Elearning - June/July 2008 - (Page 23) ed training and licensing. >>Job codes tied to first-time managers also enable skill-gap analysis and training assignment based on competency assessments. Our LMS allows us great flexibility by building business rules that combine job code with other employee-related fields managed by our HRMS. For example, learning may be assigned based on a specified number of days from start date in that job code; a specific date based on job title and location (e.g., optical licensure and compliance differ from state-to-state); and/or a specified number of days from date of hire. Tip: Ask yourself if your competency model and learning programs are defined enough to codify before proceeding down the technical path of mapping competencies to job roles. LMSs offer other means of personalization (e.g., a browsable catalog) that can be used to while you are making preparations to push prescriptive learning mapped to competencies to your employee population. SUPERVISOR IDS Organizational structure is a foundational element to any enterprise system. This is especially true of a system that touches virtually everyone inside the organization — like an LMS. As “end-users,” our associates and managers will ultimately drive the value of the LMS by leveraging it to per- form in their current roles and the roles to which they aspire. To do this, you need a basic piece of information. For the LMS to provide managers the ability to be proactive about planning their team’s development activities, the system needs to know who reports to them. These reporting relationships are maintained using the supervisor ID field housed in prise business-intelligence practices. Both of these strategies are built on the concept of providing associates and managers personalized access to information that will help them make better decisions — not just about their careers but about day-to-day operational concerns. Therefore, leveraging a single organizational hierarchy to drive role-based per- Leveraging a single organizational hierarchy to drive role-based permissions to talent management and other systems is a sensible approach. our HRMS. In addition to planning, this field determines who can nominate and/or approve requests for associate training that requires approval (e.g., participation in an executive development program). Supervisor IDs also drive the appropriate permissions critical to organizational training reports. For example, it enables managers to search and access the transcript of anyone within their reporting hierarchy. Associate learning history is one component of our H.R. analytics and entermissions to all talent management systems and other systems (e.g., sales, financials, etc.) is a sensible approach. Tip: Work with your H.R. colleagues to simplify the job title structure and hierarchy as much as is practical. Also, put into place standard operating procedures (SOPs) for managers and employees to keep employee reporting relationships as up-to-date as practical. This includes SOPs for regular maintenance dealing with new hires, promotions, transfers and terminations. SOPs should also be in place to deal with special events such as a re-organization or a merger. Regardless of how you care for titles and reporting hierarchy, accept the fact that you will simply never have perfectly clean, up-to-date information about your employees. —Valerie Norvell is associate vice president of training and development for Mason, Ohio-based Luxottica Retail, an operating company that comprises a collection of optical brands, including Sunglass Hut LensCrafters, Pearle Vision, Sears Optical and Target Optical. Much of her time is spent with Luxottica Retail’s brand leaders, corporate executives and her fellow talent management leaders on strategic initiatives such as succession management, performance management and leadership development. Elearning! June/July 2008 23 A visual representation of talent management architecture highlights HRMSLMS information flow. Graphic courtesy of the author.
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