One year later, the group failed to honor the promotion opportunities set for students at the beginning of the year. At the same time, although the theoretical level of the trained students has been significantly improved, it has also increased their job-hopping capital, and three people left in the second year.
The enterprise's desire for talent echelon training is beautiful, and the result may be as it wishes, or as mentioned above, not necessarily as it wishes. Then, how to make the wishful thinking talents become a reality and a logic? We need to think about the talent echelon training of enterprises from the aspect of mechanism construction.
In general, employee training in enterprises is divided into four categories, including new employees, front-line employees, professional and technical personnel and management cadres (see chart 1). Among them, the backbone of professional and technical personnel and management cadres support the sustainable development of enterprises, that is, the handsome and versatile talents of enterprises. The focus and accelerated training of handsome and general talents in enterprises are the target groups of talent echelon training.
Four aspects of talent echelon construction
The enterprise foundation is different, and the training methods are different. But the basic principle is similar, that is, the "talent training mechanism" (see Figure 2). The mechanism is a talent training process with clear responsibility system and policy guarantee under the traction of strategic performance, which mainly includes four aspects: objectives, rules, driving force and cycle.
Comparing the four aspects of talent training mechanism, the problem of opening a case is clear at a glance. The problem is that the talent training mechanism of this enterprise is not perfect in four aspects:
First of all, the expected goal is unclear, and the training of talent echelon is equivalent to training and lecturers getting together;
Secondly, the promotion policy after training can not meet the current strategic needs, and the leaders of the talent echelon students have a sense of crisis, lack effective succession policies, and have no policy constraints and traction leaders to be mentors;
Third, there is no cash without rules, and there is no effective external driving force without cash;
Fourth, without the driving force, it is impossible to make the work cycle go on in an orderly manner.
So how to improve it? We can start from the following aspects.
Determining the training goal is the starting point.
Generally speaking, the goal of talent echelon training is to meet the ability standards required by enterprises. However, the enterprise environment is different and the emphasis is different. If there is no clear training goal, it is likely to take a detour to determine the training plan and scheme.
For example, for enterprises with weak management foundation, the goal is to consolidate the basic management ability first and then meet the needs of strategic development; The goal of enterprise's business transformation or new business development may be to improve employees' ability to understand new business, be familiar with new environment and lead new teams. The goal of enterprises entering the management standard period is to meet the needs of their future strategic development.
In addition, in addition to determining the training objectives according to the current situation of enterprises, we should also consider the "human" factor to be trained, that is, what kind of talents should be trained? If the trained talents are just tools that can do things, don't understand what they are doing, and live for things, fame and status, they will lose themselves. Therefore, the training goal of enterprises for talents must be comprehensive and long-term.
Loop operation is the key.
Determine the ability standard according to the management level of the enterprise.
With regard to the methods of selecting training targets and determining training needs, qualified enterprises can objectively evaluate the ability gap of reserve candidates by adopting ability standards and evaluation center technology. Enterprises without conditions can use the traditional 360. The evaluation method, even the recommendation method, can also find the focus of evaluating the training effect according to the requirements of the enterprise and the ability gap of the target students.
Many enterprises have not started to standardize their own basic management and training management, but spend a lot of time and energy building castles in the air-building competency models and evaluation systems. Due to the lack of systematic support conditions, the results of competency model and evaluation results are found to be of little use. Therefore, enterprises should select people according to the existing conditions and determine their needs. This link can be simple, but not hasty.
The training content is the most important part.
The design of content should follow three principles of talent echelon training:
Principle of pertinence: first consider what is missing and what is supplemented, and then consider the needs of development;
Systematic principle: systematic contents include: the balance between being a man and doing things, the combination of theory and practice, and the complementarity between in-class and out-of-class content; The systematicness of the form includes: the combination of centralized learning, self-study, key training tasks, action learning, post practice, tutor/coach and other methods to form a combination boxing;
Principle of effectiveness: apply what you have learned, apply what you have learned, solve practical problems, and define life goals and development direction.
When the goal is determined, the design direction of the content is also determined. What needs to be emphasized is that talent cultivation can't just stay at the level of "skills", that is, the cultivation of knowledge and skills. From the people-oriented point of view, talent training should also pay attention to people's spiritual and intellectual development.
The talent echelon training in some enterprises, like the case of starting classes, is just a bunch of lecturers and courses, with no follow-up and practical arrangements. This staged "cramming" training will, to a certain extent, make students "resistant" to the training, and it is difficult to receive other training in the future. At the same time, the effectiveness of training and the degree of knowledge transformation will also be reduced.
Mentors are indispensable.
Managers, lecturers and tutors of talent echelon project become the leaders and guardians of talent echelon growth. Mentoring system is the weakness of most talent echelon training. Many enterprises are leaders and naturally become "mentors".
Like most parents, children naturally become parents without training and training. Untrained "mentors", with their own experience, understanding and willingness, may be effective, ineffective or counterproductive. Therefore, while training the talent echelon, we should also train and train the leaders of the talent echelon members, so that the talent echelon training can get twice the result with half the effort.
The output and application of the results make the particles in the culture process return to the warehouse.
The output and application of talent echelon training results is the connecting link between the preceding and the following. The training result must have three outputs: one is the result of talent training itself-the degree to which talents meet the training objectives; The second is to cultivate talents who can continuously cultivate talents-project managers, lecturers, tutors, etc. Thirdly, the mode of precipitation training-it will become the basis of the next round of training work, so that the training work can be continuously improved.
Rule cashing is the driving force
The application of talent echelon training results needs the implementation of supporting employment policies (rules), and the rules of talent echelon training include policy guarantee and responsible subject.
Policy is the engine of talent echelon training
When the internal driving force is insufficient, the external driving force will play a key role. As an external driving force, policy guarantee can make people seek advantages and avoid disadvantages, and they are willing to taste the sweetness. In the talent echelon training project, the relevant supporting policies of human resources are not in place, and there is no driving force without an engine.
Similarly, if a leader lacks the ability as a mentor/coach and can't give effective guidance in the training process, he will lack the internal motivation of self-driving. In addition, in the cadre management policy, if it is not clear that the superior leaders must bear the responsibility of cultivating subordinates, and there is no promotion or withdrawal policy for leaders, the training process of talent echelon will be ruled out and the promotion channel after training will be blocked. At this point, the cycle of culture will be suspended due to lack of motivation.
Theoretically speaking, policies are provided by human resources department (HRM), but in the immature stage of enterprise training, the formulation and improvement of policies are gradual, and the training system needs to take the initiative to show the trainees' behavior changes and ability improvement after training, and actively formulate and improve relevant policies that are connected with HRM.
Defining the subject of responsibility is the basic condition.
In order to ensure the effect of talent echelon training, it is necessary to clarify the responsible subjects and their order (see chart 3).
Of course, the first responsible subject for cultivating grades is the "students" themselves. Students are mainly responsible for their own development. "God helps those who help themselves", who are responsible for themselves, have enough willingness to develop and awareness of learning and practice, will determine the degree to which employees' abilities are improved.
The second responsible subjects are line managers and mentors. In daily work, line managers create learning and training conditions to ensure students' learning and practice time; Tutors help students know themselves at critical times, make clear the direction, and observe, recognize and correct mistakes anytime and anywhere, so that students can take fewer detours and reduce the time of exploration.
The third responsibility subject is HRM. Human resources determine training objectives, select talents to be trained, and formulate and improve relevant policies.
The fourth responsibility subject is the training department. The training department is the operation department of talent echelon training, which is responsible for providing appropriate training, learning and training conditions, ensuring the training effect, connecting with human resources, and providing evidence for students' performance and ability improvement for effective implementation of policies; It is also necessary to provide training for leaders who are tutors and cultivate them to be good tutors/coaches.
The operation of the above elements needs to be carried out smoothly in a certain environment. The direction confirmation, process monitoring and result reporting in the talent echelon training project all need the participation of senior managers, and also need to strengthen the organizational system to support the formation of "educational culture". Culture promotes the formation of mechanism, on the contrary, mechanism will become a part of culture. The establishment of talent echelon training mechanism cannot be achieved overnight, and it needs long-term continuous accumulation and improvement.