Learning & Development January 2012


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One day open training event held in Kitchener, Canada.

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Learning & Development January 2012

  1. 1. Learning & Development by Toronto Training and HR January 2012
  2. 2. 3-4 Introduction to Toronto Training and HR 5-6 DefinitionsContents 7-8 9-13 14-20 Gateways into the Learning & Development field Measures Six stage training cycle for co-creating value 11-13 Re-engineering Learning & Development 14-15 Financial education 16-17 Causes of knowledge gaps 18-20 Learning styles 21-22 Training games 23-24 The performance management process 25-32 Moving sideways 33-35 Enhancing levels of employee engagement 36-44 Induction and onboarding 42-44 Making development work 45-49 The leadership and management development system 50-51 Leadership skills gaps 52-54 Different Learning & Development roles 55-59 Organizing the Learning & Development function 60-62 Skills development for smaller organizations 63-66 Key tasks for Learning & Development practitioners 67-69 Effective online learning 70-72 Most effective practices 73-77 Sales training 78-82 Memory joggers 83-84 Learning to learn 85-86 Drill 87-98 Case studies 99-100 Conclusion and questions
  3. 3. Introduction Page 3
  4. 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• 10 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 - Reducing costs - Saving time - Improving employee engagement & morale - Services for job seekers Page 4
  5. 5. Definitions Page 5
  6. 6. DefinitionsLearningTraining Page 6
  7. 7. Gateways into theLearning & Development field Page 7
  8. 8. Gateways into the Learning & Development fieldTerminologyPurposeTheoriesHR managementHistory Page 8
  9. 9. Measures Page 9
  10. 10. Measures 1 of 4SCORECARDPercentage of learning delivered by variousmethodsDirect learning investmentExternal services expenditureLearning hours availableLearning hours usedIndirect learning investmentLearning staff size Page 10
  11. 11. Measures 2 of 4SCORECARDNet profitTotal revenueTuition reimbursement expenditures Page 11
  12. 12. Measures 3 of 4QUALITYQuality of hireQuality of movementQuality of separation Page 12
  13. 13. Measures 4 of 4RETURN ON INVESTMENT1. Focus on the organizational mission-level four,results2. Identify leading indicators3. Define critical behaviours-level three, behaviour4. Determine required drivers5. Design learning-level two, learning6. Feedback from the event-level one, reaction7. Monitor and adjust Page 13
  14. 14. Six stage training cycle for co-creating value Page 14
  15. 15. Six stage training cycle for co- creating value 1 of 61. ESTABLISHING THE PARTNESHIPIdentifying drivers and purposeEstablishing the business partnershipAgreeing the business case Page 15
  16. 16. Six stage training cycle for co- creating value 2 of 62. INTEGRATING PLANNING AND EVALUATIONCollecting data on the workplace environmentCollecting data on training and learning needs Page 16
  17. 17. Six stage training cycle for co- creating value 3 of 63. IDENTIFYING TRAINING AND LEARNINGNEEDSWorkplace contextJob training analysisLearning needs analysis Page 17
  18. 18. Six stage training cycle for co- creating value 4 of 64. AGREEING LEARNING PRINCIPLES ANDSTRATEGYPutting learning at the heart of the training cycleDecisions that need to be madeQuestions that need to be asked at the planningstageProfiling the learner population Page 18
  19. 19. Six stage training cycle for co- creating value 5 of 65. DESIGNING AND DELIVERING TRAININGProgram structure and learning objectivesProgram enablersDesigning effective learning events-achievingconsistency, choosing content/media/methods,applying principles of learning Page 19
  20. 20. Six stage training cycle for co- creating value 6 of 66. MONITORING AND EVALUATING OUTCOMESDefinitions Page 20
  21. 21. Training games Page 21
  22. 22. Training gamesResearch in the pre-game phaseDesign the gameE-learning gamesOvercoming the pitfalls Page 22
  23. 23. The performancemanagement process Page 23
  24. 24. The performance management processInductionJob-related training and personal developmentPerformance appraisal Page 24
  25. 25. Moving sideways Page 25
  26. 26. Moving sideways 1 of 7TYPESLateral-moving acrossEnrichment-growing in placeVertical-moving upExploratory-investigating possibilitiesRealignment-stepping backRelocation-moving outQuestions to ask Page 26
  27. 27. Moving sideways 2 of 7SUITED TO EMPLOYEES SEEKING TO:increase their portfolio of marketable skillsbroaden their breadth of experience for the futureexperience other managers and leadersmove into a faster growth areademonstrate newly acquired competencies byworking with different colleagues in a new part ofthe organization Page 27
  28. 28. Moving sideways 3 of 7SUITED TO EMPLOYEES SEEKING TO:increase their portfolio of marketable skillsbroaden their breadth of experience for the futureexperience other managers and leadersmove into a faster growth areademonstrate newly acquired competencies byworking with different colleagues in a new part ofthe organization Page 28
  29. 29. Moving sideways 4 of 7QUESTIONS FOR THE INDIVIDUAL:How will it make you a better performer in yourcurrent job or another job?How will it support your long-term professionaldevelopment?How will it make you more employable in yourcurrent organization or elsewhere?What‟s in it for your workgroup? Page 29
  30. 30. Moving sideways 5 of 7QUESTIONS FOR THE INDIVIDUAL:How will it help you deliver more valuableadditions to your team?How will it give you great versatility so you cansupport divisional or departmental goals?How will it enable you to take greaterresponsibility in specific projects or help your teamwith theirs? Page 30
  31. 31. Moving sideways 6 of 7QUESTIONS FOR THE ORGANIZIATION:How will it remove some of the current pressureson managers?How will it prepare the individual to take ongreater or different responsibilities that supportthe business strategy of the organization?How might it give the individual greater visibilitywith others on the leadership team? Page 31
  32. 32. Moving sideways 7 of 7REAL CAREER GOALS:RelevantEnticingAchievableLeveragable Page 32
  33. 33. Enhancing levels ofemployee engagement Page 33
  34. 34. Enhancing levels of employee engagement 1 of 2Use L&D events and processes to help people andbusiness units define themselves in terms of howthey can contribute to value creationUse L&D events and processes to demonstrate andenact what the organization stands for and istrying to achieveHelp develop systematic patterns of thinking andacting in employees that will enable and stimulatethem to use relevant tools and techniques Page 34
  35. 35. Enhancing levels of employee engagement 2 of 2Helping employees to work faster and smarter intheir jobs and become skilled at self-managedcontinuous learningMonitoring regularly how far and in what waysL&D activity is successful in engaging people withthe organization‟s values and goals Page 35
  36. 36. Induction and onboarding Page 36
  37. 37. Induction and onboarding 1 of 8WHAT SHOULD BE COVERED?Conduct an employee orientationReview the organisation‟s health & safety policyand programTell new workers their rights and responsibilitiesProvide trainingIdentify hazardsGive clear instructionsLead by example Page 37
  38. 38. Induction and onboarding 2 of 8PRIOR PREPARATIONAssigning an e-mail address and passwordActivating the telephone and voicemailOrdering business cardsArranging for company ID or access cardsLocating desk and door keysOrdering a corporate credit cardProviding a company telephone directory Page 38
  39. 39. Induction and onboarding 3 of 8THE WELCOMEA welcoming phone call, letter or introduction visitfrom the President or General ManagerA new hire luncheon during the first week to meetthe teamA welcome gift such as a company pen, mug or T-shirtA welcome advertisement in the local paper,depending on the position Page 39
  40. 40. Induction and onboarding 4 of 8THE WELCOMEA welcome email distributed throughout theorganizationAn introduction bio or picture on the intranet siteor in the company newsletter Page 40
  41. 41. Induction and onboarding 5 of 8ONBOARDING PROGRAMSLastsObjective based Page 41
  42. 42. Induction and onboarding 6 of 8TRANSITION MEETINGS WHERE THE BOSSEXPLAINS:Who makes the call for various types of decisions?What kind of information is needed, how often,and in what format?When do they prefer staff meetings versus one-on-one meetings?Is it best to discuss issues around conflict togetheror to work it out alone? Page 42
  43. 43. Induction and onboarding 7 of 8TRANSITION MEETINGS WHERE THE BOSSEXPLAINS:Is the preference to bring well-developedsolutions to problems, bring options, or just bringthe problem? Page 43
  44. 44. Induction and onboarding 8 of 8MASLOW‟S HIERACHY OF NEEDSLevel One -orientationLevel Two -onboardingLevel Three –job specific induction and training Page 44
  45. 45. The leadership and managementdevelopment system Page 45
  46. 46. The leadership and management development system 1 of 4Define and communicate meaningProvide strong corporate sponsorshipLink leadership and management developmentstrategy firmly to the organizationBuild a leadership pipeline strategy linked tosuccession planningDeliver through close HR business partnerships Page 46
  47. 47. The leadership and management development system 2 of 4Ensure consistency, coordination and flexibilityMake leadership and management developmentworkHold leaders accountable for results Page 47
  48. 48. The leadership and management development system 3 of 4SYSTEMS SHOULD HAVE A STRONG FOCUS ON:Learning activity that incorporates and helps toembed strong organizational values that showclearly those leadership behaviours expected andthose not permittedSkills training related to team leadership and teammanagement Page 48
  49. 49. The leadership and management development system 4 of 4SYSTEMS SHOULD HAVE A STRONG FOCUS ON:Career development and access to meaningfulcareer pathsLearning activity that induces and reinforces goodworking relationships with their managers, helpingthem achieve a better work-life balance, and tobetter promote the wellbeing of those for whomthey are responsible Page 49
  50. 50. Leadership skills gaps Page 50
  51. 51. Leadership skills gapsPerformance managementLeading and managing changeLeading people and people managementCoaching, mentoring and developing employeesBusiness and commercial acumenCommunication and interpersonal skills Page 51
  52. 52. Different Learning & Development roles Page 52
  53. 53. Different Learning & Development roles 1 of 2Professional adviserKnowledge architectBrand managerCommercial leadLearning specialistAdministrator Page 53
  54. 54. Different Learning & Development roles 2 of 2CORE TASKSPeople leadership and managementProfessional and career developmentManaging the budgetManaging marketing and databases Page 54
  55. 55. Organizing the Learning & Development function Page 55
  56. 56. Organizing the Learning & Development function 1 of 4KINDS OF ANALYSIS NEEDED:Analysing the external environment to identify bigissues that have implications for L&DAnalysing internal organizational context andmajor organisational issues, to identify where theL&D process could add most valueAssessing the way in which L&D activity iscurrently organized and the reasons for its presentstructural arrangements Page 56
  57. 57. Organizing the Learning & Development function 2 of 4KINDS OF ANALYSIS NEEDED:Identifying any weaknesses in the currentrelationship between corporate structure, HRstructure and the organization of the L&D functionIdentifying key players in the organization whosesupport is needed if L&D initiatives are to succeed,and their attitudes towards the function Page 57
  58. 58. Organizing the Learning & Development function 3 of 4KINDS OF ANALYSIS NEEDED:Identifying those with whom the L&D functionshould form business partnerships, and those whocould act as „learning champions‟ in the workplaceAssessing resources available for L&D activity Page 58
  59. 59. Organizing the Learning & Development function 4 of 4OPTIONS AVAILABLE:Line-managed functionOutsourcingHR three-legged stool Page 59
  60. 60. Skills development forsmaller organizations Page 60
  61. 61. Skills development for smaller organizations 1 of 2Improve quality of service to clients, plus careerdevelopment of individualsAchieve competitive advantageExploit new market opportunitiesRetain employees and aid business growthDevelop skills not available externally Page 61
  62. 62. Skills development for smaller organizations 2 of 2KEY CRITERIAHow far will it enhance organizationalperformance?How far will it enhance employees‟ ability to copeeffectively with internal and external change?How far will it contribute to the organization‟soverall ability to achieve longer-term goals? Page 62
  63. 63. Key tasks for Learning &Development practitioners Page 63
  64. 64. Key tasks for Learning &Development practitioners 1 of 3Raise awareness across the organization of thevalue of a workplace learning culture that taps intoand shares the knowledge of organizationalmembers, applying it to continuous improvementand innovationWork in partnerships to implement businessprocesses and developmental activity that willequip managers at all organizational levels to fulfilthe knowledge creating roles Page 64
  65. 65. Key tasks for Learning &Development practitioners 2 of 3 Produce well-contextualized processes and initiatives that can foster a workplace learning culture that is conducive to knowledge creation, knowledge sharing and the development of new dynamic capabilities for the organization Ensure an inclusive and ethical approach to learning in the workplace Stimulate and support self-managed learning at all organizational levels Page 65
  66. 66. Key tasks for Learning &Development practitioners 3 of 3Incorporate into training and L & D processes,opportunities for individuals to explore and investin personal domains of interest while also addingvalue through their work for the organizationFacilitate those involved in learning and knowledgeprocesses in virtual environmentsHelp team members to connect and align theirinterests and prioritiesEnsure their own continuing and personaldevelopment Page 66
  67. 67. Effective online training Page 67
  68. 68. Effective online learning 1 of 2Ensure that someone within your organization isfamiliar with the prevailing strategies and vendorsUse collaboration and socialization tools tocomplement learningUtilize dynamic multi-media content to increaseretention and engagement levelsAvoid in-house solutionsThink long-term Page 68
  69. 69. Effective online learning 2 of 2TIPS FOR VENDOR SELECTIONChoose your vendors on the basis of theirinstructional sophisticationChoose a vendor that impresses you with thethoughtfulness and imagination of theirinstructional teamAlways ask for samples of their work and request achance to test out the technology Page 69
  70. 70. Most effective practices Page 70
  71. 71. Most effective practices 1 of 2In-house development programsCoaching by line managersOn the job trainingJob rotation, secondment and shadowingCoaching by external practitionerInstructor-led training delivered off the jobAction learning sets Page 71
  72. 72. Most effective practices 2 of 2Mentoring and buddying schemesInternal knowledge-sharing eventsFormal education coursesExternal conferences, workshops and eventsE-learning Page 72
  73. 73. Sales training Page 73
  74. 74. Sales training 1 of 4AFFLICTIONS AFFECTING SALES TEAMSWasting the time of sales representativesPoor sales meetingsPoor strategyCapping or reducing incomeFavouritism Page 74
  75. 75. Sales training 2 of 4MORALE v EXECUTIONCornerstones of powerful sales organizationsPerformance against the oddsMorale cannot be taughtMeasuring morale Page 75
  76. 76. Sales training 3 of 4DEVELOPING A WINNING SALES TEAMUnderstand your buyer (your first priority)Place only the right people in sales positionsBuild the sales process before any trainingReinforce behaviour changesMeasure the new behaviours and sales results Page 76
  77. 77. Sales training 4 of 4RECENT CHANGES IN THE WORLD OF SALESThe sales environment has become increasinglycomplexTech-savvy customers are able to do extensive,independent researchStrategic procurement has expanded dramaticallyCompetitive pressures are relentlessCustomers want consultative guidance fromtrusted advisors Page 77
  78. 78. Memory joggers Page 78
  79. 79. Memory joggers 1 of 4Make sure that people on the training course aretold they will be receiving weekly email tips on keypoints from the course that will help them getbetter resultsDesign a sequence of tips that touch on key pointsof the training in the same sequence as they weredelivered at the trainingWeekly frequency seems to work best Page 79
  80. 80. Memory joggers 2 of 4Use an attention grabbing or curiosity creatingsubject lineUse HTML email format and a font such asVerdana or Tahoma which is purpose built for thescreenKeep the font size larger than a normal email-thismakes it easier to read, and seems more friendlyand accessible Page 80
  81. 81. Memory joggers 3 of 4Always have an unsubscribe link at the verybottomDo not add any graphics at all, not even logos atthe bottom-they can mess up the display on somemobile devices and can also trigger spam trapsKeep the format consistent over time so the emailsare instantly recognizableThe length is critical Page 81
  82. 82. Memory joggers 4 of 4Have a link at the bottom of the content andabove the signature with more relevantinformationUse a compelling sentence to set up the link-forexample, “For a simple five stage innovationprocess, click here.”When you have sent out the email tips relating tothe course, keep sending out more tips Page 82
  83. 83. Learning to learn Page 83
  84. 84. Learning to learnLearn the skill of self-reflection and self-managementLearn the art of asking good questionsLearn how to learnLearn to share learning Page 84
  85. 85. Drill Page 85
  86. 86. DrillPage 86
  87. 87. Case study A Page 87
  88. 88. Case study A Page 88
  89. 89. Case study B Page 89
  90. 90. Case study B Page 90
  91. 91. Case study C Page 91
  92. 92. Case study C Page 92
  93. 93. Case study D Page 93
  94. 94. Case study D Page 94
  95. 95. Case study E Page 95
  96. 96. Case study E Page 96
  97. 97. Case study F Page 97
  98. 98. Case study F Page 98
  99. 99. Conclusion and questions Page 99
  100. 100. Conclusion and questionsSummaryVideosQuestions Page 100