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Learning & development September 2016
This document provides an overview of effective learning and development. It discusses components to consider when delivering learning content, such as instructional approaches that align with adult learning characteristics. Recommendations are provided for induction programs for new salespeople. Methods to measure the effectiveness of development programs and reasons for not measuring are also examined. The document concludes with a discussion of trends in learning and development.
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Learning & development September 2016
- 1. Go from goodto great… by undertaking effective LEARNING & DEVELOPMENT London HR and Training September 2016
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- 3. Intro - LondonHR and Training • London HR and Training is a specialist human resources and training consultancy headed by Timothy Holden • 10 years in banking • 20 years in training and human resources • Business owner since 2007 • The core services provided by London HR and Training are: - Reducing costs and saving time through bespoke HR initiatives and projects - Training course design and delivery - Services for job seekers Page 3
- 4. Contents 5-6 Definitions 7-8 Factorsdriving pay differences 9-10 Women’s work 11-13 Section 78 of the Equality Act 2010 14-18 Job evaluation methods 19-20 Ways to increase transparency 21-22 Measuring experience 23-24 Difficulties of returning to work 25-26 Remedies that may be applied 27-28 Typical pay objectives that may be included in policies & strategies 29-30 Phases of pay equity assessments 31-32 Factors which affect the gender pay gap 33-34 Benefits of reducing the gender pay gap 35-36 Calculating the gender pay gap 37-38 Barriers to changing the gender pay gap 39-41 Ways to promote equal pay 42-44 Example equal pay audit 45-46 Wage fixing and equal pay 47-48 Exercise 49-50 To sum up…
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- 6. Definitions • Learning • Development •Training Page 6
- 7. Components to consider whendelivering learning content
- 8. Components to considerwhen delivering learning content 1 of 3 Adult learning characteristics • Autonomous • Curious • Experienced • Goal-oriented • Hands-on • Need stimulation • Pragmatic • Sceptical • Social
- 9. Components to considerwhen delivering learning content 2 of 3 Instructional approaches • Teach-push • Matrix-both teach and facilitate • Facilitate-pull Page 9
- 10. Components to considerwhen delivering learning content 3 of 3 Alignment of the instructional approach with the learning characteristics • Low • Medium • High Page 10
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- 12. Induction for newsalespeople 1 of 3 Traps that may occur • The classroom rut • Content overload • Untrained managers Page 13
- 13. Induction for newsalespeople 2 of 3 Recommendations • Take the holistic view • Define incremental goals • Cover what they need to know • Optimise training and reinforcement • Make it easy to follow through • Give coaches and managers a better view Page 14
- 14. Induction for newsalespeople 3 of 3 Recommendations (cont.) • Help new hires build internal support networks • Plan for a smooth transition to the field Page 14
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- 16. Sales training 1of 2 The energetic sales cycle • Develop rapport • Probe inquiry • Qualify opportunity • Ask key questions • Ask for conditional commitment • Answer questions • Close the sale Page 16
- 17. Sales training 2of 2 Keys to effective sales • Price and other monetary considerations • Skill level • References, credibility • Knowledge • Authenticity • Enthusiasm • Energy • Confidence Page 17
- 18. Methods to measure developmentprogrammes
- 19. Methods to measure developmentprogrammes • Movement • Assessment tools • HR metrics • Business metrics Page 19
- 20. Reasons for notmeasuring learning & development
- 21. Reasons for notmeasuring learning & development • Fear of results • This should not be necessary • Measuring at this level is not planned • Measurement is too difficult • Measurement is not the fun part of the process • Not knowing which programmes to evaluate at this level • Not prepared for this Page 21
- 22. Learning & developmentand the Olympics
- 23. Learning & developmentand the Olympics • Differentiators • Humility • Preparation • Follow-up • Quality • Attitude Page 23
- 24. Storytelling and learning& development
- 25. Storytelling and learning& development 1 of 3 Elements of storytelling • Setting • Characters • Event • Development • Climax Page 25
- 26. Storytelling and learning& development 2 of 3 Benefits of storytelling • Make your presentations more fascinating, compelling and memorable • Challenge people without coming across as confrontational • Open people’s minds to new possibilities in ways that direct approaches cannot Page 26
- 27. Storytelling and learning& development 3 of 3 Benefits of storytelling • Make your ideas and recommendations more understandable, compelling and memorable • Make new concepts and complex ideas understandable to the novice Page 27
- 28. Accountability and learning &development
- 29. Accountability and learning &development • Acknowledge reality • Redefine accountability for results • Train accountability; practice and instil accountability Page 29
- 30. Evaluation of learning& development
- 31. Evaluation of learning &development 1 of 2 Questions to ask • What did you learn today that you are most likely to try on the job? • Was there anything discussed today that you still do not understand? • How will what you learned affect your work? Page 31
- 32. Evaluation of learning &development 2 of 2 Customised evaluation • Typical evaluative statements Page 32
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- 34. Democratising learning & development1 of 4 What does it involve? Benefits of democratisation • Increase in support and reach • Deeper learning • Role-modelling collaboration • Increased engagement Page 34
- 35. Democratising learning & development2 of 4 Moving towards a democratised L&D function • Re-claiming • Liberating people • Connecting with others Page 35
- 36. Democratising learning & development3 of 4 Places to pilot democratised L&D • Induction • Mentoring programmes • Manager-to-leader programmes Page 36
- 37. Democratising learning & development4 of 4 Assessing the level of democratisation • Disillusioned democrat • Dormant democrat • Devoted democrat Page 37
- 38. Occupational mobility and learning& development
- 39. Occupational mobility and learning& development 1 of 2 • Definition of occupational mobility • Forced internal mobility • Voluntary internal mobility • Forced external mobility • Voluntary external mobility Page 39
- 40. Occupational mobility and learning& development 2 of 2 Factors that relate to negotiating occupational mobility • Perceptions of transitions • Professional-related • Generic skill-related • Lifelong learning-related Page 40
- 41. Significant groups and learning& development
- 42. Significant groups and learning& development 1 of 3 Technical professionals • Definition and representative positions • Behavioural characteristics • Leadership and motivational needs • Developmental preferences Page 42
- 43. Significant groups and learning& development 2 of 3 Knowledge workers • Definition and representative positions • Behavioural characteristics • Leadership and motivational needs • Developmental preferences Page 43
- 44. Significant groups and learning& development 3 of 3 Millennials • Definition and representative positions • Behavioural characteristics • Leadership and motivational needs • Developmental preferences Page 44
- 45. Trends in learning &development
- 46. Trends in learning &development • Social learning’s time has come • Telling tales makes change stick • Learning isn’t just for leaders • Over-hyping of gamification • Turn employees into video stars • Don’t be scared of ROI • Stop fighting your brain Page 46
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- 50. To sum up… •Conclusion • Summary • Videos • Useful links Page 50