COVER STORY – By Anna Petersen, M.Ed., and Marcos Carreras, Ph.D.
Having the right skills keeps teams competitive
In today’s dynamic business landscape, the need for upskilling is more critical than ever. The rapid advancement of technology and the evolving demands of the pharmaceutical, medical device and biotech industries have made it imperative that organizations ensure their teams are equipped with the right skills to stay competitive.
One of the critical steps in this process is conducting a gap analysis to identify the areas where upskilling is necessary.
In this article, we will delve into how a gap analysis process was performed within Sanofi, focusing on the need for upskilling, the unknown gaps and needs of individuals in current roles and the prioritization of training on skills that have the most significant impact. We will also discuss the outcomes of our process.
Upskilling is a strategic initiative that often begins with recognizing the need for improvement. However, this need may be acknowledged but not formally documented or prioritized in many organizations.
To address this, it is essential to start by formalizing the need for upskilling within the team or organization. This can be achieved by having the buy-in from leadership; when leadership endorses the need for upskilling, it sends a clear message that skill development is a priority.
We recognized a need for a more straightforward path for our organization that targeted the specific skills our team relies upon day to day. Our process began with a project proposal that included the scope, deliverables and timelines. The proposal was presented to the head of our department for review and approval. Once we got the “go-ahead,” we began the work.
Discovering Unknown Gaps and Individual Needs
To conduct a practical gap analysis, it’s crucial to identify known and unknown gaps in the skills and competencies of team members. While some gaps may be apparent, others may require a more in-depth discovery process. This involves engaging with stakeholders and leaders within and outside the immediate team.
During this discovery phase of our project, a list of currently applicable competencies and related skills was compiled. This list serves as a foundation for the gap analysis, allowing a comparison of the existing skills of team members with the skills required for success in their roles aligned with the organization’s goals.
Leveraging Existing Data-Gathering Processes
Human resources often plays a pivotal role in upskilling initiatives, as they oversee performance management and skill development. Many organizations already have processes in place for gathering data on employee competencies.
For instance, HR departments use software to conduct annual or semi-annual self-assessments to calculate competency proficiency. The data from these broad-reaching self-assessments often reflect the health of the organization’s capabilities and are less targeted to role-specific skills.
Understanding a more focused analysis would provide the specific skills; we endeavored to understand what competencies are evaluated through the self-assessments, complete a full review of these competencies and confirm our project would not duplicate efforts of the existing competency evaluation initiatives. Therefore, we spoke with different stakeholders to seek alignment and ensure cohesion.
As part of our gap analysis process, we aligned with Sanofi’s competency framework and used it as the foundation to build our strategy.
The competency self-assessment information from the HR application was reviewed. Data collected through these self-assessments and manager assessments provided valuable insights into the current skill levels of team members. The data provided a baseline for identifying gaps and areas where upskilling is needed. Lastly, we gathered external resources such as benchmarking reports, to be aware of industry trends.
Data-Gathering Activities
With a clear understanding of the need for upskilling, a list of competencies and access to existing data, the next step was to plan data-gathering activities. This included creating a communication plan to be approved by leadership, which would make certain that all team members were aware of the upcoming need for their participation in the project.
For a comprehensive analysis, the survey was sent to all members of our team and we achieved a response rate of 80%. During the interview phase, we interviewed a representative sample of the team, covering all roles and therapeutic areas. In our process, roughly 40% of our group was interviewed, providing a balanced and insightful perspective.
The survey was partitioned to reflect a person’s job role and the associated competencies aligned to each role. Managers were asked to complete surveys reflecting their thoughts on their direct reports’ competency needs and requirements.
Analyzing the Data
Once data was gathered, our strategy to understand and interpret this information became twofold. First, analyze the data alone without bias from benchmarking reports or internal global self-assessment statistics. Understanding how the data reflected the team’s composition, goals and success in role centered the data analysis to begin constructing the story.
Next, the external benchmarking resources and the self-assessment results were used as validation of our team data. Again, it was important to continually check for bias using external data and the general self-assessment information from HR. Second, we used compounded data analytics to determine how to offer guidance moving forward. Part of the deliverables we initially proposed was a suggested plan for upskilling the team in the current and future years.
Moreover, by having a global data set showing the top skills with proficiency gaps, our data can be used for comparison in yearly changes in competencies and skills, and for use in a talent database.
Presenting Results and Stakeholders’ Follow-Up Plan
Once the data was gathered and analyzed, the final step in the gap analysis process prioritized training on skills that will have the most significant impact. Prioritization was carefully considered as to support the organization’s strategic goals and the team’s specific needs.
Like many teams in an organization, there are teams within teams. Recognizing that sub-teams do not always need the same skills for job success, we focused on finding the skills that could be addressed across multiple competencies –transversal skills.
One of our objectives was to provide a readout of possible areas of opportunities reflective of the individuals on the team, the sub-teams and the whole team. As one of our deliverables, we used the data from our surveys, interviews, resources and HR to inform our stakeholders of the essential competencies and skills needed across the team – the biggest “bang for the buck.”
A “start/stop/continue” recommendation slide also offered suggestions for moving forward. These suggestions aligned with the organization’s strategic imperatives, our team’s yearly goals and individual development plans.
Additionally, we recommended regular one-on-one meetings between managers and their direct reports for development planning, determining personal skill gaps and creating more awareness of the day-to-day skills needed in role.
The final presentation of findings to our primary stakeholders explained the data gathering, the analysis and the results. After the readout, an action plan was developed for the remainder of the current year and a commitment to continue skill-building in the next year. Leadership gained a firm commitment from the entire team for the action plan.
Conclusion
In conclusion, the gap analysis process for upskilling is a systematic and thorough approach that begins with formalizing the need for skill development and involves discovery and collaboration with stakeholders. The approach leverages existing data-gathering processes, confirms interdepartmental coordination, develops data-gathering activities and ultimately prioritizes training on the most impactful skills.
By following this process, organizations can ensure that their teams remain adaptable and competitive in an ever-changing business environment.
Anna Petersen is associate director, learning & development, Sanofi Specialty Care. Email Anna at anna.petersen@sanofi.com or connect through linkedin.com/in/anna-petersen-m-ed-aa99517.
Marcos A. Carreras, Ph.D., is an industrial organizational psychologist and senior manager, SPC commercial training, for Sanofi. Email Marco sat marcos.carreras-vargas@sanofi.com or connect through linkedin.com/in/marcoscarreras.
