The eSSential L&D Shared Model. A VISION OF POSSIBILITIES

The eSSential L&D Shared Model

A VISION OF POSSIBILITIES

• VISION

Inspiring the potential within!

• MISSION

We develop people through inspiring

designs using simplicity and elegance.

Credit Union L&D Shared Model

Credit Union Training eSSentials™

• eSSential Solutions That Distinguish Our Work

We believe in people and developing their potential

We align learning to the Vision, Mission and Values

We effect a change in the landscape of learning

We create cost effective branded learning solutions

We enable the transfer of learning back into the workplace



• L&D Challenges in Credit Unions

L&D dollars and resources

Consistency in training across geographical locations

Timely cost effective training in a variety of media

The need for foundational leadership training

Core compliance training

Banking system conversion training

Sales culture and core sales training



• L&D Challenges

What are some of the other challenges credit

unions have shared with you?



eSSential Solutions


• Credit Union L&D

Shared Model

• Assessing

Performance

Needs

• Designing

Training

• Facilitating

Training

• Supporting the

Transfer of

Training

• Evaluating

Training

• eSSential Solutions

Identify performance gaps

Determine cause of gaps

Identify solutions for closing gaps

Validate next steps and measures

Assessing Performance Needs


• eSSential Solutions Outcomes

Facts support any assumptions that are made

A “knee-jerk” response to training is avoided

Non-training and training solutions that address causes of

performance gaps are identified

Recommendations based on sound decision-making

principles and the best available data are made

Assessing Performance Needs



Conduct design analysis

Establish learning objectives and evaluation

Create detailed design

Develop materials

Support implementation

Designing & Developing Training



Design analysis is conducted and ensures the training solution will

address performance gaps identified

Learning objectives are closely aligned with desired performance

outcomes and learning is sequenced in a way it makes sense to

the learners

Training design is suited to the learners and their work

environment based on desired performance outcomes

Designing Training



Learning materials enhancing the effectiveness of training are

supported by the key learning objectives

High quality facilitator and participant learning materials are

produced

Consistent delivery across multiple facilitators is supported

The transfer of learning to the workplace is enabled

Realistic and manageable sustainment is defined

Developing Training



Prepare to facilitate

Create learning environment

Engage learners

Foster learning

Assess learning

Facilitating Training



Facilitators and participants are set up for success

The environment selected is conducive to learning

Learners are actively engaged with opportunities to interact and

practice optimized

Special needs of individuals and groups are addressed and

respected

Achievement of the learning objectives are assessed ongoing

Facilitating Training



Plan to support the transfer of learning

Design support for the transfer of learning

Develop materials to support the transfer of

learning

Supporting the Transfer of Learning



Transfer of learning occurs before, during and after training

Materials are designed and developed to support the transfer of

knowledge back in the workplace (i.e. job aids)

Coaches and mentors are trained to support the transfer of

learning (i.e. performance tracking)

Leadership teams are engaged to attend training first and support

their employees through the transfer of learning process

Supporting the Transfer of Training



Evaluate learner reaction

Evaluate learning objectives

Evaluate the transfer of learning

Evaluate business results

Evaluating Training



Evaluation is highlighted as an ongoing process that starts with

performance needs, and continues through designing and

developing training, facilitating training and supporting the

transfer of training

Assessment is conducted against specific learning objectives

during training and determines whether learners have acquired the

skills and knowledge required to perform on the job

Four levels of evaluation measurement - reaction, learning,

behaviour and results - is adopted as the evaluation framework

Evaluating Training


Thank-you! Credit Union Training eSSentials™

Documents

The eSSential L&D Shared Model. A VISION OF POSSIBILITIES