In-House Academy Maturity Scan
There are many views to interpret your internal academy. The maturity of an organization stands in reciprocity with the maturity of its academy; they develop and influence each other. Our academy builders palette includes the Acadrome, the Academy reference and organizational development model, which uses the  EFQM® and Spiral Dynamics® standards. An Acadrome analysis - from a simple game of cards to an extensive assessment - shows in which development stage your training function is and along which development paths your in-house academy can best continue to grow.

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What is the potential of your training function? Do the Quick Scan

Curious about the 'maturity' of learning within your organization? Then a complete Acadrome survey can prove to be of great value. This requires a substantial financial investment. The midi-Acadrome below requires only a modest time investment of 10-15 minutes and already gives a result that gives food for thought.

Your name *
Your organization and/or role in the organization
How many co-workers counts your organization?
Your Email (to send you the report) *
HOW DOES IT WORK?
Rate each of the sixteen texts by a percentage from the list below. Do so intuitively; the texts are a very strong compression of the official, more differentiated Acadrome survey.
  • 0%   = not identifiable, not applicable
  • 20% = we have made policy for this
  • 40% = applicable to a limited extent
  • 70% = we do, largely applicable
  • 90% = we do this and we evaluate it
  • 100% = we do this and we improve it regularly
1. Training is one of the many HRM disciplines in which the organization must be supported. The academy performs a traditional function within the organization and maintains limited contact with traditionally customary parties such as HRM , and of course with employees who have a training need. *
2. The academy has its own identity and has a 'leading' working location. It can count on priority if there is a need for ICT support, for example. The academy is intended to achieve economies of scale, standardization or other ways that contribute to greater efficiency and manageability of the parent organization. The academy is recognized as a strategic program and enjoys the attention of the senior management and key staff managers. There is regular contact with all holders of training budgets in the organization. *
3. The academy promotes and supports the integral communication of organizational policies and has access to professional, modern, innovative tools, media and channels. It structurally involves 'meemakers' from the parent organization in its operations. The academy is building an open learning community of meeting places - physical and digital - in which 'meemakers' and employees can share knowledge and experience. The academy's employees know their clients and suppliers and their needs and consult with them regularly on these matters. *
4. The academy is intrinsically involved in the innovative support of all policy change and development aspirations of the parent organization. The academy takes care of building on the status of Learning Organization that the parent organization is increasingly achieving. The academy provides, through conferences and other interactive communication media, together with stakeholders, the policy dialogue within the parent organization and is completely interwoven with policy bearers within, and partners outside, the parent organization. *
5. The academy's training offerings include basic courses and specific requests from employees. The design of the learning products is largely based on the offerings of external course providers. *
6. Learning products are intended for the acquisition of competencies (knowledge, skills, behavior). In the offer of the academy every employee can find something that fits his or her functioning. Attendance is mandatory and a condition for successfully completing the course. Follow-up and translation to work practice is primarily the responsibility of the student. Internal or external 'preferred suppliers' are used to guarantee quality. *
7. The academy offers clear learning lines for specific target groups and their professional ambitions. The learning offerings include customization and address multidisciplinary teams, departments and project groups. The learning paths focus on transfer to the work floor and to colleagues (training on the job, coaching, intervision, management involvement). Learning paths are linked to the implementation of policy, departmental or personal goals, and by definition include the casuistry of the participant(s). The academy has a wide range of activities for 'lifelong learning and development', such as knowledge cafes and other new forms of learning. *
8. The learning messages of the academy are also policy messages and are therefore also expressed through other media and to adjacent stakeholders. The principle "for and by employees" has become implicit and even involves parties outside the organization. The academy advises and supports senior management on policy implementation and is designer and director of management and organizational development programs. The academy oversees sustainable growth in development and innovation processes in the parent organization. The line organisation has the expertise to set up its own learning processes. The academy advises and guides where necessary. *
9. The academy's work process consists primarily of "responding to training demand" and "advising on an appropriate training provider. The academy representatives provide their services within the framework of their assigned function. *
10. The academy processes are supply oriented. The logistics around the development, procurement and delivery of learning trajectories are procedurally defined and translated into tasks and roles. Clients/participants can search a catalogue/calendar of learning products. Information supply within the academy is periodic and clear, so that existing and new team members can adequately perform their tasks. All academy staff have and follow a personal and a team development plan. *
11. Academy staff think and act primarily in a process-oriented manner. All actions from the learning request to the evaluation are contained in a customer-oriented cycle. The participant/principal can submit his own training request. In consultation with those involved, this will be translated into an appropriate learning trajectory. The responsibility for learning lies with the participant/team and their supervisor. The employees and co-workers of the academy are largely self-managing and work constructively together in varying team contexts. They are supported and coached in their personal and professional development. Mistakes are allowed, as long as they are learned from. Cooperation with partners inside and outside the parent organization is partly based on a high degree of trust and mutual commitment. *
12. In the connection between the academy and its parent organization, the excellent integral performance of learning and development processes is central. Learning and development has become the primary process. Almost all learning products can be purchased via "self service". The academy processes are largely identical to the similar processes in the parent organization. They are designed in such a way that they maintain and renew themselves. The academy is staffed by professionals who operate in open networks. In fact, every employee of the parent organization is a co-maker of the academy. In its communication and decision-making, the academy uses the principle of advancing insight, and the leaders of the parent organization have adopted this principle. New academy services can emerge anywhere within and outside the parent organization, and from changing "opportunity coalitions". *
13. The academy accounts on the basis of budgeted and spent training days and funds per employee. The academy reporting is done mostly verbally and is, well, a plea for its existence. *
14. Policy makers are a major determinant of the academy's offerings. The academy knows the budget holders, the principals, and the various job families. Training results are labeled as good if the principals involved are satisfied with them. The (settlement) costs of each training product are known. The academy has insight into the training budgets and manages them for its clients. The academy systematically reports a set of key figures, mainly focused on the finances and on the (logistics of the) training processes. *
15. The academy has a clear policy mandate from the top. The academy stakeholders (clients, co-makers, customers, participants) determine the development objectives for the parent organization and the corresponding learning trajectories. The academy knows and assesses the training plans of its customers, bases its proactive planning on them and evaluates the achieved learning effects. The valuation of learning trajectories is based to a large extent on the reflections of participants and other stakeholders. Senior management is interested in the relationship between learning processes and the quality of internal communication and cooperation. *
16. Most ideas for future learning are born out of dialogues with enthusiastic experiencers. Having learned something is an outcome in itself. As learning and working become more and more intertwined, the realization of advancing insight into work practice is one of the most important academy results, albeit not easily reported. Sustainably maintaining learning and development is an integral part of the performance criteria of leaders in the organization. Through cross-fertilization of practices and measures, the academy indicators have been integrated into the parent organization's key figures. *
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