One day open training event held in Kitchener, Canada.

1. Learning & Development
by Toronto Training and HR
January 2012

2. 3-4 Introduction to Toronto Training and HR
5-6 Definitions
Contents 7-8
9-13
14-20
Gateways into the Learning & Development field
Measures
Six stage training cycle for co-creating value
11-13 Re-engineering Learning & Development
14-15 Financial education
16-17 Causes of knowledge gaps
18-20 Learning styles
21-22 Training games
23-24 The performance management process
25-32 Moving sideways
33-35 Enhancing levels of employee engagement
36-44 Induction and onboarding
42-44 Making development work
45-49 The leadership and management development system
50-51 Leadership skills gaps
52-54 Different Learning & Development roles
55-59 Organizing the Learning & Development function
60-62 Skills development for smaller organizations
63-66 Key tasks for Learning & Development practitioners
67-69 Effective online learning
70-72 Most effective practices
73-77 Sales training
78-82 Memory joggers
83-84 Learning to learn
85-86 Drill
87-98 Case studies
99-100 Conclusion and questions

3. Introduction
Page 3

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
• 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. Definitions
Page 5

6. Definitions
Learning
Training
Page 6

7. Gateways into the
Learning & Development
field
Page 7

8. Gateways into the Learning &
Development field
Terminology
Purpose
Theories
HR management
History
Page 8

9. Measures
Page 9

10. Measures 1 of 4
SCORECARD
Percentage of learning delivered by various
methods
Direct learning investment
External services expenditure
Learning hours available
Learning hours used
Indirect learning investment
Learning staff size
Page 10

11. Measures 2 of 4
SCORECARD
Net profit
Total revenue
Tuition reimbursement expenditures
Page 11

12. Measures 3 of 4
QUALITY
Quality of hire
Quality of movement
Quality of separation
Page 12

13. Measures 4 of 4
RETURN ON INVESTMENT
1. Focus on the organizational mission-level four,
results
2. Identify leading indicators
3. Define critical behaviours-level three, behaviour
4. Determine required drivers
5. Design learning-level two, learning
6. Feedback from the event-level one, reaction
7. Monitor and adjust
Page 13

14. Six stage training cycle for
co-creating value
Page 14

15. Six stage training cycle for co-
creating value 1 of 6
1. ESTABLISHING THE PARTNESHIP
Identifying drivers and purpose
Establishing the business partnership
Agreeing the business case
Page 15

16. Six stage training cycle for co-
creating value 2 of 6
2. INTEGRATING PLANNING AND EVALUATION
Collecting data on the workplace environment
Collecting data on training and learning needs
Page 16

17. Six stage training cycle for co-
creating value 3 of 6
3. IDENTIFYING TRAINING AND LEARNING
NEEDS
Workplace context
Job training analysis
Learning needs analysis
Page 17

18. Six stage training cycle for co-
creating value 4 of 6
4. AGREEING LEARNING PRINCIPLES AND
STRATEGY
Putting learning at the heart of the training cycle
Decisions that need to be made
Questions that need to be asked at the planning
stage
Profiling the learner population
Page 18

19. Six stage training cycle for co-
creating value 5 of 6
5. DESIGNING AND DELIVERING TRAINING
Program structure and learning objectives
Program enablers
Designing effective learning events-achieving
consistency, choosing content/media/methods,
applying principles of learning
Page 19

20. Six stage training cycle for co-
creating value 6 of 6
6. MONITORING AND EVALUATING OUTCOMES
Definitions
Page 20

21. Training games
Page 21

22. Training games
Research in the pre-game phase
Design the game
E-learning games
Overcoming the pitfalls
Page 22

23. The performance
management process
Page 23

24. The performance management
process
Induction
Job-related training and personal development
Performance appraisal
Page 24

25. Moving sideways
Page 25

26. Moving sideways 1 of 7
TYPES
Lateral-moving across
Enrichment-growing in place
Vertical-moving up
Exploratory-investigating possibilities
Realignment-stepping back
Relocation-moving out
Questions to ask
Page 26

27. Moving sideways 2 of 7
SUITED TO EMPLOYEES SEEKING TO:
increase their portfolio of marketable skills
broaden their breadth of experience for the future
experience other managers and leaders
move into a faster growth area
demonstrate newly acquired competencies by
working with different colleagues in a new part of
the organization
Page 27

28. Moving sideways 3 of 7
SUITED TO EMPLOYEES SEEKING TO:
increase their portfolio of marketable skills
broaden their breadth of experience for the future
experience other managers and leaders
move into a faster growth area
demonstrate newly acquired competencies by
working with different colleagues in a new part of
the organization
Page 28

29. Moving sideways 4 of 7
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?
Page 29

30. Moving sideways 5 of 7
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?
Page 30

31. Moving sideways 6 of 7
QUESTIONS FOR THE ORGANIZIATION:
How will it remove some of the current pressures
on managers?
How will it prepare the individual to take on
greater 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?
Page 31

32. Moving sideways 7 of 7
REAL CAREER GOALS:
Relevant
Enticing
Achievable
Leveragable
Page 32

33. Enhancing levels of
employee engagement
Page 33

34. Enhancing levels of employee
engagement 1 of 2
Use L&D events and processes to help people and
business units define themselves in terms of how
they can contribute to value creation
Use L&D events and processes to demonstrate and
enact what the organization stands for and is
trying to achieve
Help develop systematic patterns of thinking and
acting in employees that will enable and stimulate
them to use relevant tools and techniques
Page 34

35. Enhancing levels of employee
engagement 2 of 2
Helping employees to work faster and smarter in
their jobs and become skilled at self-managed
continuous learning
Monitoring regularly how far and in what ways
L&D activity is successful in engaging people with
the organization‟s values and goals
Page 35

36. Induction and onboarding
Page 36

37. Induction and onboarding 1 of 8
WHAT SHOULD BE COVERED?
Conduct an employee orientation
Review the organisation‟s health & safety policy
and program
Tell new workers their rights and responsibilities
Provide training
Identify hazards
Give clear instructions
Lead by example
Page 37

38. Induction and onboarding 2 of 8
PRIOR PREPARATION
Assigning an e-mail address and password
Activating the telephone and voicemail
Ordering business cards
Arranging for company ID or access cards
Locating desk and door keys
Ordering a corporate credit card
Providing a company telephone directory
Page 38

39. Induction and onboarding 3 of 8
THE WELCOME
A welcoming phone call, letter or introduction visit
from the President or General Manager
A new hire luncheon during the first week to meet
the team
A welcome gift such as a company pen, mug or T-
shirt
A welcome advertisement in the local paper,
depending on the position
Page 39

40. Induction and onboarding 4 of 8
THE WELCOME
A welcome email distributed throughout the
organization
An introduction bio or picture on the intranet site
or in the company newsletter
Page 40

41. Induction and onboarding 5 of 8
ONBOARDING PROGRAMS
Lasts
Objective based
Page 41

42. Induction and onboarding 6 of 8
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?
Page 42

43. Induction and onboarding 7 of 8
TRANSITION MEETINGS WHERE THE BOSS
EXPLAINS:
Is the preference to bring well-developed
solutions to problems, bring options, or just bring
the problem?
Page 43

44. Induction and onboarding 8 of 8
MASLOW‟S HIERACHY OF NEEDS
Level One -orientation
Level Two -onboarding
Level Three –job specific induction and training
Page 44

45. The leadership and
management
development system
Page 45

46. The leadership and
management development
system 1 of 4
Define and communicate meaning
Provide strong corporate sponsorship
Link leadership and management development
strategy firmly to the organization
Build a leadership pipeline strategy linked to
succession planning
Deliver through close HR business partnerships
Page 46

47. The leadership and
management development
system 2 of 4
Ensure consistency, coordination and flexibility
Make leadership and management development
work
Hold leaders accountable for results
Page 47

48. The leadership and
management development
system 3 of 4
SYSTEMS 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 permitted
Skills training related to team leadership and team
management
Page 48

49. The leadership and
management development
system 4 of 4
SYSTEMS SHOULD HAVE A STRONG FOCUS ON:
Career development and access to meaningful
career paths
Learning 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
Page 49

50. Leadership skills gaps
Page 50

51. Leadership skills gaps
Performance management
Leading and managing change
Leading people and people management
Coaching, mentoring and developing employees
Business and commercial acumen
Communication and interpersonal skills
Page 51

52. Different Learning &
Development roles
Page 52

53. Different Learning &
Development roles 1 of 2
Professional adviser
Knowledge architect
Brand manager
Commercial lead
Learning specialist
Administrator
Page 53

54. Different Learning &
Development roles 2 of 2
CORE TASKS
People leadership and management
Professional and career development
Managing the budget
Managing marketing and databases
Page 54

55. Organizing the Learning &
Development function
Page 55

56. Organizing the Learning &
Development function 1 of 4
KINDS OF ANALYSIS NEEDED:
Analysing the external environment to identify big
issues that have implications for L&D
Analysing internal organizational context and
major organisational issues, to identify where the
L&D process could add most value
Assessing the way in which L&D activity is
currently organized and the reasons for its present
structural arrangements
Page 56

57. Organizing the Learning &
Development function 2 of 4
KINDS OF ANALYSIS NEEDED:
Identifying any weaknesses in the current
relationship between corporate structure, HR
structure and the organization of the L&D function
Identifying key players in the organization whose
support is needed if L&D initiatives are to succeed,
and their attitudes towards the function
Page 57

58. 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 workplace
Assessing resources available for L&D activity
Page 58

59. Organizing the Learning &
Development function 4 of 4
OPTIONS AVAILABLE:
Line-managed function
Outsourcing
HR three-legged stool
Page 59

60. Skills development for
smaller organizations
Page 60

61. Skills development for smaller
organizations 1 of 2
Improve quality of service to clients, plus career
development of individuals
Achieve competitive advantage
Exploit new market opportunities
Retain employees and aid business growth
Develop skills not available externally
Page 61

62. Skills development for smaller
organizations 2 of 2
KEY CRITERIA
How 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?
Page 62

63. Key tasks for Learning &
Development practitioners
Page 63

64. Key tasks for Learning &
Development practitioners 1 of 3
Raise 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 innovation
Work in partnerships to implement business
processes and developmental activity that will
equip managers at all organizational levels to fulfil
the knowledge creating roles
Page 64

65. Key tasks for Learning &
Development practitioners 2 of 3
Produce 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 organization
Ensure an inclusive and ethical approach to
learning in the workplace
Stimulate and support self-managed learning at all
organizational levels
Page 65

66. Key tasks for Learning &
Development practitioners 3 of 3
Incorporate 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 environments
Help team members to connect and align their
interests and priorities
Ensure their own continuing and personal
development
Page 66

67. Effective online training
Page 67

68. Effective online learning 1 of 2
Ensure that someone within your organization is
familiar with the prevailing strategies and vendors
Use collaboration and socialization tools to
complement learning
Utilize dynamic multi-media content to increase
retention and engagement levels
Avoid in-house solutions
Think long-term
Page 68

69. Effective online learning 2 of 2
TIPS FOR VENDOR SELECTION
Choose your vendors on the basis of their
instructional sophistication
Choose a vendor that impresses you with the
thoughtfulness and imagination of their
instructional team
Always ask for samples of their work and request a
chance to test out the technology
Page 69

70. Most effective practices
Page 70

71. Most effective practices 1 of 2
In-house development programs
Coaching by line managers
On the job training
Job rotation, secondment and shadowing
Coaching by external practitioner
Instructor-led training delivered off the job
Action learning sets
Page 71

72. Most effective practices 2 of 2
Mentoring and buddying schemes
Internal knowledge-sharing events
Formal education courses
External conferences, workshops and events
E-learning
Page 72

73. Sales training
Page 73

74. Sales training 1 of 4
AFFLICTIONS AFFECTING SALES TEAMS
Wasting the time of sales representatives
Poor sales meetings
Poor strategy
Capping or reducing income
Favouritism
Page 74

75. Sales training 2 of 4
MORALE v EXECUTION
Cornerstones of powerful sales organizations
Performance against the odds
Morale cannot be taught
Measuring morale
Page 75

76. Sales training 3 of 4
DEVELOPING A WINNING SALES TEAM
Understand your buyer (your first priority)
Place only the right people in sales positions
Build the sales process before any training
Reinforce behaviour changes
Measure the new behaviours and sales results
Page 76

77. Sales training 4 of 4
RECENT CHANGES IN THE WORLD OF SALES
The sales environment has become increasingly
complex
Tech-savvy customers are able to do extensive,
independent research
Strategic procurement has expanded dramatically
Competitive pressures are relentless
Customers want consultative guidance from
trusted advisors
Page 77

78. Memory joggers
Page 78

79. 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 results
Design a sequence of tips that touch on key points
of the training in the same sequence as they were
delivered at the training
Weekly frequency seems to work best
Page 79

80. Memory joggers 2 of 4
Use an attention grabbing or curiosity creating
subject line
Use HTML email format and a font such as
Verdana or Tahoma which is purpose built for the
screen
Keep the font size larger than a normal email-this
makes it easier to read, and seems more friendly
and accessible
Page 80

81. Memory joggers 3 of 4
Always have an unsubscribe link at the very
bottom
Do 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 traps
Keep the format consistent over time so the emails
are instantly recognizable
The length is critical
Page 81

82. Memory joggers 4 of 4
Have a link at the bottom of the content and
above the signature with more relevant
information
Use 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
Page 82

83. Learning to learn
Page 83

84. Learning to learn
Learn the skill of self-reflection and self-
management
Learn the art of asking good questions
Learn how to learn
Learn to share learning
Page 84

85. Drill
Page 85

86. Drill
Page 86

87. Case study A
Page 87

88. Case study A
Page 88

89. Case study B
Page 89

90. Case study B
Page 90

91. Case study C
Page 91

92. Case study C
Page 92

93. Case study D
Page 93

94. Case study D
Page 94

95. Case study E
Page 95

96. Case study E
Page 96

97. Case study F
Page 97

98. Case study F
Page 98

99. Conclusion and questions
Page 99

100. Conclusion and questions
Summary
Videos
Questions
Page 100