How did TD Bank determine that training was a good solution to the problem at hand? What would have indicated to TD Bank that training was not a good solution?
Case Study - TD Bank Several years ago, TD Bank became concerned about the growing number of robberies at its branches. It was clear that something had to be done to protect employees and customers. The first thing they did was conduct a need analysis that included focus groups, interviews, and surveys. The needs analysis revealed the need to design a training program that would focus not just on robbery prevention but also on what happens afterwards. An outline was developed for a training program that centered on three areas: the most common types of robberies, what happens during robbery attempts, and what processes and behaviours are considered best practices in the financial sector. The objectives of the training program were to reduce the number of robberies, enhance risk-management practices, improve robbery prevention, and reduce financial losses. The instructional designers worked with external subject-matter experts and networks to determine learning objectives. They also partnered with the United States to ensure there was a good North American-wide perspective. The various components were designed, reviewed, deployed, and tested, and the program was piloted with trainers; a train-the-trainer leader's guide was developed, followed by train-the-trainer sessions. The course content includes strategy tools; tactics for robbery prevention; procedures and actions to follow during a robbery; employee and customer safety standards procedures; documentation and communication strategies; and tips, tactics, and tools for dealing with trauma. The training program uses a blended learning approach that includes e-learning, in-branch training sessions, and ongoing coaching. The e-learning course focuses on what to do before, during, and after a robbery, and it includes video clips. The e-learning takes about 30 minutes and has to be completed before the in-branch training. Employees also take a test that requires them to achieve a score of 80 percent to receive credit for the course. The in-branch training program reviews the key learning points from the e-learning points from the e-learning training, and includes role plays and debriefing sessions. A second in-branch session is provided six months later. In addition, each year employees are required to review the e-learning course, including a "What's New" section. Once the training is completed, participants and stakeholders give quantitative and qualitative formal evaluations. More than 21,000 employees have completed the Robbery Prevention and Awareness training program and are now better prepared to face a robbery situation. TD has seen a reduction in the number of robberies, enhanced risk management practices and procedures, improved prevention through ongoing vigilance, and improved safety of customers and employees. In addition, there was a 41 percent reduction in cash losses and an 11 percent decrease in the number of robberies. In addition, TD's Robbery Prevention and Awareness training program won a silver award for training excellence from the Institute for Performance and Learning. Source: Dobson, S. (2010, November 29).
Learning to avoid the bad guys. Canadian HR Reporter, 23(1), p. 24. Based on the TD Robbery Prevention and Awareness training program case study, answer the following question:
Question 2:
How did TD Bank determine that training was a good solution to the problem at hand? What would have indicated to TD Bank that training was not a good solution?
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