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| Title: | Talitha Corporate University & Process learning | |||
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| Date of publishing: | July 01, 2011 | |||
| Hits: | 3513 | |||
| Category: | Other content | |||
Talitha Corporate University & Process learning
The concept of corporate universities has gone through a long history of development. Historically, attached to a physical place where one went to undergo a pre-determined curriculum, the corporate university has now evolved into often a virtual network of learning processes that can change overnight to accommodate the ever-changing needs of human capital in a corporation or institution.
Categorically, and although mutually not exclusive, corporate universities can serve multiple objectives and therefore be distinguished as follows:
- Corporate universities that operate as a catalyst of the corporate message and strategy defined by management of the firm. They reinforce the message in order to align efforts executed in the divisions and departments
- Corporate universities that are drivers of change. Often when the firm is convinced or experiencing a significant change of strategy, market or competitive landscape, the corporate university is mandated with a mission to foster change, develop processes and ensure competencies in the firm to carry out that new mission. It facilitates change as determined by the management of the firm. It also encourages subsidiaries to play its role and tap into local opportunities within that umbrella strategy determine by the parent company.
- Corporate universities that operate not only to facilitate change but also drive and shape that change. These universities often become the innovative centers of the firm, spin doctors mandated to change the DNA of the firm. They become strategic partners of the board and senior management at departments and divisions. Supported by research and through involvement of the key executives in the firm they become the engine of change, innovation, competitiveness where employees see the corporate university as a place where they can develop themselves as professionals and therefore not only to gain competencies to perform better at their current job. It facilitates a structural approach to research, innovation, strategic brainstorming and acts as an ultimate business incubator.
Within the context of any of the previously mentioned university categories, each of the models has evolved, not only in terms of its strategic setting and modus operandi but in the way it brings its offerings to the relevant workforce.
Faced with increasing volatile and fast-changing environments, university offerings build around department needs, converted into fixed curricula offered at fixed times by the university, they often were behind the curve failing to anticipate on reality and actual needs. Program-based learning needs to evolve towards process-learning where the key words are ‘instant’, ‘job-oriented’ and ‘ever changing’, ‘aligned’, ‘measurable’ and ‘efficient’. In particular in an environment where employees want development initiatives from which they benefit as professionals not only as an operator of a functional profile, the choice of a university model is critical. This is particularly valid in an environment of intense talent management due to scarcity on the market and the need to facilitate the generations Y and Z who have a different view on learning and mentoring rather than pure hierarchy as a model of organizational design. Focus therefore is not only on deliverables, value creation and operational excellence but also the trajectory to get there as that often is not only more important but also more challenging.
Talitha University provides a full range of services from organizational and strategic design, operational roll-outs as well as fully-fledged development of corporate university concepts, implementation and execution. This all on a global scale and with multi-lingual capacities.