The E S Sential Learning And Development Roadmap
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The E S Sential Learning And Development Roadmap
- 1. The eSSential L&D Shared Model
- 2. A VISION OF POSSIBILITIES
- 3. Credit Union L&D Shared Model Credit Union Training eSSentials™ • VISION Inspiring the potential within! • MISSION We develop people through inspiring designs using simplicity and elegance.
- 4. Credit Union L&D Shared Model Credit Union Training eSSentials™ • eSSential Solutions That Distinguish Our Work We believe in people and developing their potential We align learning to the Vision, Mission and Values We effect a change in the landscape of learning We create cost effective branded learning solutions We enable the transfer of learning back into the workplace
- 5. Credit Union L&D Shared Model Credit Union Training eSSentials™ • L&D Challenges in Credit Unions L&D dollars and resources Consistency in training across geographical locations Timely cost effective training in a variety of media The need for foundational leadership training Core compliance training Banking system conversion training Sales culture and core sales training
- 6. Credit Union L&D Shared Model Credit Union Training eSSentials™ • L&D Challenges What are some of the other challenges credit unions have shared with you?
- 7. Credit Union L&D Shared Model eSSential Solutions Assessing Performance Needs Evaluating Designing Training Training Credit Union L&D Shared Model Supporting Facilitating the Transfer Training of Training
- 8. Credit Union L&D Shared Model Assessing Performance Needs • eSSential Solutions Identify performance gaps Determine cause of gaps Identify solutions for closing gaps Validate next steps and measures
- 9. Credit Union L&D Shared Model Assessing Performance Needs • eSSential Solutions Outcomes Facts support any assumptions that are made A “knee-jerk” response to training is avoided Non-training and training solutions that address causes of performance gaps are identified Recommendations based on sound decision-making principles and the best available data are made
- 10. Credit Union L&D Shared Model Designing & Developing Training • eSSential Solutions Conduct design analysis Establish learning objectives and evaluation Create detailed design Develop materials Support implementation
- 11. Credit Union L&D Shared Model Designing Training • eSSential Solutions Outcomes Design analysis is conducted and ensures the training solution will address performance gaps identified Learning objectives are closely aligned with desired performance outcomes and learning is sequenced in a way it makes sense to the learners Training design is suited to the learners and their work environment based on desired performance outcomes
- 12. Credit Union L&D Shared Model Developing Training • eSSential Solutions Outcomes Learning materials enhancing the effectiveness of training are supported by the key learning objectives High quality facilitator and participant learning materials are produced Consistent delivery across multiple facilitators is supported The transfer of learning to the workplace is enabled Realistic and manageable sustainment is defined
- 13. Credit Union L&D Shared Model Facilitating Training • eSSential Solutions Prepare to facilitate Create learning environment Engage learners Foster learning Assess learning
- 14. Credit Union L&D Shared Model Facilitating Training • eSSential Solutions Outcomes Facilitators and participants are set up for success The environment selected is conducive to learning Learners are actively engaged with opportunities to interact and practice optimized Special needs of individuals and groups are addressed and respected Achievement of the learning objectives are assessed ongoing
- 15. Credit Union L&D Shared Model Supporting the Transfer of Learning • eSSential Solutions Plan to support the transfer of learning Design support for the transfer of learning Develop materials to support the transfer of learning
- 16. Credit Union L&D Shared Model Supporting the Transfer of Training • eSSential Solutions Outcomes Transfer of learning occurs before, during and after training Materials are designed and developed to support the transfer of knowledge back in the workplace (i.e. job aids) Coaches and mentors are trained to support the transfer of learning (i.e. performance tracking) Leadership teams are engaged to attend training first and support their employees through the transfer of learning process
- 17. Credit Union L&D Shared Model Evaluating Training • eSSential Solutions Evaluate learner reaction Evaluate learning objectives Evaluate the transfer of learning Evaluate business results
- 18. Credit Union L&D Shared Model Evaluating Training • eSSential Solutions Outcomes Evaluation is highlighted as an ongoing process that starts with performance needs, and continues through designing and developing training, facilitating training and supporting the transfer of training Assessment is conducted against specific learning objectives during training and determines whether learners have acquired the skills and knowledge required to perform on the job Four levels of evaluation measurement - reaction, learning, behaviour and results - is adopted as the evaluation framework
- 19. Credit Union L&D Shared Model eSSential Shared Model Pricing eSSential •155 Hours Allocated Annually •$20,150 Annually ELITE •$1679 Monthly eSSential •135 Hours Allocated Annually •$17,550 Annually PREMIUM •$1463 Monthly eSSential •115 Hours Allocated Annually PLUS •$14,950 Annually •$1046 Monthly eSSential •95 Hours Allocated Annually •$12,350 Annually BASIC •$1029 Monthly
- 20. Thank-you! Credit Union Training eSSentials™
Editor's Notes
- A Vision of Possibilities is focused on inspiring an open mindset towards a shared credit union learning and development model where learning and development services become accessible to each and every credit, despite their size.The shared part of the model refers to one person with learning and development expertise managing the training function for multiple credit union partners. Decisions on budget allocation of L&D dollars is actioned by credit unions individually. The services available are aligned to 5 core learning and development areas. The specific core areas include:Assessing Performance NeedsDesigning and Developing TrainingFacilitating TrainingSupporting the Transfer of TrainingEvaluating TrainingBased on the budget allocation for training, credit unions select among four option where hours and monthly/annual fees are defined. We will talk more about the cost model structure in just a few minutes.
- Review the Vision and Mission of Credit Union Training eSSentials™.
- Review the eSSential Solutions that distinguish the work we do at Credit Union Training eSSentials™.
- Based on the needs assessment that was conducted with credit union partners across Canada in the past 8 months, a number of consistent themes emerged as learning and development challenges. While these are not sequential in order of importance, the number one challenge was focused on lack of dedicated L&D training dollars and resources. Let’s take a moment to look at the other challenges.
- I’d like to spend just a few moments with you and ask you “what are some of the other challenges credit unions have shared with you?” I’ll flip chart your responses as you share these with me.
- The Competencies for Training & Development Professionals (from the Canadian Society for Training and Development) are intended to provide a framework for supporting learning and development in credit unions.It provides a framework for the design and development of courseware and a methodology from which to begin.Supporting 5 essential learning and development areas, the credit union shared model addresses and actions:Assessing Performance NeedsDesigning and Development TrainingFacilitating TrainingSupporting the Transfer of TrainingEvaluating TrainingWe will take a look at the high level deliverables within each category along with the resulting outcomes you can expect to realize.
- Let’s begin with Assessing Performance Needs. Within this category there are 4 main areas:Identify performance gapsDetermine cause of gapsIdentify solutions for closing gapsValidate next steps and measuresAssessing performance needs is your first step in determining whether training is required. You may take a few hours to clarify what learners should be able to do after training or spend weeks conducting a needs assessment of a complex performance issue that involves many work processes, functions and roles. Since training primarily addresses the skills and knowledge component of performance, you often need to assess performance needs in response to a request for training. You do this to determine whether a “non-training” intervention is required instead of, or in addition to, training. A non-training intervention is any solution other than training that will help to close a performance gap, such as clarifying expectations, providing timely feedback, improving equipment, improving processes, or providing incentives. Take a minute to glance briefly at your handout and the list of 12 essential questions to ask when assessing performance needs.While we won’t have the opportunity to discuss these questions in detail during this presentation they should lend insight into the process involved in assessing performance needs.
- There are a number of outcomes that lend validity to assessing performance needs. You can assess performance needs at the job (individual or team), process and organizational level. The focus within this model is on the job level of performance. However, you also consider the process and organization levels when determining the causes of performance gaps and a solution for closing gaps.
- Designing training can range from creating a 20-minute self-paced tutorial on using a new software application, to building a 1 year curriculum using many delivery channels for managers across a large organization. Content can range from highly technical skills, like project management or sales, to softer skills like communication. Designing training is also referred to as “instructional design” and “training and development.” Designing training starts with a clear understanding of the business measures and desired performance The performance needs assessment should confirm desired performance outcomes and business measures, identify the causes of any performance gaps, and determine whether training will help to close the gaps.Competent design of training ensures learning objectives support desired performance outcomes and business measures, content is focused on “need to know” versus “nice to know”, tasks are presented clearly and concisely, opportunities for practice are frequent and effective, and training materials support learning.When designing training it’s important to have an understanding of the competencies for assessing performance needs to be an effective instructional designer. Because design of classroom and eclassroom training will be delivered by facilitators it’s important to also have an understanding of the competencies for facilitating training.
- There are a number of outcomes that can be realized based upon an effective design of training. We will look at designing training then next to developing training and identify the key outcomes.Let’s take a minute to glance briefly at your handout on page 2 and the list of 24 essential questions to consider around designing training. You will notice that the questions are allocated to the 5 core areas you saw on the previous slide:Conduct design analysisEstablish learning objectives and evaluationCreate detailed designDevelop materialsSupport implementationNow let’s briefly look at the outcomes you can expect to see with design, then we will move on next and look at the outcomes you can expect to see with development.
- There are a number of outcomes you can expect to see with the development of the learning materials. The success in the development of the learning materials is contingent upon a winning design.
- Effective facilitation of training results in a positive, comfortable, learner-centered environment, where learners share responsibility for the success of the training. An effective facilitator maintains learner interest and supports learners in achieving the learning objectives.
- Facilitating training can range in scope from a classroom with a few people, to a webinar with hundreds of participants. Competent facilitation of training ensures a number of outcomes. Let’s review these briefly.Take a minute to glance briefly at the checklist found on page 3 of your handout. These items reflect the many activities that facilitators are engaged with and demonstrate competency. Notice that the checklist aligns in the 5 core areas we saw on the previous slide.
- Supporting the transfer of learning involves designing and promoting activities and materials that help learners apply what they learned during training back in the workplace. Activities may include reminder emails, feedback and coaching by a manager or mentor, additional learning using web-based tools, additional opportunities for practice, and recognition for changes in behaviour. Supporting the transfer of learning increases the probability that learners will use the knowledge and skills they acquire through training in the workplace. When designing transfer activities and materials, it is important to consider all the factors that support performance: clear expectations, specific, timely feedback, recognition and rewards, and the necessary information, tools and resources.
- To realize the transfer of learning outcomes, it’s important that the considerations of transfer are addressed during the needs assessment phase. Take a look at page 4 in your handout and review the key questions you can ask to promote the transfer of learning.
- Evaluation of training can take many forms, including: surveys of learner reactions (sometimes called “smile sheets”), knowledge tests, skill demonstrations, comparisons of pre- and post-training performance, and calculations of return-on-investment.The overall purpose of evaluating training is to determine the effectiveness of training. While evaluating training is an ongoing process it is an ongoing process that starts with assessing performance needs, and continues through designing training, facilitating training and supporting the transfer of learning.There are 4 levels of evaluation:Level 1 – Reaction – to assess the learner’s experience, you can have them evaluate their reaction during or immediately after training.Level 2 – Learning – to assess whether learners have acquired the skills and knowledge required to perform on the job. This should be assessed against specific learning objectives during training.Level 3 – Behaviour – to assess the extent to which training has impacted performance outcomes on the job. This is done a few weeks to several months after training.Level 4 – Results – to assess the whether training has impacted business results. This is usually evaluated 6 to 12 months after training.
- Take a look on page 4 of your handout for a brief review of the key questions to consider when evaluating training. Note that in planning and implementing training you start at level 4 and work down. When evaluating training and conducting the actual evaluation you begin with level 1 and work upwards. You cannot skip the levels of evaluation as they are sequential and dependent one to the other within the 4 levels.
- The eSSential L&D Shared Model Concept is based on a series of options that credit unions can select from. Aligned to a core number of hours per option with a total annual dollar budget reflected, credit unions can allocate a monthly dollar amount to L&D activities.Based on the L&D activities selected from within the L&D Shared Model and the outcomes required, credit unions are provided with a recommended cost model structure and associated timelines for delivery.The additional costs associated with travel are in addition to those reflected in the model.