OurMicro Interactive Learning Environment (MILE) Method is based on the ISO 15704 standard.

Detail

Phase 1: Identify Key Capabilities

  1. We make use of a Business Architecture approach in unpacking capabilities/roles/skills required by the business in support of the business strategy.
  2. If using an architectural approach is new to you, join us for an Enterprise Architecture Essentials workshop 
  3. We also provide guidance on how to use the ArchiMate Modelling tool to capture your capabilities and business model canvas in the Open Source ArchiMate Modelling tool.

We make use of different techniques, including the use of the Business Model Canvas to assist us in understanding the unique contribution a job makes to the work context in your company.

You can download our Example Business Model Canvas & Business Architecture

Please Note: You would need to open the file with version 4 or later of the Open Source ArchiMate Tool.

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Phase 2: Define Skills

  1. Do workplace skills planning - if you need some assistance in this area, join us for our course on skills development planning where we teach you how to:
    • Analyse current skills and develop skills profile of the organisation
    • Define training and development needs and establish priorities
    • Develop a training and development plan
  2. Configuring Cloud-based CLMS (MOODLE) with Skills Framework aligned to enable consistent roles definitions (e.g. SFIA for ICT Skills or NICE for Cyber Security Skills)
  3. Define skills path templates for specific roles and configure MOODLE

 

Level of resource pool skills management maturity

We use a skills framework to assist with skills analysis, but not all organisations have matured to the level of using skills frameworks with tools, thus limiting the impact it can have in the organisation.

Our Virtual Learning Management is based on the MOODLE platform that allows organisations to capture skills frameworks and learning paths for individuals. 

Example Skills Framework within Moodle 

Virtual Learning Environment Skills Framework

 

Maturity Level 1: Easy to maintain Spreadsheet containing Basic Information

  1. Level 1 enables the organisation to calculate gross capacity and quantity of people allocated roles, but resource managers must be polled to find relevant resources.
  2. Basic challenges include lack of visibility into pool capabilities and the lack of consistency in pools capability due to the lack of a standard measurement framework.
  3. We also found that managers who know the resources become bottlenecks in resource allocation.

Skills Development Spreadsheet

If you don't have a learning management system in place with the capability it is still possible to do by hand, but the management is just going to be more complicated.

Click on the link below to download our example spreadsheet that relates to our previous work done within our ArchiMate Modelling Tool. 

We included steps that we explained during Phase 1: Identification and the spreadsheet can be used as a basis for creating an integrated skills plan if you don't have any other tools available to manage the skills.

click on SKILLS SPREADSHEET EXAMPLE to download the document.

The first sheet in the spreadsheet has a column with step names to explain where information is coming from and that must be completed to determine what must follow.  

Step 1 Identify roles and skills that the business needs. 
Step 2 Select a skills framework that can be used to analyse the roles identified in the Business Model Canvas. 
Step 3 Create Questions based on the selected Skills Framework that is aligned with the Business needs as captured in the Business Model Canvas.
Step 4 Create profile templates with skills and levels that will address the identified requirements within the organisation.
Step 5 Capture Skills Form 

If you need more information about how this excel worksheet can be used or need more information about how we manage skills framework on a Learning Management System, just leave your contact details or contact us directly on the phone numbers supplied.

Maturity Level 2: Skills Database containing Qualifications, Technical Skills, Competencies, Experiences

  1. Level 2 enables the drill down into resources profile to evaluate fit with requirement
    Resource pool can be searched by criteria other than name to find resources who fit the requirement.
  2. Skills database challenges include increased maintenance requirements and data quality challenges.
  3. Organisations need to report labour figures to the Dept of Labour and most tend to use the Organising Framework for Occupations (OFO) as basis and this can easily be used as basis for Skills Database. 

 The Organising Framework for Occupations (OFO)

The Organising Framework for Occupations (OFO) is a skills-based, coded classification system that captures all jobs in the form of occupations.

The classification of occupations is based on a combination of skills levels and skills specialisation which makes it easy to locate a specific occupation within the framework. 

For the purposes of identifying the OFO occupations, the following must be adhered to when identifying new occupational titles:

  1. A job is a set of tasks and duties carried out or meant to be carried out, by one person for a particular employer, including self-employment.
  2. An occupation is a set of jobs whose main tasks and duties are characterised by a high degree of similarity (skill specialisation).

 

SOURCE: GUIDELINES: ORGANISING FRAMEWORK FOR OCCUPATIONS (OFO) 2013

Maturity Level 3: Competency Framework for better quality pool management, sourcing and resource allocation

  1. Level 3 enables the development of competencies beyond skills and training and also the use of the framework as an evaluation standard.
  2. Benefits include the allocation of people with both technical skills and behavioural attributes and also improve the recruitment and selection, training and development, performance management, succession planning and career pathing of personnel.
  3. Framework challenges include increased maintenance requirements, specific training on the use of the framework and extensive change management.
  4. Join us for our skills development planning course we teach you how to define your own competency framework and how to configure it on Moodle.

 

 

The Skills Framework for the Information (SFIA) guide is very useful in understanding how organisations can leverage information management resources. The SFIA framework is available online at SFIA-ONLINE.ORG.
The skills SFIA framework is focused on standardising roles in the organisations that are responsible or accountable for all aspects of information management.  
We are also using the SFIA in our examples due to completeness and relevance of the skills and the ease of use of using the skills within the organisation.
 

Phase 3: Design Curriculum

  1. We follow an outcomes-based approach to training with a strong focus on learning by doing with the emphasis on the results of learning (outcomes).
  2. Training course designs are aligned with the skills paths and requirements defined in Phase 2.

The Dreyfus five-stage model

In the novice stage, a person follows rules as given, without context, with no sense of responsibility beyond following the rules exactly. Competence develops when the individual develops organising principles to quickly access the particular rules that are relevant to the specific task at hand; hence, competence is characterised by active decision making in choosing a course of action. Proficiency is shown by individuals who develop intuition to guide their decisions and devise their own rules to formulate plans. The progression is thus from rigid adherence to rules to an intuitive mode of reasoning based on tacit knowledge.

In the fields of education and operations research, the Dreyfus model of skill acquisition is a model of how students acquire skills through formal instruction and practice. Brothers Stuart and Hubert Dreyfus proposed the model in 1980.

 
 

Phase 4: Micro Learning Course Development

Training material can be developed for delivery in different formats and still be managed in our learning environment.

Phase 5: Operate Learning Environment

  1. Train managers and mentors on how to use the CLMS to track progress of delegates on achieving defined skills path outcomes

  2. Provide CLMS administration services and assistance to course creators and mentors in uploading new content and assigning open badges on the achievement of outcomes

  3. Provide reporting and hosting service for environment on ongoing basis