This document provides an overview of learning and development topics, including conducting training needs analyses, learning styles, accelerated learning components, informal on-the-job learning, developing learning for different contexts, sources of learning support, learning experience design, uses of video, case studies, mobile learning, e-learning, and adapting training for different global regions. The document outlines best practices and considerations for various training methods and aims to provide guidance on designing effective learning and development programs.

1. Learning and developing
by Toronto Training and HR
March 2014

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. Page 3
Introduction

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. Page 5
Conducting a training
needs analysis

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. Page 7
Learning styles

8. Learning
styles
INTER-RELATED
ELEMENTS
• Information processing
• Instructional
preferences
• Learning strategies
Page 8

9. Page 9
Components of
accelerated learning

10. Components
of accelerated
learning
• Business-focused and
learner-centred
objectives
• The facilitator
• The learner
• The environment
• Brain research
Page 10

11. Page 11
Informal, on-the-job
learning

12. Informal,
on-the-job
training
• On-the-job, career-
related learning
• On-demand learning
• Social learning
Page 12

13. Page 13
Developing learning for all
five moments

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. Page 15
Six sources of support

16. Six sources of
support
•Personal motivation
•Personal ability
•Social motivation
•Social ability
•Structural
motivation
•Structural ability
Page 16

17. Page 17
Learning experience
design

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. Page 19
Use of video in learning

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. Use of video
in learning
2 of 2
BENEFITS
• Cost reduction
• Consistency
• Correctness
• Capture
• Clarity
• Control
Page 21

22. Page 22
Action learning

23. Action
learning
• What does it involve?
• Components
• Key behaviours
• Program development
• Executive involvement
• Completion of the
program
• Pay-off
Page 23

24. Page 24
Language learning

25. Language
learning
• Building the case for
language learning
• Steps to consider when
implementing language
learning
Page 25

26. Page 26
Use of case studies

27. Use of case
studies
• Types of case studies
• Individual preparation
• Instructor-facilitated
discussion
• Reflection
• Best practices
Page 27

28. Page 28
Learner-centred
discussions

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. Page 30
Saving dollars on
orientation programs

31. Saving dollars
on orientation
programs
•Choose a mentor
•Demonstrate the
procedure
•Have a return
demonstration
•Be available to
answer questions
Page 31

32. Page 32
Onboarding

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. Page 34
Is mobile learning right for
your organization?

35. Is mobile
learning right
for your
organization?
• Questions to ask
• Rationale for mobile
learning
• Considerations
Page 35

36. Page 36
Prototypes for mobile
learning

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. Page 38
Mobile learning for sales

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. 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. Page 41
E-learning

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. E-learning
2 of 2
• Perceived barriers and
challenges
• Coverage of e-learning
• Effectiveness of
e-learning
Page 43

44. Page 44
Beyond North America

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. 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. 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. 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. Page 49
Conclusion, summary and
questions

50. Page 50
Conclusion, summary and
questions
Conclusion
Summary
Videos
Questions