By leveraging an integrated learning framework, organizations can develop a training and performance program that helps employees apply learning immediately, teaches workers how to share and transfer knowledge effectively, and aligns learning initiatives with overall business objectives.

Any workplace learning should first assess the competencies of current staff. Where are they in their career trajectory? What overall proficiencies or deficiencies do they have? If they are proficient, hone their competency. If they are deficient, what core competencies do they need in order to succeed in their role and within the organization?

Next, the organization should discuss the goals of learning as seen through the lens of overall organizational objectives and creating a career path. Is the project portfolio committee ready for change in project governance? Will the executive management team support overall coaching and mentoring efforts to educate employees to their level of desired learning based on career path objectives?

Transfer of knowledge

In the case of the New York State Office of the State Comptroller (NYSOSC) in Albany, the desire to build a comprehensive program for improving business analysis practices prompted the creation and execution of an integrated, strategic educational program focused on not just teaching principles, but also ensuring the transfer and sharing of best practices.

As the state's chief fiscal and accounting officer, the comptroller is a separately elected statewide official whose primary duties include managing and investing the state's cash assets; auditing government operations; paying all New York State employees; reviewing state contracts; overseeing the fiscal affairs of local governments, including New York City; and operating two of the state's retirement systems.

Business analysis center of excellence

NYSOSC had built a reputation for continually advancing project management best practices through a PM Center of Excellence (CoE). They now wanted to build a similar program directed at training, supporting and the advancement of BA teams by instituting a Business Analysis Center of Excellence (BACoE). The goal was to promote competencies, knowledge management, and enterprise analysis practices, while achieving unifying objectives for BA and PM skills areas so that there was maximum cross departmental/discipline workplace learning.

Tasked with creating a program for supporting business analysis as an organizational resource were Kevin Belden, deputy comptroller and CIO; Kirk Schanzenbach, director of the Program Management Office (PgMO); and Barbara Ash, assistant director for BA in PgMO. "When we started this endeavor, we wanted to ultimately create a workplace environment where BAs and PMs could be brought together, share best practices and work towards common goals," says Barbara Ash.

In order to ensure any learning was fixed within the organization and shared effectively, Ash points to their overall goals: "We wanted to provide a clear vision for the future of business analysis that aligns with other management initiatives, promotes a common understanding of BA process and related terminology, defines and implements a centralized BA unit to support distributed BA units for a more supportive environment, and ensures the opportunity for input by interested groups across the organization."

To support the program launch, NYSOSC kicked off the training with a two-day project workshop centered on the learning framework and targeted development of knowledge, skills, ability, and attitude. On day one, the program was introduced to senior management with a focus on developing best practices in alignment with BACoE operating standards. On the second day, frontline business analysts were brought together to ensure a common understanding of BA concepts and executive directives. After more direct instruction, BA teams worked in subcommittees to discuss the BACoE project deliverables, best practice advice, and exercised skills and competencies through coaching exercises.

Special attention also was given to evaluating and treating such problematic areas as standards and methodologies topics for the BA group. "This intensive learning experience was very well received as a serious enhancement to the traditional instructor-led effort." said Ash. "Participants also felt that it accelerated the program launch significantly compared to previous programs."

Online self-assessment

Once the CoE program was in place and training was complete, NYSOSC set up a series of workplace learning initiatives to ensure ongoing sharing of best practices and that the transfer of knowledge would continue well past the training. In line with the International Institute of Business Analysis's mission to help BAs develop their skills and further their careers, NYSOSC encourages self-assessments through a set of tools available to employees.

BAs can take an online assessment to determine their skill levels, knowledge, and competencies. There are many different types of assessments; the results can help to identify, categorize, and prioritize current practices and behaviors, as well as to analyze gaps and establish baselines for improvement. When appropriate, a targeted learning program can be developed to close those gaps and drive measurable results within the organization.

Virtual workplace learning community

One exciting area of development is the creation of a virtual workplace learning community within NYSOSC: an internal wiki to support easy, effective, and fast sharing of BA tools, methods, techniques, and language. "This internal wiki helps us gather artifacts, such as case studies, presentations, techniques, for example, that can be shared among our groups," explains Ash. "Any project manager or business analyst now will be able to reach out and find information and subject matter experts to help them solve a problem or advance their capabilities."

For example, Ash points to data flow diagramming as one example. "Someone might take a class on this technique, but now they need help applying it. They can find a best practice case study on our wiki, find out who the author is and invite them to coach or mentor them on this technique, or even ask them to watch them present the technique for critique."

NYSOSC offers quarterly community of practice sessions in a large training room and a dedicated team room for posting announcements and notifications of interest. Both rooms are open to any employee with an interest in business analysis to learn about real-world experiences and applications from others they do not necessarily work with, such as an upcoming session on agile projects. "We also offer employees special interest sessions that delve more deeply into certain topics," adds Ash.

Synch up learning with career paths

The Hanover Insurance Group (The Hanover), a leading property and casualty insurance provider based in Worcester, Massachusetts, wanted to formalize an enterprise-wide strategy for positioning the BA role as a pipeline for analytical and operational roles. In order to set up an integrated learning framework, The Hanover mapped a set of core competencies for a Future Leaders Program, which was divided into two broad career focus areas: business management and risk management. Prior to training, assessment tools were used to effectively benchmark and evaluate the progress of program participants.

Once recruited into The Hanover's two-year program, candidates were assigned to an IT or non-IT career track. At the end of the two years, the goal was to find placement for candidates in a role that allows them to continue to grow their career. To ensure participants have the skills and knowledge they need to be leaders, the Future Leaders Program guides participants through a range of learning opportunities:

• traditional instructor-led classroom curricula

• reinforcement workshops delivered in person and via webinars

• a participant forum promoting formal group interaction, including program coaches

• corporate-wide access to online reference materials

• practical, on-the-job application of new skills and knowledge

• continued mentoring after program completion.

Training at The Hanover was developed to ensure that learning and reinforcement takes place before, during, and after classroom training. Pre-course webinars create a foundation that prepares participants for specific learning events and reinforcement workshops conducted after courses further reinforce key competencies. And as university graduates progress through the program, the company's current leaders also undergo targeted learning based on position and role, which promotes consistent knowledge across the organization

Bottom line

Successful workplace learning comes down to three elements: a framework, tools, and coaching. Having an integrated, progressive learning framework that synchs up with overall organizational objectives provides a compass that shows the executive team whether employees are moving through all learning stages and how they can quickly apply and transfer knowledge.

A range of tools are then overlaid on the learning framework, which range from teacher-led, direct instruction, and simulations to video, podcasts, and on-the-job learning. In the end, training is about increasing the wealth of learning in your organization. With integrated learning and coaching for transfer of knowledge, you can save this wealth, earn interest on it, and pass it on to the next generation of learners and employees. That's an investment that pays off.

Nancy Y. Nee, PMP, CBAP, CSM, is executive director of project management and business analysis programs at ESI International, which provides thought leadership in these fields while incorporating the industry's best practices and professional advances into ESI's portfolio of related courses and services. She is certified as a Project Management Professional from PMI, Certified Business Analysis Professional from the IIBA, and a Certified Scrum Master from the Scrum Alliance.

This article is adapted from "Integrated Learning in New York State Government" published in the Summer 2010 issue of The Public Manager.