Abstract:
An exemplary embodiment of the invention relates to a method and system for creating and implementing a personalized training program. The method includes receiving a request to generate a personalized training program by a user; retrieving feedback surveys associated with the user; assessing the user&#39;s knowledge relating to leadership competencies, working environment, and leadership approaches; generating a training plan for the user in response to the feedback surveys and user&#39;s knowledge; and tracking the user&#39;s progress relating to said training plan.  
     The invention also provides a method for directing a user to online resources for resolving specific problems. The invention further enables a user to develop a long term career development plan and receive automatic email alerts relating to new and existing resources according to the user&#39;s interests and career plans.

Description:
BACKGROUND  
         [0001]    This invention relates generally to computer-based training, and more particularly, the present invention relates to a method and system for diagnosing, creating, and implementing personalized training programs and providing related training services over an electronic network.  
           [0002]    Online education has become a popular form of learning, particularly for individuals who are remotely located from a particular university or corporate training center, require a self-paced program, or are physically disabled. In one application of Internet-based training (or digital learning), subject materials are presented simultaneously to groups of students in virtual classrooms. Virtual instructors coordinate the lessons and present content while students interactively participate and conduct threaded discussions among one another. Testing is provided online, and assessments and feedback are later provided.  
           [0003]    Another application of Internet-based training (IBT) is known as “self-paced instruction” or “e-learning”. E-learning is anywhere, anytime self-paced online instruction. This delivery option offers interactive Web-based instruction in different formats, such as text, graphics, spreadsheets, streaming audio and/or video, etc. Multi-media courseware can be acquired via the World Wide Web where interested students can choose from comprehensive ‘certification programs’, single subject courses, or even ‘just-in-time’ modules which target narrowly tailored, mission-critical, and time-sensitive topics. Just-in-time training allows business managers to instantly link specific employee training to real business problems.  
           [0004]    A growing number of businesses are discovering the advantages of online education in the workplace. IBT provides a cost-effective and convenient means to qualify employees for particular jobs. IBT can save time and money and maximize businesses&#39; training investments by eliminating the travel necessary to attend training facilities. More businesses today are consolidating and standardizing their training programs and presenting them online. These new online programs continue to be fueled by new and innovative technology that enhance the administration, execution, and tracking of the programs such as calendar, workflow, and messaging tools.  
           [0005]    Specific solutions known to exist in this area include vendor-authorized training programs, individual and group training programs, as well as courseware development and technical assistance provided by online applications service providers (ASPs). Content delivery may occur via an Intranet or Internet medium and services may include hosting the server for the customer. Open content delivery tools include computer-based training, Internet-based training, Web-based training, distance learning, multimedia, CD, synchronous and asynchronous delivery tools. The individual or organization to be trained registers for these training sessions and the course content is delivered by the ASP over the World Wide Web. The ASP handles student enrollment, online payment, course grading and student feedback over the Web as well.  
           [0006]    While the above solutions may provide some enhanced features over the prior art, they unfortunately leave much to be desired. Many are simply “one size fits all” training plans offering virtually identical training for all learners. While one trainee may receive some measurable benefit from a particular program, another trainee may receive very little or no benefit due to the variant needs and existing skill levels of each trainee. Sifting through catalogs of topics and deciding which course to select requires a broad-based understanding not only of the current business climate, working conditions, and company goals, but also the trainee must also be able to look inward at his/her strengths, weaknesses, and shortcomings in an objective manner. Further, the trainee must be able to prioritize among the various courses or topics and select those which are most valuable to that trainee&#39;s position at a particular point in time. An ongoing ability to re-prioritize the direction of the training plan is essential to account for industry fluctuations, changing market conditions, new technologies, and company needs.  
           [0007]    What is desired, therefore, is a method and system for creating and implementing a personalized training program for a user taking into account the user&#39;s interests, skill level, company needs, and other relevant data.  
         BRIEF SUMMARY  
         [0008]    An exemplary embodiment of the invention relates to a method and system for creating and implementing a personalized training program. The method includes receiving a request to generate a personalized training program by a user; retrieving feedback surveys associated with the user; assessing the user&#39;s knowledge relating to leadership competencies, working environment, and leadership approaches; generating a training plan for the user in response to the feedback surveys and user&#39;s knowledge; and tracking the user&#39;s progress relating to the training plan. The invention also provides a method for directing a user to online resources for resolving specific problems. The invention further enables a user to develop a long term career development plan and receive automatic email alerts relating to new and existing resources according to the user&#39;s interests and career plans. 
       
    
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0009]    Referring now to the drawings wherein like elements are numbered alike in the several FIGURES:  
         [0010]    [0010]FIG. 1 is a portion of a network system upon which the training services tool is implemented in an exemplary embodiment;  
         [0011]    [0011]FIG. 2 is a computer screen window illustrating an exemplary main menu screen for initiating the problem resolution, personalized training, and long term career development features of the training services tool;  
         [0012]    [0012]FIG. 3 is a flowchart describing the process of accessing online resources for specific problem resolution and related information in one embodiment of the invention;  
         [0013]    [0013]FIG. 4 is a flowchart describing the personalized training tool processes of the training services tool for creating and implementing a personalized training program for a user in a second embodiment of the invention;  
         [0014]    [0014]FIG. 5 is a computer screen window depicting an exemplary list of action items directed to a user for completion as a prerequisite to attending a learning lab;  
         [0015]    [0015]FIG. 6 is an exemplary listing of the working environment elements and sub-elements used by the training services tool;  
         [0016]    FIGS.  7 A- 7 D describes an exemplary listing of defined leadership competencies adopted by a business enterprise and used by the training services tool;  
         [0017]    [0017]FIG. 8 is a computer screen window depicting an exemplary online profile generated by the training services tool for ranking a user with respect to comparative leadership competencies;  
         [0018]    [0018]FIG. 9 is a computer screen window depicting a sample personalized training plan generated by the training services tool;  
         [0019]    [0019]FIG. 10 is a flowchart of the long-term career development process for creating and implementing a personalized technical and/or leadership career plan;  
         [0020]    [0020]FIG. 11 is a computer screen window depicting an exemplary training services tool questionnaire for establishing a user&#39;s current business conditions;  
         [0021]    [0021]FIG. 12 is an exemplary impact matrix for analyzing the impact of a user&#39;s leadership approaches on a respective business working environment; and  
         [0022]    [0022]FIG. 13 is a computer screen window depicting a sample personalized long-term career development plan generated by the training services tool.  
     
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT  
       [0023]    In an exemplary embodiment, the training services tool is implemented via a network system such as that depicted in FIG. 1. Although not necessary to realize the advantages of the present invention, system  100  may be part of a wide area network in which different geographical locations are interconnected, either by high-speed data lines or by radio links, interconnecting hundreds of workstations at widely disparate locations. In the simplified diagram of FIG. 1, system  100  includes a business enterprise  102  operating in a client/server architecture model. Business enterprise  102  comprises a server cluster  104  and data storage device  118  connected through network  112  to client systems  106 ,  108 ,  110 , and  111 . Client system  106  represents a trainee (also referred to as ‘user’, ‘employee’, or ‘manager’) of business enterprise  102 . Client system  108  represents a peer of the trainee of client system  106 . A peer is generally a colleague or co-worker of the trainee and is typically an individual working at the same or similar organizational level as the trainee. Client system  110  represents a direct report or subordinate (also referred to as ‘work group member’) of the trainee of client system  106 . Client system  111  refers to a supervisor (also referred to as ‘superior’ or ‘trainee manager’) of the trainee of client system  106 . It should be noted that any number of client systems may be utilized by business enterprise  102  and that each trainee may have multiple peers and direct reports each of whom are operating a client system. For purposes of illustration, only one trainee client system  106  is shown, as well as a single peer client system  108 , direct report client system  110 , and a supervisor client system  111 . Each of client systems  106 ,  108 ,  110 , and  111  may comprise a personal computing device such as a desktop, laptop, or other similar apparatus known in the art. The term “business enterprise” refers to the organization implementing the training services tool of the invention.  
         [0024]    Network  112  may comprise a LAN, a WAN, or other network configuration known in the art. Further, network connections may include wireless technology, radio-based communications, telephony-based communications, or a combination of the above. For purposes of illustration, however, network  112  is a LAN Intranet. Access is limited to internal devices and applications through firewall  122 , which protects business enterprise  102  from unauthorized access. Firewall  122  may employ encryption and SSL technologies for securing the data utilized by business enterprise  102 .  
         [0025]    Business enterprise  102  is running suitable multi-platform supported server software for creating secure, interactive Internet and Intranet applications, and which allows information in data storage device  118  to be presented to end users or client systems via replication capabilities. For purposes of illustration, business enterprise  102  is running Lotus Domino (TM) as its server software. Domino (TM) has been selected for its object-oriented design features. Business enterprise  102  executes the training services tool, among other applications via one or more servers of server cluster  104 , client systems  106 ,  108 ,  110 , and  111 , or a combination of the above. Business enterprise  102  is also running a groupware application such as Lotus Notes (TM) which allows client systems to access information through it replication capabilities provide e-mail services, and supports a secure intranet/extranet architecture.  
         [0026]    Data storage device  118  resides within intranet  112  and may comprise any form of mass storage device configured to read and write database type data maintained in a file store (e.g., a magnetic disk data storage device). Preferably, data storage device  118  is configured to support an object-oriented architecture. Data storage device  118  is logically addressable as a consolidated data source across a distributed environment such as network system  100 . The implementation of local and wide-area database management systems to achieve the functionality of data storage device  118  will be readily understood by those skilled in the art. Information stored in data storage device  118  is retrieved and manipulated via one or more servers of server cluster  104 . Server cluster  104  is a combination of Domino (TM) servers which allows business enterprise  102  to maintain up-to-date training materials, trainee data, competency data, and other information in a real-time environment through its replication features. Servers in server cluster  104  share information with each other, as well as with client systems, storing the most current data for access by user systems.  
         [0027]    Client systems  106 ,  108 ,  110 , and  111  may access server cluster  104  via Lotus Notes (TM)—compliant software located on client systems  106 ,  108 ,  110 , and  111 . Software may be Lotus Notes (TM) although it is not necessary in order to realize the advantages of the present invention. For example, client systems  106 ,  108 ,  110 , and  111  may operate web browser software in order to perform the functions necessary via the training services tool described herein.  
         [0028]    Databases associated with data storage device  118  include a feedback database  130 , a training module database  132 , and a competencies database  134 . These databases are accessed by the training services tool in order to implement activities described herein. Feedback database  130  stores surveys and survey responses received from client systems  106 ,  108 ,  110 , and  111  related to information requested via the training services tool concerning a trainee. This information may be in the form of online questionnaires and/or surveys and may include any data desirable by business enterprise  102 . Training module database  132  stores resources utilized by users or trainees of the training services tool including condensed text-based and/or graphic information conveying the high points of a topic (also referred to as ‘quickviews’), a series of real-life or fictitious examples to illustrate the topic as applied to a situation (referred to as ‘quickcases), simulation materials that provide interactive peer-to-peer practice sessions directed to a specified topic whereby the user can assess his/her ability to solve a problem or handle a situation (referred to as ‘simulators’), and any other type of learning tool desired by the business enterprise. These training materials may be generated by the business enterprise or may be commercially acquired products. Competencies database  134  houses information acquired from consulting groups relating to areas of business which are critical or regarded as most important to the business for its success. The competency categories or areas may be defined by the business or outside consulting group and developed as an ongoing business plan. The competencies selected each comprise one or more associated behaviors that further define the competency. For example, the ‘straight talk’ competency  704 , shown in FIG. 7C, includes behaviors such as honesty, integrity, and candor. Eleven competencies have been selected for illustrative purposes and are listed and described in FIGS.  7 A- 7 D.  
         [0029]    A replica of a selected database is made available for client systems  106 ,  108 ,  110 , and  111  via Intranet  112  as necessary. Additionally, applications running on server cluster  104  may be programmed to systematically conduct scheduled replications, whereby database replicas are temporarily stored in a queue awaiting replication (not shown). Replications may be scheduled by business enterprise  102  as frequently as desired in order to provide access to the most current up-to-date information.  
         [0030]    The training services tool includes Lotus Notes (TM) databases that reside on data storage device  118 . Data storage device  118  resides within enterprise&#39;s  102  intranet  112 . Since it is within intranet  112 , it is accessible to all of enterprise&#39;s  102  employees who have proper access permissions. These database can be replicated to portable devices, such as laptop computers, PDAs, etc., allowing access to information while traveling. Many replicas may be necessary and will depend upon the number of authorized systems. Enterprise  102  is also executing email software via the Intranet as well as any internal applications desired in order to receive email notifications from administrators concerning new training materials or courses available, as well as for transmitting surveys to appropriate client systems.  
         [0031]    A framework for the flow of information associated with the implementation of the problem resolution feature of the training services tool is described in FIGS. 2 and 3. In one embodiment, an employee of business enterprise  102  accesses the training services tool because of a need for immediate assistance relating to a specific problem. For example, the employee is a manager for business enterprise  102  who has received information that a key employee who reports to this manager is considering leaving the company for another opportunity. The manager accesses the problem resolution feature of the training services tool at step  302  by selecting “Solve a problem” ( 202  of FIG. 2) from the menu choices provided. The main menu screen  200  of FIG. 2 may display a changeable “tout” with illustrations (not shown) for highlighting new company policies, informing users of issues of concern, business trends, and other useful information. A submenu screen (not shown) is presented at step  304  which allows the manager to initiate a key word search utilizing a search engine, select from an index of general subject matter topics, or view an alphabetical listing of individualized topics. If the user wishes to use the search engine, the user enters one or more search terms in the space provided on the submenu screen (not shown) at step  306 . Once entered, the tool searches training module database  132  of data storage device  118  at step  308  looking for the term(s). If the term is not found (step  310 ) the user is returned to the previous screen (step  306 ) for allowing additional searches to proceed. If the term is found, then flow proceeds to step  312  where the topic(s) incorporating the search term(s) is/are provided for the user along with a link to the resource materials. At step  314 , the user selects the desired topic and the tool retrieves the materials from training module database  132  of data storage device  118  at step  322  and presents it to the user at step  324 . Once the user has reviewed the materials, he/she is directed in one of several directions including returning back to the topics list (where multiple topics were found in the database relating to the search term(s)) at step  326 , conducting a new search at step  330 , or ending the search entirely at step  332 .  
         [0032]    If the user instead wishes to select from a complete list of individual topics that are available for perusal rather than use the search engine, the user selects the individual topic listing from the submenu at step  304 , and reviews the alphabetized listing of topics presented by the training services tool. The user then selects a topic from the individual topic list at step  320 . The requested materials are retrieved at step  322  and presented to the user at step  324 . One or more of steps  326 - 332  may be repeated as desired by the user. The information may be presented to the user in the form of quickcases, quickviews, simulators, or other modalities. Examples of individual topics may include ‘Motivation’, ‘Rewards and Recognition’, ‘Identifying Future Leaders’, ‘Mentoring’, and ‘Giving and Receiving Feedback’.  
         [0033]    Alternatively, a user may wish to find a topic by general subject matter. The user selects ‘general topics list’ from the submenu at step  304 , whereby a list of general topics are presented to the user at step  316 . The user may select the appropriate general topic and a list of individual topics relating to that general topic are listed below it at step  318 . The user may then select an individual topic at step  320  and the resource materials are retrieved at step  322  and presented to the user at step  324 . Again, one or more of steps  326 - 332  may be repeated. An Employees&#39; within which the above individual topics ‘Motivation’ and ‘Rewards and Recognition’ are categorized, and ‘Career Management’ within which the above topics ‘Identifying Future Leaders’, ‘Mentoring’, and ‘Giving and Receiving Feedback’ are categorized. Each topic listing, regardless of the mode of search, includes an associated modality; that is, each topic is listed along with its corresponding mode of presentation. As indicated above modes of presentation may include quickviews, quickcases, simulators, as well as virtual group instruction and live classroom lectures.  
         [0034]    Another feature of the training services invention includes the personalized training tool which allows each individual trainee to gain insight about his/her existing business skills and/or abilities from a variety of sources in order to prepare to attend a training lab or professional development class (also referred to as ‘learning lab’) scheduled by business enterprise  102 . Many times an employee&#39;s self-perceptions are not mirrored by his/her colleagues and subordinates. The personalized training tool of the invention enables an employee to acquire candid, pointed information regarding his/her current competencies as perceived by peers, direct reports, and superiors resulting in an useful, three-dimensional point of view. Additional information about the leadership approaches used and the working environment created is provided by self analysis and feedback from the manager&#39;s direct reports. This information is then processed by the training services tool, and combined with the trainee&#39;s own data relating to his/her interests and goals resulting in a comprehensive and personalized training plan that targets the employee&#39;s weak areas while taking into account personal interests and career goals.  
         [0035]    [0035]FIG. 4 describes how the personalized training tool generates and implements a personalized training program for a user. A user interested in this option selects “Develop You” ( 204  of FIG. 2) at step  402  either from the training services tool icon on the user&#39;s desktop or through the program tool listings. A main window (not shown) is then presented at step  404  whereby the user is directed to provide personal information such as name, position, title, etc. Throughout this process, the tool will display an approximate time for completion of the questions so that the user may accommodate this time. The tool checks the currency of the user&#39;s data in the system at step  406  and initiates surveys for gathering information required by the tool where the data are not current at step  408 . The user may identify appropriate recipients for these surveys whereby the tool generates and transmits the survey via email to each recipient. Recipients typically include the user&#39;s supervisor, peers, and direct reports. Online surveys may consist of several dozen questions that require each recipient to rate the trainee in different skill areas relating to user&#39;s leadership abilities. The recipients respond to the request and send the surveys to an administrator of enterprise  102  by clicking a reply option. The surveys are then recorded, compiled for each trainee, and stored in feedback database  130 . If not already completed, a pre-learning lab questionnaire is then presented to the user at step  410  listing the following four questions relating to the user&#39;s current knowledge level whereby ‘XYZ’ refers to business enterprise  102 , the user&#39;s employer.  
         [0036]    (1) How well do you know the XYZ leadership approaches shown to have a significant impact on the organization&#39;s working environment? 
         [0037]    () I know the behavioral indicators of the approaches and which approaches to use depending upon the situation. 1a  
         [0038]    () I can describe the approaches and I know that they have a significant impact upon the organization&#39;s working environment. 1b  
         [0039]    () I don&#39;t know or can&#39;t remember the leadership approaches. 1c  
         [0040]    (2) How well do you know the working environment elements that XYZ uses to help leaders improve business results and focus on the use of optimal leadership approaches (these elements have been shown to have a significant impact on bottom line business results)? 
         [0041]    () I know the behavioral indicators of each element and how my actions influence my work group&#39;s working environment. 2a  
         [0042]    () I can describe the elements and I know that they have a significant impact upon business results. 2b  
         [0043]    () I don&#39;t know or can&#39;t remember the working environment elements. 2c  
         [0044]    (3) How well do you know the XYZ coaching model? 
         [0045]    () I use it and can teach it to others. 3a  
         [0046]    () I understand the key components and have tried the model. 3b  
         [0047]    ( ) I don&#39;t know or can&#39;t remember the components. 3c  
         [0048]    (4) If asked to give a ten-minute presentation to a group of new employees concerning XYZ&#39;s global e-business strategy, could you do so with almost no preparation? 
         [0049]    () Yes  
         [0050]    () No 4a  
         [0051]    When the user clicks on one of the three answer choices a sliding screen, window, or appropriate feature appears beneath the choice with a response. Sample responses are provided below.  
         [0052]    1b Because the learning lab depends heavily on your understanding of the leadership approaches, I recommend that you review the leadership approaches and approaches impact on working environment quickviews and take the short diagnostic quizzes to verify to yourself that you know these approaches well enough to participate effectively. I also recommend that you complete the approaches scenario in the leadership simulator. Would you like to go to one of these now (each quickview will take about ten to fifteen minutes, the simulators will take fifteen to twenty minutes)? 
         [0053]    () Yes, quickview  
         [0054]    () Yes, simulator  
         [0055]    () Not now, ask again next time  
         [0056]    1c Because the learning lab depends heavily on your understanding of the leadership approaches, I recommend that you study the leadership approaches and approaches impact on working environment quickviews and take the short diagnostic quizzes to verify to yourself that you know these approaches well enough to participate effectively. I also recommend that you complete the approach scenario in the leadership simulators. Would you like to go to one of these now (each quickview will take about 20-30 minutes, the simulator will take 15-20 minutes)? 
         [0057]    ( ) Yes, quickview  
         [0058]    () Yes, simulator  
         [0059]    () Not now, ask again next time  
         [0060]    2a Because understanding the working environment elements will be important to your contribution to your success in the upcoming learning lab, do you want to take a short quiz to verify to yourself that you know these elements well enough to participate effectively in the lab? 
         [0061]    () Yes, diagnostic  
         [0062]    () Yes, simulator  
         [0063]    () No  
         [0064]    () Not now, ask again next time  
         [0065]    4a (For ‘no’ and ‘not sure’: The work you will be doing in the learning lab focuses on improving your working environment to achieve business results. Our business today is in the context of global e-business. It is, therefore, important that you have a working knowledge of XYZ&#39;s e-business goals and strategy. You can learn the basics by reading (‘name of resource here’).)  
         [0066]    Based upon the results of these four questions, the training services tool develops an action item listing of required, recommended, and user-requested activities at step  412  as illustrated further in FIG. 5. For those users who are determined to require no actions be undertaken, an advanced topic may be suggested by the tool if desired.  
         [0067]    At step  414 , the tool analyzes the survey results, comparing and ranking the user&#39;s scores with those of other individuals in his position or a similar position.  
         [0068]    At step  416 , the tool creates an online profile for the user based upon all of the above information and presents it to the user. A sample computer screen illustrating a profile is shown in FIG. 8. An online profile ranks the user&#39;s job proficiency with that of his/her peers in order to provide insight as to the user&#39;s comparative skill level. This information may be useful in that it can be used as a baseline for future goal setting and progress tracking. The tool looks at the user&#39;s percentile ranking as compared to his peers with respect to each of the eleven competencies surveyed by accessing feedback database  130 . For each of the eleven competencies in which the user ranked greater than or equal to the fiftieth percentile (step  418 ), the tool responds that no further lab pre-work is necessary at step  420 , although there may be a strong recommendation to build upon strengths and not just to overcome shortcomings. Additionally, the tool may recommend an advanced topic for review or suggest a topic which may be of interest to the user at step  422 .  
         [0069]    Likewise, for each competency in which the user ranked below the fiftieth percentile (step  424 ) as compared to others ranked in feedback database  130 , the tool generates a syllabus of suggested or recommended resources along with links to these resources at step  426 . This personalized training plan is presented to the user for implementation. The tool tracks the progress of the user throughout the course of each topic or module as well as overall progress of the entire collection of modules that comprise the training plan at step  428 . The tool keeps the user apprised of his/her progress. Once the user completes the requested training modules, he/she is ready to attend the scheduled learning lab.  
         [0070]    A further embodiment of the invention includes a long term needs training program that allows a user who does not wish to take part in a learning lab, or perhaps has already done so, to acquire new and advanced training skills in accordance with the user&#39;s long term career goals and/or the company&#39;s long term needs. The progress made throughout the program is tracked by the tool and allows a user to modify the plan at any time in order to account for changing business working environments and/or the user&#39;s long term career goals.  
         [0071]    The process of initiating a long term development training plan is described in FIG. 10. The user selects the Long Term Career Development selection  206  from main menu screen  200  of FIG. 2 at step  1002 . The user is presented with two choices at step  1004 . The user may either choose to develop his/her professional or technical skills whereby the user is directed to the appropriate resource materials pertinent to his/her job at step  1006 , or the user may choose to develop his/her leadership or management skills. If the later option is selected, the tool checks the user&#39;s survey data in feedback database  130  to see if it is current at step  1008 . If it isn&#39;t, the tool initiates the surveys at step  1010  and then allows the user to return to a previous screen whereby more training options are presented pending the results of the survey responses. Surveys are transmitted to peers, direct reports, and superiors of the trainee, as appropriate for the particular survey, and are directed to acquiring information and perceptions of the leadership abilities, competencies, and working environment conditions which exist in the workplace with respect to the subject manager or trainee. Recipients of competency surveys include a trainee&#39;s manager, peers, and direct reports, while recipients of the leadership approaches and working environment surveys include the trainee and his/her direct reports. The surveys and analysis of the responses received are described further herein.  
         [0072]    If the trainee&#39;s data is current, the user is asked to select three competencies from the eleven competencies listed (shown in FIGS.  7 A- 7 D) which are most important for his/her job position at step  1012 .  
         [0073]    The user is asked to provide additional information relating to his/her perception of current business conditions. Questions are presented to the user at step  1014 , a sample of which is shown for illustrative purposes in FIG. 11. Questions provided may be selected by business enterprise  102  or may come from existing commercial products on the market. Answers to these questions are used for assessing a user&#39;s leadership approach. Terms provided in parentheses  1102  such as dogmatic are displayed for the tool&#39;s administrator only for assessment purposes. Each of these terms represent one of the various leadership approaches designated by enterprise system  102  and implemented by the training services tool. Any number and type of leadership approach categories may be used by enterprise  102  as desired. Leadership approach questions are coded for use in analyzing the user&#39;s leadership approach type and for integrating the results with other survey data as described further herein.  
         [0074]    Once the survey responses are in, the tool retrieves the responses at step  1016  and combines the data at step  1018  as described herein. With respect to the leadership competency surveys, the tool generates a profile for the user indicating his/her percentile rankings for the three competencies selected, as well as the competencies which he/she was ranked the highest and lowest via the surveys. If one or more of the three competencies selected by the user are the same as the highest and/or lowest ranked competencies, then the user will be presented with less than five competency results. The user is asked if he/she would like to begin working on any of these competencies and whether the user would like to add any competency training to the recommendations as a result of the feedback provided.  
         [0075]    Leadership approaches data are analyzed as follows. Various questions relating to the leadership approaches are evaluated. The answers to these questions are grouped by approach types or categories (as indicated in FIG. 11) such as dogmatic. The answers provided range from zero to five as shown in FIG. 11. These answers are further coded such that each of answers zero to two are assigned a code ‘0’ and each of answers three to five are coded as ‘1’. Each group of questions is further processed as follows.  
         [0076]    Codes determined for each question within the group are combined. If the sum total is zero, then a condition code ‘zero’ is set by the tool. If the sum total is one, then a condition code of ‘one’ is set by the tool. If the sum total is greater than one, then a condition code of ‘two’ is set by the tool.  
         [0077]    Approach indicators are established by the tool and stored in feedback database  130  for assessing a user&#39;s current leadership approaches which are critical to the manager for a particular job position. Each of the condition scores will be multiplied by its corresponding approach score taken from feedback database  130  as shown below.  
         [0078]    Primary approach. (Over 66%) Approach score is 0  
         [0079]    Secondary approach. (50%-66%) Approach score is 1  
         [0080]    Tertiary approach. (Defined as not having significant impact on your working environment) Approach score is 2  
         [0081]    Primary approaches are those that have the most significant impact upon the working environment that a manager creates. The assigned values (e.g., a primary approach is assigned a zero) are used to determine when an approach should be used more frequently to match business conditions. For example, if conditions suggest that the use of the dogmatic approach is warranted, and if the dogmatic approach is scored as a tertiary approach, the respondent will be advised to consider using the dogmatic approach more frequently. The product of the condition score and the approach score for each of the approach types produces the following “Approach Salience Based on Conditions” Results where “C” is the condition score and “A” is the approach score:  
                                                               C0   C1   C2                           A0   0   0   0           A1   0   1   2           A2   0   2   4                      
 
         [0082]    The possible results are 0-4 whereby a higher resulting number indicates that a particular leadership approach being used by the trainee is having a serious or negative impact on the working environment. Based upon these results, the tool provides a suggested course of action accordingly.  
         [0083]    Working environment surveys are also analyzed by the tool. The types of information in these surveys may include working environment elements and sub-elements, a sample of which is shown for illustrative purposes in FIG. 6. For each working environment elements and sub-element question, the tool assesses where the trainee ranks as compared to others at a similar organizational level resulting in a percentile number referred to as ‘actual working environment’. Each survey recipient is also asked what he/she believes the working environment should be with respect to each element and the tool then ranks this trainee resulting in a percentile number referred to as ‘should be working environment’. The tool then evaluates these two numbers for each working environment element and sub-element score.  
         [0084]    Working environment scores are assigned values based upon the size of the gap between actual and should be scores, and upon the percentile ranking of the actual scores (the relative ranking compared to the scores of all managers in the database on this element). A gap of 20 or more between the actual percentile score (the assessed perception of the working environment that actually exists) and the “should be” percentile score (the respondent&#39;s assessment of what he or she believes the working environment should be) is cause for the manager to work on the gap (i.e., find out what may be causing this and work to resolve it). Additionally, if the actual score is in the lower third of the database, this also indicates a working environment element that needs attention. A working environment element is assigned a value of 0 if the gap is less then 20 and the actual score is above the 33rd percentile. If the gap is greater than 20, or if the actual score is in the lower third of the database, the working environment element is assigned a value of 1. Otherwise, the working environment element is assigned a value of 2. Managers of the trainee are encouraged to further investigate and take appropriate actions to improve any working environment elements with a score of 1 or 2. The tool suggests that the trainee work on those elements with higher scores first because these potentially have the most negative impact upon bottom-line business results.  
         [0085]    The tool then determines what impact a manager&#39;s leadership approach has on the business working environment and makes appropriate recommendations to the user. This is accomplished via the working environment impact matrix analysis of FIG. 12. Referring to FIG. 12, if a working environment element has a score of ‘0’, no approach recommendations are required. If a working environment element has a score of 1 or 2, the following occurs. If the corresponding arrow is pointed up and the working environment elements score is ‘1’ or ‘2’, then that working environment elements score is multiplied by the value of the approach score referenced above. The resulting metric is the “Approach Salience Based on Working Environment Result”. This result suggests that the use of a particular approach in question should be used more frequently. An up arrow will appear next to the user&#39;s score, with accompanying text. If the arrow is down, then the approach values described above are to be reversed (i.e., Primary becomes 2, Secondary remains the same at 1, and Tertiary becomes 0). Then, the adjusted approach value is multiplied by the working environment elements score to get the “Approach Salience Based on Working Environment Result”. This result suggests that the use of the particular approach in question should be used less frequently. A down arrow should appear next to the user&#39;s score, with accompanying text. A two-headed arrow is treated as an up arrow for purposes of analysis but adds a qualifier text for the user. For example, a qualifier may suggest that an increase in use of a particular approach for a short term period may have a positive impact on a working environment, however, a long term increase may be detrimental and is therefore not recommended. Based upon the above analyses, a personalized long-term career development training plan is generated by the tool at step  1020 , a sample of which is shown generally in FIG. 13. The tool also tracks the progress made by the trainee and relates this information upon initiation of the tool at step  1022 .  
         [0086]    As can be seen, the training services tool allows a business enterprise to ensure customized training at any level in the organization by providing objective and personal feedback relating to each employee&#39;s weaknesses and strengths, while taking into account company needs and the employee&#39;s goals and interests. Employees who do not wish to submit to the personalized training program may still benefit from a wealth of training topics or may simply develop a training plan based upon a career track adopted by the business and the employee&#39;s interests.  
         [0087]    As described above, the present invention can be embodied in the form of computer-implemented processes and apparatuses for practicing those processes. The present invention can also be embodied in the form of computer program code containing instructions embodied in tangible media, such as floppy diskettes, CD-ROMs, hard drives, or any other computer-readable storage medium, wherein, when the computer program code is loaded into and executed by a computer, the computer becomes an apparatus for practicing the invention. The present invention can also be embodied in the form of computer program code, for example, whether stored in a storage medium, loaded into and/or executed by a computer, or transmitted over some transmission medium, such as over electrical wiring or cabling, through fiber optics, or via electromagnetic radiation, wherein, when the computer program code is loaded into and executed by a computer, the computer becomes an apparatus for practicing the invention. When implemented on a general-purpose microprocessor, the computer program code segments configure the microprocessor to create specific logic circuits.  
         [0088]    While preferred embodiments have been shown and described, various modifications and substitutions may be made thereto without departing from the spirit and scope of the invention. Accordingly, it is to be understood that the present invention has been described by way of illustration and not limitation.