Learning and developing
by Toronto Training and HR
March 2014
CONTENTS
3-4 Introduction
5-6 Conducting a training needs analysis
7-8 Learning styles
9-10 Components of accelerated lear...
Page 3
Introduction
Page 4
Introduction to Toronto Training
and HR
Toronto Training and HR is a specialist training and
human resources consul...
Page 5
Conducting a training
needs analysis
Conducting a
training needs
analysis
• Establish a process and
guidelines
• Set performance
expectations
• Isolate the gap...
Page 7
Learning styles
Learning
styles
INTER-RELATED
ELEMENTS
• Information processing
• Instructional
preferences
• Learning strategies
Page 8
Page 9
Components of
accelerated learning
Components
of accelerated
learning
• Business-focused and
learner-centred
objectives
• The facilitator
• The learner
• The...
Page 11
Informal, on-the-job
learning
Informal,
on-the-job
training
• On-the-job, career-
related learning
• On-demand learning
• Social learning
Page 12
Page 13
Developing learning for all
five moments
Developing
learning for
all five
moments
• When learning something
for the first time
• When wanting to learn
more
• When ...
Page 15
Six sources of support
Six sources of
support
•Personal motivation
•Personal ability
•Social motivation
•Social ability
•Structural
motivation
•S...
Page 17
Learning experience
design
Learning
experience
design
•Definition
•Through the
learners’ looking
glass
•Aligned with the
business, addressing
learner...
Page 19
Use of video in learning
Use of video
in learning
1 of 2
WHEN TO USE IT
• Kick-off
• Representing soft skills
• Illustrating complex
processes
• Do...
Use of video
in learning
2 of 2
BENEFITS
• Cost reduction
• Consistency
• Correctness
• Capture
• Clarity
• Control
Page 21
Page 22
Action learning
Action
learning
• What does it involve?
• Components
• Key behaviours
• Program development
• Executive involvement
• Comp...
Page 24
Language learning
Language
learning
• Building the case for
language learning
• Steps to consider when
implementing language
learning
Page 25
Page 26
Use of case studies
Use of case
studies
• Types of case studies
• Individual preparation
• Instructor-facilitated
discussion
• Reflection
• Be...
Page 28
Learner-centred
discussions
Learner-
centred
discussions
• Define the goals of the
discussion
• Define the parameters
of the discussion
• Prepare ques...
Page 30
Saving dollars on
orientation programs
Saving dollars
on orientation
programs
•Choose a mentor
•Demonstrate the
procedure
•Have a return
demonstration
•Be availa...
Page 32
Onboarding
Onboarding BEST PRACTICES
• Create a centralized
experience-and make it
fun
• Communicate before
they get there
• It’s nev...
Page 34
Is mobile learning right for
your organization?
Is mobile
learning right
for your
organization?
• Questions to ask
• Rationale for mobile
learning
• Considerations
Page 35
Page 36
Prototypes for mobile
learning
Prototypes for
mobile
learning
• Reasons to build
prototypes
• Benefits and challenges
of prototypes
• Areas to address in...
Page 38
Mobile learning for sales
Mobile
learning for
sales 1 of 2
• Barriers to mobile
learning
• Assess the mobile
device market
• Train salespeople to us...
Mobile
learning for
sales 2 of 2
GAIN SUPPORT FROM
LEADERSHIP
• Pull and don’t push
• See it to believe it
• Slow drip
• P...
Page 41
E-learning
E-learning
1 of 2
• Definition
• Types of e-learning
• Developments in the
type of e-learning
• Recent trends in
e-learnin...
E-learning
2 of 2
• Perceived barriers and
challenges
• Coverage of e-learning
• Effectiveness of
e-learning
Page 43
Page 44
Beyond North America
Beyond North
America 1 of 4
ASIA
• Assess competence and
long-term commitment
• Conduct cultural and
human diligence as pa...
Beyond North
America 2 of 4
LATIN AMERICA
• Build the program and
include the support of
senior executives
• Design conten...
Beyond North
America 3 of 4
LATIN AMERICA (CONT.)
• Provide effective
systems, procedures,
equipment, resources
and condit...
Beyond North
America 4 of 4
EUROPE
• Just in time, just
enough
• Autonomy and
cohesion
• Blurring of boundaries
• Key chal...
Page 49
Conclusion, summary and
questions
Page 50
Conclusion, summary and
questions
Conclusion
Summary
Videos
Questions
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Learning & Development March 2014

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Half day open training event held in Toronto, Ontario.

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Learning & Development March 2014

  1. 1. Learning and developing by Toronto Training and HR March 2014
  2. 2. CONTENTS 3-4 Introduction 5-6 Conducting a training needs analysis 7-8 Learning styles 9-10 Components of accelerated learning 11-12 Informal, on-the-job learning 13-14 Developing learning for all five moments 15-16 Six sources of support 17-18 Learning experience design 19-21 Use of video in learning 22-23 Action learning 24-25 Language learning 26-27 Use of case studies 28-29 Learner-centred discussions 30-31 Saving dollars on orientation programs 32-33 Onboarding 34-35 Is mobile learning right for your organization? 36-37 Prototypes for mobile learning 38-40 Mobile learning for sales 41-43 E-learning 44-48 Beyond North America 49-50 Conclusion, summary and questions Page 2
  3. 3. Page 3 Introduction
  4. 4. Page 4 Introduction to Toronto Training and HR Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden 10 years in banking 15 years in training and human resources Freelance practitioner since 2006 The core services provided by Toronto Training and HR are: Training event design Training event delivery HR support with an emphasis on reducing costs, saving time plus improving employee engagement and morale Services for job seekers
  5. 5. Page 5 Conducting a training needs analysis
  6. 6. Conducting a training needs analysis • Establish a process and guidelines • Set performance expectations • Isolate the gaps • Prioritize needs • Develop a plan Page 6
  7. 7. Page 7 Learning styles
  8. 8. Learning styles INTER-RELATED ELEMENTS • Information processing • Instructional preferences • Learning strategies Page 8
  9. 9. Page 9 Components of accelerated learning
  10. 10. Components of accelerated learning • Business-focused and learner-centred objectives • The facilitator • The learner • The environment • Brain research Page 10
  11. 11. Page 11 Informal, on-the-job learning
  12. 12. Informal, on-the-job training • On-the-job, career- related learning • On-demand learning • Social learning Page 12
  13. 13. Page 13 Developing learning for all five moments
  14. 14. Developing learning for all five moments • When learning something for the first time • When wanting to learn more • When trying to remember and/or apply • When things change • When something goes wrong Page 14
  15. 15. Page 15 Six sources of support
  16. 16. Six sources of support •Personal motivation •Personal ability •Social motivation •Social ability •Structural motivation •Structural ability Page 16
  17. 17. Page 17 Learning experience design
  18. 18. Learning experience design •Definition •Through the learners’ looking glass •Aligned with the business, addressing learner needs •Learning experience design is a living, evolving organism Page 18
  19. 19. Page 19 Use of video in learning
  20. 20. Use of video in learning 1 of 2 WHEN TO USE IT • Kick-off • Representing soft skills • Illustrating complex processes • Documenting evidence • Testimonials • Too many locations Page 20
  21. 21. Use of video in learning 2 of 2 BENEFITS • Cost reduction • Consistency • Correctness • Capture • Clarity • Control Page 21
  22. 22. Page 22 Action learning
  23. 23. Action learning • What does it involve? • Components • Key behaviours • Program development • Executive involvement • Completion of the program • Pay-off Page 23
  24. 24. Page 24 Language learning
  25. 25. Language learning • Building the case for language learning • Steps to consider when implementing language learning Page 25
  26. 26. Page 26 Use of case studies
  27. 27. Use of case studies • Types of case studies • Individual preparation • Instructor-facilitated discussion • Reflection • Best practices Page 27
  28. 28. Page 28 Learner-centred discussions
  29. 29. Learner- centred discussions • Define the goals of the discussion • Define the parameters of the discussion • Prepare questions ahead of time • Communicate the ground rules Page 29
  30. 30. Page 30 Saving dollars on orientation programs
  31. 31. Saving dollars on orientation programs •Choose a mentor •Demonstrate the procedure •Have a return demonstration •Be available to answer questions Page 31
  32. 32. Page 32 Onboarding
  33. 33. Onboarding BEST PRACTICES • Create a centralized experience-and make it fun • Communicate before they get there • It’s never too early to recognize Page 33
  34. 34. Page 34 Is mobile learning right for your organization?
  35. 35. Is mobile learning right for your organization? • Questions to ask • Rationale for mobile learning • Considerations Page 35
  36. 36. Page 36 Prototypes for mobile learning
  37. 37. Prototypes for mobile learning • Reasons to build prototypes • Benefits and challenges of prototypes • Areas to address in the initial planning stage Page 37
  38. 38. Page 38 Mobile learning for sales
  39. 39. Mobile learning for sales 1 of 2 • Barriers to mobile learning • Assess the mobile device market • Train salespeople to use the device • Create mobile dependence • Discover mobile champions • Develop a mobile methodology Page 39
  40. 40. Mobile learning for sales 2 of 2 GAIN SUPPORT FROM LEADERSHIP • Pull and don’t push • See it to believe it • Slow drip • Plan a budget in advance Page 40
  41. 41. Page 41 E-learning
  42. 42. E-learning 1 of 2 • Definition • Types of e-learning • Developments in the type of e-learning • Recent trends in e-learning • Benefits Page 42
  43. 43. E-learning 2 of 2 • Perceived barriers and challenges • Coverage of e-learning • Effectiveness of e-learning Page 43
  44. 44. Page 44 Beyond North America
  45. 45. Beyond North America 1 of 4 ASIA • Assess competence and long-term commitment • Conduct cultural and human diligence as part of the instructional learning design process • Involve a sponsor, client and end user in learning design • Blend media and methodologies Page 45
  46. 46. Beyond North America 2 of 4 LATIN AMERICA • Build the program and include the support of senior executives • Design content with feedback from people with different backgrounds • Blend tech with touch • Provide effective systems, procedures, equipment Page 46
  47. 47. Beyond North America 3 of 4 LATIN AMERICA (CONT.) • Provide effective systems, procedures, equipment, resources and conditions that allow learners to apply what they learn • Create a knowledge management system that preserves the know-how of essential functions Page 47
  48. 48. Beyond North America 4 of 4 EUROPE • Just in time, just enough • Autonomy and cohesion • Blurring of boundaries • Key challenges in management development • The future learning organization Page 48
  49. 49. Page 49 Conclusion, summary and questions
  50. 50. Page 50 Conclusion, summary and questions Conclusion Summary Videos Questions
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