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Learning & development May 2014
The document outlines the various aspects of learning and development (L&D) and is structured into sections including types of attendees, risk management, knowledge management, and initiatives for promoting informal learning. It emphasizes the importance of a learner-centered approach, informal learning, and the integration of technology such as MOOCs and game-based learning in training. Additionally, it explores the skills required for L&D leaders and strategies for maximizing learning investments and measuring success.
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Learning & development May 2014
- 1. Learning & development(L&D) by Toronto Training and HR May 2014
- 2. CONTENTS 3-4 Introduction 5-6 Typesof attendee 7-8 Focus on the individual as well as the group 9-10 Risk management 11-12 Knowledge in practice 13-14 Processes of knowledge management 15-19 Learner-centred discussions 20-23 Initiatives to promote informal learning 24-25 A true learning partnership 26-27 Forging a sustainable social learning culture 28-29 Game-based learning 30-34 Massive open online courses (MOOC) 35-39 Being a new Learning & Development Head 40-41 How can a L&D Manager raise performance? 42-45 Prioritizing learning investments 46-48 Measures 49-50 Case studies 51-52 Conclusion, summary and questions Page 2
- 3.
- 4. Page 4 Introduction toToronto 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 Types ofattendee
- 6. Types of attendee • Politicalprisoners • Tourists • Explorers Page 6
- 7. Page 7 Focus onthe individual as well as the group
- 8. Focus on the individualas well as the group CSAR • Curiosity • Study • Activity • Reflection Page 8
- 9.
- 10. Risk management • Artifacts • Espousedvalues • Basic assumptions Page 10
- 11. Page 11 Knowledge inpractice
- 12. Knowledge in practice • Learnability •Tacitness Page 12
- 13. Page 13 Processes ofknowledge management
- 14. Processes of knowledge management • Information(storage, transfer) • Know-how (learning, organizing) • Assimilation (gathering, assimilation) • Application (use, application) Page 14
- 15.
- 16. Learner- centred discussions 1 of 4 DEFINETHE GOALS OF THE DISCUSSION • Brainstorming • Debriefing or reflection on learning activities • Applying new skills or knowledge • Evaluating the learning experience Page 16
- 17. Learner- centred discussions 2 of 4 DEFINETHE PARAMETERS OF THE DISCUSSION • Decide on a well-defined topic or outcome • Set a timeframe • Consider environmental factors • Develop learning materials if needed Page 17
- 18. Learner- centred discussions 3 of 4 PREPAREQUESTIONS AHEAD OF TIME • Prepare the kick-off question • Prepare at least ten more questions • Use open-ended statements • Don’t ask why Page 18
- 19. Learner- centred discussions 4 of 4 COMMUNICATETHE GROUND RULES • Set ground rules for the discussion • Determine how the conversation will flow • Define your role as the facilitator Page 19
- 20. Page 20 Initiatives topromote informal learning
- 21. Initiatives to provide informal learning 1of 3 • Encourage learners to continue learning after formal courses • Create a space for communities • Provide self-assessments to assess workers’ interests and skills; apply that self-awareness • Maintain skills profiles for key job categories Page 21
- 22. Initiatives to provide informal learning 2of 3 • Assess the skills which workers possess • Track skills development • Match skills available with those needed • Assist with career planning • Customize information to each workers’ needs • Record informal learning activities Page 22
- 23. Initiatives to provide informal learning 3of 3 • Track progress towards a particular goal • Track informal learners, which informal learning resources they use and which ones they don’t Page 23
- 24. Page 24 A truelearning partnership
- 25. A true learning partnership • Definition •What might you expect to find in one? • Stages involved Page 25
- 26. Page 26 Forging asustainable social learning culture
- 27. Forging a sustainable social learning culture •Provide structure focused on learning • Move beyond formal learning • Connect learning with real-work issues • Adjust corporate culture and attitudes Page 27
- 28.
- 29. Game-based learning • Principal L&Dchallenges • Criteria which must be fulfilled by quality online learning • How can we ensure online learning will fulfill these requirements? • Growth of gamification Page 29
- 30. Page 30 Massive openonline courses (MOOC)
- 31. Massive open online courses (MOOC) 1 of4 TRENDS • Organizations are creatively applying today’s higher education MOOCs to their specific purposes • Organizations are developing specialized MOOCs to educate customers, clients and ecosystem partners Page 31
- 32. Massive open online courses (MOOC) 2 of4 TRENDS (CONT.) • Organizations are developing and leveraging MOOCs to identify, develop and source scarce talent • Organizations are building a variety of “private MOOC” learning solutions for both internal and partner audiences Page 32
- 33. Massive open online courses (MOOC) 3 of4 LAUNCHING AN EFFECTIVE MOOC: • Clearly identify the problem to be solved • Develop a plan • Ensure content is relevant and modular, with meaningful opportunities for practice and application • Award badges to recognize learner mastery Page 33
- 34. Massive open online courses (MOOC) 4 of4 LAUNCHING AN EFFECTIVE MOOC (CONT.): • Select technology that enables an integrated learning experience • Prioritize “learner success” and support services • Identify partners to help you get started if needed Page 34
- 35. Page 35 Being anew Learning & Development Head
- 36. Being a new Learning& Development Head 1 of 4 SKILLS OR QUALITIES NEEDED • Killer consulting skills along with insatiable curiosity • Courage mixed with sound judgment • Visionary leadership, strategic orientation and solid business acumen Page 36
- 37. Being a new Learning& Development Head 2 of 4 SKILLS OR QUALITIES NEEDED (CONT.) • Being secure enough to ask simple questions without the fear of looking inexperienced or foolish • Ability to surf the waves of change without getting too far out over the front of the board and getting knocked off Page 37
- 38. Being a new Learning& Development Head 3 of 4 CURRENT ISSUES TO CONSIDER • Learning revolution • Content availability • Changing learning styles • Time Page 38
- 39. Being a new Learning& Development Head 4 of 4 HOW SHOULD THE NEW PERSON START? • What and who to know • What to do • When to do it Page 39
- 40. Page 40 How cana L&D Manager raise performance?
- 41. How can a L&DManager raise performance? • Give people good information • Treat people as adults • Encourage learning • Stress reduction • Support • Payoff Page 41
- 42.
- 43. Prioritizing learning investments 1 of 3 •Decide which functions have the greatest impact on business success • Prioritize those functions and start with the most important • Determine which roles within that most important function drive growth Page 43
- 44. Prioritizing learning investments 2 of 3 •Align with the functional business leader to determine key measures of success • Determine what learning offerings are needed to successfully perform within that role • Choose a learning modality; What will improve performance, change behaviours and reduce costs? Page 44
- 45. Prioritizing learning investments 3 of 3 •Examine learning impact pre and post-learning event, reinforcement and sustainability of learning over time • Conduct a financial analysis and employ cost comparison methodology for staffing, development, delivery, production, costs of classroom space, multimedia, travel and record keeping Page 45
- 46.
- 47. Measures 1 of 2 RETURNON INVESTMENT • Reaction • Learning • Behaviour • Results Page 47
- 48. Measures 2 of 2 •Metrics • Analysis • Outcomes • Quality • Volume • Cost • Process • Business priorities Page 48
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- 50.
- 51. Page 51 Conclusion, summaryand questions
- 52. Page 52 Conclusion, summaryand questions Conclusion Summary Videos Questions