Learning & Development January 2012

Learning & Development

by Toronto Training and HR

January 2012

Contents3-4 Introduction to Toronto Training and HR5-6 Definitions7-8 Gateways into the Learning & Development field9-13 Measures14-20 Six stage training cycle for co-creating value11-13 Re-engineering Learning & Development14-15 Financial education16-17 Causes of knowledge gaps18-20 Learning styles21-22 Training games23-24 The performance management process25-32 Moving sideways33-35 Enhancing levels of employee engagement36-44 Induction and onboarding42-44 Making development work45-49 The leadership and management development system50-51 Leadership skills gaps52-54 Different Learning & Development roles55-59 Organizing the Learning & Development function60-62 Skills development for smaller organizations63-66 Key tasks for Learning & Development practitioners67-69 Effective online learning70-72 Most effective practices73-77 Sales training78-82 Memory joggers83-84 Learning to learn85-86 Drill87-98 Case studies99-100 Conclusion and questions

Introduction

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• 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

Definitions

Definitions

Learning Training

Gateways into the Learning &

Development field

Gateways into the Learning & Development field

TerminologyPurposeTheoriesHR managementHistory

Measures

Measures 1 of 4

SCORECARDPercentage of learning delivered by various methodsDirect learning investmentExternal services expenditureLearning hours availableLearning hours usedIndirect learning investmentLearning staff size

Measures 2 of 4

SCORECARDNet profitTotal revenueTuition reimbursement expenditures

Measures 3 of 4

QUALITYQuality of hireQuality of movementQuality of separation

Measures 4 of 4

RETURN ON INVESTMENT1. Focus on the organizational mission-level four, results2. Identify leading indicators3. Define critical behaviours-level three, behaviour4. Determine required drivers5. Design learning-level two, learning6. Feedback from the event-level one, reaction7. Monitor and adjust

Six stage training cycle for co-creating value

Six stage training cycle for co-creating value 1 of 6

1. ESTABLISHING THE PARTNESHIPIdentifying drivers and purposeEstablishing the business partnershipAgreeing the business case


2. INTEGRATING PLANNING AND EVALUATIONCollecting data on the workplace environmentCollecting data on training and learning needs


3. IDENTIFYING TRAINING AND LEARNING NEEDSWorkplace contextJob training analysisLearning needs analysis


4. AGREEING LEARNING PRINCIPLES AND STRATEGYPutting learning at the heart of the training cycleDecisions that need to be madeQuestions that need to be asked at the planning stageProfiling the learner population


5. DESIGNING AND DELIVERING TRAININGProgram structure and learning objectivesProgram enablersDesigning effective learning events-achieving consistency, choosing content/media/methods, applying principles of learning


6. MONITORING AND EVALUATING OUTCOMESDefinitions

Training games

Training games

Research in the pre-game phaseDesign the gameE-learning gamesOvercoming the pitfalls

The performance management process

The performance management process

InductionJob-related training and personal developmentPerformance appraisal

Moving sideways

Moving sideways 1 of 7

TYPESLateral-moving acrossEnrichment-growing in placeVertical-moving upExploratory-investigating possibilitiesRealignment-stepping backRelocation-moving out

Questions to ask


SUITED TO EMPLOYEES SEEKING TO:increase their portfolio of marketable skillsbroaden their breadth of experience for the futureexperience other managers and leadersmove into a faster growth areademonstrate newly acquired competencies by working with different colleagues in a new part of the organization


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?


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?


QUESTIONS FOR THE ORGANIZIATION:How will it remove some of the current pressures on managers?How will it prepare the individual to take ongreater 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?


REAL CAREER GOALS:RelevantEnticingAchievableLeveragable

Enhancing levels of employee engagement

Enhancing levels of employee engagement 1 of

2Use L&D events and processes to help people and business units define themselves in terms of how they can contribute to value creationUse L&D events and processes to demonstrate and enact what the organization stands for and is trying to achieveHelp develop systematic patterns of thinking and acting in employees that will enable and stimulate them to use relevant tools and techniques

Enhancing levels of employee engagement 2 of

2Helping employees to work faster and smarter in their jobs and become skilled at self-managed continuous learningMonitoring regularly how far and in what ways L&D activity is successful in engaging people with the organization’s values and goals

Induction and onboarding

Induction and onboarding 1 of 8

WHAT SHOULD BE COVERED?Conduct an employee orientationReview the organisation’s health & safety policy and programTell new workers their rights and responsibilitiesProvide trainingIdentify hazardsGive clear instructionsLead by example


PRIOR PREPARATIONAssigning an e-mail address and passwordActivating the telephone and voicemailOrdering business cardsArranging for company ID or access cardsLocating desk and door keysOrdering a corporate credit cardProviding a company telephone directory


THE WELCOMEA welcoming phone call, letter or introduction visit from the President or General ManagerA new hire luncheon during the first week to meet the teamA welcome gift such as a company pen, mug or T-shirtA welcome advertisement in the local paper, depending on the position


THE WELCOMEA welcome email distributed throughout the organizationAn introduction bio or picture on the intranet site or in the company newsletter


ONBOARDING PROGRAMSLastsObjective based


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?


TRANSITION MEETINGS WHERE THE BOSS EXPLAINS:Is the preference to bring well-developedsolutions to problems, bring options, or just bringthe problem?


MASLOW’S HIERACHY OF NEEDSLevel One -orientationLevel Two -onboardingLevel Three –job specific induction and training

The leadership and management

development system

The leadership and management development

system 1 of 4Define and communicate meaningProvide strong corporate sponsorshipLink leadership and management development strategy firmly to the organizationBuild a leadership pipeline strategy linked to succession planningDeliver through close HR business partnerships


system 2 of 4Ensure consistency, coordination and flexibilityMake leadership and management development workHold leaders accountable for results


system 3 of 4SYSTEMS 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 permittedSkills training related to team leadership and team management


system 4 of 4SYSTEMS SHOULD HAVE A STRONG FOCUS ON:Career development and access to meaningful career pathsLearning 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

Leadership skills gaps

Leadership skills gaps

Performance managementLeading and managing changeLeading people and people managementCoaching, mentoring and developing employeesBusiness and commercial acumenCommunication and interpersonal skills

Different Learning & Development roles

Different Learning & Development roles 1 of 2

Professional adviserKnowledge architectBrand managerCommercial leadLearning specialistAdministrator

Different Learning & Development roles 2 of 2

CORE TASKSPeople leadership and managementProfessional and career developmentManaging the budgetManaging marketing and databases

Organizing the Learning &

Development function

Organizing the Learning & Development function 1 of 4KINDS OF ANALYSIS NEEDED:Analysing the external environment to identify big issues that have implications for L&DAnalysing internal organizational context and major organisational issues, to identify where the L&D process could add most valueAssessing the way in which L&D activity is currently organized and the reasons for its present structural arrangements

Organizing the Learning & Development function 2 of 4KINDS OF ANALYSIS NEEDED:Identifying any weaknesses in the current relationship between corporate structure, HR structure and the organization of the L&D functionIdentifying key players in the organization whose support is needed if L&D initiatives are to succeed, and their attitudes towards the function

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 workplaceAssessing resources available for L&D activity

Organizing the Learning & Development function 4 of 4OPTIONS AVAILABLE:Line-managed functionOutsourcingHR three-legged stool

Skills development for smaller organizations

Skills development for smaller organizations 1 of 2Improve quality of service to clients, plus career development of individualsAchieve competitive advantageExploit new market opportunitiesRetain employees and aid business growthDevelop skills not available externally

Skills development for smaller organizations 2 of 2KEY CRITERIAHow 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?

Key tasks for Learning & Development

practitioners

Key tasks for Learning & Development practitioners 1

of 3Raise 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 innovationWork in partnerships to implement business processes and developmental activity that will equip managers at all organizational levels to fulfil the knowledge creating roles


of 3Produce 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 organizationEnsure an inclusive and ethical approach to learning in the workplaceStimulate and support self-managed learning at all organizational levels


of 3Incorporate 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 environmentsHelp team members to connect and align their interests and prioritiesEnsure their own continuing and personal development

Effective online training

Effective online learning 1 of 2

Ensure that someone within your organization is familiar with the prevailing strategies and vendorsUse collaboration and socialization tools to complement learningUtilize dynamic multi-media content to increase retention and engagement levelsAvoid in-house solutionsThink long-term

Effective online learning 2 of 2

TIPS FOR VENDOR SELECTIONChoose your vendors on the basis of their instructional sophisticationChoose a vendor that impresses you with the thoughtfulness and imagination of their instructional teamAlways ask for samples of their work and request a chance to test out the technology

Most effective practices

Most effective practices 1 of 2

In-house development programsCoaching by line managersOn the job trainingJob rotation, secondment and shadowingCoaching by external practitionerInstructor-led training delivered off the jobAction learning sets

Most effective practices 2 of 2

Mentoring and buddying schemesInternal knowledge-sharing eventsFormal education coursesExternal conferences, workshops and eventsE-learning

Sales training

Sales training 1 of 4

AFFLICTIONS AFFECTING SALES TEAMSWasting the time of sales representativesPoor sales meetingsPoor strategyCapping or reducing incomeFavouritism


MORALE v EXECUTIONCornerstones of powerful sales organizationsPerformance against the oddsMorale cannot be taughtMeasuring morale


DEVELOPING A WINNING SALES TEAMUnderstand your buyer (your first priority)Place only the right people in sales positionsBuild the sales process before any trainingReinforce behaviour changesMeasure the new behaviours and sales results


RECENT CHANGES IN THE WORLD OF SALESThe sales environment has become increasingly complexTech-savvy customers are able to do extensive, independent researchStrategic procurement has expanded dramaticallyCompetitive pressures are relentlessCustomers want consultative guidance from trusted advisors

Memory joggers

Memory joggers 1 of 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 resultsDesign a sequence of tips that touch on key points of the training in the same sequence as they were delivered at the trainingWeekly frequency seems to work best


Use an attention grabbing or curiosity creating subject lineUse HTML email format and a font such as Verdana or Tahoma which is purpose built for the screenKeep the font size larger than a normal email-this makes it easier to read, and seems more friendly and accessible


Always have an unsubscribe link at the very bottomDo 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 trapsKeep the format consistent over time so the emails are instantly recognizableThe length is critical


Have a link at the bottom of the content and above the signature with more relevant informationUse 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

Learning to learn

Learning to learn

Learn the skill of self-reflection and self-managementLearn the art of asking good questionsLearn how to learnLearn to share learning

Case study A

Case study B

Case study C

Case study D

Case study E

Case study F

Conclusion and questions

Conclusion and questions

SummaryVideosQuestions

Learning & Development January 2012

Business

Transcript of Learning & Development January 2012