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Learning & Development January 2012
This document provides an overview of learning and development topics. It includes sections on gateways into the learning and development field, measures of learning impact, a six stage training cycle model, re-engineering learning and development, causes of knowledge gaps, learning styles, training games, performance management, moving between roles, employee engagement, induction and onboarding, leadership development systems, skills gaps, learning and development roles, organizing the function, skills development for small organizations, practitioner tasks, effective online learning, best practices, and sales training.
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Learning & Development January 2012
- 1. Learning & Development by Toronto Training and HR January 2012
- 2. 3-4 Introduction to Toronto Training and HR 5-6 Definitions Contents 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. Introduction Page 3
- 4. Introduction to TorontoTraining 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. Definitions Page 5
- 6.
- 7. Gateways into the Learning& Development field Page 7
- 8. Gateways into theLearning & Development field Terminology Purpose Theories HR management History Page 8
- 9. Measures Page 9
- 10. Measures 1 of4 SCORECARD Percentage of learning delivered by various methods Direct learning investment External services expenditure Learning hours available Learning hours used Indirect learning investment Learning staff size Page 10
- 11. Measures 2 of4 SCORECARD Net profit Total revenue Tuition reimbursement expenditures Page 11
- 12. Measures 3 of4 QUALITY Quality of hire Quality of movement Quality of separation Page 12
- 13. Measures 4 of4 RETURN ON INVESTMENT 1. Focus on the organizational mission-level four, results 2. Identify leading indicators 3. Define critical behaviours-level three, behaviour 4. Determine required drivers 5. Design learning-level two, learning 6. Feedback from the event-level one, reaction 7. Monitor and adjust Page 13
- 14. Six stage trainingcycle for co-creating value Page 14
- 15. Six stage trainingcycle for co- creating value 1 of 6 1. ESTABLISHING THE PARTNESHIP Identifying drivers and purpose Establishing the business partnership Agreeing the business case Page 15
- 16. Six stage trainingcycle for co- creating value 2 of 6 2. INTEGRATING PLANNING AND EVALUATION Collecting data on the workplace environment Collecting data on training and learning needs Page 16
- 17. Six stage trainingcycle for co- creating value 3 of 6 3. IDENTIFYING TRAINING AND LEARNING NEEDS Workplace context Job training analysis Learning needs analysis Page 17
- 18. Six stage trainingcycle for co- creating value 4 of 6 4. AGREEING LEARNING PRINCIPLES AND STRATEGY Putting learning at the heart of the training cycle Decisions that need to be made Questions that need to be asked at the planning stage Profiling the learner population Page 18
- 19. Six stage trainingcycle for co- creating value 5 of 6 5. DESIGNING AND DELIVERING TRAINING Program structure and learning objectives Program enablers Designing effective learning events-achieving consistency, choosing content/media/methods, applying principles of learning Page 19
- 20. Six stage trainingcycle for co- creating value 6 of 6 6. MONITORING AND EVALUATING OUTCOMES Definitions Page 20
- 21. Training games Page 21
- 22. Training games Research inthe pre-game phase Design the game E-learning games Overcoming the pitfalls Page 22
- 23.
- 24. The performance management process Induction Job-related training and personal development Performance appraisal Page 24
- 25. Moving sideways Page 25
- 26. Moving sideways 1of 7 TYPES Lateral-moving across Enrichment-growing in place Vertical-moving up Exploratory-investigating possibilities Realignment-stepping back Relocation-moving out Questions to ask Page 26
- 27. Moving sideways 2of 7 SUITED TO EMPLOYEES SEEKING TO: increase their portfolio of marketable skills broaden their breadth of experience for the future experience other managers and leaders move into a faster growth area demonstrate newly acquired competencies by working with different colleagues in a new part of the organization Page 27
- 28. Moving sideways 3of 7 SUITED TO EMPLOYEES SEEKING TO: increase their portfolio of marketable skills broaden their breadth of experience for the future experience other managers and leaders move into a faster growth area demonstrate newly acquired competencies by working with different colleagues in a new part of the organization Page 28
- 29. Moving sideways 4of 7 QUESTIONS FOR THE INDIVIDUAL: How will it make you a better performer in your current job or another job? How will it support your long-term professional development? How will it make you more employable in your current organization or elsewhere? What‟s in it for your workgroup? Page 29
- 30. Moving sideways 5of 7 QUESTIONS FOR THE INDIVIDUAL: How will it help you deliver more valuable additions to your team? How will it give you great versatility so you can support divisional or departmental goals? How will it enable you to take greater responsibility in specific projects or help your team with theirs? Page 30
- 31. Moving sideways 6of 7 QUESTIONS FOR THE ORGANIZIATION: How will it remove some of the current pressures on managers? How will it prepare the individual to take on greater or different responsibilities that support the business strategy of the organization? How might it give the individual greater visibility with others on the leadership team? Page 31
- 32. Moving sideways 7of 7 REAL CAREER GOALS: Relevant Enticing Achievable Leveragable Page 32
- 33. Enhancing levels of employeeengagement Page 33
- 34. Enhancing levels ofemployee engagement 1 of 2 Use L&D events and processes to help people and business units define themselves in terms of how they can contribute to value creation Use L&D events and processes to demonstrate and enact what the organization stands for and is trying to achieve Help develop systematic patterns of thinking and acting in employees that will enable and stimulate them to use relevant tools and techniques Page 34
- 35. Enhancing levels ofemployee engagement 2 of 2 Helping employees to work faster and smarter in their jobs and become skilled at self-managed continuous learning Monitoring regularly how far and in what ways L&D activity is successful in engaging people with the organization‟s values and goals Page 35
- 36. Induction and onboarding Page 36
- 37. Induction and onboarding1 of 8 WHAT SHOULD BE COVERED? Conduct an employee orientation Review the organisation‟s health & safety policy and program Tell new workers their rights and responsibilities Provide training Identify hazards Give clear instructions Lead by example Page 37
- 38. Induction and onboarding2 of 8 PRIOR PREPARATION Assigning an e-mail address and password Activating the telephone and voicemail Ordering business cards Arranging for company ID or access cards Locating desk and door keys Ordering a corporate credit card Providing a company telephone directory Page 38
- 39. Induction and onboarding3 of 8 THE WELCOME A welcoming phone call, letter or introduction visit from the President or General Manager A new hire luncheon during the first week to meet the team A welcome gift such as a company pen, mug or T- shirt A welcome advertisement in the local paper, depending on the position Page 39
- 40. Induction and onboarding4 of 8 THE WELCOME A welcome email distributed throughout the organization An introduction bio or picture on the intranet site or in the company newsletter Page 40
- 41. Induction and onboarding5 of 8 ONBOARDING PROGRAMS Lasts Objective based Page 41
- 42. Induction and onboarding6 of 8 TRANSITION MEETINGS WHERE THE BOSS EXPLAINS: 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 together or to work it out alone? Page 42
- 43. Induction and onboarding7 of 8 TRANSITION MEETINGS WHERE THE BOSS EXPLAINS: Is the preference to bring well-developed solutions to problems, bring options, or just bring the problem? Page 43
- 44. Induction and onboarding8 of 8 MASLOW‟S HIERACHY OF NEEDS Level One -orientation Level Two -onboarding Level Three –job specific induction and training Page 44
- 45. The leadership and management development system Page 45
- 46. The leadership and management development system 1 of 4 Define and communicate meaning Provide strong corporate sponsorship Link leadership and management development strategy firmly to the organization Build a leadership pipeline strategy linked to succession planning Deliver through close HR business partnerships Page 46
- 47. The leadership and management development system 2 of 4 Ensure consistency, coordination and flexibility Make leadership and management development work Hold leaders accountable for results Page 47
- 48. The leadership and management development system 3 of 4 SYSTEMS SHOULD HAVE A STRONG FOCUS ON: Learning activity that incorporates and helps to embed strong organizational values that show clearly those leadership behaviours expected and those not permitted Skills training related to team leadership and team management Page 48
- 49. The leadership and management development system 4 of 4 SYSTEMS SHOULD HAVE A STRONG FOCUS ON: Career development and access to meaningful career paths Learning activity that induces and reinforces good working relationships with their managers, helping them achieve a better work-life balance, and to better promote the wellbeing of those for whom they are responsible Page 49
- 50. Leadership skills gaps Page 50
- 51. Leadership skills gaps Performancemanagement Leading and managing change Leading people and people management Coaching, mentoring and developing employees Business and commercial acumen Communication and interpersonal skills Page 51
- 52. Different Learning & Development roles Page 52
- 53. Different Learning & Development roles 1 of 2 Professional adviser Knowledge architect Brand manager Commercial lead Learning specialist Administrator Page 53
- 54. Different Learning & Development roles 2 of 2 CORE TASKS People leadership and management Professional and career development Managing the budget Managing marketing and databases Page 54
- 55. Organizing the Learning& Development function Page 55
- 56. Organizing the Learning& Development function 1 of 4 KINDS OF ANALYSIS NEEDED: Analysing the external environment to identify big issues that have implications for L&D Analysing internal organizational context and major organisational issues, to identify where the L&D process could add most value Assessing the way in which L&D activity is currently organized and the reasons for its present structural arrangements Page 56
- 57. Organizing the Learning& Development function 2 of 4 KINDS OF ANALYSIS NEEDED: Identifying any weaknesses in the current relationship between corporate structure, HR structure and the organization of the L&D function Identifying key players in the organization whose support is needed if L&D initiatives are to succeed, and their attitudes towards the function Page 57
- 58. Organizing the Learning& Development function 3 of 4 KINDS OF ANALYSIS NEEDED: Identifying those with whom the L&D function should form business partnerships, and those who could act as „learning champions‟ in the workplace Assessing resources available for L&D activity Page 58
- 59. Organizing the Learning& Development function 4 of 4 OPTIONS AVAILABLE: Line-managed function Outsourcing HR three-legged stool Page 59
- 60. Skills development for smallerorganizations Page 60
- 61. Skills development forsmaller organizations 1 of 2 Improve quality of service to clients, plus career development of individuals Achieve competitive advantage Exploit new market opportunities Retain employees and aid business growth Develop skills not available externally Page 61
- 62. Skills development forsmaller organizations 2 of 2 KEY CRITERIA How far will it enhance organizational performance? How far will it enhance employees‟ ability to cope effectively with internal and external change? How far will it contribute to the organization‟s overall ability to achieve longer-term goals? Page 62
- 63. Key tasks forLearning & Development practitioners Page 63
- 64. Key tasks forLearning & Development practitioners 1 of 3 Raise awareness across the organization of the value of a workplace learning culture that taps into and shares the knowledge of organizational members, applying it to continuous improvement and innovation Work in partnerships to implement business processes and developmental activity that will equip managers at all organizational levels to fulfil the knowledge creating roles Page 64
- 65. Key tasks forLearning & 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. Key tasks forLearning & Development practitioners 3 of 3 Incorporate into training and L & D processes, opportunities for individuals to explore and invest in personal domains of interest while also adding value through their work for the organization Facilitate those involved in learning and knowledge processes in virtual environments Help team members to connect and align their interests and priorities Ensure their own continuing and personal development Page 66
- 67. Effective online training Page 67
- 68. Effective online learning1 of 2 Ensure that someone within your organization is familiar with the prevailing strategies and vendors Use collaboration and socialization tools to complement learning Utilize dynamic multi-media content to increase retention and engagement levels Avoid in-house solutions Think long-term Page 68
- 69. Effective online learning2 of 2 TIPS FOR VENDOR SELECTION Choose your vendors on the basis of their instructional sophistication Choose a vendor that impresses you with the thoughtfulness and imagination of their instructional team Always ask for samples of their work and request a chance to test out the technology Page 69
- 70. Most effective practices Page 70
- 71. Most effective practices1 of 2 In-house development programs Coaching by line managers On the job training Job rotation, secondment and shadowing Coaching by external practitioner Instructor-led training delivered off the job Action learning sets Page 71
- 72. Most effective practices2 of 2 Mentoring and buddying schemes Internal knowledge-sharing events Formal education courses External conferences, workshops and events E-learning Page 72
- 73. Sales training Page 73
- 74. Sales training 1of 4 AFFLICTIONS AFFECTING SALES TEAMS Wasting the time of sales representatives Poor sales meetings Poor strategy Capping or reducing income Favouritism Page 74
- 75. Sales training 2of 4 MORALE v EXECUTION Cornerstones of powerful sales organizations Performance against the odds Morale cannot be taught Measuring morale Page 75
- 76. Sales training 3of 4 DEVELOPING A WINNING SALES TEAM Understand your buyer (your first priority) Place only the right people in sales positions Build the sales process before any training Reinforce behaviour changes Measure the new behaviours and sales results Page 76
- 77. Sales training 4of 4 RECENT CHANGES IN THE WORLD OF SALES The sales environment has become increasingly complex Tech-savvy customers are able to do extensive, independent research Strategic procurement has expanded dramatically Competitive pressures are relentless Customers want consultative guidance from trusted advisors Page 77
- 78. Memory joggers Page 78
- 79. Memory joggers 1of 4 Make sure that people on the training course are told they will be receiving weekly email tips on key points from the course that will help them get better results Design a sequence of tips that touch on key points of the training in the same sequence as they were delivered at the training Weekly frequency seems to work best Page 79
- 80. Memory joggers 2of 4 Use an attention grabbing or curiosity creating subject line Use HTML email format and a font such as Verdana or Tahoma which is purpose built for the screen Keep the font size larger than a normal email-this makes it easier to read, and seems more friendly and accessible Page 80
- 81. Memory joggers 3of 4 Always have an unsubscribe link at the very bottom Do not add any graphics at all, not even logos at the bottom-they can mess up the display on some mobile devices and can also trigger spam traps Keep the format consistent over time so the emails are instantly recognizable The length is critical Page 81
- 82. Memory joggers 4of 4 Have a link at the bottom of the content and above the signature with more relevant information Use a compelling sentence to set up the link-for example, “For a simple five stage innovation process, click here.” When you have sent out the email tips relating to the course, keep sending out more tips Page 82
- 83. Learning to learn Page 83
- 84. Learning to learn Learnthe skill of self-reflection and self- management Learn the art of asking good questions Learn how to learn Learn to share learning Page 84
- 85.
- 86.
- 87. Case study A Page 87
- 88. Case study A Page 88
- 89. Case study B Page 89
- 90. Case study B Page 90
- 91. Case study C Page 91
- 92. Case study C Page 92
- 93. Case study D Page 93
- 94. Case study D Page 94
- 95. Case study E Page 95
- 96. Case study E Page 96
- 97. Case study F Page 97
- 98. Case study F Page 98
- 99. Conclusion and questions Page 99
- 100.