assessing value. It provides examples of competency frameworks, curriculum development, learning management systems, and approaches for delivering training. The conclusion emphasizes that combining resources allows T&D to change how learning is viewed, carried out, and managed in organizations to maximize benefits.

1. Formulating Coaching,
Training, and Development
Approaches that Drive Talent
Management Processes

2. Training and Development: A New
Context for Learning and Performance
This chapter describes resources that training
and development (T&D) professionals utilize
to achieve results in four areas of
responsibility: (1) target learning and
developing efforts, (2) manage content
development and administration, (3) deliver
learning content efficiently, (4) assess the
value proposition of training and development
efforts.

3. T&D Responsibility #1: Target
Learning and Development Efforts
In the early days of T&D, critics recognized that workplace
training efforts offered potential, but often critized for
being inconsistent, unorganized, time-consuming, and
costly. By contrast, today’s training and development
efforts are just-in-time, specific, and laser-focused on
employee expertise that will
• Achieve the organization’s strategic goals.
• Build deep levels of expertise that differentiates the
organization from its competitors.
• Develop leadership expertise in high-potential
employees, the Superkeepers™, who will lead the
organization in the future.

4. Competencies
Competency frameworks are often mistaken for skills,
qualifications, and certifications. These can all be part of
the underlying supports and tasks that define a
competency but are not to be confused with the
competency itself. A competency is a set of measureable,
performance-related, characteristics that are critical to
driving the organization’s strategic goals. A competency
should be targeted and behaviorally performance-driven to
meet strategic organization needs. It should be written at a
high level and be more general in nature than specific skills,
qualifications, or certifications. As a company becomes
more mature with using competency framework, the value
proposition of this type of targeted learning becomes more
transparent.

5. Curriculum Development
Curriculum development is a process that leverages
a competency framework to define a specific set
of targeted learning events and development
opportunities for a particular group of learners.
After the competencies are developed, needs
assessments identify—for specific groups of
employees—the gaps between the actual
learning and performance and the desired
learning and performance. Learning paths are
evergreen and continue to change as the
business strategies for new, emerging, and
existing markets defined and prioritized.

6. T&D Responsibility #2: Manage Content
Development and Administration
Today’s software systems make it easier to
systematically develop learning content and to
manage the logistics and record maintenance
associated with registering for training, obtaining
supervisor approval for employees to participate
in learning activities, delivering online learning,
and documenting the learning process and
results. Software for managing learning includes
learning content management systems (LCMS)
and learning management system (LMS).

7. Learning Content Management System
(LCMS)
LCMS has many advantages. All learning objects are stored in one
place. Increased efficiency and cost savings are gained when T&D
professionals build on previous work. Challenges with using this
resource include the cost and the complexity of implementing a
unified data management strategy. Issues to address include the
following:
• Ensuring that the data is consistently created, managed, and
disseminated
• Managing the range of technologies required to deliver content in
the various formats
• Altering the view of content (i.e., from content viewed only as a
course or book to content that can be used in many places without
affecting the context)
• Learning new software for authoring and managing content

8. Oracle Human Capital MGMT

9. Learning Management System (LMS)
LMS software is an online tool that enables T&D
professionals to systematically and efficiently
administer, manage, and report learning events.
Supervisors can use the LMS to monitor learning
activity records for their employees. T&D leaders
can use the LMS to view real-time reports that
show patterns of learning within the organization
(e.g., whether compliance requirements were
met to satisfy government or other regulatory
agency regulations).

10. Top Paid LMS Apps
• Moodle
• Oracle Cloud
• LearningCart
• Schoox
• Didacte

11. Schoox, Inc.

12. T&D Responsibility #3: Deliver
Learning and Content Efficiently
The responsibility of delivering the learning content,
regardless of the delivery channel, stipulates that the
learners acquire new knowledge, skills, attitudes, and
experiences that they then transfer to the workplace to
improve performance on the job with results accruing
to the organization. To meet this responsibility, T&D
professionals integrate knowledge about the following:
• Trainees and the training goals
• Learning and performance research
• Channels for delivering training

13. Knowledge about the Trainees and
Training Goals
Following are brief descriptions of each
architecture and some applications for it:
• Receptive architecture
• Directive architecture
• Directed discovery architecture
• Exploratory architecture

14. Knowledge about the Trainees and
Training Goals
The benefits of classroom instruction include the following:
• The training method is familiar to learners (i.e., most
learners and instructions are experienced in classroom
learning)
• Group training can be less expensive than training one-on-
one
• All participants are presented the same content
• The presence of a trainer emphasizes the importance of the
content to the organization’s decision makers
• Interactions among participants during the class can
influence the acquisition of expertise and its application on
the job

15. Knowledge about the Trainees and
Training Goals
Following are the disadvantages of classroom
instruction:
• It may be inconvenient for learners to participate
at a specific time and place
• It involves costs of the facility, transportation, and
learner time away from the job
• Some learners associate classroom learning with
schools and teachers who lectured, which creates
barrier to their learning
• Transfer of learning from the classroom to the job
must be managed or it is unlikely to occur

16. Knowledge about the Trainees and
Training Goals
Today’s T&D professionals do not leave informal
learning to chance; they facilitate it to ensure
that it contributes to the organization’s
strategic goals and objectives. Informal
training delivery channels include training
libraries, rotational job assignments,
communities of practice (CoP), mentoring,
coaching, and social networks.

17. T&D Responsibility #4: Assess the
Value Proposition of T&D Efforts
T&D leaders rely on data to ensure that their
efforts achieve the intended results, are
implemented efficiently, support other talent
management efforts in the organization, and
provide for continuous improvement.
Dashboards are easy-to-use visual displays
that enable organizational decision makers to
evaluate and drive business results. They
present summary data for various measures
that are important for business success.

18. Smthngs, an Integrated Organizer Dashboard by
Shergin Research (2007-2014)

19. HR Logical Framework, Beyond HR:
The New Science of Human Capital

20. HR Logical Framework, Beyond HR:
The New Science of Human Capital
Narrative Summary Objective Verifiable
(Indicators)
Means of
Verification
External Factors
(Assumptions)
Development
Objective
Immediate
Objective
Output (Results)
Activities
1.
2.
3.
4.
Inputs
1.1
1.2
1.3
1.4

22. T&D Success at Baker Hughes
T&D at Baker Hughes is structured to support the
enterprise, which is composed of:
• Three oilfield services business segments that
develop, manufacture, and support their
industry-leading technologies
• Operations organizations that render assistance
to customers (i.e., the independent, international
and oil companies that organized into nine
geographic regions composed of 26 geomarkets)

23. Conclusion
The context of T&D has changed over the last decade. To meet
current expectations for contributing to talent
management and to organizational strategic goals, T&D
professionals today must use resources that enable them to
better focus their learning and development efforts,
manage content development and administration, deliver
learning content efficiently, and assess the value
proposition of those efforts for continuous improvement.
By combining resources, T&D professionals can create
exciting opportunities to change the way learning and
development efforts are viewed, carried out, and managed
in their organizations. Ultimately, they will maximize T&D’s
benefits in their organizations.

24. Developing Your Workforce:
Measurement Makes a Difference
Activity-Focused Results-Focused
No business need for the program Program linked to a specific business
No assessment of performance issues Assessment of performance effectiveness
No specific measurable objectives Specific objectives for behavior and
business impact
No effort to prepare program participants
for results
Results expectations communicated to
participants
No effort to prepare the work
environment to support the application
Environment prepared to support
application
No efforts to build partnership with key
managers
Partnerships established with key
managers and clients
No measurement of results or ROI
analysis
Measure of results and ROI analysis
Planning and reporting is input-focused Planning and reporting is outcome-
focused

25. Why Balanced Scorecard?
A scorecard is an effective way to provide critical
information to clients groups, including senior
executives. The scorecard also provides a useful
way for talent management staff to track success
and ensure their approach is focused on the key
objectives of the business. While there are many
stakeholders of the scorecard, there are two
primary groups: consumers and clients. A recent
survey shows that 22 percent of CEOs say they
have a learning scorecard.

26. Developing the Scorecard Data
There are three considerations in developing the
scorecard:
1. Measuring effectiveness at five levels of
evaluation
2. Utilizing a strategic approach to the
measurement and evaluation framework
3. Following a standardized set of guiding
principles in monetizing data

27. Five Levels of Scorecard Evaluation
Level Description
1. Reaction and satisfaction Measures participants’ reaction to the program
and stakeholder satisfaction with the program
and the planned implementation.
2. Learning Measures skills, knowledge, or attitude changes
related to the program and implementation.
3. Application and implementation Measures changes in behavior on the job and
specific application and implementation of the
program.
4. Business impact Measures business impact changes related to
the program.
5. Return of investment Compares the monetary value of the business
impact with the costs of the program.

28. Building the Scorecard: Indicators and
Input
The data that are included must be important to the executive
team and are likely to include the following:
1. The number of employees participating in the programs
2. The number of hours of learning activity per employee
3. Enrollment statistics such as demographics of participants,
participation rates, completion rates
4. Investment in learning reported as total cost, cost per
employee, direct cost per participant, and cost as a
percent of payroll
5. Cost recovery if there is a charge-back system, which is
typical in many corporate universities
6. Status of alternative delivery programs

29. Developing Top Talent: Guiding Principles,
Methodology, and Practices Considerations
Two catalytic experiences significantly influenced
the development of top talent. One occured in
the mid-1980s with a global manufacturer of
chemical and electronic materials and will be
discussed later in this chapter with a view toward
conveying potential best practices as related to
top development. These potential best practices
will be considered through the guiding principles,
methodology, and practices considerations that
drove this work. The other catalytic event
occured in the early 1990s with a global
pharmaceutical company.

30. Catalytic Experience 1
In this experience, leadership development program
focused on a company’s top 400 high-potential
managers. Data-gathering known as “360 feedback”
took place at the full-day orientation program.
Participants represented every global sector; and given
some lingering concern about confidentiality, a
significant number of them had requested external
feedback consultants. Another concern, raised by
company HR professionals based in Asia about the
difficulties associated with getting meaningful multi-
rater feedback from Asians, went unanswered.

31. Catalytic Experience 2
The second catalytic experience was significantly
more influential in that it involves one of the
longest continuous top talent development
initiatives in a global organization, Rohm and
Haas Company (now Dow). In 1985, Larry Wilson,
the Chairman of Rohm and Haas concluded that
the growth of his company necessitated the
focused development of top business and
functional leaders. He needed leaders who were
more globally minded, entrepreneurial, market-
facing, and who would drive business growth
faster.

32. 4 Guiding Principles of Dow Chemical Co.
CEO makes business case for top talent development/internal-internal partnership
Conveyance of executive wisdom
Internal-external partnership—holistic approach
Fostering trust—maintaining boundaries of confidentiality

33. Methodology
Identification of participants
Four-phase model
Multifaceted data gathering
Synthesized feedback
Comprehensive action planning and follow-up
Optional spousal module
Fostering “total brain leadership”

34. Practice Considerations
Commitment to one program/one external partner over time
Positioning the initiative as a “pilot”
Fierce truth-telling
Relationship-based commitment—meeting participants where they need to be met

35. Coaching for Sustained, Desired Change:
Building Relationships and Talent

36. Physiological Implications: Positive
and Negative Emotional Attractors
At the heart of the difference between these
two approaches to coaching, and possibly
your experience in the opening exercise, are
two distinctive psycho-physiological states.
These two states have been described as the
human response to stress. But they have also
been described as a Positive Emotional
Attractor and a Negative Emotional Attractor
within an individual.

37. Physiological Implications: Positive
and Negative Emotional Attractors
The NEA is the state that arouses stress and
stimulation of part of the human autonomic
nervous system called the sympathetic
nervous system (SNS), which helps the
individual to deal with stress and threat and
protect itself. When aroused, the NEA pulls a
person toward defensive protection.

38. Negative Emotional Attractors
There are four situations that are know to provoke stress
more than others:
1. Situations that are perceived to be uncontrollable.
2. Those involving social evaluation (i.e., others
observing and judging).
3. Those in which commitment to reaching important or
salient goals or tasks is a stretch.
4. Anticipating events; in fact, merely anticipating events
invoking these perceptions and feelings seems to
provoke stress more than other types of situations.

39. Stage of ICT PEA Components NEA Components
Ideal Self Personal vision, efficacy,
hope, dreams, values
Ought Self, preoccupation
with one element
Real Self Strengths Weaknesses
Learning Agenda Things you are excited
about learning or are eager
to try
To-do lists, performance
improvement plans
Experimentation/Practice Trying new things,
exploring, getting positive
reinforcement and
feedback from others
about one’s behavior,
thoughts, or feelings
Repetitive activities such as
skill building seen as
somewhat tedious
Trusting Relationships Trusting support,
encouragement for the
pursuit of one’s dreams
Reminder of progress on
one’s learning plan,
constructive or negative
feedback on behavior or
attempted new behavior

40. Intentional Change and the Positive
and Negative Emotional Attractors
Preparation
1. Do I know elements of the person’s Ideal Self
and Personal Vision?
2. Do I care about him/her?
3. Am I tuned into how he/she feeling today?

41. Intentional Change and the Positive
and Negative Emotional Attractors
Coaching Discussion
1. Have we discussed his/her dreams about the future?
2. Have we discussed his/her Personal Vision of his/her
Ideal Self?
3. Have we discussed who helped him/her the most to
become he/she is or get to where he/she has?
4. Have we discussed his/her strengths that can help
them move closer to or maintain their Ideal Self?
5. Have we discussed his/her weaknesses that may
inhibit that movement? Which of those are close to a
tipping point, suggesting that they can be developed?

42. Intentional Change and the Positive
and Negative Emotional Attractors
Post-Coaching Discussion
1. Was the person’s awareness of his/her Ideal Self
or Personal Vision enchanced as a result of our
conversation?
2. Was the person able to make discriminating
choices or identity priorities within those things
discussed as to which are the most salient?
3. Did we cover a comprehensive array of relevant
topics in the person’s life and work?

43. Developing Leadership Competencies
through 360 Feedback and Coaching
Most 360-degree feedback processes share similar characteristics:
• Multiple individuals (bosses, peers, direct reports, the employee himself
or herself, and others such as customers, boss’s boss) provide ratings for
the employee. The raters assess the employee’s on-the-job behaviors and
other attributes using a numerical rating scale. The ratings are usually
collected anonymously with the exception of boss ratings.
• Feedback is provided to employees in reports that itemize the results of
the assessment. With the assistance of a professional coach, employees
examine their ratings (strengths) and low ratings (weaknesses), as well as
differences between their own and others’ perceptions of their
performance.
• Employees create a development plan and work with feedback coaches to
identify ways they can change their behavior to become more effective.

44. Summary
To create an effective talent management process, a leadership
development program that includes 360-degree feedback should be
integrated into the HR system. The following best practices for
creating an integrated talent management system should be
followed:
• Develop mentor networks
• Identify high potential employees using 360-degree feedback
• Develop high-potential employees through on-the-job
developmental experiences
• Establish a flexible and fluid succession planning process
• Create organization-wide forums for exposing high-potential
employees to multiple stakeholders
• Establish a supportive organizational culture

45. Coaching Leaders for CSR
In articles on corporate social responsibility
(CSR), it is consistently portrayed as: “a
company’s active and voluntary contribution
towards social, economic, and environmental
improvement. Together these actions serve to
improve the company’s competitiveness and
value-add, for the creation of a socially,
economically, and environmentally sustainable
planet.”

46. Lens 1
Global
Thinker
Gathers
information
about
problems
and
opportunitie
s from
diverse
resources.
4 3 2 1
Identifies
new
patterns in
information.
4 3 2 1
Avoids
getting self
or others
trapped by
“old-skool”
assumptions
or
boundaries.
4 3 2 1
Recognizes
the
enterprise-
wide
impications
of actions.
4 3 2 1
Applies an
enterprise-
wide
perspective
to local
problems.
4 3 2 1
Lens 2
Future
Designer
Understands
the success
factors
associated
with leading
organization
change.
4 3 2 1
Inspires
others to
navigate
through the
heart of
complex
challenges
using shared
values and
principles.
4 3 2 1
Encourages
the transfer
of learning
from the
past and the
present to
help ease
the way to
the future.
4 3 2 1
Promotes
giving up
sacred
rituals and
habits to
make room
for new
thinking and
possibilities.
4 3 2 1
Appreciates
the
disruption
and
discomfort
that leads to
new
innovation.
4 3 2 1

47. Lens 3
Business
Value Driver
Searches for
the key
drivers of
business
value and
the
associated
business
priorities.
4 3 2 1
Mobilizes
others to
achieve
business
results.
4 3 2 1
Develops
fresh, whole
system
approaches
to realizing
shared
goals.
4 3 2 1
Sticks to the
big picture
value drivers
and does
not get lost
in the
mechanics
of
execution.
4 3 2 1
Communicat
es strategies
and
provides
support so
others can
succeed.
4 3 2 1
Lens 4
Relationship
Focuser
Balances
inquiry with
advocacy
when
exploring
points of
view.
4 3 2 1
Emphatizes
and
connects
with the
unique
socialization
and
experiences
with others.
4 3 2 1
Recognizes
and
appreciates
both the
bold and
nuanced
contribution
s of others.
4 3 2 1
Demonstrat
es
compassion
and caring
for others in
ways that
are
authentic to
self.
4 3 2 1
Uses own
voice to
directly
communicat
e and
inspire
needed
change and
truth telling
and
encourages
others to do
the same.
4 3 2 1

48. Renewable Enterprise Thinking—Deb
Jacobs, Axiom Consulting Partners LLC
SCALE: 4: Very much like me 3: Somewhat like me 2: Not very much like me
1: Not at all like me
Lens 5
Self
Awareness
Seeks new
learning and
insight
about self.
4 3 2 1
Monitors
own ego
and self-
interest
seeking.
4 3 2 1
Develops
and shares
new
personal
practices
with
transparenc
y and
openness.
4 3 2 1
Operates
with
authenticity,
integrity,
and
honoring
own dreams
and goals.
4 3 2 1
Asks for
help is
comfortable
inviting
others 2
support own
developmen
t.
4 3 2 1

49. Coaching Principle: Help the Leader
Get Started
CSR is repackaged philanthropy or charity.
CSR is simply a marketing campaign.
CSR is only necessary when there is outcry from a special interest.
CSR does not provide direct benefits to the company.
CSR provides no real ROI.

50. Integrating Coaching, Training, and
Development with Talent Management
One of the key ways to support the development of talented individuals is through
coaching. To develop a coaching landscape and maximize the effectiveness of
coaching, focus on the following areas.
1. Identifying organizational readiness for coaching
2. Identifying potential coaches
3. Clarifying the role of the coach
4. Developing the right attitudes and behaviors and equipping the coaches with the
right skills and knowledge:
i. Creating the climate
ii. Building relationships
iii. Being open to experience
iv. Being a solution partner
v. Being a collaborator
vi. Identifying appropriate closure
vii. Maintaining the relationship
5. Using coaching to support the talent management process
6. Learning from the experience and sharing the wisdom

51. Conclusion
In summary, training, development, and coaching have a vital role in
the talent management process. Key concepts are as follows:
• Coaching presents the opportunity for leaders to share wisdom and
knowledge, and to create a culture that values the contribution of
each and every employee
• Managers who coach have the opportunity to inspire, excite, and
develop motivated employees
• Individuals who are coached and who coach have the opportunity
to embark on a voyage of self-discovery and fulfillment
The more collaborative and forward-thinking organizations recognize
that a motivated workforce does NOT need to be “managed” in
traditional sense. What employees need, in order to fulfill their
promise, is guidance, coaching, and the sharing of wisdom.

52. THANK
YOU