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Learning and Development

Overview​

Purpose​

Why we exist

L&D is here to guide team members on their career journey by maintaining a culture of learning and development so that Hyletic is a great place to work. We ensure team members can do their jobs so that Hyletic can achieve results that make our customers and users happy.

Mission​

What we do

We equip & empower individual contributors and people leaders to access self-service learning that role models a culture of development. We do this by:

  • Focusing on skill-based learning
  • Enabling access to resources to improve career mobility
  • Developing learning journeys for teams throughout the organization

Objectives​

Performance indicators

  1. Reduce voluntary attrition by 5% each year by measuring exit survey data related to career development
  2. Increase in 5% each year for the Growth & Development category of the annual engagement survey
  3. Increase in access to career mobility: internal transfers, promotions, job shadows, intern for learning, and professional development

Principles​

  1. Meaningful and relevant content. We deliver learning solutions that drive team member's development and growth to reach professional goals.

  2. Values aligned. Our learning solutions reinforce Hyletic’s values, and foster continuous learning and curiosity.

  3. Diverse approaches to learning. We apply a blended learning model for learning solutions that adapt to various learning needs.

  4. Community. We make our L&D offerings available to the public, aligned to our mission that everyone can contribute.

What are we not responsible for​

  1. Customer & Product Training
  2. Designing, developing, and delivering all training to team members

How to Communicate with Us​

Email Us: learning@Hyletic.com

Learning Initiatives​

The L&D team hosts and organizes learning initiatives to engage the Hyletic team in opportunities to learn. The team is consistently iterating on and adding to these resources!

Learning Opportunities​

Manager Enablement Programs​

Hyletic has a growing resource to enable all team members transitioning to a manager role. It contains a link to a checklist, readings, and a form to help learning and development customize your development as a manager.

Mentoring at Hyletic​

Mentor relationships are an opportunity for individuals to learn from someone's personal experience, background, and perpsective.

New Learning Content at Hyletic​

Our team will review and set the priority for your content request or review based on the scale and impact across the organization. Learning items that will be applied and used across the company will take priority.

How the L&D team prioritizes requests:​

  • Evaluate the strategic impact of the learning session
  • Determine the level of work associated with the learning requirement
  • Assess the impacted audience groups of the session
  • Identify measures of success
  • Assess dates of delivery with course schedule and forecast future date

Top five training content development principles​

If you are developing content to meet your learning needs or partnering with the L&D team, here are five key principles to consider when formulating a learning session:

  1. Know Your Audience - Analyze and assess the course audience. Ensure that all audience needs are accounted for at every level in the organization you are delivering the training too.

  2. Define Learning Objectives - Highlight the learner outcome. Consider developing two to three broad overall statements of what the audience will achieve.

  3. Break Down Complex Information - Consider breaking down complex information into easy to digest visuals or text. Reference the handbook but do not be afraid to create a visual representation or use storytelling for the audience.

  4. Engage the Learner - Adults learn through practice and involvement. Consider using tools to engage learners in a virtual setting to stimulate interactivity. Ask the L&D team for more insight on learning engagement tools. There is a lot you can leverage!

  5. Implement Blended Learning Course Content - Give the audience some pre-course work to read and review before the learning session. Use off-the-shelf resources and ensure the content is applicable to what will be covered in the session. Follow up with the audience following the session to gauge how they've applied what they've learned on the job through surveys and questionnaires.

Application of Adult Learning Theory​

Adults learn differently in the workplace than in traditional learning environments or how they learned growing up. If you are developing training, consider applying principles related to Adult Learning Theories, those include:

  1. Transformative learning: The learning experience should aim to change the individual through transformative learning approaches. Start with learning experiences that appeal to your specific audience, and then move to activities that challenge assumptions and points of view.

  2. Self-directed learning: Most of the learning that adults do is outside the context of formal training, so there should be an emphasis on augmenting those informal learning experiences. Infuse applications of pre-reads and post-course follow up. Have the participants bring up examples of self-directed learning that they have taken that is related to the training course.

  3. Experiential learning: Adults learn through experiences and by doing. When designing a learning experience, apply activities to stimulate learning by doing through role-playing, simulations, virtual labs, case studies, etc.

  4. Andragogy: Recognize that adults learn differently than children. Design learning experiences with the assumption that your participants will come to the table with their own set of life experiences and motivations. Adults tend to direct their own learning, tend to learn better by doing, and will want to apply their learning to concrete situations as soon as possible.

Developing Learning Objectives​

If you are developing training, add learning objectives to the beginning of the content to state a clear training outcome. A clear learning objective describes what the learner will do upon completion of a learning/training activity. Good learning objectives are what you want team members to learn or achieve.

Steps to creating learning objectives:

  1. Identify the level of knowledge necessary to achieve the aim of the training. Use Bloom's Taxonomy to assist with writing practical learning objectives.
  2. Select an action verb.
  3. Create your very own objective
  4. Check your objective. Make sure it includes these four pieces: audience, behavior, condition, and degree of mastery
  5. Repeat these steps for each objective

Sample learning objectives:

  • By the end of the session, team members will be able to describe the steps taken to address underperformance
  • Team members will be able to apply the GROW coaching model framework to coaching sessions with members of their team
  • After learning about the high-performance team-building model, team members will be able to determine the steps needed to reach high performance.

70-20-10 Model for Learning and Development​

The L&D team uses a formula to describe the optimal sources of learning at Hyletic. It shows that team members obtain 70 percent of the knowledge from job-related experiences, 20 percent from interactions with others, and 10 percent from formal learning events. The model is intended to show that hands-on experience (70 percent) can be one of the most beneficial for team members because it enables them to discover and refine their job-related skills. Team members learn from others (20 percent) through a variety of activities we offer every week. Lastly, the formula holds that only 10 percent of professional development comes from traditional live learning and eLearning events.