Half day open training event on the latest case studies and examples of best practice from the world of learning & development.

1. Learning & development (L&D)
by Toronto Training and HR
May 2014

2. CONTENTS
3-4 Introduction
5-6 Types of attendee
7-8 Focus on the individual as well as the group
9-10 Risk management
11-12 Knowledge in practice
13-14 Processes of knowledge management
15-19 Learner-centred discussions
20-23 Initiatives to promote informal learning
24-25 A true learning partnership
26-27 Forging a sustainable social learning culture
28-29 Game-based learning
30-34 Massive open online courses (MOOC)
35-39 Being a new Learning & Development Head
40-41 How can a L&D Manager raise performance?
42-45 Prioritizing learning investments
46-48 Measures
49-50 Case studies
51-52 Conclusion, summary and questions
Page 2

3. Page 3
Introduction

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
Types of attendee

6. Types of
attendee
• Political prisoners
• Tourists
• Explorers
Page 6

7. Page 7
Focus on the individual as
well as the group

8. Focus on the
individual as
well as the
group
CSAR
• Curiosity
• Study
• Activity
• Reflection
Page 8

9. Page 9
Risk management

10. Risk
management
• Artifacts
• Espoused values
• Basic assumptions
Page 10

11. Page 11
Knowledge in practice

12. Knowledge in
practice
• Learnability
• Tacitness
Page 12

13. Page 13
Processes of knowledge
management

14. Processes of
knowledge
management
• Information (storage,
transfer)
• Know-how (learning,
organizing)
• Assimilation (gathering,
assimilation)
• Application (use,
application)
Page 14

15. Page 15
Learner-centred
discussions

16. Learner-
centred
discussions
1 of 4
DEFINE THE GOALS OF THE
DISCUSSION
• Brainstorming
• Debriefing or reflection on
learning activities
• Applying new skills or
knowledge
• Evaluating the learning
experience
Page 16

17. Learner-
centred
discussions
2 of 4
DEFINE THE PARAMETERS
OF THE DISCUSSION
• Decide on a well-defined
topic or outcome
• Set a timeframe
• Consider environmental
factors
• Develop learning materials
if needed
Page 17

18. Learner-
centred
discussions
3 of 4
PREPARE QUESTIONS
AHEAD OF TIME
• Prepare the kick-off
question
• Prepare at least ten more
questions
• Use open-ended
statements
• Don’t ask why
Page 18

19. Learner-
centred
discussions
4 of 4
COMMUNICATE THE
GROUND RULES
• Set ground rules for the
discussion
• Determine how the
conversation will flow
• Define your role as the
facilitator
Page 19

20. Page 20
Initiatives to promote
informal learning

21. Initiatives to
provide
informal
learning 1 of 3
• Encourage learners to
continue learning after
formal courses
• Create a space for
communities
• Provide self-assessments
to assess workers’
interests and skills; apply
that self-awareness
• Maintain skills profiles for
key job categories
Page 21

22. Initiatives to
provide
informal
learning 2 of 3
• Assess the skills which
workers possess
• Track skills development
• Match skills available with
those needed
• Assist with career
planning
• Customize information to
each workers’ needs
• Record informal learning
activities
Page 22

23. Initiatives to
provide
informal
learning 3 of 3
• Track progress towards a
particular goal
• Track informal learners,
which informal learning
resources they use and
which ones they don’t
Page 23

24. Page 24
A true learning
partnership

25. A true
learning
partnership
• Definition
• What might you expect to
find in one?
• Stages involved
Page 25

26. Page 26
Forging a sustainable
social learning culture

27. Forging a
sustainable
social learning
culture
• Provide structure focused
on learning
• Move beyond formal
learning
• Connect learning with
real-work issues
• Adjust corporate culture
and attitudes
Page 27

28. Page 28
Game-based learning

29. Game-based
learning
• Principal L&D challenges
• Criteria which must be
fulfilled by quality online
learning
• How can we ensure online
learning will fulfill these
requirements?
• Growth of gamification
Page 29

30. Page 30
Massive open online
courses (MOOC)

31. Massive
open online
courses
(MOOC)
1 of 4
TRENDS
• Organizations are creatively
applying today’s higher
education MOOCs to their
specific purposes
• Organizations are developing
specialized MOOCs to
educate customers, clients
and ecosystem partners
Page 31

32. Massive
open online
courses
(MOOC)
2 of 4
TRENDS (CONT.)
• Organizations are developing
and leveraging MOOCs to
identify, develop and source
scarce talent
• Organizations are building a
variety of “private MOOC”
learning solutions for both
internal and partner
audiences
Page 32

33. Massive
open online
courses
(MOOC)
3 of 4
LAUNCHING AN EFFECTIVE
MOOC:
• Clearly identify the problem
to be solved
• Develop a plan
• Ensure content is relevant
and modular, with
meaningful opportunities for
practice and application
• Award badges to recognize
learner mastery
Page 33

34. Massive
open online
courses
(MOOC)
4 of 4
LAUNCHING AN EFFECTIVE
MOOC (CONT.):
• Select technology that
enables an integrated
learning experience
• Prioritize “learner success”
and support services
• Identify partners to help you
get started if needed
Page 34

35. Page 35
Being a new Learning &
Development Head

36. Being a new
Learning &
Development
Head 1 of 4
SKILLS OR QUALITIES
NEEDED
• Killer consulting skills
along with insatiable
curiosity
• Courage mixed with
sound judgment
• Visionary leadership,
strategic orientation and
solid business acumen
Page 36

37. Being a new
Learning &
Development
Head 2 of 4
SKILLS OR QUALITIES
NEEDED (CONT.)
• Being secure enough to
ask simple questions
without the fear of
looking inexperienced or
foolish
• Ability to surf the waves
of change without getting
too far out over the front
of the board and getting
knocked off
Page 37

38. Being a new
Learning &
Development
Head 3 of 4
CURRENT ISSUES TO
CONSIDER
• Learning revolution
• Content availability
• Changing learning
styles
• Time
Page 38

39. Being a new
Learning &
Development
Head 4 of 4
HOW SHOULD THE NEW
PERSON START?
• What and who to know
• What to do
• When to do it
Page 39

40. Page 40
How can a L&D Manager
raise performance?

41. How can a
L&D Manager
raise
performance?
• Give people good
information
• Treat people as adults
• Encourage learning
• Stress reduction
• Support
• Payoff
Page 41

42. Page 42
Prioritizing learning
investments

43. Prioritizing
learning
investments
1 of 3
• Decide which functions
have the greatest impact
on business success
• Prioritize those functions
and start with the most
important
• Determine which roles
within that most important
function drive growth
Page 43

44. Prioritizing
learning
investments
2 of 3
• Align with the functional
business leader to determine
key measures of success
• Determine what learning
offerings are needed to
successfully perform within
that role
• Choose a learning modality;
What will improve
performance, change
behaviours and reduce costs?
Page 44

45. Prioritizing
learning
investments
3 of 3
• Examine learning impact pre
and post-learning event,
reinforcement and
sustainability of learning over
time
• Conduct a financial analysis
and employ cost comparison
methodology for staffing,
development, delivery,
production, costs of
classroom space, multimedia,
travel and record keeping
Page 45

46. Page 46
Measures

47. Measures
1 of 2
RETURN ON INVESTMENT
• Reaction
• Learning
• Behaviour
• Results
Page 47

48. Measures
2 of 2
• Metrics
• Analysis
• Outcomes
• Quality
• Volume
• Cost
• Process
• Business priorities
Page 48

49. Page 49
Case studies

50. Case studies
Page 50

51. Page 51
Conclusion, summary and
questions

52. Page 52
Conclusion, summary and
questions
Conclusion
Summary
Videos
Questions