Elearning - June/July 2008 - (Page 22) LMS-HRMSinterface goal-setting, performance reviews, training, etc.) help the organization engage our associates, learn more about who they are, and determine how best to leverage and develop them. For the individual associate, these processes are being continually improved and integrated to provide him or her with a work environment in which development and advancement are based on interests, experience, goal achievement, formal education and competencies exhibited on the job. This environment is brought to life largely through associate-manager and associate-peer relationships. Our philosophy at Luxottica Retail is that our line-ofbusiness leaders own talent management. However, it is up to H.R. (of which Training & Development is a functional component) to provide the tools, policies, communications and programs to foster these relationships. Take our LMS, for example. Accessed through our intranet, it serves as the hub used to better target training and development opportunities to our associates and to provide actionable information on the investments we make in our learning programs. A MARRIAGE OF NECESSITY Our training and development function is housed inside an H.R. Department committed to delivering on promises of personalized learning and enterprise-wide visibility into associate development. To deliver on these promises, we need to know basic information about our people. For instance: Before we began our LMS implementation, we knew we needed an interface between the LMS and our HRMS in order to deliver on these promises. Therefore, a key criterion in our LMS procurement process was the ease with which the system would interface with our HRMS. The vendors we evaluated explained to us that the majority of their clients had either already employed interfaces like this or were planning to do so. Once we selected a provider and moved into implementation, dependencies on the integrity of data housed in our HRMS quickly became apparent to us. As system between these systems delivers value to the associate and to the organization. PRESCRIPTIVE LEARNING Luxottica Retail is a competency-driven culture. As a large enterprise operating in a competitive environment, we rely on well-defined job profiles to help differentiate our greatest asset — the workforce. These profiles are largely based on a model that defines functional, managerial and leadership competencies for each position across brands. These role-based competencies are part of the bedrock of our integrated talent management strategy (see figure on next page). They are key to Luxottica Retail’s ability to integrate our talent management processes. For example, we recruit against these competencies based on organizational needs. We also build and assign learning programs and informal learning resources (e.g., job aids) to develop these competencies in our associates based on performance reviews and other tools we use to assess our talent. From a systems point of view, these competencies need to be mapped to job codes in our HRMS in order to serve up role-specific learning via the LMS. For example: >>Job codes tied to our opticians help us to keep tabs on their compliance-relat- We knew we needed an interface, [so] a key criterion in our LMS procurement process was the ease with which the system would interface with our HRMS. >>What role does the associate play? >>To whom does he or she report? >>In what department does he or she work? use continues to grow and we add functionality to enrich our associate experience, this appreciation has grown. The remainder of this article discusses several examples of how sharing of clean data >>In what region does he or she work? 22 June/July 2008 Elearning!
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