Learning & Development March 2014
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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.
Learning & Development March 2014
- 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
- 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
- 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
- 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
- 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
- 23. Action learning • What does it involve? • Components • Key behaviours • Program development • Executive involvement • Completion of the program • Pay-off Page 23
- 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
- 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
- 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
- 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