Recent developments in Learning & Development<br />by Toronto Training and HR <br />February 2011<br />
	3-4 Introduction to Toronto 	Training and HR<br />	5-6	Maintaining training for all in difficult times<br />	7-8	Using tr...
Page 3<br />Introduction<br />
Page 4<br />Introduction to Toronto Training and HR<br />Toronto Training and HRis a specialist training and human resourc...
Training course delivery</li></ul>-  Reducing costs<br /><ul><li>Saving time
Improving employee engagement & morale
Services for job seekers</li></li></ul><li>Page 5<br />Maintaining training for all in difficult times<br />
Page 6<br />Maintaining training for all in difficult times<br />Understand what drives profitability in the organization<...
Page 7<br />Using training evaluation results<br />
Page 8<br />Using training evaluation results<br />To improve training content<br />To refine training methods<br />To ide...
Page 9<br />Calculating the return on Learning & Development<br />
Page 10<br />Calculating the return on Learning & Development<br />Establish the prime purpose<br />Understand compliance<...
Page 11<br />Re-engineering learning & development<br />
Page 12<br />Re-engineering learning & development 1 of 2<br />Involve the team in designing and implementing the changes ...
Page 13<br />Re-engineering learning & development 2 of 2<br />Allow people to make mistakes to create an innovation cultu...
Page 14<br />Financial education<br />
Page 15<br />Financial education<br />Have a dry run of the seminar or online course so it can be tweaked as necessary<br ...
Page 16<br />Causes of knowledge gaps<br />
Page 17<br />Causes of knowledge gaps<br />Lack of knowledge management<br />Lack of frequency in training<br />Informatio...
Page 18<br />Learning styles<br />
Page 19<br />Learning styles<br />
Page 20<br />Learning styles 2 of 2<br />CULTURAL VALUES AND LEARNING STYLE PREFERENCES<br />Independent variables<br />Po...
Page 21<br />Integrating learning into workflow<br />
Page 22<br />Integrating learning into workflow 1 of 2<br />Work with business to understand the live work environment - w...
Page 23<br />Integrating learning into workflow 2 of 2<br />Don't force individuals to use your solution in a linear manne...
Page 24<br />Enterprise learning<br />
Page 25<br />Enterprise learning 1 of 4<br />CREATING AND MAINTAINING A COMPETITIVE ADVANTAGE<br />The efficiency and effe...
Page 26<br />Enterprise learning 2 of 4<br />WHAT CAN A WELL-RUN LEARNING FUNCTION DO?<br />Help attract and retain talent...
Page 27<br />Enterprise learning 3 of 4<br />PURPOSE OF ENTERPRISE LEARNING<br />To provide effective learning experiences...
Page 28<br />Enterprise learning 4 of 4<br />OUTCOMES TO ACHIEVE REGARDING COMPETITIVE ADVANTAGE<br />Needs to be capable ...
Page 29<br />Social media and social learning<br />
Page 30<br />Social media and social learning  1 of 6<br />TYPES<br />Online simulations <br />Mobile learning<br />Social...
Page 31<br />Social media and social learning 2 of 6<br />COMPETENCIES NEEDED TO IMPLEMENT<br />Subject matter expertise<b...
Page 32<br />Social media and social learning 3 of 6<br />COMPETENCIES NEEDED TO IMPLEMENT<br />Job and task analysis<br /...
Page 33<br />Social media and social learning 4 of 6<br />LEARNING LEADERS ARE WELL SERVED IF THEY…<br />Reformulate their...
Page 34<br />Social media and social learning 5 of 6<br />BUT I HAVE A DECREASING BUDGET…<br />IT department<br />Vendors<...
Page 35<br />Social media and social learning 6 of 6<br />MEASURES<br />Assess the value of a business impact study<br />A...
Page 36<br />Mobile learning<br />
Page 37<br />Mobile learning 1 of 3<br />What is it?<br />Three distinct types<br />Benefits<br />Trade-offs<br />Tracking...
Page 38<br />Mobile learning 2 of 3<br />STAGES TO FOLLOW:<br />Evaluate and plan for the business needs for mobile learni...
Page 39<br />Mobile learning 3 of 3<br />STAGES TO FOLLOW:<br />Design the interaction flow and graphical user interface f...
Page 40<br />Drill<br />
Page 41<br />Drill<br />
Page 42<br />Making development work<br />
Page 43<br />Making development work 1 of 2<br />Development works best as a form of natural social learning, in small gro...
Page 44<br />Making development work 2 of 2<br />DEVELOPMENT ROI<br />Financial return<br />Opportunity cost<br />Emotiona...
Page 45<br />Leadership development<br />
Page 46<br />Leadership development 1 of 8<br />GAPS IN LEADERSHIP SKILLSPerformance management<br />Coaching/mentoring/de...
Page 47<br />Leadership development 2 of 8<br />FOCUS OF ACTIVITIES IN 2011Addressing the current underperformance of lead...
Page 48<br />Leadership development 3 of 8<br />FOCUS OF ACTIVITIES IN 2011To help prepare managers for international assi...
Page 49<br />Leadership development 4 of 8<br />CHALLENGES TO BE ADDRESSED<br />Strategic issues-creating an integrated an...
Page 50<br />Leadership development 5 of 8<br />CHALLENGES TO BE ADDRESSED<br />Talent areas-building a steady and ready d...
Page 51<br />Leadership development 6 of 8<br />THE BUSINESS OF LEADER DEVELOPMENT<br />Business imperatives<br />Organiza...
Page 52<br />Leadership development 7 of 8<br />DRIVERS OF LEADER TALENT DEVELOPMENT<br />The capabilities in which an org...
Page 53<br />Leadership development 8 of 8<br />AN INTEGRATED LEADER DEVELOPMENT APPROACH<br />Leader<br />Leading<br />Le...
Page 54<br />Talent management<br />
Page 55<br />Talent management 1 of 6<br />OBJECTIVES<br />Developing high potential employees<br />Growing future senior ...
Page 56<br />Talent management 2 of 6<br />OBJECTIVES<br />Attracting and recruiting key individuals to the organization<b...
Page 57<br />Talent management 3 of 6<br />WAYS TO MEASURE EFFECTIVENESS OF INITIATIVES<br />Clear success criteria identi...
Page 58<br />Talent management 4 of 6<br />WAYS TO MEASURE EFFECTIVENESS OF INITIATIVES<br />Feedback from employees invol...
Page 59<br />Talent management 5 of 6<br />TYPES OF ACTIVITY<br />Coaching<br />In-house development programs<br />High-po...
Page 60<br />Talent management 6 of 6<br />TYPES OF ACTIVITY<br />Courses at external institutions<br />Development centre...
Page 14<br />Using your intuition<br />
Page 62<br />Using your intuition 1 of 2<br />Sensing when a problem might exist-for example, when someone’s story doesn’t...
Page 63<br />Using your intuition 2 of 2<br />Synthesising the big picture. When faced with several isolated pieces of inf...
Page 64<br />Case study A<br />
Page 65<br />Case study A  <br />
Page 66<br />Case study B<br />
Page 67<br />Case study B  <br />
Page 68<br />Case study C<br />
Page 69<br />Case study C  <br />
Page 70<br />Case study D<br />
Page 71<br />Case study D  <br />
Page 72<br />Case study E<br />
Page 73<br />Case study E  <br />
Page 74<br />Case study F<br />
Page 75<br />Case study F  <br />
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Recent developments in Learning & Development February 2011

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One day interactive open workshop in Toronto for Learning & Development specialists and individuals involved in training.

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Recent developments in Learning & Development February 2011

  1. 1. Recent developments in Learning & Development<br />by Toronto Training and HR <br />February 2011<br />
  2. 2. 3-4 Introduction to Toronto Training and HR<br /> 5-6 Maintaining training for all in difficult times<br /> 7-8 Using training evaluation results<br /> 9-10 Calculating the return on Learning & Development<br /> 11-13 Re-engineering Learning & Development<br /> 14-15 Financial education<br /> 16-17 Causes of knowledge gaps<br /> 18-20 Learning styles<br />21-23 Integrating learning into workflow<br />24-28 Enterprise learning<br /> 29-35 Social media and social learning<br /> 36-39 Mobile learning<br />40-41 Drill<br />42-44 Making development work<br />45-53 Leadership development<br />54-60 Talent management<br /> 61-63 Using your intuition<br /> 64-75 Case studies<br />76-77 Conclusion and questions<br />Contents<br />Page 2<br />
  3. 3. Page 3<br />Introduction<br />
  4. 4. Page 4<br />Introduction to Toronto Training and HR<br />Toronto Training and HRis a specialist training and human resources consultancy headed by Timothy Holden <br />10 years in banking<br />10 years in training and human resources<br />Freelance practitioner since 2006<br />The core services provided by Toronto Training and HR are:<br /><ul><li>Training course design
  5. 5. Training course delivery</li></ul>- Reducing costs<br /><ul><li>Saving time
  6. 6. Improving employee engagement & morale
  7. 7. Services for job seekers</li></li></ul><li>Page 5<br />Maintaining training for all in difficult times<br />
  8. 8. Page 6<br />Maintaining training for all in difficult times<br />Understand what drives profitability in the organization<br />Refocus your budget to where it matters most<br />Create more informal opportunities for learning<br />Identify the skills needed by employees to help the organization thrive when the financial situation improves, and the training required to develop them<br />Help senior managers to understand the value of coaching to encourage a culture of employee development<br />
  9. 9. Page 7<br />Using training evaluation results<br />
  10. 10. Page 8<br />Using training evaluation results<br />To improve training content<br />To refine training methods<br />To identify training gaps<br />To inform training strategy<br />To prove worth of training<br />To select/deselect external trainers<br />To assess the business case for training<br />To measure return on investment<br />
  11. 11. Page 9<br />Calculating the return on Learning & Development<br />
  12. 12. Page 10<br />Calculating the return on Learning & Development<br />Establish the prime purpose<br />Understand compliance<br />Focus on core skills<br />Gain competitive advantage<br />Measure L & D effectiveness<br />Use ROI to compare different programs<br />
  13. 13. Page 11<br />Re-engineering learning & development<br />
  14. 14. Page 12<br />Re-engineering learning & development 1 of 2<br />Involve the team in designing and implementing the changes that are needed<br />Don’t be afraid to ask the “stupid questions”-challenge pre-conceptions about the way things are currently done<br />Put performance consulting at the core of all learning solutions<br />Secure commitment, engagement and participation from key stakeholders<br />Harness new learning technologies to create the optimal learning solutions<br />
  15. 15. Page 13<br />Re-engineering learning & development 2 of 2<br />Allow people to make mistakes to create an innovation culture<br />Measure, and then heavily communicate, business impact<br />Identify key champions and agents of change in learning & development<br />Be strong and have faith in your team and strategy<br />Don’t be afraid to make the changes needed for the ultimate benefit of the organization, L&D and individuals<br />
  16. 16. Page 14<br />Financial education<br />
  17. 17. Page 15<br />Financial education<br />Have a dry run of the seminar or online course so it can be tweaked as necessary<br />Consider capturing seminars on video<br />Promote the campaign<br />Offer private places and computers if online tools or workbooks are required<br />Collect feedback<br />Allow employees to take part in financial literacy education activities in paid work time<br />
  18. 18. Page 16<br />Causes of knowledge gaps<br />
  19. 19. Page 17<br />Causes of knowledge gaps<br />Lack of knowledge management<br />Lack of frequency in training<br />Information overload<br />Lack of trainee attention<br />Lack of relevance<br />Lack of confidence<br />Lack of satisfaction<br />
  20. 20. Page 18<br />Learning styles<br />
  21. 21. Page 19<br />Learning styles<br />
  22. 22. Page 20<br />Learning styles 2 of 2<br />CULTURAL VALUES AND LEARNING STYLE PREFERENCES<br />Independent variables<br />Power distance<br />Individualism/collectivism<br />Masculinity<br />Uncertainty avoidance<br />Long-term orientation<br />Control variables<br />
  23. 23. Page 21<br />Integrating learning into workflow<br />
  24. 24. Page 22<br />Integrating learning into workflow 1 of 2<br />Work with business to understand the live work environment - what activities and tools the individual needs to do in their job.<br />When developing e-learning, set tasks that need to be worked out in the live/work environment.<br />Use a range of formats to suit the audience (e.g. video, Flash, reading).<br />Provide job aids within the learning that can be used back at work, e.g. checklists.<br />Provide a choice of webinars for individuals to provide opportunities for interaction.<br />
  25. 25. Page 23<br />Integrating learning into workflow 2 of 2<br />Don't force individuals to use your solution in a linear manner - create paths for staff to achieve their goals.<br />Allocate more time than you think necessary to usability issues-particularly if your audience comes from a varied background.<br />Analyse individual activity to provide on-going recommendations for learning.<br />Position learning as an integral part of individual's journey in their job role.<br />Use analytics to understand where workflows can be redesigned.<br />
  26. 26. Page 24<br />Enterprise learning<br />
  27. 27. Page 25<br />Enterprise learning 1 of 4<br />CREATING AND MAINTAINING A COMPETITIVE ADVANTAGE<br />The efficiency and effectiveness of current organizational and worker performance in winning in the current market<br />The ability to predict future market needs and behaviours, set appropriate goals, and develop a strategy and performance system that aligns with goals to create a future competitive advantage<br />The ability to implement systemic change from the current performance to future state, while keeping everyone fully engaged.<br />
  28. 28. Page 26<br />Enterprise learning 2 of 4<br />WHAT CAN A WELL-RUN LEARNING FUNCTION DO?<br />Help attract and retain talent by showing organizational commitment to development<br />Help leaders discover and improve environmental factors associated with performance<br />Reduce siloed thinking that can lead to costly redundancy, in turn, identifying common cross-functional needs, and sharing solutions and efficiencies<br />Consolidate and focus spending<br />Provide accountability for the investments made<br />
  29. 29. Page 27<br />Enterprise learning 3 of 4<br />PURPOSE OF ENTERPRISE LEARNING<br />To provide effective learning experiences to help individuals develop the strategically important skills necessary for them to perform their job both today and in the future<br />To work with leaders to ensure that these skills are being applied within the performance system to create a competitive advantage<br />
  30. 30. Page 28<br />Enterprise learning 4 of 4<br />OUTCOMES TO ACHIEVE REGARDING COMPETITIVE ADVANTAGE<br />Needs to be capable of identifying the strategically important skills of individuals in critical job roles for<br />today and tomorrow<br />Identifying or creating effective learning tools that<br />develop skills in those who need them<br />Ensuring that the new skills are applied back on the<br />job, or are poised for application when<br />change occurs<br />
  31. 31. Page 29<br />Social media and social learning<br />
  32. 32. Page 30<br />Social media and social learning 1 of 6<br />TYPES<br />Online simulations <br />Mobile learning<br />Social networks <br />Podcasts <br />Wikis <br />Virtual worlds<br />
  33. 33. Page 31<br />Social media and social learning 2 of 6<br />COMPETENCIES NEEDED TO IMPLEMENT<br />Subject matter expertise<br />Information technology<br />Project management<br />Instructional design<br />Specific tool expertise<br />Facilitation expertise<br />
  34. 34. Page 32<br />Social media and social learning 3 of 6<br />COMPETENCIES NEEDED TO IMPLEMENT<br />Job and task analysis<br />Specialized production<br />Programming expertise<br />Purchasing and contracts<br />Dedicated administrative support<br />
  35. 35. Page 33<br />Social media and social learning 4 of 6<br />LEARNING LEADERS ARE WELL SERVED IF THEY…<br />Reformulate their learning strategy to become a combination of formal, informal, and social in nature<br />Demonstrate by example that social learning can work and is important to the entire learning cycle<br />Rally the organization around social learning as a way to improve employee connections and<br />engagement<br />
  36. 36. Page 34<br />Social media and social learning 5 of 6<br />BUT I HAVE A DECREASING BUDGET…<br />IT department<br />Vendors<br />Formal instructor-led training<br />Stealth pilot<br />
  37. 37. Page 35<br />Social media and social learning 6 of 6<br />MEASURES<br />Assess the value of a business impact study<br />Align support and stakeholders<br />Identify strategic goals<br />Determine metrics<br />Collect the data<br />Calculate the business impact<br />Improve the impact for future investments<br />
  38. 38. Page 36<br />Mobile learning<br />
  39. 39. Page 37<br />Mobile learning 1 of 3<br />What is it?<br />Three distinct types<br />Benefits<br />Trade-offs<br />Tracking expectations<br />
  40. 40. Page 38<br />Mobile learning 2 of 3<br />STAGES TO FOLLOW:<br />Evaluate and plan for the business needs for mobile learning.<br />Understand the targeted end-users and their contexts.<br />Know the limitations and capabilities of the technologies involved.<br />Develop the appropriate mobile learning content or experiences.<br />
  41. 41. Page 39<br />Mobile learning 3 of 3<br />STAGES TO FOLLOW:<br />Design the interaction flow and graphical user interface for ease of navigation.<br />Program functional prototypes or use authoring tools to build the mobile learning application.<br />Test and evaluate the mobile learning application using target mobile devices.<br />
  42. 42. Page 40<br />Drill<br />
  43. 43. Page 41<br />Drill<br />
  44. 44. Page 42<br />Making development work<br />
  45. 45. Page 43<br />Making development work 1 of 2<br />Development works best as a form of natural social learning, in small groups providing meaning to managers’ experiences.<br />Development has to enable managers to become seriously reflective in the context of taking action.<br />Companies and other organizations function most effectively as communities of human beings; development programs should be designed to enhance this.<br />Middle managers are key to this as development can build their confidence and commitment alongside their capabilities, especially in being able to grow strategies from the middle out.<br />
  46. 46. Page 44<br />Making development work 2 of 2<br />DEVELOPMENT ROI<br />Financial return<br />Opportunity cost<br />Emotional return<br />
  47. 47. Page 45<br />Leadership development<br />
  48. 48. Page 46<br />Leadership development 1 of 8<br />GAPS IN LEADERSHIP SKILLSPerformance management<br />Coaching/mentoring/developing staff<br />Leading people and people management<br />Leading and managing change<br />Business and commercial acumen<br />Communication/interpersonal skills<br />Motivational skills<br />To prepare managers for leading across cultures<br />Innovation<br />To help develop global business<br />
  49. 49. Page 47<br />Leadership development 2 of 8<br />FOCUS OF ACTIVITIES IN 2011Addressing the current underperformance of leaders<br />Improving relationships with external or partner organizations<br />Changing the leadership style across the organization<br />To help develop global business<br />To help prepare managers for leading across cultures<br />Improving the skills of leaders to think in a more strategic and future-focused way<br />Enabling the achievement of the organization’s strategic goals<br />
  50. 50. Page 48<br />Leadership development 3 of 8<br />FOCUS OF ACTIVITIES IN 2011To help prepare managers for international assignments<br />Accelerating change within the organization<br />Changing the prevailing organizational culture<br />Producing a common standard of behaviour for those in leadership roles<br />Developing high-potential individuals valued by the organization<br />Improving the skills of leaders to think in a more strategic and future-focused way<br />
  51. 51. Page 49<br />Leadership development 4 of 8<br />CHALLENGES TO BE ADDRESSED<br />Strategic issues-creating an integrated and systematic process for identifying, assessing, developing, and retaining talent for critical roles<br />Alignment challenges-ensuring that leadership is in step with an organization’s strategy and that the competencies being groomed across the leadership pipeline are indeed those that will deliver the capabilities required and the business results desired<br />
  52. 52. Page 50<br />Leadership development 5 of 8<br />CHALLENGES TO BE ADDRESSED<br />Talent areas-building a steady and ready deep bench of leaders available to fill any gaps that surface<br />Performance aspects-ensuring that leaders are effectively and efficiently producing the goods and services that meet and exceed customer needs<br />
  53. 53. Page 51<br />Leadership development 6 of 8<br />THE BUSINESS OF LEADER DEVELOPMENT<br />Business imperatives<br />Organization capabilities<br />Leader competencies<br />Business outcomes<br />
  54. 54. Page 52<br />Leadership development 7 of 8<br />DRIVERS OF LEADER TALENT DEVELOPMENT<br />The capabilities in which an organization<br />needs to excel to drive to those outcomes<br />The essential competencies required to achieve them<br />The varied impact of the leader’s role<br />
  55. 55. Page 53<br />Leadership development 8 of 8<br />AN INTEGRATED LEADER DEVELOPMENT APPROACH<br />Leader<br />Leading<br />Leadership<br />
  56. 56. Page 54<br />Talent management<br />
  57. 57. Page 55<br />Talent management 1 of 6<br />OBJECTIVES<br />Developing high potential employees<br />Growing future senior managers and leaders<br />Retaining key people<br />Enabling the achievement of the organization’s strategic goals<br />Meeting the future skills requirements of the organization<br />
  58. 58. Page 56<br />Talent management 2 of 6<br />OBJECTIVES<br />Attracting and recruiting key individuals to the organization<br />Supporting changes in the organizational structure or business environment<br />Assisting organizational resource planning<br />Addressing skills shortages<br />Redeployment of workers to other roles<br />
  59. 59. Page 57<br />Talent management 3 of 6<br />WAYS TO MEASURE EFFECTIVENESS OF INITIATIVES<br />Clear success criteria identified at the outset <br />Formal annual (or other regular) evaluation process for talent management at an organization-wide level<br />Time and cost to fill key roles<br />Employee attitude surveys <br />
  60. 60. Page 58<br />Talent management 4 of 6<br />WAYS TO MEASURE EFFECTIVENESS OF INITIATIVES<br />Feedback from employees involved in talent<br />management initiatives<br />Feedback from line managers <br />Implementation of formal succession plans <br />Retention of those identified as 'high potential' <br />The number of people promoted internally <br />Anecdotally – observation of changes <br />
  61. 61. Page 59<br />Talent management 5 of 6<br />TYPES OF ACTIVITY<br />Coaching<br />In-house development programs<br />High-potential development schemes<br />360-degree feedback<br />Internal secondments<br />Mentoring and buddying schemes<br />Job rotation and shadowing<br />Action learning sets<br />
  62. 62. Page 60<br />Talent management 6 of 6<br />TYPES OF ACTIVITY<br />Courses at external institutions<br />Development centres<br />Cross-functional project assignments<br />Graduate development programs<br />Courses leading to a<br />management/business qualification<br />Assessment centres<br />External secondments<br />
  63. 63. Page 14<br />Using your intuition<br />
  64. 64. Page 62<br />Using your intuition 1 of 2<br />Sensing when a problem might exist-for example, when someone’s story doesn’t stack up or there’s an ethical dilemma<br />Performing well-learned behaviour patterns rapidly. We can often simply go ahead and do something in a situation that’s familiar, rather than think too much about it<br />If expectations are violated. When we expect a situation to go a certain way but it doesn’t, this can set off our intuitive alarm bell<br />
  65. 65. Page 63<br />Using your intuition 2 of 2<br />Synthesising the big picture. When faced with several isolated pieces of information, intuition lets us stand back avoid “analysis paralysis” and sense how the pieces might fit together<br />Checking out the results of rational analysis. Sensing when hard data doesn’t feel quite right, intuition can sound the alarm for us to seek more information or look at what data we do have from a different angle<br />
  66. 66. Page 64<br />Case study A<br />
  67. 67. Page 65<br />Case study A <br />
  68. 68. Page 66<br />Case study B<br />
  69. 69. Page 67<br />Case study B <br />
  70. 70. Page 68<br />Case study C<br />
  71. 71. Page 69<br />Case study C <br />
  72. 72. Page 70<br />Case study D<br />
  73. 73. Page 71<br />Case study D <br />
  74. 74. Page 72<br />Case study E<br />
  75. 75. Page 73<br />Case study E <br />
  76. 76. Page 74<br />Case study F<br />
  77. 77. Page 75<br />Case study F <br />
  78. 78. Page 76<br />Conclusion & Questions<br />
  79. 79. Page 77<br />Conclusion<br />Summary<br />Questions<br />
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