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Running head: The Future Leaders Program

Assignment #9
Leadership Development Program – The Future Leaders Program
Training and Development-HRM 4123
Instructor Melissa Stock
Friday, July 5, 2019

Branding of Program
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Running head: The Future Leaders Program

According to Schooling (2015), learning is a catalyst for success in today’s dynamic and
constantly changing work environment. As such, the following message would be
communicated to the management team of Organization X: A development program, entitled
“The Future Leaders Program,” will be implemented at Organization X to develop high-potential
employees into future leaders (managers). The program will consist of a four-week training
program, in which selected, high performing employees, who would like to develop into a future
management position, will be trained by an experienced training manager to obtain essential
managerial knowledge and skills required to be a manager at Organization X. After the four-
week training program, the employee will have an additional 6 months to a year to practice what
they have learned under the same training manager and will be entitled “Manager in Training,”
(MIT). Prior to the launch of this program, high-performing managers will be selected and
trained on how to facilitate training and how to train others. These managers will be denoted as
“Training Managers,” and will be responsible for training future leaders as well as externally
hired managers. The high-performing employees that will be selected for this program will be
based on specific criteria that will be sent out in a newsletter later. It is the responsibility of the
employee’s direct supervisor to recognize their potential, in accordance with the criteria, and
submit their name and employee profile to the management team for discussion and approval.
The approval process will occur quarterly at each “Planning with Intent” meeting.
This program would be communicated to the management team in both a written and verbal
context; in the form of an email or newsletter as as well as in a group meeting at the office, with
any global partners joining via Skype. The purpose of the dual communication is two folds.
Communicating this message to managers in a group meeting will allow for further details of the
program to be explained as well as for questions to be answered. It will also allow the
management team to provide feedback, thoughts and ideas to the Learning and Development
team prior to launch – potentially enhancing the program or fixing an issue. As Schooling (2015)
explains, creating a learning culture is much more than just ensuring knowledge is acquired and
shared, it requires acceptance and buy-in across the organization and support from senior
leaders and managers. Thus, another important reason for having a group meeting is to ensure
all member of management buy-in and support the new program. Finally, the message to
management would also be communicated in an email or weekly newsletter. This provides a
summary of the program in written form for the managers to refer to at their leisure. Further, if a
weekly newsletter is used, one can be sent out every week leading up to the launch as a
reminder to the management team of the program launch but also to drive excitement around
the program.
The messaging to employees will be like the message to the managers with the exception that it
will be much more vibrant, and a lot of excitement will be placed around the messaging to
engage employees, empower them to drive their own development and encourage them to
meet the criteria for selection into the program. For the messaging to the employees, this will be
done on an all company conference call where the president of the company (or senior member
of management) will share the exciting news with the team. Having a senior leader
communicate the program and show their excitement and support of the program adds
significant value to the buy-in of the program from all employees. Further, the program and
launch details will also be communicated to the employees through a weekly newsletter as well
as on the organization’s intranet. In addition, a poster describing the program will be sent to
each department/store so it can be posted in the employee staff room again to drive excitement
and awareness around the program.
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Running head: The Future Leaders Program

The program launch details will be as follows:

1. It will launch at the beginning of the first quarter in 2020 – January 1, 2020. This will
provide the Learning and Development team ample time to finalize and polish the
program and to implement the programs marketing and communications strategy;
2. The program will launch initially in North America and then will expand out globally in the
third quarter of fiscal year 2020 – July 2020.
3. The administrative units that will be involved in the launch will include the Learning and
Development team, Human Resources, Marketing and Internal/External Employee
Relations, Engineering and IT services and the SVP and President of the organization;
and
4. Marketing and Employee relations: The new program will be added to the recruitment
site effective January 1, 2020. Further, the Marketing team will have completed and sent
out internal marketing posters to all locations by October 1, 2019.

Program Goals
Organizational Objectives are as follows:
1. To diversify the learning portfolio and promote internal growth and development for
future needs within the organization;
2. To gain a competitive advantage over other companies by attracting and retaining top
talent;
3. To improve overall human capital in the organization;
4. To share knowledge through knowledge transfer, coaching and the development of
others;
5. To live true to the organization’s mission, vision and values;
6. To promote a continuous learning culture and environment within the organization; and
7. To increase employee engagement, moral, retention and employee ownership of their
development.

Mission Statement
To inspire, nurture and empower everyone, in every community, across the globe.
Vision Statement
A globe where everyone can reach their full potential.
Values
Respect for People: being respectful and inclusive to all individuals both internal and external to
our company;
Continuous Growth and Development: we promote continuous growth and learning for all and
ae committed to supplying the resources required to build each employee’s career path within
our organization; we value risk taking, experimenting, knowledge sharing and learning from our
mistakes to grow and develop as a whole;
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Running head: The Future Leaders Program

Environment: We are committed to minimizing the negative impact on the environment using
modern tools; and
Customers: We strive to do what is right for our customers. We strive to meet and exceed their
expectations giving them the very best experience that Organization X can offer.
The Future Leaders Program aligns with our company mission, vision and values as it
ties into inspiring, nurturing, empowering all individuals to reach their full potential. Further, it’s in
alignment with the organization’s learning culture which is reflected in the company’s mission,
vision and values. Again, the purpose of the program is to recognize top talent, empower others
to strive higher and to develop employees into future managers – clearly aligning with the
company’s mission to inspire, nurture and empower everyone, the vision for everyone to reach
their full potential and the values of creating continuous growth and development.
The Future Leader’s Program aligns with the organization’s learning culture in several ways.
First, it promotes continuous learning and career building activities that drives employee
engagement, learning and empowerment of employees to strive higher. The program allows for
peer-to-peer learning, promotes collaboration and team work and allows employees to make
mistakes and learn from them. Furthermore, the company encourages employees to use
company time to build on their learning and to develop their skills by offering various resources
that are accessible to all employees, anywhere and anytime. Finally, Organization X promotes a
strong learning culture as they have senior management buy-in and support. This is evident by
senior managers actively participating in and promoting the development of the Future Leaders
Program, but also by their openness to continued learning for their development as well. There
are several benefits to promoting a strong learning culture within an organization: it improves
employee engagement, increases retention rates, increases efficiency and effective work
practices, increases product quality and customer service, and drives overall business acumen
(Algonquin College, 2017).
Participant’s Objectives are as follows:
1. To learn and develop their managerial skills to become a future manager of the
organization;
2. To transfer and share knowledge across peer groups;
3. To train others through peer-to-peer teaching;
4. To support and live the company’s mission, vision and values;
5. To support and foster a learning culture;
6. To drive their own development by taking the initiative to teach others, recognize
opportunities within themselves and the business and finding ways to change those
opportunities into successes;
7. To inspire others to drive their performance and development; and
8. To reach their full potential.

Program Design
Employee Selection
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Employees will be selected to participate in the Future Leaders Program by meeting the
following criteria:
1. They will need to be high-performing employees – have received a high rating on their
last performance review, be excelling in all aspects of their current role, be meeting
current goals and expectations, take the initiative to solve problems within the scope of
their role, are currently or have trained and developed other employees, etc.;
2. They are interested in growing their career and moving into a management position in
the future;
3. They currently live and promote the company’s mission and values.

It is the responsibility of the employee to express interest in the program to their supervisor or
current manager. If the manager feels that the employee is ready to participate in the program,
then they will submit their name and employee profile to the senior management team for
consideration into the program. If the direct manager does not think the employee is ready for
the program, then it is their responsibility to build a performance development plan with that
employee to set goals and build on their current capabilities to make them ready for
consideration into the program.
Tools and Metrics
A variety of different tools and metrics will be used to evaluate current vs. desired
performance. For instance, we can analyze current performance of the employee/store by using
a key performance indicator report. This report will breakdown all sales metrics over a certain
period allowing us to see what the current state of performance is like within the store or
location. This information can then be compared to a key performance indicator report after the
employee has completed the training and has practiced what they have learned over another
period. The fluctuations in the key performance indicators (such as units per transaction or
conversion) can be an indicator of changed behavior and better performance. Another tool that
can be used to evaluate current and desired performance is the use of a performance and
development plan. The performance and development plan are created by the trainee and
trainer to set goals for during and after the training. This tool can be reflected on at regular
intervals to determine progress between current and desired performance. Other tool that can
be used to determine current vs. desired performance would include turnover metrics, customer
complaints and satisfaction surveys, and employee satisfaction/perspective surveys. Turnover
metrics will provide insight into the current culture and state of the department. If a goal is to
increase retention and reduce turnover, then this can be used to depict desired performance
from the trainee, specifically in relation to turnover. Evaluating customer complaints and surveys
can also be used to develop goals for desired performance. If a reduction is seen in the number
of customer complaints that are received and if customer satisfaction metrics increase, then we
can conclude that the training aided in this metric. Finally, analyzing an employee perspective
survey will provide insight on the current culture and atmosphere of a department and can be
used to set goals for desired performance with a trainee.
Expectations of the Supervisor
For the Future Leaders Program to be successful, the following expectations will be required
from the trainee’s direct supervisor and the training manager:
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Running head: The Future Leaders Program

1. They will need to assist the trainee in developing learning plans that connect to business
goals (Schooling, 2015);
2. They will need to assist the trainee in developing a performance and development plan
to drive their development forward either to gain entrance into program or to be
successful in the program. The purpose of the performance and development plan is to
lay out a plan for the employee that incorporates specific job-related training and
activities to drive success and development (Heathfield, 2019);
3. They will play the role of coach during and after the employee completes the training.
This means that the supervisor will be responsible for monitoring the trainee’s
performance and providing them with timely feedback to further develop their skills and
abilities.
4. They will provide positive reinforcement when they see the employee excelling and
applying a newly acquired skill;
5. They will recognize opportunities for the trainee’s further development; and
6. They will also be responsible for obtaining feedback from the employee as well as the
employees that they are working with to further develop them as well as the program.

Training Courses Offered

The training courses that will be offered in the Future Leaders Program will be specific to
developing an employee from the current role into a future manager. Thus, there will be a
variety of courses offered that will build on the employee’s soft skills and managerial skills to
develop their capabilities to be a future manager for the organization. The following courses will
be offered to participants of the Future Leader Program:
1. Change Management;
2. Problem Solving Skills;
3. Communication Techniques;
4. Crisis Management;
5. Facilitation Techniques;
6. How to Coach Employees;
7. De-escalation Training;
8. Unconscious Bias Training;
9. Conflict Management; and
10. Management Training specific to the role. For example, how to build a schedule, how to
order product, how to complete performance reviews, etc.

Training managers will monitor progress by running training completion reports using the
MyLearning online learning platform. This will show how far along the trainee is in training
completion as well as any scores associated with the training program. The training manager
can then refer to the trainee’s training plan to ensure that they are on track to complete the
training in the allotted time.
Methods of Instruction
Instructional methods are tools that training manager can use to stimulate learning (Saks
and Haccoun, 2016). There are numerous options to choose from when designing a training
program and they can be in the form of off-the-job and/or on-the-job training methods. Several
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methods of instruction will be used in the Future Leaders training program, with most of them
being on-the-job training methods. Roleplaying, which is denoted as an off-the-job training
method, will be utilized on the job to practice what the employee has learned with the training
manager or supervisor. A great example of how roleplaying can be used would be after the
employee learns conflict management. The trainer may roleplay a scenario with the trainee to
have them practice what they have just learned in a real-life scenario in order to ensure
understanding and knowledge transfer. On-the-job training methods that would be used would
include coaching, mentoring, job rotation, job instructional training and collaborative
discussions. Coaching will be the responsibility of the direct supervisor and the training
manager. The goal of coaching would be to provide constructive feedback to the employee to
drive further development within their role/training program. In contrast, a mentor would be used
to drive the employees career path development. Job rotation could be used to expand the
trainee’s knowledge and experience in various other areas. For instance, the trainee can train
and work in a lower volume store and can rotate to a higher volume location with potentially
different store offerings to help them develop and use their skills in a different, dynamic
situation. Collaborative discussions will be used during as well as after training and can occur
between the trainee and the trainer as well as the trainer and a group of trainees. The purpose
of the discussion is to discuss what the trainees learned and how they will put it into practice.
Online learning will play a large role in the Future Leaders program as it is a very cost effective
way to train a large amount of employees and it is also accessible, flexible and can be
personalized in the sense that people can do the courses at their own speed and can go back
and review the content when needed (Training Industry, 2019). Further, Social Learning will also
play a role in the Future Leaders program as well as continuous learning throughout the
employees’ tenure at Organization X. Workplace will be used as a resource for trainees and
employees to reference and collaborate ideas to build a better business.
Coaching and Mentoring
As mentioned above, coaching and mentoring will be utilized as an on-the-job
instructional method to develop employees in their current role as well as along their career
path. According to Saks and Haccoun (2016), a mentor is already in a management position
and is successful in their role. They are usually a senior member of the organization that have a
personal interest in the development of a junior employee; they are usually matched with an
employee in the organization that is interested in developing along their career path (Algonquin
College, 2017). A responsibility of the supervisor or training manager would be to match the
employee with a senior member of the organization before they begin their training. This will
allow the employee and mentor to build a strong rapport with one another and for the employee
to feel supported along each step of their journey.
A coach differs from a mentor in the sense that a coach is an experienced and knowledgeable
person that is called upon to help a less experienced and knowledgeable employee to develop
capabilities and skills required for them to perform within their current role (Algonquin College,
2017). The role of the coach would be played by the training manager as well as the employee’s
direct supervisor along each step of the employees training journey. They would provide
feedback to excel the employee’s performance forward as well as challenges and opportunities
for the employee to practice and become efficient in using their new skills.
In-House vs. Outsourced Training Content
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To obtain the training objectives set-out above, a thorough analysis was conducted to
determine whether the training programs should be outsourced/purchased or designed in-
house. The following was considered in the analysis: the cost of outsourcing versus in-house
design, time savings for design and training purposes, the number of employees that need to be
trained as well as the extent to which future employees will need to be trained, and the expertise
in-house for the content as well as the design of the training programs (Saks and Haccoun,
2016). As a result of the analysis, Organization X determined that it would be best to design the
training programs in-house. There are several reasons why Organization X determined to
design the Future Leaders Program in-house:
1. Internal design uses real-life examples, problems and challenges that occur on a regular
occurrence that can be included in the training session (Heathfield, 2019);
2. Organization X has internal experts in the area of management that can aid in building
the training;
3. Internal design will use language and terminology that trainees will understand and can
relate to and it can also embed organizational culture and feel into the training programs
(Heathfield, 2019); and
4. Internal design can provide rich content that is aligned with the organization’s culture
and it reduces the amount of time and effort required for external parties to understand
the work, the organization and the culture to customize training programs (Heathfield,
2019).

Since the program content is specific to the organization and there are experts in-house to help
design the training, it is not necessary for Organization X to outsource the training design and
content.
Application of Learning and Knowledge Transfer
Knowledge Transfer allows for employees to apply the skills and knowledge that they
have learned in training to on-the-job activities (Heathfield, 2019). The ability of the trainee to
demonstrate knowledge transfer ensures that the organization is obtaining the biggest return on
their investment and that the training program is effective (Algonquin College, 2017). In order to
ensure that employees who participate in the Future Leaders Program can apply what they
have learned, and knowledge transfer occurs, the organization is prepared to have participants
participate in Training Learning Assignments. Training Learning Assignments are temporary,
short-term learning assignments that the trainee can take-on in order to transfer their knowledge
and skills into practice and to apply their learnings in a real-life situation. A Training Learning
Assignment could consist of the trainee taking on a management position while a manager is on
a leave of absence or on an extended project themselves. Again, this will allow the trainee to
apply what they have learned in the training program and experience a real-life situation.
Further, the trainee will have ample opportunity to practice their newly acquired knowledge and
skills by being given six months to a year to work as a Manager in Training underneath the
supervision of their current direct supervisor. This allows the trainee the opportunity to apply and
continue to build on their knowledge and skills to take on a management position in the future.
Another method that can be used to promote knowledge transfer is by having the employee
train other employees on what they have learned. According to Heathfield (2019), peer-to-peer
training is the best method to use to ensure understanding and knowledge transfer. Having
trainees create a network between themselves where they connect on a regular basis to discuss
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and review topics is another method to promote continuous learning and knowledge transfer.
This can be something as simplistic as all managers in training get onto a preplanned
conference call once a month to discuss their experiences, challenges and problems. The last
method that Organization X will utilize to ensure knowledge transfer and application of new
knowledge and skills will be to create training program challenges and experiences that will be
embedded into each section of the training program. They will be specifically designed to review
the content that the trainee learned and allow them to apply their knowledge in practical
situations. An example of a training experience could be interacting with a customer to obtain
feedback about their experience after the trainee learns about the importance of customer
service. An example of a challenge could be having the trainee complete a schedule after they
have acquired the skills necessary through training to do so.
Malamed (2016) says that failure to design and plan for transfer and the lack of opportunity for
the trainee to practice knowledge transfer is a huge barrier to their ability to transfer knowledge
and be successful coming out of training. Thus, it is imperative that knowledge transfer activities
are planned and embedded into the training program as well as after the trainee has completed
the program.
Duration of the Program
The Future Leaders Training program will consist of a four-week training program where
the trainee will complete various online modules, challenges and experiences and have active
practice with the training manager in a real-life setting. Following the completion of the four-
week training program, trainees will be able to continue to practice their skills in a Manager in
Training program that will be six months to a year in length – ensuring knowledge transfer as
well as application of newly acquired skills with continuous feedback and development
opportunities. As a result, employees will be able to work on their training and development
during work hours as it will be embedded into a training plan for them. Furthermore, the use of
digital, mobile and social learning will also allow the employee to access the trainings and
resources anywhere and at any time.
Role of HR Department and Learning and Development Team
The HR department as well as the Learning and Development Manager play
instrumental roles in championing and supporting the Future Leaders Program. As mentioned
by Schooling (2015), both HR and L&D professionals play a significant role in nurturing a culture
of learning within an organization and they do so by building trust, ensuring resources are
available to employees who inspire to learn and clearly stating the benefits and value of
learning. Thus, the primary role of both of these departments will to promote and create a
learning culture within Organization X and clearly articulate the value in training to all
employees. Following this, the HR and L&D team will be responsible for monitoring the internal
and external environments to identify current and future impacts that could result in change to
the training strategy and/or goals of the organization (Algonquin College, 2017). By
understanding what is going on around them, it allows both departments to be proactive and
recognize and solve issues before they arise. As such, both departments are also responsible
for being active change agents within the organization with a goal to predict and navigate
change and embed values and behaviours within the organization (Schooling, 2015). Both
departments will be responsible for monitoring the success and failures of the program through
a variety of means: observation, knowledge transfer, positive changes in metrics, and feedback.
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This will give both departments an understanding of what needs to be changed to enhance the
program and to obtain the biggest return on investment. Finally, the training manager will ensure
that they create a “line-of-sight,” so that employees can see how their performance is lined to
the organizational performance, but also to the benefits and possible outcomes that they can
receive as a result of increasing their performance and completing the training program
(Schooling, 2015).
Managing Expectations of Employees
There are several ways that we can manage the expectations of employees who
complete the training program. First, being open and candid with all participants up-front that the
program is designed to create future leaders of the company and not leaders right now will aid
in this dilemma. Employees will understand that they are being put in this training program
because they have been recognized as a top performer and the organization wants to develop
them for future openings. Employees who have a thorough understanding of the objectives of
the program and area aware that they will not receive a management position right away will
have less expectations at the end of the program. Another way to manage the expectations of
employees who complete the training program is to reward them with both monetary and non-
monetary rewards such as recognition, promotions, pay increases, training learning
assignments, etc. (Wilhelm, 2017). According to Wilhelm (2017), employees who complete the
training program can also be empowered if they are invited to contribute in department or
company-wide decisions and planning events and/or if they are provided with a higher-level
access and included on specific mailing lists and in company briefings and conferences
(Heathfield, 2019). Finally, Organization X believes that keeping employees actively engaged
after their training, by any of the above or by having the employee train another trainee will
reduce the expectations of the employees until a position or promotion is available.
Program Evaluation
A training manager must continually evaluate the training function as well as individual
training programs to ensure success and to ensure they meet the needs of the organization
(Saks and Haccoun, 2016). Thus, the overall purpose of program evaluation is to ensure that
the program is both effective and efficient, to measure the return on investment, identify
problems associated with the training and to enhance the training experience for the employees’
(Algonquin College, 2017).
In order to evaluate the true value and effectiveness of a training program, data needs to be
collected and analyzed. This data includes: participant feedback (course surveys), feedback
from instructors, program evaluation forms, and comparing goals and outcomes (for example,
did we reach our goal? Did we see an increase in metrics? Have we reduced turnover?). You
can also look at the success and failure rate of the participants in the program as well as obtain
feedback from employees that interact and work with the employee from the training program.
All the above will aid in determining how successful a training program is.

Ongoing Learning Opportunities

Organization X will provide the following ongoing learning opportunities for those
employees who complete the Future Leader Program:
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1. Training Learning Assignments – i.e., they will fill in for a manager temporarily while they
are on leave;
2. Peer-to-Peer Training Assignments – i.e., they will train a peer or another employee in
an aspect that they were trained in;
3. Assigned Team Leader responsibilities – i.e., they will be assigned to head-up a project;
4. The ability to participate in management decisions and collaborations;
5. The ability to aid the L&D team with future training programs;
6. They will be able to cross-train in other roles and responsibilities; and
7. They will be allowed more time to spend with their mentor to develop and drive their
career growth.

Theories of Motivation and Adult Learning Principles

The Future Leaders program was designed keeping in mind theories of motivation as
well as adult learning principles. Saks and Haccoun (2016) describe motivation as the degree of
consistent effort that an individual directs towards a specific goal. There are two types of
motivation, extrinsic which stems from factors in the external environment such as pay, benefits
and company policy, and intrinsic which is self-applied and includes feelings of achievement,
competence, and satisfaction of performing one’s job (Saks and Haccoun 2016). The Future
Leaders program consists of both extrinsic and intrinsic methods of motivation. Extrinsic
motivators include the possibility of a promotion, a pay increase and benefits such as extended
training opportunities. Intrinsic motivators include the feeling of achievement for getting into and
finishing the program, increased confidence and human capital, and increased engagement and
satisfaction as they can apply their new skills to new experiences such as training others.
Maslow’s needs hierarchy was also applied to the development of the Future Leaders training
program. Maslow’s need hierarchy is a theory that consists of five sets of human needs that are
arranged in a hierarchy pyramid (McLeod, 2018). The base of the pyramid consists of the most
basic needs whereas more dynamic needs are towards the top. From the base upwards, the
five needs are as follows: physiological, safety, belongingness, esteem and self-actualization
(Saks and Haccoun, 2016). The theory states that people are motivated to achieve the lowest
levels of the hierarchy first followed by the upper levels (McLeod, 2018). This theory was used
when creating the Future Leaders program because most employees can relate to this theory
and look for their basic needs to be met first. Thus, if an employee gets into the Future Leader
training program and completes it, it provides them with the opportunity to make more money by
being promoted. It also provides them with more safety as the company has invested time,
money and resources in them to develop them.
As Wroblewski (2018) explains, money isn’t always the best motivator that will drive employee
performance. Instead, it is the process of goal-setting that initiates greater productivity,
commitment and dedication to growing the business (Wroblewski, 2018). Goal-setting theory is
another motivational theory that was used in the training design of this program. Goal-setting
theory involves individuals setting SMART goals with the purpose of motivating them to reach
their goals. In order to ensure that the goals are motivational, they must be specific with regards
to level and time-frame, challenging, must be accompanied by feedback and they must gain
acceptance and commitment (Saks and Haccoun, 2016). Goal-setting is apparent in the
performance development plan that is initiated between the trainee and supervisor/training
manager prior to the start of the program as well as during the program. One of the benefits of
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using this theory in training design is that improves the trainees’ motivation to learn as well as
their task performance (Saks and Haccoun, 2016). Furthermore, having trainees set their own
goals results in ownership and further motivation to achieve them. With something to aspire to,
employees become more productive and empowered to do a better job (Wroblewski, 2018).
Finally, adults learn differently compared to youth and children. As a result, when designing
training programs, it is imperative that adult learning principles are considered. According to
Leclair (2018), adults need learning that is:
1. Self-Directed
2. Builds on their past and experience;
3. Helps them meet their goals;
4. Is relevant;
5. Is practical; and
6. Provides respect.

As can be seen in the program design for the Future Leaders program, adult principles were
incorporated. First, there is self-directed and self-paced online training modules that the
employee can access any time and anywhere. Further, it builds on their past experiences as it is
developing them from one role within the organization into another. It also helps them meet their
goals as most employees who will want to participate in the Future Leaders program are
aspiring to be managers within the organization and this program will aid in their ability to
accomplish that goal. Finally, the program is relevant and practical to the employee’s growth and
development within the organization.

References
Algonquin College. (2017). Emerging Trends. Retrieved from
https://brightspace.algonquincollege.com/d2l/le/content/contentservice/Launch/d1acb572-1ca0-41c3-
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a4647e93ee771c4f?
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Heathfield, S. (2019, March 4). How to Help Employees Transfer Training on the Job. Retrieved
from https://www.thebalancecareers.com/training-transfer-1919310
Healthfield, S. (2019, April 30). Tap the Power of Internal Training. Retrieved from
https://www.thebalancecareers.com/tap-the-power-of-internal-training-1919298
Kessler, S. (2013, March 26). Here’s A Google Perk Any Company Can Imitate: Employee-To-
Employee Learning. Retrieved from https://www.fastcompany.com/3007369/heres-google-perk-
any-company-can-imitate-employee-employee-learning
Leclair, E. (2018, June 6). Adult Learning Principles. Retrieved from https://calp.ca/blog/adult-
learning-principles.htm
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