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Learning While Doing

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REQUIREMENTS ANALYSIS

Organisations from all industries are becoming aware of how good asset management competency delivers benefits across all areas of activity. This also applies to the development and maintenance of necessary skills and the competences critical for achieving operational excellence.

Identifying and prioritising the needs

Benefiting from over 20 years’ experience in multiple industries, cultures and environments, TWPL’s Asset Management Academy has developed some very pragmatic methods for identifying existing competency strengths and areas of potential improvement.

We have a structured approach that integrates the best aspects of The IAM Competences Framework with a context-sensitive appreciation of organisational priorities, functional roles, competency requirements and their criticalities. And like all TWPL services, our model and elements are extremely flexible so they can be integrated within existing human resource systems and competency frameworks e.g. technical skills or managerial/leadership frameworks.

Process for identifying and prioritising requirements

We can help you to sort out the priorities and scale of needs, using robust and transparent methods for identifying the gaps, and determining their criticality. This provides a solid platform for planning the professional development programmes, measuring their effectiveness and, using the TWPL ‘learning while doing’ methods, even making the programme ‘self-funding’ (through the business benefits obtained during the learning).

Typically, such a systematic engagement will include:

1. Define the learning and development target groups (roles x subjects).

2. Choose a ‘pathfinder’ group of key roles and personnel (to calibrate the process and train internal HR assessors).

(a) Define the roles, required competences (skills and knowledge) and their criticalities.

(b) Assess current individual competency profiles (structured interview methods).

(c) Aggregate the gaps and criticalities of gaps to prioritise personal training plans.

(d) Refine and ‘template’ process for volume usage (by role type and responsibility level).

(e) Perform initial training to address priority gaps for this ‘pathfinder’ group.

3.    (a) Repeat analysis stages in prioritised programme.

(b) Plan consolidated training programme for subjects, gap criticalities, volumes and methods (blended learning mix).

(c) Aggregate the gaps and criticalities of gaps to prioritise personal training plans.

(d) Deliver training, workplace coaching, qualifications testing etc. Including ‘train the trainer’ programmes to support volume and sustainability.

(e) Track overall progress and effectiveness key performance indicators (KPIs).

The most important stage is the development and delivery of the learning to close the most business-critical competency gaps. The prioritisation ensures that investment in training yields the best return, and also provides the individual learner with the most useful new skills as quickly as possible. However, we must also consider the best methods for required learning. TWPL is uniquely experienced in design, development, customisation and delivery of ‘blended learning’ programmes for Asset Management, including the vital cultural change dimensions.


More Information

TWPL’s John Woodhouse highlights practical ways of developing appropriate competences in the article ‘Competence Development’ published in the Institute of Asset Management’s Assets magazine.


CONTACT US

United Kingdom: + 44 (0) 1635 298800

North America: + 1 804 732 8626

Latin America: + 372 5479 6979

E: enquiries@twpl.com

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