Lasting Learning Impact (Journey So Far…)

Lasting Learning Impact(Journey So Far…) Evolving Corporate Universities Forum October 2011

A Short One Year Ago The Learning and Development function supports human capital development of employees of the DBS Group in Asia. Key areas of focus: On-boarding Programs – orientation programs to help our employees speed to experience Functional Programs – programs designed to give practical skills to employees to perform specific roles Personal effectiveness Programs – programs for developing skills to improve personal effectiveness Leadership and management Programs – programs designed to support managers and leaders through their career journeys at DBS Opportunities Structure and programs tend to support country- and divisional-specific learning initiatives. Opportunity is to build a corporate university across organizational boundaries and regions Programs and approaches support a transactional model (training centre). The corporate university, over time, should offer solutions to organizational, people, and cultural challenges that are aligned to our strategy and support our customers and communities in Asia Transformation needed to take on consistent approaches to learning program management, strategic learning interventions, and key transformational projects to support our goal of becoming “The Asian Bank of Choice for the New Asia” Transforming the Learning Function

Present State Future State • Operational Needs • Reactive @ present; “fix it” orientation • Fragmented, learning events (course / program) • Short term focus (less than 2 years) • Limited range of learning modalities and delivery modes • Impact is usually known • Individual, internal employees • Individual technical skills • HR as the owner of learning and development • Business Needs • Proactive in future; improvement / renewal orientation • Integrated, on-going action learning / teaching process (enhanced performance) • Medium term focus (2 -5 years) • Virtual, blended learning • Intact teams / communities of practices / sets of stakeholders • Core organizational competencies • Business as owner of learning / teaching

Governance Create a governance body – comprised of key stakeholders – to advise and oversee activities and facilitate agreement on scope and reach Provide key metrics and reporting to ensure that the function is run as a business and has key accountabilities to stakeholders Agree to Over-reaching Principles Develop a world-class learning organization that is best in the financial services industry Adopt flexible structure and build capabilities conducive to support a regional and cross-functional agenda Implement partnership model with key stakeholders (Business, Support, and Country leaders) that supports a common approach to programs, community engagement, and deployment of services Approaches

Involving More People Beyond business and support unit stakeholders, involve everyone in the journey – our naming and motto selections were done through employee contests Learn. Grow. Excel Regional Learning Catalogue

Getting the Message Out DBS Academy Website

A Case Study • We needed to build a service curriculum as part of an organization-wide change effort. Training programs (Heartware) were seen as an enabling tool for communicating, teaching, and embedding the cultural change • We convened a “Design Council” comprised of senior key business stakeholders and supporting unit heads – the charter of the Design Council • Ensure alignment to organizational strategy • Quality Control – Service Standards linked to achieving desired customer experience, human, and business performance outcomes • Brand / communication consistency • Approval and sign off of programs at the design, development and program launch toll gates • Receive updates on program evaluation and review feedback loops

Governance Structure DESIGN COUNCIL Program Sponsor • Xxxxx (HR) Xxxxx (L & D) • Xxxxx (CE Program) Xxxxx (T&O) • Xxxxx (CBG) Xxxxx (CBG) • Xxxxx (IBG) Xxxxx (GSMC) • Xxxxx (CBG) Xxxxx (CBG) • Xxxxx (CBG) Xxxxx (ASIM ) • Xxxxx (ASIM) CEC • xxxxx • xxxxx Program Owner Program Director • Training Work-Stream • Xxxxx • Xxxxx • Xxxxx • xxxxx “Front-line” Working Group (AS, KW) CBG • xxxxx (SG) • xxxxx (HK) • xxxxx (SG) • Xxxxx (HK) • xxxxx (TW) • xxxxx (Indonesia) • xxxxx (India) IBG • xxxxx • xxxxx “Leader” Working Group (AS, Tom) “Change Leader” Working Group (AS,PY) • xxxxx (Indonesia) • xxxxx (Indonesia) • xxxxx (Singapore) • xxxxx (Hong Kong) • xxxxx (Taiwan) • xxxxx (Taiwan) • xxxxx (China) • xxxxx (India) • xxxxx (Indonesia) • xxxxx (Singapore) • xxxxx (Hong Kong) • xxxxx (Taiwan) • xxxxx (Taiwan) • xxxxx (China) • xxxxx (India)

Toll Gates and Check Points • Meetings for reviews and updates of progress • As at any point in time, different programs would be at different stages, toll gate sign-offs could be done efficiently via email and Share-point • Use Share-point to collaborate, share documents, view updates Operating Model Design Gate Development Gate Release Gate Toll Gates for Design Council to Sign-off Consult & Analyze CADDIE Process Implement Design Evaluate Develop • Working Group final sign-off – Launch training program • Post implementation evaluation on effectiveness • ‘Lessons Learnt’ program continuous improvement cycle • Provide business relevant content to customize tailor to needs • Identify participants for pilot • Working Group review and sign-off prototypes and final learning materials • Deliver and review pilot • Provide input on program design • Working Group review and sign-off program lesson plan link to business outcomes • Define and agree on requirements • Working Group review and sign-off training needs analysis Working Group Activities

Focus on Business Solutions • Rapid Prototyping of Programs • Embedding Service Culture • Control Group methodologies to measure ROI

Learning Transfer • Country Management Committee members attended “Change Leader” program • Country CEO challenged participants to identify potential service improvement areas • “Walk-arounds” post program discovered uses of training aids back at work • Coupled with process improvement “Hardware” were able to significantly shift customer experience

Focus on Things That Matter Leadership, Management, and Culture Service Transformation

Measure What Matters • Over 92,000 training days delivered through 3Q • More than 5 training days per employee through 3Q • Level 1 and Level 3 outcomes above 85% • Utilization above 90%

What’s Next • More internal faculty – functional, product and leadership • Build out talent programmes with leaders as key faculty • Collaboration with external partners to build content • More project- and experience-based learning • More e- and virtual-campus initiatives • Case study development, communities of practice

Lasting Learning Impact (Journey So Far…)