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Learning more about Learning & Development March 2012
Toronto Training and HR is a specialist training and human resources consultancy. The document provides an overview of topics related to learning and development, including types of learning, models of learning, virtual training, leadership development, emotional intelligence, knowledge management, and business education trends. Case studies are also presented on applying learning and development strategies. The conclusion invites the reader to review additional videos and consider questions.
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Learning more about Learning & Development March 2012
- 1. Learning more aboutLearning & Development by Toronto Training and HR March 2012
- 2. 3-4 Introduction to Toronto Training and HR 5-7 Types of learning Contents 8-9 10-11 Models of learning Aligning measures with mission 12-13 Adding value in Learning & Development 14-16 Virtual training 17-18 Roles and social learning 19-20 Training for agility 21-22 Accelerating leadership development 23-24 Key failings in leadership development 25-26 Emotional intelligence 27-28 Understanding learning and the learners 29-30 Issues of power and politics 31-32 Breaking in new recruits 33-34 Establishing and maintaining business partnerships 35-36 Issues in workplace learning 37-38 Knowledge management 39-40 Impact points of learning 41-42 Identifying a program’s learning outcomes 43-44 Business education; the top trends 45-50 Case studies 51-52 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. Types of learning Page 5
- 6. Types of learning1 of 2 Comprehension Reflex learning Attitude development Memory training Procedural learning Page 6
- 7. Types of learning2 of 2 Instrumental learning Dialogic learning Self-reflective learning Page 7
- 8. Models of learning Page 8
- 9. Models of learning Behaviouristtheory Experimental psychology Experiential learning Learning styles Learning cycle Page 9
- 10. Aligning measures with mission Page 10
- 11. Aligning measures withmission Providing L&D services in response to requests Optimizing L&D resources, processes and systems Building competitive advantage by helping create productive organizations Shaping employers’ future success Leading in the building of knowledge-productive organizations Page 11
- 12. Adding value inLearning & Development Page 12
- 13. Adding value inLearning & Development Align Engage Measure Page 13
- 14. Virtual training Page 14
- 15. Virtual training 1of 2 MAKING IT WORK Design a series of short modules—about 60 to 90 minutes—each followed by a work assignment that immediately applies the learning to the job Move from monologue to dialogue for the delivery Ensure that the delivery is interactive Include multimedia content to illustrate complex concepts, such as short pre-recorded audio and video segments Page 15
- 16. Virtual training 2of 2 MAKING IT WORK Keep the classroom size to a maximum of 20 to 25 learners. Attempt to model programs on the structure and style of a phone-in radio show, including guests and compelling narrative Page 16
- 17. Roles and sociallearning Page 17
- 18. Roles and sociallearning Role Status Social structure Institution Norm Primary group Reference group Significant other Generalized other Page 18
- 19. Training for agility Page 19
- 20. Training for agility Whatis agility? Types of agility Increasing the agility-building quotient of your development efforts Targeted learning programs to build agility Habits of agile performers Benefits of building agile work practices Page 20
- 21. Accelerating leadership development Page 21
- 22. Accelerating leadership development Identify development gaps Use outcome-based planning Identify developmental test points Encourage managers to think aloud Page 22
- 23. Key failings inleadership development Page 23
- 24. Key failings inleadership development Lack of appropriate leadership development strategies Poor implementation of leadership development programs Lack of effective succession planning Neglect of multinational leaders Poor partnership between HR and corporate leaders Page 24
- 25. Emotional intelligence Page 25
- 26. Emotional intelligence Definition a person’sability to understand his or her own behaviour to regulate his or her own behaviour to understand other people’s behaviour and to regulate other people’s behaviour Page 26
- 27. Understanding learning and the learners Page 27
- 28. Understanding learning andthe learners The age of the trainer The age of the learner Knowledge workers Learning technologies Page 28
- 29. Issues of powerand politics Page 29
- 30. Issues of powerand politics Resource Position Expertise Page 30
- 31. Breaking in newrecruits Page 31
- 32. Breaking in newrecruits Share secrets Cash in Set ground rules Pick their brains Share your vision Find their forte Hook them up Praise them Persevere Page 32
- 33. Establishing and maintaining business partnerships Page 33
- 34. Establishing and maintaining business partnerships Partner others Achieve results Raise awareness Travel around Never be complacent Ensure ethical practice Recognize the importance of context Page 34
- 35. Issues in workplace learning Page 35
- 36. Issues in workplacelearning Experiential cycle of learning Learning styles Reflection Tacit knowledge and explicit knowledge The learning organization Page 36
- 37. Knowledge management Page 37
- 38. Knowledge management Definition Questions toask Objectives of knowledge management tools Roles in knowledge management Challenges for HR Page 38
- 39. Impact points oflearning Page 39
- 40. Impact points oflearning Planning Classroom training or learning Behaviour change Results/effects of training Page 40
- 41. Identifying a program’s learning outcomes Page 41
- 42. Identifying a program’slearning outcomes Identify the objectives of the organizational unit Identify the desired on-the-job behaviours of participants Write learning objectives Determine content, delivery mode and schedule Page 42
- 43. Business education: the top trends Page 43
- 44. Business education: thetop trends Growth markets Flexibility Embracing social media New destinations Distance and blended learning Operate in a global context Greater classroom diversity Page 44
- 45. Case study A Page 45
- 46. Case study A Page 46
- 47. Case study B Page 47
- 48. Case study B Page 48
- 49. Case study C Page 49
- 50. Case study C Page 50
- 51. Conclusion and questions Page 51
- 52.