learning program

Developing a Successful Learning Program

A leading company in the cruise industry, working across several continents, knew they needed a new learning program. They pride themselves in providing services to their customers through innovation and leadership, and this was no different. Through this innovation and leadership, the business discovered the need of a partner. Specifically, a company to design, development, and implement a learning program for their senior leadership team. With the intention of developing a unique deliverable while driving business results. The senior leadership team included directors who lead and develop teams of hundreds of professionals. This on top of directly oversee the operation of the organization.

To avoid a knowledge and experience gap or sharp learning curve, important goals of the learning program were identified. The program must provide consistency in delivery while testing comprehension and knowledge transfer. Further it must allow for coaching and mentoring components in a blended approach. Finally it had to deliver a structured approach that provided effective learning with accountability.

Analysis

The established program objectives are to;

  • Enhance the effectiveness of the current leadership team
  • Onboard, educate and orientate newly hired members of the leadership team
  • Educate and orientate newly promoted members of the leadership team
  • Develop high-performing employees for future roles within the leadership team.

The development of the program was approached in stages including the discovery stage, content development stage, e-learning development stage, and an educational handoff stage.

During the discovery stage, Solo Learning assessed aspects of the learning needs of the team. Starting with the analysis of strengths, weaknesses, and opportunities. Continuing to investigate barriers of the team’s training process. Including a comparison of actual performance with desired performance. Furthered by mapping the current state of the team’s learning process as well as identifying any available documentation that could be repurposed or bridged to the new program. Additionally Solo Learning analyzed learning gaps to determine where new emphasis should be placed, while keeping the vision of the future state of the program at the forefront. Through problem solving conferences, appraisal reviews, questionnaires and surveys, material reviews, difficulty analysis, and drive pattern identities, key themes were observed relating to approach, deployment, learning and integration.

Solution

The key themes captured the shared understanding of the operation. These helped focus the development and design of the learning program itself.  This understanding determined the best, most effective, means of training delivery in order to accurately align a solution to the business need. A blended approach, utilizing Solo Learning’s Prescriptive Performance Model, shaped up. This necessitated the creation of several content / knowledge components, including;

  • Targeted eLearning modules
  • A company glossary of terms
  • Auick reference cards/job aids
  • Interactive reviews testing comprehension
  • Case study exercises
  • Knowledge check exercises
  • Key activities to complete with a mentor or coach

Components

To drive business results for the leadership team and provide acceleration adoption of process and strategies, the learning program focused on the following components of the policies and procedures managed by the job role: key areas of focus, responsibilities and guidelines, best practices, common challenges, and job function tips. Validation exercises were designed to assess and validate learning by incorporating activities and practice exercises, coaching and mentoring activities, case studies, learning objectives, and self-assessment exercises.

The online eLearning modules targeted learning for the key responsibilities and management roles of the team members. Each module incorporates various forms of media such as video, photos, PDFs, hyperlinks. Additional interaction exists in the form of simulations, topical driven narrative, and online resources tools. Quick reference cards and exercises helped complete the experience. Members of the team to applied their knowledge, gained from the e-learning components, in case studies and knowledge check exercises. Finally, an involved and in-depth examination on multiple learning components compiled the results. These results made clear the improvement of organizational and individual performance.

Additionally, to effectively manage the program components, Solo Learning designed a web-based infrastructure to house the program components. Thus providing learners access the learning components via a web browser. As a result learners gained access the program from anywhere and at any time.

The learning components refreshed and re-educated existing members of the team. Additionally it acted to remove any experience gaps and refocus the team on critical aspects of their role. Outlines of expectations provided key insights into many areas. Such as execution, education and orientation on key performance duties.  Similarly the training and development process for newly hired and newly promoted members. Continuing on to the training and development for high performing members in preparation for future roles within the team.

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