Training Magazine May-June 2013

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$10 MAY/JUNE 2013

2013

EMERGING

TRAINING LEADERS 25 training professionals who have demonstrated exceptional leadership skills and business savvy

PLUS: Leadership Incubators Global Leadership Survey Results Cultivating a Culture of Success

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PROJECT MANAGEMENT

BUSINESS ANALYSIS

MANAGEMENT AND LEADERSHIP

BUSINESS PROCESS MANAGEMENT

“The partnership between CEG and Duke University for the Business Analysis Certificate Program was very attractive to our employees. … We also see immediate application of skills among the employees who participate.”

Green Mountain Coffee Roasters

Combining 90 years of academic excellence with 25 years of optimizing business performance to train tomorrow’s global business leaders today.

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MAY/JUNE 2013 MA

VOLUME 50, NUMBER 3

46 Schooled on Skills Corporate/academicc partnerships mayy be a bigg part off the solution to the skills gap. Learn how w to choose the rightt partners and d measure effectiveness.

BY Y LORRI FREIFELD

Finding Skilled Labor 60 Off thee organizationss thatt hiree skilled d labor,, moree than 83 percentt said d it’ss difďŹ cultt to ďŹ nd d skilled d workerss at eitherr a regionall orr enterprisee level. BY STACEYY HARRIS

20 FEATURES

16 20 32

38 40 44

Cultivating Culture Teachingg employees nott justt how w to do their jobs, butt the wayy you expectt them to treatt co-workers and customers, requires leadingg byy example and consistent communication. BYY MARGERYY WEINSTEIN

2013 Emerging Training Leaders These 25 trainingg professionals soarr with h exceptional leadership skills and d business savvy. BYY LORRI FREIFELD GLOBAL LEADERSHIP DEVELOPMENT SURVEY

All-Around Leadership Organizationss aree broadeningg theirr deďŹ nitionss off a “leader,â€?â€? and d realizingg theirr programss aren’tt covering criticall competenciess related d to technologyy and d innovation, accordingg to thee fourth h annuall Globall Leadership Developmentt Surveyy conducted d by Training, AMA,, and d i4cp.

Leadership Incubatorr Lessons Ultimately,, itt takess activee involvementt byy seniorr leadership to develop stellarr leaders. BY GAIL DUTTON

The Secret Sauce forr a Betterr Boss Bosses who know w theirr strengths,, have the tools theyy need to succeed,, and d are adaptable enough h to tryy outt different job roles are leaders yourr organization and d employees will respectt and d admire. BYY MARGERYY WEINSTEIN

Novartis Takes T the LEAD Leadership developmentt forr transformation n and d innovation n in emergingg growth h markets. BYY FRANK K WALTMANN L

62 Strategies For Success 2013 Trainingg Top 125 winnerss and d Top 10 Hall off Famerss detaill leadership developmentt and d job rotation bestt practices.

DEPARTMENTS P 2 Online TOC Web-only content 4 Editor’s Note A Tale of 2 Cultures

BY LORRI FREIFELD

6 Training Today T News, stats, and business intel BY LORRI FREIFELD

10 Soapbox Coach to Gain the Win BY Y JASON FORREST

12 Soapbox Developing Leaders at Walmart

BY DAMIAN McKINNEY

14 How-To T Collect Data to Create Great Training

BY ROSS TARTE T LL

15 World View Focus on Thailand

BY ANCHALEE NGAMPORNCHAI AND JONATHAN ADAMS

66 Bestt Practices Learningg How to Be a Great Bosshole BY NEAL GOODMAN

67 Learning Matters Building Sense-Able Leaders BY TONY O’DRISCOLL

68 TTraining Magazine Events Embrace Your Innerr Positive Deviant BYY JANE BOZARTH

69 TTrainer Talk T Committed to Training BYY BOB PIKE 70 Talent T Tips Positive Leadership: Being and Doing BY ROY SAUNDERSON

72 Last Word Measuring Learning Effectiveness

BY AJAY M. PANGARKAR AND TERESA KIRKW K OOD

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online contents

www.trainingmag.com Yourr source forr more training tips,

trends,

and tools

On www.trainingmag.com, the online home of Training magazine, you’ll find these Web-only articles. Send your feedback to lorri@trainingmag.com.

7 Ways Leaders Can Facilitate Transition The arrival of a new leader can be a threatening, unsure, and unsafe period for any worker. But it also can be full of uncertain promise. http://trainingmag.com/content/7-ways-leaders-can-facilitate-transition

The Peter Principle of Training The Peter Principle describes a competentt employee who continued to be promoted until he reached a job he did nott have the skills to perform, where he was stuck and ultimatelyy failed. http://trainingmag.com/content/peter-principle-training

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The ultimate empowermentt off tomorrow’s workforce will be the selfemploymentt off the free elance worker who will activelyy seek training, knowledge, and skills to compete on his or her own terms. http://trainingmag.com/content/close-talent-gap-transforminglearning-experience

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Companies should consider revamping their talentt management philosophyy to be transparentt and align purpose and process. http://trainingmag.com/content/transparent-development-keyssuccessful-talent-reviews in writing an online article for www.trainingmag.com?

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Harness the Powerr off Visioningg to Be a Betterr Leader Three central ideas to visioning thatt you can putt into practice to become a better leader. http://trainingmag.com/content/harness-power-visioning-be-better-leader

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Management Challenge™ transforms front-line managers anG allows them to praFtiFe haYing GiÉ?Fult FonYersations with GireFt reports through YiGeo-EaseG role-pla\ sFenarios

Business Challenge™ empowers managers Wo maNe Č´nanFiall\ sounG Eusiness GeFisions anG Wo eÎ?eFWiYel\ FommuniFaWe Whose GeFisions E\ FompeWing in an online mulWipla\er simulaWion

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editor e ditor’ss note

A Tale off 2 Cultures

I

Lorri Freifeld lorri@trainingmag.com

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TRAINING EDITORIAL ADVISORY BOARD Raymond D. Green, CEO, Paradigm m Learning, Inc. Bruce I. Jones, Programming Director, Disneyy Institute Nancy y J. Lewis, former CLO and VP, ITT Corporation, and former VP, Learning, IBM Ann Schulte, Director/Global Practice Leader, Procterr & Gamble Ross Tartell, Manager, Learning & Development - North America, GE E Capitall Reall Estate

TRAINING TOP 10 HALL OF FAME Brentt Bloom, Senior Director, Global Talent & Development, KLA-Tencorr Corporation Cyndi Bruce, Executive Director, KPMG Businesss Schooll – U.S. Jim Federico, Senior Director, Platforms & Operations, Microsoftt Corporation Gordon Fuller, Global Design & Development Leader, IBM M Centerr forr Advanced d Learning David Gauci, Director, Worldwide Talent & Organization Capability, Pfizerr Inc. Craig Gill, Director, Development Center of Expertise, Deloitte Servicess LP Daniel J. Goepp, Managing Director, Learning & Development, PricewaterhouseCoopers, LLP Vicente Gonzalez, Learning and Development, Boozz Allen Hamilton Donald Keller, Chief Learning Officer and VP, Global Education & Development, SCC C Softt Computer Diana Oreck, VP, Leadership Center, The e Ritz-Carltonn Hotell Company Kevin Wilde, VP, CLO, Generall Mills, Inc.

2012 TOP 10 YOUNG TRAINERS Bruce Baumgarten, AAA A University Executive, AAA A NCNU U Insurance Exchange Josh Bodiford, Manager, Learning Development, Cernerr Corporation Minette Chan, Training Program Manager, Ooyala Stephen D. Evans, Training Manager, URS D’Anna Flowers, IT Training Manager, Accretive Health, Inc. Jason Forrest, Chief Sales Officer, Forrestt Performance Group Katie Mulka, Director, Training, Quicken Loans Anil Santhapuri, Senior Manager, Learning & Development, HCL Technologiess Limited James Sokolowski, Director, Global Learning and Leadership Development, Savvis, a CenturyLinkk Company Danielle Tomlinson, Senior Director, Global Training, Red d Hat

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3+272*5$3+ %< 3$75 3 ,&( $5*$17

would nott be a happyy camper iff myy publisher pulled a “Marissaa Mayer” and called me to sayy I could no longer workk from home after three blissful years of doingg so and would have to resume myy four-hour-a-dayy commute to an office in New w Yorkk City. And I shudder att the veryy thoughtt off comingg home to two lonely, enraged dachshunds with too much time on their…um…paws. I certainlyy would thinkk aboutt lookingg for another job. In the meantime, I would dragg myy sorryy selff to the office and be unhappy, unengaged, and resentful (and probablyy prettyy unproductive).

I can onlyy imagine the vibe att Yahoo offices after CEO Mayer issued her unexpected no-more-working-from-home edict.

While I understand the business reasons for her decision, from a personal standpoint, itt mustt have been a bitter pill for many telecommutingg employees to swallow.

Now w contrast that with the culture at Keller Williams Partner Realtyy in Florida: In March, a new w hire opted not to kick in $20 when her office mates pooled their moneyy for Powerball tickets, but theyy decided to share a portion off the $1 million prize theyy won with her anyway. “As a team we put together a fat pile of money,” Laurie Finkelstein Reader, a realtor and head off the team in that office, told USA Today. “Iff we do the right thingg and always care about other people, the right thingg will happen to us.”

Creatingg a corporate culture thatt encourages employees to do the rightt thing and also primes them to grow w and lead is no easyy task. Our feature story, “Cultivatingg Culture,” on p. 16 explores how w several 2013 Trainingg Top 125 winners lead byy example and utilize constantt communication to underscore the importance of a values-driven culture thatt emphasizes employee engagementt and development.

Thatt means today’s leaders mustt possess the abilityy to fosterr such h a culture byy actingg as a mentor/coach, empoweringg employees, providingg regularr feedbackk and d recognition, inspiringg trust, and d settingg an ethicall example. The 25 winners off ourr 2013 Emergingg Trainingg Leaders awards program do justt that. See p. 20 forr profiles off the winners and d theirr stellarr accomplishments. Expectt to see them leadingg the Training orr Learningg & Developmentt function att an organization in the nearr future.

Our focus on leadership continues with results from our annual Global Leadership Development survey. It shows organizations are broadeningg their definition off a leader and lookingg to create a culture off innovation (see p. 32). Plus, we look at how w to create a leadership incubator (p. 38), how w to build a better boss (p. 40), and how w to develop leaders in emergingg growth markets (p. 44). And Part 2 of our Skills Gap series (p. 46) looks at how w corporate partnerships with colleges and universities can help employees develop the skills—includingg leadership abilities—that employers need.

One of those skills just might be “positive deviance” (getting it done where others can’t)—we’ll talk more about that at our Online Learning Conference in Chicago September 17-19. To learn more, see p. 68 and visit: www.onlinelearningconference.com. I hope to see you there!

A Lot is Riding on the Development of Your Leaders Make Sure Theyโ re Headed in the Right Direction

Check out a free demo of The Metrics that Matterยฎ Leadership Edition today at www.knowledgeadvisors.com/leadership.

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Metrics that Matterยฎ w w w.know ledgeadv is or s. com +1 800 561 3341 (within the U.S.) +1 312 676 4400 (worldwide)

news, stats, & business intel

by Lorri Freifeld

Products & Services >> Power to the People >> Tech Talk p. 8

“It’ss importantt forr employerss to rememberr thatt virtuall workk programss aree nott one-size-fits-all,” sayss Carol Sladek, work-lifee consultingg lead d att Aon n Hewitt. “They need d to considerr how w to bestt balancee workforcee productivityy with h initiativess thatt attract, engage, and d retain n top talent. Thiss balancee iss particularlyy important in n today’ss increasinglyy globall and d mobilee workforce.”

Aon n Hewittt offerss fivee questionss employerss should considerr when n evaluatingg theirr virtuall workk programs: • To whatt extentt does the organization’s strategy emphasize collaboration and d innovation, and d what WHILE THE NUMBER R OF F ORGANIZATIONS offering g virtuall workk arrangements tools does itt have to encourage and d enhance colhas increased d from 35 to 45 percentt overr the lastt few w years, a few w notalaboration forr those workingg virtually? How w might ble companies recentlyy have gone againstt the trend d and d banned d working collaboration be affected d byy requiringg alll employfrom home policies. These moves mayy lead d more employers to reevaluate ees to workk on-site? theirr own flexible workk arrangements, says Aon Hewitt, the globall human • Aree formall guideliness in n placee to help managerss and resource solutions business off Aon plc. employeess evaluatee whetherr a virtuall workk arrangementt iss appropriatee forr thee role/employee, or aree arrangementss offered d on n an n ad d hocc basis?

• How w does offeringg a virtuall workk program affectt employee attraction, engagement, and

By Jason W. Womack, MEd, MA www.womackcompany.com www.twitter.com/jasonwomack | Jason@WomackCompany.com retention, especiallyy with h high-performing employees? Whatt effectt would d eliminating this policyy have?

Would you like to gett even more done each day? With justt a little bitt of • Does the organization have managers forethought, there are two ways to build a productive mindsett into your who can successfullyy manage theirr teams, dailyy routine: whetherr employees are workingg in orr outt of 1) Always Be Ready. When time opens up up in what’s happening in the momentt we forget the office? in yourr schedule, such as a cancelled meet- to breathe deeply. When unanticipated situations • Are there tools in place to assess the efing, you suddenlyy have time to handle other crop up, stress is a natural reaction. However, fectiveness off virtuall work, such h as perforopportunities. Forr example, carryy notecards, remembering to breathe deeplyy can calm the mance, engagement, retention, teamwork, w you to re-focus on envelopes, and stamps with you. “Found” time hectic moments and allow and d cost/savings impact? where you want t this day y to go.

This reflective can be used to write a “thankk you” orr “I noticed” “Virtuall workk programs are mostt succard sharing appreciation with someone you pause helps you experience improved concessfull when organizations sett appropriate workk with. You also could use thatt time to up- centration and an increase in energy. Relaxed date yourr “to-do” listt and make some calls that bodies also have greaterr self-confidence—just expectations, foster communication beneeded to be made anyhow. When you lett go of whatt you need when things seem to be spinning tween managers and d employees, and d meawhatt you can’tt control—such as the factt you’re outt off control. Pause. Reflect. Refocus. sure performance to ensure effectiveness,” Being productive means you’re doing what suddenlyy dining alone—and lookk att whatt you adds Sladek. “Theyy should d be designed d and cann control, you’ve taken a huge step in getting you said you’d do, in the time you promised. implemented d to supportt the needs off emCheckk yourr routines and build a mindsett to get yourr dayy backk on track. ployees, yett drive results and d supportt the 2) Slow w Down. Sometimes we gett so caught more done, and you’ll achieve more everyy day. organization’s overalll business goals.”

Do Yourr Homework

Productivity Coach’s Corner

Building a Productive Mindset

TO SUBMIT NEWS, research, or other Training Today tidbits, contact Editor-in-Chief Lorri Freifeld at lorri@trainingmag.com or 516.524.3504.

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PPartnerships&&Alliances

Trainingg Goes to China and learning executives and practitioners gathered in Shanghaii in Aprill to attend Training magazine’s first-everr conference in China, organized d by Training’ss exclusive Chinese partner, ACT Group. The focus was “Takingg E-Learningg to the Nextt Level,” through the expanded use of mobile and social learningg and d gamification. Speakers included d mobile learningg expertt A.J. Ripin, VP of Strategicc Engagement, Movingg Knowledge; Mathew w Tang, formerr Trainingg manager and d mobile learningg developerr att Lowe’s; and d e-learningg expertt Rayy Jimenez. Lowe’s use of electronic performance support epitomized d one off the conference’s main themes: usingg mobile devices to give aisle

>> Rosetta Stone acquired Seattle-based Livemocha, onee off thee world’s largest onlinee language-learningg communities, for $8.5 million in cash. Livemocha features a robustt and extensiblee cloud-based learning platform and a communityy off moree than 16 million members.

MORE THAN 460 TRAINING

sales associates the information theyy need justt when and d where theyy need d it.

Training’ss second d 2013 Chinese conference willl be held d Augustt 27 in Shanghai and d repeated d on Augustt 29 in Guangzhou.

Speakers willl include performance consultingg expertt Judith h Hale and d e-learning developmentt authorityy Bryan Chapman.

Back to the Basics

By Bruce Tulgan

www.rainmakerthinking.com/blog | Twitter @brucetulgan | www.talkaboutthework.com | brucet@rainmakerthinking.com

“Leadership development” mayy sound better, butt ourr research shows thatt what’s missing in the repertoires off 9 outt off 10 leaders is consistentt practice off the old-fashioned basics off management.

There is so much workk to be done byy training professionals: 1. Bad news: Nobodyy can transferr to someone else the abilityy to have vision, integrity, energy, intelligence, passion, charisma, orr infectious enthusiasm—those seeminglyy magic intangibles that inspire and motivate others. Some rare people have these natural “leadership” abilities, butt most people don’t. Good news: One need nott be a natural leaderr to gett good att leadership.

2. Moree good news: Anyone can learn mission focus, ethical conduct, organization and discipline, critical thinking, strategic planning, persuasive messaging, acute listening, clearr verbal and written communication, defining expectations, monitoring and measuring performance, documentation, trouble-shooting, and course correction…nott to mention human capital managementt bestt practices.

3. Likee clockwork, thee mostt effectivee leaders aree people—natural orr not—who learn proven techniques, practice those techniques diligentlyy until theyy become skills, and continue practicing them until theyy become habits.

4. Everyy leaderr needs to o learn and practicee thee basics. Butt the mostt effective approach is to customize yourr developmentt approach to everyy leaderr based on individual needs assessments.

Especiallyy when itt comes to high-priorityy leaders, itt is worth investing in a thorough 360-degree review. Thatt also sets the table forr engaging the leader’s directt reports in supporting his orr her growth on an ongoing basis.

5. Here’s anotherr hugee opportunityy hidingg in plain sight: When organizations investt in “followership training” forr everyone, itt makes leadership much easier. That’s one off the secrets to creating a culture off strong leadership. Iff you don’tt believe me, justt askk anyone who has everr served in the United States Army, Airr Force, Marines, Navy, orr Coastt Guard.

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>> Payroll Data Processingg (PDP), a providerr off payroll administration services distributed exclusivelyy through independent insurancee agents, formed a strategic partnership with ThinkHR. Everyy new w and existingg clientt off PDP will havee access to ThinkHR services—includingg an HR Hotline, an HR Library, and an HR Training Center—through this partnership. >> Mobiquity, a professional services firm creatingg mobilee solutions and apps that drivee business value, acquired Providence, RI-based Vertical Performance Partners (VPP), an enterprise-class mobilee software provider. Mobiquityy now w will offerr Velocity, VPP’s customizablee softwaree forr branded interactivee livee meetings, events, and trainingg sessions, to its enterprisee client base. Thee newlyy formed companyy will be called Mobiquityy Velocityy Solutions, Inc. >> Energyy marketingg specialist Reese Energyy Consultingg announced thee formation of Reesee Energyy Training, Inc., a full-service, knowledge-based providerr off high-end energyy trainingg designed forr virtuallyy every level off employee—from new w hires and field employees to mid-level managementt and executives. >> In an initiativee to acceleratee thee growth off leadership skills amongg first- and secondlevel managers, national IT T consulting company Catapultt Systems is using Rise Performance Group’s CheckPointt 360 leadership assessmentt tool. Thee tool focuses on eightt managementt competencies; once thee assessmentt is complete, managers receivee individual developmentt plans and guidancee regardingg ways theyy can improve and bee moree effective. training M AY/JUN E 2013

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Products&&Services >> Third-party logistics provider LeanCorr launched LeanCorr Academy, an online professional training and education program. Facilitated in a virtual classroom, the first course, “Lean Leadership: Building the Lean Culture,” is broken down into 16 one-hourr self-paced modules, each followed by a knowledge assessment and application work. >> PDI Ninth House, a Korn/Ferry company, unveiled TalentSyncc Road Map forr High-Potential Leaders, which takes organizations through thee highpotential cyclee byy identifying, developing, acceleratingg readiness, and easingg transition into new w roles. >> Online presentation company Brainshark k launched SlideShark Broadcasting, significantly expanding the scope and utility off the 1.5-year-old SlideShark app. Now, mobile presenters can “broadcast” theirr presentations live overr the Web and invite others to view them. Recipients simply clickk a linkk to view the presentation in real time in their Web browserr on any computer, tablet, orr smart phone. Presenters also can make drawings and annotations on the presentation content. >> Shadowmatch USA A debuted its new Behavioral Team Analysis Module, which provides insightt into the balance and managementt off corporate teams based upon team members’ behavioral strengths and habits. The module comprises two new views off the team: team analysis map (represents, in a single view, the individuals and team alongg 12 dimensions off behavior) and the team groups map (shows the sub-groups thatt form within the team and which individuals fall into each categoryy off sub-group). >> Mindflash launched Learning Analytics forr Onlinee Training, with new reports providingg visibilityy into training effectiveness, helpingg trainers in largee and midsizee enterprises improvee programs and maximizee return on trainingg investment.

Thee companyy also revised its pricing packages, with plans includingg real-time reports now w startingg att $149 a month.

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Powerr to the People WHEN SEATTLE-BASED WORK-

consulting company PeopleFirm was firstt recognized as one off the fastest growingg companies in the state, all employees received iPads engraved with a personal thankk you. The newest team members, some of whom m had d onlyy been n with h the companyy forr a month, weree shocked.

Butt thiss wass alll aboutt rewardingg thee team forr theirr outstandingg efforts. Tenure, role, orr levell didn’tt matter. Beingg partt off the PeopleFirm m team m iss whatt counted.

PeopleFirm m believess in n buildingg a people strategy, which h definess whatt iss needed d to drivee businesss successs and d outliness wheree to find d thee peoplee needed d to drivee businesss results: whetherr thee companyy iss goingg to build (train), buyy (hiree new w employees), orr borrow w (hiree consultantss orr temporaryy staff).

FORCE

>> Panoptoo announced thee latest version off its e-learningg and video platform solution: Panopto 4.3. New features includee failsafee recording, social enablementt (includingg rich comments, communityy ratings, and video bookmarks), and a scalablee platform (per-userr analytics and an IT T admin dashboard). >> The American Academyy of Orthopaedic Surgeons (AAOS) partnered with Touch off Life Technologies (ToLTech) to develop a virtual reality-based shoulder simulatorr to train and evaluatee orthopedic residents in surgical proficiencyy in shoulder arthroscopy. Thee devicee combines 3-D graphics with roboticc capabilities that simulatee thee touch and feel off a surgical proceduree and human tissue. >> Belkin announced thee Belkin Stagee app forr next-generation learningg usingg an iPad. Itt combines thee conveniencee off a document camera with thee powerr off an interactive whiteboard forr cost-effective, connected

For companies looking to better manage their people, PeopleFirm offers the followingg tips: 1. Know w whatt you doo and whatt you don’tt do. To aug-

mentt yourr services, use greatt partners.

2. Empower your team members, and they y will

rise to the occasion.

3. Bee open aboutt results and decisions. Share thee good d and d bad d newss with h thee team m so everyonee knowss whatt iss happening. Otherwise, secrets cause unnecessaryy churn.

4. Sett a few w annual goals thatt thee team drives toward. Don’tt measuree thee businesss to

death, butt do includee criticall metrics.

5. Surprisee yourr team members. They y will rememberr a thoughtfull giftt rewardingg performancee much h moree than n an n extraa $100 bonus.

learning. Belkin also unveiled its Tablet Stage, an ergonomicc stand forr tablets thatt makes trainingg room presentations easyy to deliver. >> ON24, Inc., a providerr off Webcasting and virtual environmentt solutions, unveiled its Continuingg Education (CE) solutions on tablett computers and smartt phones.

Developed primarilyy forr keyy customers in thee financial services and accounting industries, ON24’s new w mobilee CE offering meets evolvingg CE access requirements in thee legal and medical professions, as well. >> AgreeYa Mobility, a mobilee engineering productt and servicee firm, introduced Onvelop, an intuitive, unified collaboration and communication platform. Onvelop utilizes licensed Microsoftt protocols to providee securee access to enterprisee server softwaree such as SharePoint, Lync, and Officee 365 from smartt phones and tablets across multiplee operatingg systems such as iOS, Android, and Windows 8 devices.

www.trainingmag.com

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ssoapbox oapbox

Coach to Gain the Win Hiring the most talented or experienced people isn’t enough. Inspiring them to give their best is the only way to lead your team members to achieve all they’re capable of. BY JASON FORREST

S One of Training magazine’s 2012 Top Youngg Trainers, Jason Forrestt is an expertt att creating high-performance sales cultures through complete trainingg programs.

He incorporates experiential learning to increase sales, implementt cultural accountability, and transform companies

ales team leaders: Do you u manage to gain the win orr to preventt the loss? I talkk to clients alll the time who tryy to telll me that theyy take a proactive approach h to managingg theirr team members, as welll as the sales. But when I digg a little deeper, I find d they’re sittingg in theirr offices, takingg phone calls from sales professionals, makingg sure marketingg collaterall looks good, and d talkingg aboutt customerr offers. During those calls, theyy have one overridingg goal—get the deall to the finish h line withoutt gettingg creamed and d losingg a ton off profit. In football, this approach would d be like beingg in a goal-line stance; knowing thatt you’re aboutt to gett scored d on; and d doingg alll you can justt to hold d yourr opponents to a field d goal.

Defensee is “an n action n off defendingg from m orr resistingg an n attack,” an n “attemptt to protect/defend d against opposition,” orr a “barrierr againstt attack.” When leaders of sales teams manage defensively, they aree justt tryingg to survive. Offensee is “thee action n of attacking” orr “thee team m orr players who aree attemptingg to scoree orr advancee thee ball.” An n offensivee coach takes offensivee measures. Shee coaches (ratherr than manages), shee strategizes potentiall sales beforee they happen, and d shee taps into team m members’ “why” and d inspires them m to givee theirr best.

into sales organizations.

Forrestt is a sales trainer; managementt coach; speaker; and authorr of three books, including his latest, “Leadership Sales Coaching: Transformingg from Managerr to Coach.” For more information, visit www.forrestpg.com.

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MANAGING VS. COACHING

Managingg is whatt you u do to someone; coachingg is whatt you u do forr them. Iff I had d myy way, anyy reference to managerr orr directorr would d be eliminated d from sales leaders’ business cards and d replaced d with ha title thatt identifies them with h preparing, educating, inspiring, and d holdingg people accountable forr what they’re worth. The title would d be “sales coach.”

Even the definitions forr managerr and d coach h evoke veryy differentt feelings—one is associated d with h controll and d limitations, the otherr with h inspiration and progress. A managerr is “aa person who has control orr direction off an institution, business, etc., orr of a part, division, orr phase off it.” Did d you u notice the word, “control,” in thatt definition? Thatt causes feelings off oppression and d domination. And d for good d reason—its synonyms are hold d back, bridle, check, constrain, repress, corner, smother, and d subdue. On the otherr hand, a coach h is “aa person who

MAY/JUNE 2013 training

trains an athlete orr a team off athletes.” Thinkk of yourr people as corporate athletes—people who get paid d based d on theirr performance and d contributions to the team. Would d you u ratherr controll orr lead? Be exhausted d orr fulfilled? It’s exhaustingg to tryy to find ways to force people to gett the job done. On the otherr hand, coachingg is energizingg and d fulfilling because you u know w you u are leadingg people to achieve more than theyy could d accomplish h byy themselves.

An n importantt aspectt off gainingg thee win n is strategizingg thee salee beforee itt happens. Find d outt when yourr sales professionals aree havingg theirr prospect appointments and d talkk through h thee exactt process and d presentation n (play) theyy plan n to usee in n orderr to makee thee salee happen. Talkk through h potentiall objections and d how w thee sales professionall is goingg to handlee those. Beforee you u calll thee play, you u makee a strategy. This is a greatt timee to role-playy so thee sales pro can n confidentlyy executee thee playy you’vee agreed upon. This gives him m thee highestt probabilityy for success (ratherr than n havingg him m makee itt up as he goes along).

GETTING TO KNOW YOU

When a sales coach knows his people, he can tap into the passions and the “why” behind whyy they do whatt theyy do. Hiringg the mostt talented people isn’tt enough. Hiringg the mostt experienced isn’t enough. Even gettingg team members to do what they’re supposed to do isn’tt enough. Inspiring them to give their bestt is the onlyy wayy to lead your team members to achieve all they’re capable of.

And the onlyy wayy to do thatt is to know w them. Take Jane, for example. Jane was once a model sales professional, butt she’d lostt hope and she feltt like there was no pointt in takingg prospects through her demonstration because “nobodyy can qualify,” and “people can’tt afford to buyy rightt now w anyway.”

Jane was waitingg forr customers to prove theyy were interested d before givingg them herr best. I asked d Jane, “Have you u everr walked d through h a subwayy orr downtown areaa and d seen a streett musician playingg her heartt out, makingg beautifull music? Maybe 99 percentt off the people who walkk byy don’tt even notice, lett alone putt anyy change in herr case. Butt she’s not playingg to gett a quarter, is she?” www.trainingmag.com

Jane shookk herr head. â&#x20AC;&#x153;No, sheâ&#x20AC;&#x2122;s playingg because she wants to create beautifull music.â&#x20AC;? â&#x20AC;&#x153;Justt the same,â&#x20AC;? I told d her, â&#x20AC;&#x153;iff you u reallyy love selling, then youâ&#x20AC;&#x2122;re nott doingg itt justt forr work. Youâ&#x20AC;&#x2122;re doingg itt because you u enjoyy the challenge. You u love perfectingg the art.â&#x20AC;?

Myy advice to Jane was nott to worryy aboutt who could d orr could d nott buyâ&#x20AC;&#x201D;and d justt to focus on givingg everyy customerr the bestt Jane she could. She was inspired d because herr perspective changed d and she wanted d to give herr bestt to each h person she saw. â&#x20AC;&#x153;When you u do that,â&#x20AC;? I said, â&#x20AC;&#x153;youâ&#x20AC;&#x2122;lll gett enough h people who willl wantt to buyy yourr sales music.â&#x20AC;? I used this example with h Jane because she plays cello. Not forr payy and d rarelyy forr audiences beyond d herr friends and d family. She justt plays because she loves perfectingg a piece off music. Because I knew w her, I was able to tap into herr personall motivation. Herr â&#x20AC;&#x153;why.â&#x20AC;?

So when I asked d herr to picture a passionate street musician, she pictured d herself. Jane laterr told d me thatt goingg into the ofďŹ ce everyy dayy with h the idea off tryingg to create herr sales masterpiece made a big difference in herr mindset. She started d demonstratingg herr productt to each h prospectt because itt was part off masteringg the sales process. And, yes, she started

makingg more sales and d enjoyingg herr job more.

The lesson in itt is thatt sales coaches know w their people. Theyy know w theirr passions, theirr goals, and theirr hobbies. And d theyy know w the disappointments and d successes thatt have shaped d them. One off my coaches tapped d into myy passion byy talkingg about all-state football. He said, â&#x20AC;&#x153;Iff you u were successful then, you u can do the same things now w and d be successfull again. I believe thatt youâ&#x20AC;&#x2122;re capable.â&#x20AC;? Itâ&#x20AC;&#x2122;s a way to transferr the coachâ&#x20AC;&#x2122;s beliefs to the team members.

Because itt doesnâ&#x20AC;&#x2122;tt matterr whatt theirr coach h believes is possible unless the team memberr believes, too.

We each h have greatness in us, because when weâ&#x20AC;&#x2122;re playingg forr fun, we reach h forr the highestt heights because we wantt to. Itâ&#x20AC;&#x2122;s a switch h thatt turns offf when we grow w up. A coachâ&#x20AC;&#x2122;s job is to ďŹ nd d thatt switch h and turn itt backk on.

There justt arenâ&#x20AC;&#x2122;tt enough h markett sales (those that would d happen with h orr withoutt the persuasive efforts off sales coaches and d sales professionals) forr us to make ourr goals each h month. Markett sales can be counted d byy an admin, nott six-ďŹ gure sales coaches.

You u can eitherr manage to defend d a sale orr coach h to win it. The choice is yoursâ&#x20AC;&#x201D;and d yourr companyâ&#x20AC;&#x2122;s success depends on the choice you u make.

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ZZZ 7KH7UDLQLQJ$VVRFLDWHV FRP www.trainingmag.com

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ssoapbox oapbox

Developingg Leaders at Walmart How the Walmart Leadership Academy become a center of excellence for the global retailer. BY DAMIAN McKINNEY

E Damian McKinney is the authorr off “The Commando Way” (LID Publishing, wwww. lidpublishing.com).

He spentt 18 years as a Royal Marines Commando before settingg up his own companyy in 1999.

McKinneyy Rogers leverages lessons from the militaryy to help align international businesses and deliverr exceptional results.

arlyy in n Walmart’s history, mostt storee managers began n theirr careers workingg att the register or another entry-level position.

Through a gradual process of working theirr wayy up thee corporatee ladder, thesee employees weree promoted d to storee managerr in n seven n to 11 years.

This process served d thee companyy and d its employees well, providingg a securee predictablee careerr path h and producing knowledgeable, loyal people at the middle-managementt level.

However, today, boastingg 10,000 retaill units in 27 countries, Walmartt is faced d with h thee demand to open n stores fasterr than n itt can n producee qualified managers. Recognizingg thee importancee off overcomingg this obstacle, Walmartt determined d thatt the companyy mustt collapsee thee timee frame, discoverr talentt faster, and d train n them m moree efficiently, without sacrificingg quality.

To transform m its managementt trainingg approach so itt could d acceleratee thee preparedness off leaders and d cultivatee managers fastt enough h to meett rising demand, CEO Billl Simon n enlisted d thee help off business execution n experts McKinneyy Rogers. Usingg the British h Militaryy Stafff Collegee model, an n operatorled d team m off McKinneyy Rogers consultants designed and d directed d a comprehensivee leadership developmentt system m forr identifyingg employees with h great potentiall and d trainingg them m to bee highlyy prepared, successfull managers.

Ass a result, afterr threee yearss off perfectingg itss leadership developmentt tool, Walmartt broughtt itss Walmart Leadership Academyy (WLA) in-housee permanently ass thee retailer’ss centerr off excellencee forr developing accelerated d leadership skillss in n itss managers.

THE WALMART LEADERSHIP ACADEMY PROGRAM

Together, Walmartt and McKinneyy Rogers created a leadership trainingg process thatt has generated unprecedented career opportunities for the company’s future leaders byy cultivatingg highlyy trained managementt from the inside.

Thee program m takes each h participantt through h a series off developmental, training, and d inspirational experiences thatt causee them m to thinkk off themselves as leaders. Overr fourr months, thee participants spend 12

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MAY/JUNE 2013 training

everyy third d weekk immersed d in n thee program m forr a totall off sixx weeks off instruction. Trainingg consists off on-the-job experience, masterr classes, virtual classroom environments, instructor-led events, self-paced d study, student-led d activities, experiential exercises, servicee projects, distancee learning, and smalll group discussions. Thee coursee follows a series off themes such h as communication, leadership, internationall scoping, and d globall thinking. Increasingg in complexityy each h week, thesee themes and d others are examined d and d revisited d throughoutt thee program m in thee contextt off each h week’s curriculum m focus. Forr example, duringg thee weekk thatt focuses on n “Delivering Business Results and d Productivity,” thee instructors teach h thee communication n themee in n thee contextt of results and d productivityy byy examiningg negotiations, communication n tools, presentations, and d byy studyingg successfull business casee studies from m innovative companies such h as Zappos.

Thee outcomee iss an n alumnii networkk off graduates who identifyy themselvess ass leaders, collaboratee and workk togetherr in n an n integrated d fashion n ass highperformingg teams, and d continuee to develop and d lead acrosss a varietyy off circumstances. Crucially, in n line with h thee Stafff Collegee modell wheree selected d midcareerr high-potentiall officerss aree trained, leaderss at alll levelss aree madee to thinkk “two levelss up” in n the contextt off thee businesss and d acrosss functionall areas.

Byy combiningg development, training, and d operationall activities in n thee contextt off thee company’s dayto-dayy needs, thee Walmartt Leadership Academy delivers greaterr impactt and d relevancee than n generic managementt training. Criticall to thee integrated approach h to business leadership is thatt thee course leverages thee principals off thee McKinneyy Rogers Mission n Leadership philosophy. This emphasizes keepingg everyonee aligned d to thee mission, butt trained and d empowered d to makee decisions independently.

TRANSFORMATIVE RESULTS

Sincee its implementation, thee program m has generated d approximatelyy 500 graduates across thee U.S. and delivered more consistent, confident, and thoroughly trained store, market, and regional managers. As Celiaa Swanson, seniorr vicee president off Talentt Developmentt forr Walmartt U.S., explains, www.trainingmag.com

“We know our associates are our greatest asset; investing in the development of our future leaders is essential. Through the Leadership Academy, we have developed talented leaders, managers, and associates around the country—providing immersion training and broader development for our leaders. We appreciate the partnership with McKinney Rogers and its support in developing a world-class training program that focuses on building high-performing teams relevant in today’s business environment.”

The WLA has transformed Walmart’s management and has expanded the program into a multi-function and multi-level high-potential talent initiative. In addition to store managers, the system has expanded to develop market leaders, senior merchants, and executives. It’s producing both the quantity and quality of leaders needed to sustain and drive growth.

Walmart has exceeded its goal of producing highly trained leaders in less than two years. Not only have 74 percent of graduates been promoted one, two, or three levels up within just 18 months of graduation, but they’re outperforming their peers and producing real business results. Stores and markets led by these graduates have posted higher sales growth numbers than the rest of the company every quarter

since entering their position [typical store revenue is approximately $100 million, and markets bring in up to $1 billion].

WLA has emerged as more than just a program for advancement. It is recognition and the promise of a more fulfilling career. Its impact bears more resemblance to a scholarship than a training program.

Those selected say they feel valued and empowered, because they know that within a short time frame after graduation, they could be promoted. They are given the mandate to “pay it forward” across their teams and pass the training along.

WLA has achieved the holy grail of development programs: true behavioral change. Graduates have testified to their personal and professional transformation with enhanced performance.

Today, entry-level employees aspire to be selected to the program, while graduates aspire to return to teach; the best graduates are brought back to help lead the future training classes.

Businesses around the globe are starting to recognize that a unified solution to leadership development such as the WLA is the best way to rapidly flood their organization with quality leaders at every level.

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www.trainingmag.com

training MAY/JUNE 2013

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how h ow-to to

Collectt Data to Create Greatt Training Incorporate a stakeholderr analysis into the planningg stage off the trainingg needs analysis. It can add critical intelligence about politics and logistics—and can T ELL transform your effort from “so what?” to “must have.” BY ROSS TART

STEPS TO SUCCESS

There are manyy differentt versions off a stakeholder analysis. This one keeps itt simple. Here are the steps: 1. Identify the key stakeholders. These are people or groups who are affected byy or can influence the success off the needs analysis and the training effort.

2. Place them on the following matrix: 14

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High Blocker

Champion

Indifferent

Advocate

Power/

M

ost off us have had the disappointing experience off working hard to collect data, analyze it, and then present the results to lukewarm levels off reception. In this highlyy competitive and cost-constrained market, great data is not enough to build the management commitment and sponsorship so critical to training success.

Wendyy Heckelman off WLH Consulting points out that the success off anyy data collection process Ross Tartell is Learning depends on three interrelated factors: & Development Manager • Politics: The alignment off influence and power from keyy individuals and groups in support – North America for off an outcome. Stakeholders need to feel that GE Capital Real Estate. the new w training program will benefit them He is also an adjunct and they can influence the relevance and associate professor application off the effort. off Psychology and • Logistics: How w the effort is organized and Education at Columbia implemented. Good project management enUniversity. Dr. Tartell sures that keyy stakeholders are appropriately has expertise in the involved, and the data collection process flows areas off learning smoothlyy and effectively. and development, • Content: The understanding off audience chartalent planning, acteristics, and what knowledge, skills, and attitudes will lead to successful performance. and organizational This is the core off traditional needs analysis. development. He Here is the keyy to success: Incorporate a stakereceived his M.B.A. holder analysis into the planning stage off the in Management and training needs analysis. A stakeholder analysis his Ph.D. in Social can add critical intelligence about politics and Psychology from logistics—and can transform your effort from Columbia University. “so what?” to “must have!”

Use a stakeholder analysis when you want to: • Understand stakeholders’ level off interest and support.

• Efficientlyy deployy your resources and manage logistics.

Low Low

Interest/Support

High

This will depict the level off interest and the power/influence theyy can have on the success of the needs analysis.

3. Color-code each person’s/group’s level of support. Those who are supportive are green;

those who are obstacles are red.

4. Develop an action plan using the following four strategies: Champion: Engage these stakeholders through

active participation in the dataa collection process and include them, as appropriate, in governance of the process. The engaged supportt off these powerful individuals or groups is keyy to your success.

Blocker: Attempt to increase the level off support from this group through deliberate engagement and consultation. Use champions to influence and increase their support—or to mitigate their negative impact.

Advocate: Use this group to carryy your message.

Keep them informed on a regular basis so you maintain their support. Butt do nott spend significantt time or resources consultingg with them unless theyy have significantt contentt to contribute.

Indifferent: Do the minimum to keep them informed, and occasionallyy monitor their status to minimize potential surprises, but use your time and resources elsewhere.

Organizations face enormous challenges. The need for an engaged and well-educated workforce that is able to overcome obstacles is greater than ever. Incorporating a stakeholder analysis into your project plan will enable you to use the data you collect to create the great training so critical for success. Qt www.trainingmag.com

world w orld view

Focus on Thailand Human resource development has become critical for both private companies and government agencies, with particular emphasis on technology, skills training, and English language learning.

BY ANCHALEE NGAMPORNCHAI, PH.D., AND JONATH A AN ADAMS, ED.D.

T

hailand is a Southeast Asian country where cultural values are characterized

by Buddhism, respect for monarchy, and national pride. Thailand is the only country in the region that has never been colonized by Western nations. While the Thai economy suffered during the financial crisis that engulfed the region in the late 1990s, sound economic policies have resulted in low unemployment and a high standard of living relative to other countries in the region. The strong direction of its economy led the World Bank to recognize Thailand as an upper-middle-income economy in July 2011.

Thailand’s current development is focused on the commencement of the ASEAN Economic Community (AEC) in 2015. The free trade zone will include 10 countries and is widely expected to increase economic prosperity and strengthen political stability. Human resource development has become critical for both private companies and government agencies, with particular emphasis on technology, skills training, and English language learning. One-on-one coaching also has increased, especially for executives.

understood. Break down complex ideas, paraphrase, and use graphics and visual aids instead of word-only presentations.

3. Silence is golden. Anticipate few questions during training events. Thai are used to learning by listening rather than interacting or inquiring.

In large group training events, individuals are not likely to “speak up.” Avoid challenging your audience or putting individuals on the spot to inspire engagement. In Thailand, doing so may be regarded as a public embarrassment or facethreatening act. It’s more effective to conclude early and linger to allow individuals to approach you with questions.

4. Engage the audience with stories and humor.

Thai appreciate a good balance of formal and informal interaction. Use relevant stories and a good sense of humor to engage the audience. Be mindful that criticizing or ridiculing the monarchy is a criminal offense in Thailand.

5. Food is always appreciated. Thai enjoy activities around food. Use food as an icebreaker to start training events and snack breaks to give individuals an opportunity to approach you with questions.

Anchalee Ngampornchai, Ph.D., and Jonathan Adams, ED.D., are senior associates at Global Dynamics Inc. (www. global-dynamics.com), a leader in in cultural competence, global diversity, and virtual team management.

Both authors can be reached at programs@ global-dynamics.com.

TRAINING TIPS

When conducting training in Thailand, use best-practice training strategies and consider the following culture-specific tips: 1. Present your credentials in a humble way.

Thai people respect expertise, education, and the wisdom that comes with age. It is important to introduce your credentials and explain your expertise in order to build trust. It is more effective, however, to introduce yourself in a humble way as Thai tend to dislike people who appear to be self important.

2. Use simple language. If training is in English, be sure to avoid slang and cultural expressions.

It’s more effective to explain concepts using short sentences. While English is widely spoken and many Thai have good command of it, speak slowly and clearly to ensure the content is well www.trainingmag.com

Anticipate few questions during training events.

Thai are used to learning by listening rather than interacting or inquiring.

6. Relationship building is critical to long-term success. Thai people value friendships, personal

connections, and long-term relationships. If the goal is to continue or expand your business, take time to build trust. Word of mouth is usually the best business strategy in this group-oriented society. Qt training MAY/JUNE 2013

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CULTIVATING

CULTURE Teaching employees nott justt how w to do their jobs, butt the wayy you expectt them to treatt co-workers and customers, requires leading by example and consistentt communication. BY MARGERY WEINSTEIN

astering the technical skills off a position, along with techniques for meeting deadlines and getting approval from the decision-makers, is just one facet off a successful employee. The other major facet is the individualâ&#x20AC;&#x2122;s abilityy to successfullyy blend into your companyâ&#x20AC;&#x2122;s culture. The C-suite off most organizations has decided how w it wants its customers to be treated and how w it expects employees to treat each other. Those expectations often are put in writing in the form off a mission statement. Once the statementt is tacked onto a wall, however, the fate off the

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www.trainingmag.com

decided-upon culture is up for grabs. Some companies are using training and learning programs to make it more likely those ideals are lived out.

CULTURE RIGHT FROM THE START Teaching employees about the corporate culture starts on day one of employment at information technology provider EMC Corporation. “We align enterprise and organizational onboarding programs to accelerate time to productivity and to ensure consistency. From a global perspective, 100 percent of new employees participate in an interactive online program called FastStart, where they learn about the company’s history, products, strategy and corporate mission, values, and expectations,” says Director of Learning Strategy and Acquisitions Ernie Kahane. “The virtual deployment of this program enables us to ensure a global and consistent onboarding experience for all new employees.”

In addition to enterprise-level orientation, hiring organizations deliver job-specific orientations. The tailored programs teach employees what the company expects customers to receive in each specialized area. “Sales Education conducts a five-day, intensive case-study-driven program culminating in sales presentations, and our Global Services organization delivers a two-week orientation to introduce organizational goals, measurements, contributions, and roles,” says Kahane.

Sometimes the buddy systems works best in introducing new employees to the culture. At heavy civil construction, mining, and manufacturing company and material supplier American Infrastructure, new employees learn from seasoned employees how the company does business. “New employees are assigned an onboarding ‘buddy,’ and some new employees (depending on their position) are assigned a mentor and a coach during this period,” says Director of Career Development and Training Jamie Leitch. “Onboarding at American Infrastructure is designed to orient employees to our corporate culture and to provide them with the opportunity to ask questions, gain clarification, and share best practices from their previous organizations.”

In addition, all new employees are required to wear a “green” hard hat on all of their job locations for the first 90 days in order to signal to their fellow employees that they are new to the organization. As such, Leitch says, these employees are treated with special care and concern at all jobsites. “They are provided with extra onboarding assistance by their fellow employees in order to support their onboarding process.”

SPREAD THE WORD Law firm Bass & Associates, P.C., ensures employees understand the mission statement, so it isn’t just an abstraction.

“Our mission statement very much describes the culture at Bass & Associates. We focus on producing high-quality work in all that we do. This is delivered by having multiple levels of quality control in place throughout our company,” says Training and Development Manager Andrew Hoskins. “We also perform and receive random audits throughout the year.

We are able to offer comprehensive and customized service www.trainingmag.com

to each of our clients by incorporating departments that handle specific client needs. We also have customized our training programs to fit the needs of both the company and the learner.”

The firm uses regular communications with its workforce to transmit the culture. “We produce a company newsletter that covers the issues related to our industry and our clients.

It also serves as a forum for employees to share about their personal lives and outside interests,” says Hoskins. “We let them know that while the work they do is important to Bass & Associates, we recognize that their personal interests are also important and related to our success.”

Perhaps the best way to spread the word is by example.

Choice Hotels International looks to its leaders to set an example worth following. “Communication and accountability are paramount in our culture. Treat others how they want to be treated and hold yourself and others accountable for all actions,” says Manager of Talent Development, Learning, and Development Lori Greaves. “We know that coaching and training toward the reinforcement of positive behaviors is vital as this leads to a more progressive development experience; ultimately creating and cultivating a positive, lasting experience for our customers.”

EMPLOYEE FEELINGS COUNT, TOO Banking and finance company BB&T Corporation doesn’t forget to consider the employee’s point of view in spreading corporate culture. “Associates who feel valued and engaged in their work are central to BB&T’s success. Our strategies focus on all facets of associates’ well-being: career, financial, physical, community, and social. In a recent anonymous survey of our

CORPORATE CULTURE RED FLAGS You’ve made your best effort to teach employees about your corporate culture, but you think something may have gone wrong.

Doug Williamson, CEO of leadership development firm The Beacon Group, offers some red flags to watch out for: • Lack of candor and transparency at all levels. No one understands senior management’s plans or the company’s goals.

• Decisions that do not stick or get implemented. Management announces a change, but then nothing comes of it.

• Senior leaders who are not first-rate role models. They talk a good game, but then act in ways that undermine their message.

• Lack of consequences for failing to live up to the cultural norms and expectations. No repercussions for managers who are notoriously abusive toward employees.

• No measures are used to track and spot gaps over time.

Employees are not effectively monitored for performance consistency.

• Behaviors are not included as part of the performance review process. There is a tolerance for employees who mistreat coworkers as long as they meet their financial goals.

• Lack of a balanced scorecard methodology (hard and soft metrics measured equally). Interpersonal relations toward colleagues and clients or customers are not meaningfully considered in employee evaluations.

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Cultivating Culture associates, 90 percent said they were proud to work at BB&T—a sign of exceptional associate engagement,” according to BB&T. “We continue to make substantial investments in associate education to create a knowledge-based learning organization.

To successfully operate our decentralized structure of 36 community banks, we know we must have highly trained associates who understand BB&T’s philosophy—and who are ‘masters’ of their areas of responsibility, whether they are computer operators, tellers, lenders, or financial consultants.”

The company also strives to develop employees who are

self-motivated. “In our rapidly changing and unpredictable world, companies and individuals also need a clear set of values to guide their actions. As a values-driven organization, BB&T encourages and trains our associates to have a strong sense of purpose, a high level of self-esteem, and the capacity to think clearly and logically,” BB&T says. “We believe that is the essence of BB&T’s competitive advantage: associates who turn rational ideas into action that, in turn, accomplishes our mission. BB&T’s values form the foundation for the way we do business.”

CREATING YOUR Y OWN UNIQUE CULTURE

By Dr. David “Doc” Vik, Founder and CEO, The Culture King, and a former Zappos.com Coach “Culture” within a business, in and of itself, is kind of “sqwooshy.” Companies attempt to do many things to create a culture, but the anticipated positive effects are not always realized because the five key structures that create the culture often are missing.

STEP 1: CREATE A A COMPELLING VISION. Within all companies, groups of people need to know “what” they are doing or delivering. Once they know the “what,” all thoughts, decisions, and actions can be aligned to it. This will help in creation and reinvention and will be crucial for your employees to find the best way to do things. This needs to evolve over time, and will be a guiding light or “North Star” to follow and help guide.

STEP 2: ESTA T BLISH A PURPOSE. Everyone needs a purpose in their lives, and this is just as true in businesses. The purpose is the “why” you are doing what you are doing. If your company’s purpose is only about making money, employees won’t stand behind it for long. If the purpose is compelling enough and gives them a great reason to work at your company, it will attract passionate employees who want to fulfill your company’s purpose. A word of advice: Make your purpose short, memorable, and repeatable—just like your vision.

STEP 3: TAKE A GOOD, LONG LOOK A AT YOUR BUSINESS MODEL. Is it aligned with the wants, needs, and demands of your customers? Is it aligned with all the possibilities and opportunities the Information Age has to offer?

The lifespan of an S&P company a generation ago was 50 years. Today, the lifespan of an S&P company is 25 years and shrinking. Companies are “dying” at an unprecedented rate, and many times, it has to do with the business model not evolving with the times.

STEP 4: CREATE A UNIQUE/WOW W FACTORS FOR YOUR COMPANY. Why should anyone want to work for or buy from your company? What is unique or “wow” about it? Does what you sell or deliver stand out from the rest?

When creating your own unique/wow factors, you can choose from any of a number of things, including: quality, value, price, service, delivery, etc. Just be different! If everyone is building fences, dig a tunnel.

STEP 5: ESTA T BLISH VALUES THAT A LET THE OUTSIDE WORLD KNOW WHAT A YOU ARE ALL ABOUT. Company values are basically what everyone values within the organization.

Once the structure is set, allow the people of your organization to create the culture. Over time, your culture will become part of your DNA. It then will be the blueprint of “what,” “why,” and “how” you do things…now and long into the future, helping your employees and company to reach their full potential.

For more information about Dr. Vik’s book, “The Culture Secret: How to Empower People and Companies No Matter What You Sell,” visit www.theculturesecret.com.

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ENGAGED EMPLOYEES LEAD TO CULTURE SUCCESS At Mountain America Credit Union, employees often are pre-set for engagement by being culled from the ranks of customers. The ability of the company to sustain that engagement is a marker of cultural success.

“Many of our employees were members of Mountain America before being employed here. They had positive experiences as members, which made them want to apply for employment,” according to Senior Vice President of Educational Services Suzanne Oliver and Assistant Vice President of Educational Services Shelley Muhlestein.

For the last five to six years, “approximately 30 percent of all new hires have come from employee referrals,” Oliver and Muhlestein note. “Our current employees know what a good place this is to work and recommend it to their friends and family. Since employees know what’s needed to be successful at Mountain America, they can identify others with similar values and standards who will enjoy being part of our organization.”

Recent employee engagement scores reinforce Oliver and Muhlestein’s assessment. “Our annual engagement scores continue to be high, letting us know what is working well and areas to improve from the employee perspective. Good people want to work at Mountain America. We have been a ‘Best Places to Work’ recipient for several years and many seek employment here,” they point out. “In 2012, just 5 percent of total applicants were hired, with 34 percent of all open positions being filled internally. Our turnover rate is 24 percent, and 7 percent of employees who leave Mountain America re-apply to work here again.”

MERGER = CULTURE OPPORTUNITY When workforce development and mobility company Cartus Corporation conducted an acquisition three years ago, the company used it as an opportunity to strengthen its organizational culture. “We decided to undertake a cultural integration as part of our acquisition planning. We made a significant investment in determining what the culture of the two merged companies had been previously, and what we wanted our new, combined company culture to be,” says Senior Vice President of Global Human Resources Amy Meichner. “After we defined the culture, we built a www.trainingmag.com

A CORPORATE A CULTURE EMBRACED BY ALL It’s difficultt to gett employees to believe and live outt a corporate culture chosen byy the C-suite. Clara Lippertt Glenn, presidentt and CEO off The Oxford Princeton Programme, offers the followingg tips: • Instead off askingg employees how w hard theyy will work k forr the company, askk them whatt theyy will do to balance theirr work/ personal life. Someone who can balance a busyy work k life with a rewardingg home life is one who can handle anyy work k situation you throw w att them. We wantt people who are happyy inside the office, as well as outside the office.

• Createe and enforcee good, easilyy understood workplacee policies. Policies givee everyone thee parameters needed to o bee creative, successful, and happyy att work.

• Think k aboutt people management. It’s not justt aboutt managingg a task, budget, or project. It’s aboutt managingg people—their expectations, theirr motivations, their hurdles, and theirr joys.

• Rememberr thatt itt is nott always aboutt who is goingg to o gett thee job donee best, it’s about who o is goingg to o do o thee work k well and get alongg with thosee around them.

• Encouragee employees to o ask k questions.

Pass alongg thee age-old motto: Thee only stupid question is thee onee you didn’tt ask.

• Teach employees to o bee proud. Tell them: Iff you aree nott proud off thee work k you are doing, you’ree in thee wrongg job.

• Encourage a no-complaining culture.

Instead off whining, teach employees to take the initiative to discover and explain a solution.

Forr moree on this topic, visitt http:// trainingmag.com/content/corporate-culturefoundation-success.

long-term plan thatt was executed d byy a crossfunctionall and d globall team off employees, who oversaw w the new w culture’s rollout.”

Meichnerr explainss thatt Cartuss then n communicated and provided training on the culture in many ways. “Our multifaceted approach included communications and messages; visuall representationss off ourr culture; inclusion n off thee culturall elementss in n all ourr coree programs, includingg hiring, training, and d recognition; and d toolss and d eventss to engagee ourr employeess in n seeingg and d feelingg what thee culturee wass alll about.” Qt www.trainingmag.com

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These 25 training professionals soar with exceptional leadership skills and business savvy. By Lorri Freifeld 20

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www.trainingmag.com

Like butterflies bursting from their cocoons and flying to new heights, the 25 winners of Training magazine’s 2013 Emerging Training Leaders awards are on an upward trajectory of leadership and organizational success. These 25 training professionals have been in the industry for two to 10 years and have demonstrated exceptional leadership skills, business savvy, and training instincts.

The Emerging Training Leaders (ETL) awards program replaced the five-year-old Top Young Trainer awards program.

All Emerging Training Leader candidates had to be nominated by co-workers or industry peers.

Training Editorial Advisory Board members and the editorin-chief judged the nearly 80 nominations and chose the 25 winners based on the following factors: • Have been in the training industry for a minimum of two years but no more than 10 years • Took on at least one new responsibility in the last year • Successfully led a large-scale training/learning and development initiative within the last year that required management/leadership of a group of people and resulted in the achievement of a corporate strategic goal (with results provided for Kirkpatrick Levels 1-4) • Demonstrates the following specific leadership qualities (with specific results provided as an example for each): acts as a mentor/coach, adopts new technology, collaborates, communicates often and effectively, embraces and adapts to change, empowers employees, fosters employee/team recognition, has a global mindset, innovates, inspires trust, provides regular feedback, sets an ethical example, thinks outside the box, and thinks strategically • Has the potential to lead the Training or Learning & Development function at an organization in the next one to 10 years On these pages, you’ll find in-depth profiles of the Top 5 Emerging Training Leaders (listed in alphabetical order), plus slightly shorter profiles of the other 20 Emerging Training Leaders. And we continued our tradition of creating a “To Watch” list, which features five up-and-coming professionals who didn’t receive an award this year, but who are well on their way to becoming future Emerging Training Leaders.

“I was impressed with the quality of this year’s Emerging Training Leaders class,” says ETL Judge Kevin Wilde. “Their innovation, business impact and leadership gives me encouragement that the future of L&D is bright. I look forward to their continued contributions to building our profession.”

ETL Judge Daniel Goepp likewise was impressed with the www.trainingmag.com

level of competence and accomplishments indicated in the nominations. “Some individuals demonstrated significant independence, initiative, and leadership that has helped to shape the success of their respective learning organizations. Clearly, the profession is fortunate to have such talented emerging leaders.”

What struck ETL Judge Jim Federico about this year’s group of Emerging Training Leaders is “their degree of alignment to business priorities and the innovative practices they are bringing to the L&D discipline.”

Adds ETL Judge Brent Bloom, “It was inspiring to read and assess the many innovative projects and initiatives these talented leaders have taken from development to implementation.”

ETL Judge Cyndi Bruce agrees. “The ability to design and deploy development solutions beyond the typical classroom with measureable results was an ongoing theme among this year’s winners.”

“This year’s winners are an extraordinary group,” ETL Judge Ross Tartell concludes. “They showed leadership, the ability to overcome adversity, and an understanding of how to creatively apply their learning expertise to resolve critical business issues across diverse functions.”

ETL JUDGES •

Brent Bloom, Senior Director, Global Talent & Development, KLA-Tencor Corporation

•

Cyndi Bruce, Executive Director, KPMG Business School – U.S.

•

Jim Federico, Senior Director in SMSG Readiness, Microsoft Corporation

•

Daniel J. Goepp, Managing Director, Learning & Development, PwC

•

Craig Gill, Director, Development Center of Expertise, Deloitte Services LP

•

Vicente Gonzalez, Learning and Development, Booz Allen Hamilton

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Raymond D. Green, CEO, Paradigm Learning, Inc.

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Michael S. Hamilton, CLO, Ernst & Young

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Alison Hooker, Chief Talent Development Officer, Ernst & Young

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Bruce I. Jones, Programming Director, Disney Institute

•

Donald Keller, CLO and VP, Global Education & Development, SCC Soft Computer

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Diana Oreck, VP, Global Learning & Leadership Center, The Ritz-Carlton Hotel Company

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Ann Schulte, Director/Global Practice Leader, Procter & Gamble

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Ross Tartell, Manager, Learning & Development – North America, GE Capital Real Estate

•

Kevin Wilde, VP, Organization Effectiveness, and CLO, General Mills, Inc.

•

Lorri Freifeld, Editor-in-Chief, Training magazine

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2013 EMERGING TRAINING LEADERS – TOP 5

TOP 5 EMERGING TRAINING LEADERS LINDSAY D. DONAIRE

Associate Director, Learning & Development (5 direct reports, with total team of 11) Coca-Cola Enterprises BS in Industrial and Labor Relations, Cornell University; International Management Program at Vlerick Business School 6 YEARS IN TRAINING CHILDHOOD AMBITION: Nun FAVORITE PHRASE OR MOTTO: A

hermit was meditating by a river when a young man interrupted him and said he wished to become his disciple. “Why?” the hermit asked.

The young man thought for a moment. “Because I want to find God.” The master jumped up, dragged him into the river, and plunged his head under water. After holding him there for a minute, the master pulled him up out of the river and asked, “What did you want most of all when you were under water?” “Air!” answered the man. “Very well,” said the master. “Go home and come back to me when you want God as much as you just wanted air.”

FAMILY/PETS: “Even ratio of children to adults with son, Moxie, and daughter, Quintessence, and husband, Jim.” OUTSIDE INTERESTS: Travel to 30 countries, certified PADI open water diver, tasting wine and Belgian beer ADVICE FOR THOSE ENTERING THE TRAINING FIELD: Follow your curiosity that led you to join the L&D field, and focus it on: 1. Honing your craft 2. Being obsessive about applying your understanding of business strategy and how people contribute to it 3. Seeking the answer to the questions: What is the expected CHARLES L.C. HO

Manager – Quality & Staff Wellness Training (5 direct reports) MTR Corporation Limited B.Engineering, University of Hong Kong; MBA, Hong Kong University of Science & Technology 10 YEARS IN TRAINING CHILDHOOD AMBITION: “I wanted to

be an engineer and that’s why I enjoy making models of airplanes, cars, battleships, machines, etc. That may explain why I studied engineering in my undergraduate years. But as time passes, I find I am more interested in dealing with people. And I enjoy inspiring people and also being inspired by people around me. So, I choose to be a ‘human engineer’—a Training & Development professional!”

FAVORITE PHRASE OR MOTTO: “Sow a thought, reap an action. Sow an action, reap a habit. Sow a habit, reap a character. Sow a character, reap a destiny.”—Samuel Smiles FAMILY/PETS: “The eldest son in my family, I am married without kids.”

OUTSIDE INTERESTS: “I like reading, traveling, and playing racketball games (e.g., badminton, table tennis, tennis, etc.). I also volunteer to be a mentor to university students/young graduates and deliver seminars related to career development, personal leadership, and positive thinking.”

ADVICE FOR THOSE ENTERING THE TRAINING FIELD: “Know that: 1. You have the talents to become a training professional. That means you need to possess the training skills (e.g., presentation skills) or have the determination to develop and master these skills.

2. You have the passion to develop people and foster continuous learning.

3. The training intervention can address or relate to the needs of the organization and the participants.”

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performance? What is the gap between expectations and current performance? How will closing the gap be measured? >> In 2012, in addition to Lindsay D. Donaire’s “day job” of leading the commercial capability team, she was asked to take on two other responsibilities: 1) to select and onboard Coca-Cola Enterprises, Inc.’s first-ever instructional designer (80 percent of CCE’s L&D solutions were created externally by vendors) and 2) centralize Leadership/ Management development. Donaire supported the instructional designer role development, led the recruitment, and onboarded the hire. As a result, four e-learnings were created in-house and saved CCE $154,000 Donaire’s second new large responsibility in 2012 was taking two different senior managers reporting to different leaders, and centralizing them under herself. This meant her client focus was expanded to 6,500 employees, including 2,000 people managers across all countries and business units (she is based in Brussels, Belgium). She assumed responsibility for three additional senior managers, expanding her direct reports from two to five. Kirkpatrick Level 1 ratings for her leadership deployment are a strong 4.47 of 5.

Donaire also redesigned the CCE Marketing training program across business units. The redesign included six e-learning modules, a group on Chatter (a type of corporate Facebook), virtual classroom experience with experts for Q&A, coaching by Chatter 30 days after the session, and a 90day follow-up to share real-life experiences. Results: accelerated learning, classroom time reduced by eight hours, and cost savings of $375,000.

“Lindsay approaches problem-solving with an ROI mindset, both quantitatively and qualitatively,” notes nominator James Matte, VP, Organizational Capability, Coca-Cola Enterprises, Inc. “She also is the only American within the L&D team. Her success is a testament to her ability to be open to and aware of the diversity across cultures and markets, seeing the simultaneous uniqueness and commonalties.” >> Charles L.C. Ho oversaw a team of five to drive and manage the “You Have a Say” Work Improvement Team Training Scheme (WIT), a corporate-wide strategy in MTR to engage 5,000 staffers to improve work processes and create value for the Hong Kong-based transportation corporation, nurturing a continuous learning and innovation culture. It operated in three stages: Team Formation, Project Initiation, and Annual Presentation and Awards.

Ho implemented a four-phase framework, which included top management alignment, formulating WIT training policies, activities, and models for different improvement projects; forming divisional steering committees to uphold the partnership among the relevant departments; and engaging staff in ongoing initiatives through “SeeUnderstand-Use” marketing. Results: Some 798 WIT teams submitted 823 WIT projects in 2012, contributing to a saving of HK$30.9 million through improvements in productivity, customer service, safety, reliability, and environmental protection.

Ho also drove the customized client-based Continuous Professional Development (CPD) Curriculum for several departments, including the HR & Administration Division, Legal & Procurement Division, IT Services Department, and Internal Audit Department. With positive responses from staff members and division/department heads (4.6 out of 5 on a 5-point scale), all these curricula have been continued in 2013, and the approach is being extended to the Commercial & Marketing Division in 2013.

“Charles has a clear mission that L&D is the most effective way to help people discover and develop their talents, and he has a strong passion to work toward this mission,” says nominator Chester Tsang, senior manager, Management Training & Development, MTR Corporation Ltd. “As a result, he can create a more effective working atmosphere in the department, as well as in the corporation, which can help drive many complex L&D and HR interventions efficiently.” www.trainingmag.com

MARITA A JONES

Project Manager, Training and Development for Payroll Operations (managed/led 20) Paychex, Inc. BA, SUNY Brockport 8 YEARS IN TRAINING CHILDHOOD AMBITIONS:

Archeologist or extra in a Star Wars movie F FAVORIT E PHRASE OR MOTTO:

“Do not follow where the path may lead. Go instead where there is no path and leave a trail.” And, “It’s all good!”

F FAMIL LY/PETS: “Husband, Doug; sons, Jared (14) and Lucas (12); 2 dogs, Ares and Ellie; 2 guinea pigs, Rocky and Creamsicle; a cat, Elmo; and a partridge in a pear tree (not really).”

OUTSIDE INTERESTS: “Spending time with the family—hiking, fishing, playing euchre, planning our cross-country road trip, parental groupie for swim team and marching band.”

ADVICE FOR THOSE ENTERING THE TRAINING FIELD: “We have been the recipients of training from pre-K to college to our first job. In some sense, we are all subject matter experts when it comes to learning. Use your own learning experiences and apply them to your day-to-day job, whether it is as a trainer, instructional designer, leadership developer, project lead, or training manager. Stay in touch with your audience and don’t create training in a bubble.” >> Marita Jones was instrumental in developing a global training strategy to ensure the success of a companywide technology project at Paychex Inc. As a result of her leadership on this project, the organization obtained measurable data showing an increase in sales revenue and

ELIZABETH LYNN KINDER

Senior Training Specialist Bankers Life and Casualty Company (led 15) BA in Communication (Journalism), Bradley University; MBA, Saint Xavier University 3 YEARS IN TRAINING CHILDHOOD AMBITION: A doctor,

lawyer, or writer F FAVORIT E PHRASE OR MOTTO:

“Before you are a leader, success is all about growing yourself. When you become a leader, success is about growing others.”—Jack Welch F FAMIL LY/PETS: “I’m currently engaged to be married in October 2013 to the love of my life, Dr. Tom Kim.” OUTSIDE INTERESTS: “Running! I’m addicted to road races and have completed five marathons in two states over the last six years.”

ADVICE FOR THOSE ENTERING THE TRAINING FIELD: “A trainer must perform many roles throughout the day: coach, facilitator, communicator, counselor, guide, and leader. It is a daunting list, and it will take time to learn how to be effective. While you’re learning, take cues from others. Listen before you speak and build connections from the start. Prepare for success tomorrow by building meaningful relationships today.” >> Elizabeth Lynn Kinder joined Bankers Life and Casualty Company’s Learning & Development function as a subject matter expert in Long Term Care two years ago. She had six years of experience in operations and was asked to join the team as a stretch assignment. “Elizabeth has led many high-profile, long-term projects over the last two years,” says nominator Tori England, manager, Long Term Care Learning & www.trainingmag.com

operations productivity (this data was provided in the nomination but is not for publication).

Jones currently is the training project manager assigned to oversee many of the assimilation activities for a company Paychex recently acquired. The goal of the project is to integrate the acquired company’s tax system for efficiencies, legal, and expense reasons. According to nominator Laurie O’Mara, Training manager, Paychex Inc., “Marita was chosen to lead this effort because of her ability to embrace and adapt to change on a day-to-day basis. Her experience and expertise in payroll fundamentals allows her to manage the expectations of the project while at the same time lead the employees of the acquired organization through this massive change effort.” Measurable results to date include successful integration of systems, no turnover of acquired employees, and high employee morale.

Jones also was part of a project team that was responsible for creating productivity actions for Paychex’s field operations front line.

One of the specific areas targeted was the use of a feature in the payroll system called Check Templates. The Check Template training was delivered to more than 2,000 front-line service givers, and as a result, running bonus checks for a seven-person payroll saved 65 percent or just over two minutes per payroll. This translated into a significant time savings across the branches at a busy time of year.

As a result of Jones’ leadership and direction to Paychex instructional designer Cindy Caldwell, the training for a recent onboarding project was rolled out to more than 300 employees, who successfully onboarded 4,700-plus clients in December 2012. “Marita is an excellent and creative leader who trusts her project team and appropriately, willingly, and seamlessly shares that leadership role, resulting in a fully engaged and motivated team,” says Caldwell.

“These feelings of empowerment spill over into all of the projects I work on—pushing me to take on a leadership role whenever I am presented with the opportunity.”

Development, Bankers Life and Casualty Company. “She is able to look at the big picture of the department and the company to make good choices and collaborate with others. Her passion to succeed and commitment to our brand are extraordinary within not only our department but also our enterprise.”

In 2012, Kinder spearheaded Project Alpha, the Long Term Care Learning & Development team’s repeatable, multi-phase approach to handbook creation and baseline assessment of key production departments. With a focus on best practices, Kinder coordinated with key business members, subject matter experts, and quality assurance teams to discover and document processes, which participants then were trained and assessed on. Audit scores for procedural quality of work went from a pre-training average of 97.23 percent to 98.32 percent after six months. Audit scores for financial accuracy went from a pre-training average of 90.78 percent to 95.61 percent after six months.

Kinder also acts as an early-adopter change agent within the department for key initiatives, chairing the department’s weekly Change Management meeting where supervisors, managers, and senior members of the department’s 12 units convene to announce and discuss changes. As a Senior Training specialist in this department, Kinder is trained in the procedures of all units and oversaw 103 completed changes in 2012. Kinder received an “innovator” award in third quarter 2012 for her work in identifying and creating a new process for claim adjusters to follow, which reduced errors and increased servicing accuracy.

Last summer, Kinder served as the project manager to train approximately 30 associates located in India on role procedures.

Kinder turned to Audacity, a free Web-based audio recording tool she had never used, to build “broadcast” training programs. Five unique sessions were provided over eight weeks. Quiz scores steadily rose from an 82 percent average on the first quiz to a high of 98 percent on the fifth. training MAY/JUNE 2013

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2013 EMERGING TRAINING LEADERS – TOP 5 RACHEL GOBER KLEMENS

Manager, Training and Development (3 direct reports) CHG Healthcare Services BS, University of Utah 8 YEARS IN TRAINING CHILDHOOD AMBITION: “When I

was a child, I wanted to be a horse trainer or a rodeo barrel rider. Pretty much anything that had to do with horses, I was on board.”

FAVORITE PHRASE OR MOTTO: FA

To paraphrase John Lennon, “The learning you take is equal to the learning you make.”

F MILY/PETS: Married to David Klemens with two Labrador retrievers FA and one child on the way in July.

OUTSIDE INTERESTS: “My husband and I enjoy taking our dogs hiking around the mountains in Utah. We also love to travel and cook together.”

ADVICE FOR THOSE ENTERING THE TRAINING FIELD: “This can be a hard field to break into, so don’t get discouraged if it takes time. Take any opportunity you can to train or develop others in your current role. That can translate into training experience when applying for a training role.” >> Rachel Gober Klemens was promoted to the position of manager, Training & Development, within the Corporate Training & Development team at CHG Healthcare Services and took on the responsibility to lead the Leadership, Employee, and Team Development programs and the supporting team. Gober Klemens led a team of four (including two senior training and development specialists, a director, and a senior vice

president) in researching, sourcing, and developing the content for the Leaders Leading Leaders (L3) initiative, which aimed to increase the size of CHG’s leadership bench by 15 percent while increasing leadership promotions from within the company to 75 percent. The resulting program featured an initial two-day instructor-led classroom session, followed by five 90-minute instructor-led classroom or videoconference sessions. During the period of the program implementation, overall leadership within CHG has increased by 20 percent, with 76 percent coming from internal promotions. This is a 15-plus percent increase over the previous year in internal versus external leadership placements.

Gober Klemens mentors current leaders in the development of their new leaders and coaches the new leaders themselves in the use of the models and tools taught in the company’s basic leadership development program, “LEAD.” In her 360-degree assessment scores, Gober Klemens received a 6.3 out of 7 for coaching and mentoring from her team and 6.0 to 6.5 from other leaders.

“In fulfilling her strategic leadership role, whether it is guiding her team members in projecting their longer-term strategy or developing their coming year’s business plan, contributing to the creation of the three-year and one-year plans for the larger corporate Training & Development team, or participating in defining the direction of learning and development for all of CHG, Rachel always brings an eye for results and outcomes and the realistic steps needed to effectively deliver what is needed,” says nominator Wayne Davis, director, Corporate Training & Development, CHG Healthcare Services. “This translated into her team accomplishing multiple extensive projects this previous year, including rolling out the L3 program for directors and above, revamping the ‘LEAD’ program to include ‘Crucial Conversations,’ and completing the implementation of the ‘Building and Inspiring Trust’ training for all leaders. This has led to a team effectiveness score of 97 percent.”

2013 20 WINNERS AMY ALEXY

ABDALLAH ALJURF

Director, Learning and Talent Development, North American Tire (managed/led 12 L&D associates and 12 trainers) The Goodyear Tire & Rubber Company BA in Communications, Walsh University; MBA, Kent State University

Training and Development Senior Specialist National Water Company- NWC, Saudi Arabia (managed/led 9) Bachelor’s in Systems Engineering, KFUPM (King Fahd University of Petroleum and Minerals)

8 YEARS IN TRAINING

6 YEARS AND 4 MONTHS IN TRAINING

In 2012, Amy Alexy took over responsibility for the Learning & Development function within Goodyear’s North American Tire (NAT) Division, covering approximately 25,000 associates. Alexy spearheaded the creation of the North American Tire Senior Leader Development Program (SLDP), which included collaborating with Harvard Business Publishing (HBP) to develop a custom portal that contained functionality to host live development plans for those in the program. The SLDP was delivered via a blended delivery approach (live and virtual), leveraging the 70/20/10 Learning Model, labeled in North American Tire as “Learn.

Grow. Act.” Within one month of launching the NAT SLDP, 98 percent of the participants had used the Individual Development Plan feature.

In addition, 50 percent of the learners received a new job assignment while participating in the program; 21 percent of the moves were developmental in nature; and 29 percent of the moves were promotions.

“Amy can develop a strategy and bring people on board to support her vision,” says nominator Steve Haigh, senior strategic relationship manager, HBP. “She understands and communicates in the language of business, as well as L&D.”

Abdallah Aljurf led the companywide Middle Management Development Program (MMDP), which aimed to improve retention of middle managers, develop leadership competencies and business acumen skills (NWC is in the process of being privatized), and increase employee engagement.

The program features six courses created by Aljurf, who also mentored the external trainers. The courses included group and pair discussions, brainstorming, games, videos, coaching, case studies, individual exercises, and one-on-one feedback during and after each session. As a result, the turnover rate of Saudi employees in headquarters compared to last year decreased from 8 percent to 3.5 percent, and the employee satisfaction index increased companywide from 65.8 percent last year to 78.3 percent this year. “Abdallah coaches a minimum of 10 middle managers every week (face to face) for different performance- and development-related issues,” notes nominator Mohammed Shabib, NWC T&D senior specialist. “This resulted in higher productivity, clarity of business goals, and more confidence on how to achieve them. Some 98 percent of middle managers gave great feedback on Abdallah’s coaching style and results.”

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MAY/JUNE 2013 training

www.trainingmag.com

JAMIE GOODMAN

HEATHER GREENBERG

Director of Training Development & Technology, Sales, Inventory, & Event Management Solutions (managed/led 7) Marriott International

Senior Manager, Partner & Leadership Development (managed 30) PwC BS in Human Ecology, The Ohio State University

13 YEARS IN TRAINING

Jamie Goodman headed up the initiative to train 16,000 users (global and franchise audience groups) of Marriott’s Consolidated Inventory – Total Yield production software application.

It took five years (from 2009 through 2013) to build, sustain, and implement the 45 blended learning curricula; monthly software releases are required with appropriate content updates and migration. Each associate must successfully pass skill checks to be granted a log-in to the production application, helping to ensure they can start using the application to meet the ROI from day one. Online testing results were targeted at 80 percent; in 2012, Goodman’s team achieved an 85 percent pass rate. A Certified Subject Matter Expert (SME) curriculum was developed to ensure each property has a “resident expert” on the application and reporting. To date, 60 percent of the properties using Consolidated Inventory have Certified SMEs; the year-end goal was 50 percent. Says nominator Cindy Frick, VP, Marriott International, “Jamie works toward achieving short-term and long-range learning objectives, taking into account available resources and constraints. She creates an environment that encourages excellence, innovation, and strong business performance.”

10 YEARS IN TRAINING

Heather Greenberg was recruited to run PwC’s Discover – Senior Associate Leadership Development Experience project after successfully leading the Diversity Leadership Forum and the PwC Assurance Sector Conferences.

Greenberg worked with a team of designers to develop the Discover content in just five months. Discover leads participants on a journey through a “life leadership framework,” encouraging each individual to explore his or her options in self, family, career, and community, and to develop skills and acumen focused on the capacity and capability to make effective choices. Discover was delivered to 2,690 new senior associates through blended learning: face-to-face conference, lecture, breakouts, and coaching groups; virtual learning: pre-work Webex, Webcasts, online modules; social learning: Jive collaboration groups; and mobile learning: apps used for registration, evaluation, and feedback. As a result, voluntary turnover for the senior associate staff level decreased from 23 percent in 2011 to 12 percent in 2012. Says nominator Candace Haynes, Learning & Relationship director, PwC, “In our L&D organization, if a high-priority, high-visibility, and even high-risk initiative is introduced to L&D, Heather tops the list as an individual who can make it successful.”

Nationwide Sales Academy is happy to celebrate

Christine Marciano, CIC as a Training magazine Emerging Leader for 2013.

Christine, you deliver an exceptional training experience in a fun and adventurous way. It’s exciting to see you recognized by the industry for your enthusiasm and results.

Congratulations and thank you Christine!

www.trainingmag.com

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2013 EMERGING TRAINING LEADERS – 20 WINNERS ELIZABETH HANNON

IT Training Manager (directly led 23 on project) Accretive Health, Inc. BS in Health and Human Sciences, Northern Illinois University; MBA and MS, Certificate of Health Administration, University of Illinois – Chicago 5 YEARS IN TRAINING

Elizabeth Hannon led the charge to implement Accretive Health’s Front End Revenue Cycle Technology Suite across the pre- and point-of-service registration functions at a $3 billion hospital system’s 26 sites, which entailed training 300-plus users. The project took just under a year to complete and included developing technology documentation, updating video content, creating an online certification training program, training onsite client mentors, and conducting coaching sessions. Upon the completion of the rollout in January 2013, the client was able to fully migrate off its current front-end revenue cycle technology, which will save $1.4 million per year. “Within Accretive Health, Elizabeth is continually sought out as both a thought and process leader on training and technology,” says nominator D’Anna Flowers, IT Training Department manager. “Her leadership skills, initiative, and work ethic have set her apart as a strong training resource for our clients and throughout our organization. Her health-care and productline knowledge, as well as her willingness to take action, have resulted in her being recognized as a member of the top 15 percent of our company.”

WENDY KIRKPATRICK

President (managed/led 17) Kirkpatrick Partners BS, University of Wisconsin 10 YEARS IN TRAINING

Wendy Kirkpatrick was promoted from director to president of Kirkpatrick Partners in 2012. New responsibilities included affiliate contracting, international business development, domestic and international staff recruitment and training, and documenting and standardizing procedures. Kirkpatrick led the “Getting to Levels 3 and 4: Creating Believable Value” initiative, which consisted of creating silver and gold Kirkpatrick certification programs; developing a Webinar, keynote, and workshop; co-authoring “The Brunei Window Washer” book with her husband, Jim; and producing supporting articles and weekly quick tips. Results: Some 2,158 have been certified in the Kirkpatrick methodology; participants went from evaluating only 23 percent of programs at Level 3 and 22 percent at Level 4 to 55 percent and 54 percent, respectively; and an international airline reduced call center complaints by 60 percent after participating.

“Wendy is learning and growing quickly to fulfill the position and all of the demands of a growing company in a changing industry,” says nominator Vicente Gonzalez, director, Learning and Development, Booz Allen Hamilton. “She has shown herself to be resilient and adaptable when circumstances change or programs do not go as expected.”

JOE KNYTYCH

AMBER ISRAELSEN

Manager and Technical Trainer, Global Learning and Development (managed/led 16) Avanade BS in Information and Computer Science, University of California, Irvine 4 YEARS IN TRAINING

During the last year, Amber Israelsen took on training program management responsibilities for five strategic programs at Avanade.

In March 2012, Israelsen took over as program manager for the Emerging Technologies Series (ETS) program, one of the cornerstone programs within the technical curriculum. This involved managing the virtual delivery of 67 courses to 1,200 employees across 26 countries, plus an additional 3,600 people trained using ETS selfstudy materials. Israelsen implemented several cost-cutting measures, including shortening the span of vendor sessions (saving $60,000), leveraging Microsoft materials for classes (saving $90,000), and providing downloadable labs rather than hosting them internally (saving $150,000). Despite these measures, the “overall satisfaction” rating for all 2012 ETS classes was 4.33 out of 5.0, and the “learning objectives met” rating was 4.29 out of 5.0. “During her four years in Avanade’s Global Learning and Development department, Amber has consistently proven herself to be a leader,” says nominator Darren Short, senior director, Global Learning and Development, Avanade.

“She is passionate about training, is results oriented, and wants to help others excel.”

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Director, Leadership & Professional Development (10 reports) Health Care Service Corporation (HCSC), which operates Blue Cross & Blue Shield plans in IL, TX, OK, and NM MEd and BA, University of Illinois – Urbana-Champaign; MBA, Keller Graduate School of Management – Chicago 9 YEARS IN TRAINING

Joe Knytych recently assumed responsibility for leadership development at all levels at HCSC. Additionally, he is now accountable for various types of informal development, including mentoring and coaching programs and professional and leadership assessment tools. Knytych also stepped up to manage major enterprise workforce and talent strategy efforts, including the implementation of a campaign to build employee awareness and knowledge around the changing health-care environment and its impact on HCSC’s business model. The blended approach included four rolebased Web courses, six Executive Strategy Cohort programs, and an executive engagement tool kit. Some 96 percent of more than 14,000 participants who completed the employee courses reported increased knowledge, and 93 percent of 90-plus VPs who completed the Executive Strategy Cohorts reported specific examples of knowledge application in the 60 days following completion of the cohort. Says nominator Mary Jo Burfeind, VP, Talent Management & Leadership Development, HCSC, “Joe readily gains sponsorship and followership, both as a leader of his own team and as one who influences and gains support from the most senior levels of the organization.”

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K A LACHANCE KARA

CHRISTINE NILSEN MARCIANO

Directorr off Learningg (led d 350) Wequassettt Resortt and d Golff Club BFA, Universityy off Massachusetts, Amherst

Commerciall Lines Trainingg Consultant (led d 5 on project) Nationwide Insurance BA in Business Administration, Oregon State University

3 YEARS IN TRAINING

In 2012, Kara Lachance was responsible for taking Wequassett Resort and Golff Club’s property-wide training (Wequassett Academy) forr 358 employees digital. She presented classes, tests, and surveys on multiple online avenues. She researched and implemented Web-based exam software and online survey technology, and purchased iPads forr employee use.

This year, both new and returning employees had the option to take tests and test out off courses at theirr own pace online. This initiative saved the company a total off $16,420 in training payroll. Self-paced courses tookk employees halff the time as instructor-led ones, so departments were able to cut 25 percent off theirr standard training hours. Lachance made employee surveys available online, which increased the capture rate by 18 percent. “Kara is self-motivated, possesses a strong workk ethic, and is always willing to go above and beyond,” says nominatorr Florence Kiernan, directorr off Marketing at Wequassett. “She has had three promotions during herr six-yearr tenure at Wequassett, and she has truly embraced each role, setting the standard forr those to follow.”

www.trainingmag.com

7 YEARS IN TRAINING

Thee Midwestt region tookk on a multi-statee roll-outt off a new w personal auto policy. Thee regional thoughtt was to createe onee team thatt would travel through fourr states, repeatingg thee samee roadshow. Christinee Nilsen Marciano suggested usingg local field employees to savee on travel expenses, and shee tookk on thee responsibilityy to select, educate, organize, and lead thee roadshows. Multiplee shows weree beingg organized att thee samee time, butt weree in differentt stages off development. Weeklyy teleconferences, printed job aids, and one-on-onee Q&A A ensured thatt Marciano’s training off thee team was on schedule. Meetings off this sizee weree usuallyy theaterstylee with PowerPoint. Marciano utilized a job-fair-likee format, with each timed rotation introducingg a differentt topicc usingg a gamee such as Operation orr Jenga. Results: Fourr states, 10 meetings, 51 tablee rotations, 398 agents trained, and an overnightt spikee in homeownerr quotingg in each city.

Notes Catherinee Scott, Trainingg & Developmentt specialistt att Nationwide Insurance, “Christine’s passion (it’s contagious), technical knowledge (and willingness to grow w it), and herr abilityy to workk with others in a nonthreateningg wayy all will suitt herr well as shee moves up in ourr organization.”

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2013 EMERGING TRAINING LEADERS – 20 WINNERS JULIA MAYER

JACOB PANTOJA

Associate Director, Learning Services (5 directs reports) PPD Bachelor’s in Biochemistry, Universidad de Buenos Aires; Master’s in Business Administration, Universidad Siglo XXI

Instructional Designer (informally led 6) Vanguard BS in Supply Chain Management, Arizona State University

5 YEARS IN TRAINING

In 2012, Julia Mayer was promoted to associate director, Global Learning Services, from manager, Latin America. Mayer led a team charged with implementing a virtual world conversion of the Clinical Foundation Program training for 700 clinical research associates (CRAs). The team had to become experts in the technology, convert the existing face-toface training to the virtual world platform, and manage the challenges associated with integrating the training format with the rest of the onboarding experience. The team met the delivery goals to the first class in North America within six months. Expense savings are conservatively estimated to be $1.2 million per year. The initiative also resulted in reduction in materials costs, as well as a nearly 50 percent decrease in trainer hours. “Julia has gained confidence in discovering and introducing new strategies and ideas for training in the organization,” says nominator Stacy Weil, executive director, Process, Analytics, and Learning Services, PPD. “When pressed for resources, she developed innovative plans that allow resource sharing between groups, and has ensured the longevity and future direction of her team.”

DAVE RUBENSTEIN

Group Manager (Learning & Development) (managed/led 32) HCL Technologies Ltd. (Infrastructure Division) MBA (HR), National Institute of Management

Senior Director, Learning (managed/led 4) Coldwell Banker Real Estate Bachelor’s in Computer Science and MBA, Rutgers University

Pratap Mishra led a team of 32 to create the Service Desk Academy for 2,700 newly hired customer-facing End User Computing engineers.

The goal was to improve communication and customer satisfaction scores while growing the End User Computing business. There are five stages to the process: screening, training, shadowing, steady state, and certification. In 2.5 months, a team of four instructional designers developed a communication pre-assessment; a 56-hour instructor-led program focused on soft skills, voice, and accent; plus post-training call auditing and coaching. As a result, customer satisfaction increased from 70.46 in 2010/2011 to 87.94 percent in 2011/2012, and the End User Computing business grew 40 percent in 2011/2012, with a revenue share of 22 percent (up from 19 percent). “Pratap has a unique ability to accurately assess the needs of the business, work through them in a structured manner, and take them to fruition,” says nominator Chetna Munshi, general manager, Learning & Development, HCL Technologies Ltd. “He is very focused and has earned the respect of his team—which has varied experience and skill sets—as well as the organization at large.”

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Jacob Pantoja coordinated the development and implementation of Vanguard’s RIG Broker-Dealer Education Center, a continually evolving online media center that includes videos, e-learning, audiocasts, job aids, infographics, and Webinars, and serves 4,000 Vanguard crew members. For the RIG Broker-Dealer Education Series—which helps equip leaders to navigate a series of financial industry regulations—Vanguard required an additional 400 leaders to undergo written supervisory procedures (WSP) training and/ or be assigned WSPs. Some 42 percent of new leaders felt unprepared to properly execute a WSP. Pantoja designed and developed a WSP e-learning that included a robust scenario-based assessment. After three months, 90 percent of leaders reported they felt prepared to properly execute a WSP. The remaining 10 percent of leaders expressed interest in a coach/mentor, which prompted the creation of a WSP coaching program. “Jacob Pantoja has demonstrated his ability to develop innovative learning experiences and provide clear direction and solutions,” says nominator Emily Yanok, line manager, Vanguard. “His vision, leadership, and talents position him well to lead the Learning & Development function at Vanguard in the future.”

PRATAP MISHRA

8.10 YEARS IN TRAINING

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5 YEARS IN TRAINING

MAY/JUNE 2013 training

9 YEARS IN TRAINING

Dave Rubenstein runs learning operations at Coldwell Banker Real Estate, LLC, like a “business.” He took a Six Sigma approach to improving classroom operations, focusing on data, results, and quantifiable goals to improve efficiencies. He improved the “show up” rate of the classes from 51 percent to 66 percent through improved communications with students. Using a predictive analytics approach and his own custom algorithm, Rubenstein developed an accurate formula that predicted the number of students who would show up to class, allowing for optimal allocation of classroom, technology, and instructor resources. Rubenstein also developed an incentive bonus to contracted instructors based on the percentage of students who graduate various taught programs without lowering Coldwell Banker University’s rigorous student requirements.

Overall, these methods and others increased enrollments and graduation rates. His nominator, David Birnbaum, vice president of Learning, says, “Dave Rubenstein is an innovative, entrepreneurial learning leader who is not afraid to take risks on the operational or development side. He is always focused on taking action that will improve overall real estate business results and advance the skills of our agents and brokers.”

www.trainingmag.com

CHERY R L DILLON SWANN

Vice President, Clinical Services (managed/led 16) Care2Learn BS in Nursing, Southern Illinois University of Edwardsville; Board-certified in Gerontological Nursing, Wound Carecertified, Licensed Nursing Home Administrator 7 YEARS IN TRAINING

Care2Learn merged with another training and management provider in 2012, and that led to a year of transition and new challenges for Cheryl Dillon Swann. During the merger and subsequent integration, she led 16 team members to create an 11-module online “Reducing Rehospitalizations” curriculum series made available to nearly 4,000 clients. She also revamped the quality control process under the newly merged company. Dillon Swann established owners/centers of control, including script proofing and beta testing. As a result, she reduced course mistakes by 20 percent. Additionally, she nearly eliminated the needed step to integrate content into already released modules, which had been as high as one in every eight courses requiring content reintegration in 2011 to only one module requiring changes in the 50 courses released in 2012. “Cheryl sees the entire picture from the components of her team, the process, and the clients’ needs and perspectives,” says nominator Tamar Abell of Care2Learn. “She has demonstrated her true impact in course development productivity increases and quality improvement.”

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MATTHEW W VALENCIUS

Instructional Design Manager, Center for Advanced Learning (managed/led 59) IBM BS in Mechanical Engineering, Harvard College; MBA with Specialism in HR Management, Heriot-Watt University 5 YEARS IN TRAINING

Matthew Valencius began 2012 leading an eight-person, U.S.-based instructional design and development team—one of several. He ended 2012 leading a 59-person, global, consolidated team representing IBM Learning’s core design capability. The 17-month effort to create a centralized instructional design team began in May 2011, when Valencius’ sales design team joined the Center for Advanced Learning during a reorganization. Three more designers and the three-person Project Management Learning team then were moved to his group, and he was asked to assume responsibility for IBM’s fast-growing India design and development team. In March 2012, Valencius merged the veteran Leadership Development team into his, and appointed team leads to better organize work. As a result, the India team reduced performance support development time by 50 percent. Says nominator Gordon Fuller, director, Global Learning Design and Development, IBM Center for Advanced Learning, “Matt’s knowledge of instructional design coupled with his leadership skills and ability to manage projects, people, and funding promise that he will continue to be a leader in our profession.”

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2013 EMERGING TRAINING LEADERS – 20 WINNERS GRANT VELIE

Learning and Development Manager (managed/led 16) Farmers Insurance BS in Psychology with a minor in Business, Grand Valley State University; MS in Administration - Leadership Emphasis, Central Michigan University 7.5 YEARS IN TRAINING

In 2012 Grant Velie was the project manager in charge of transitioning Farmers Insurance’s learning team from instructor-led and computerbased training into the world of expanded virtual facilitation—specifically focusing on the technical skills employees need to succeed on the job.

Content developed included a Virtual Training Manual (complete with video tutorials) and plug-and-play activities to generate interaction within the classroom and modified for virtually any technical training content (including role-plays via breakout rooms, teach-backs, and assessment strategies to verify competency). Some 70 percent of all instructor-led Career Path training sessions (for targeted lines of business) were held virtually in 2012. Costs savings included: $1,100 per class that would have required travel (based on a three-day course); and $52.50 per classroom hour saved by running one class with participants from multiple locations. Says nominator Mark Franciskovic, Learning and Development director, Farmers Insurance, “Grant has proven to me and our senior leadership that he can think strategically, successfully implements his strategies, incorporates technology to enhance team effectiveness, and continually works to build the skills of his direct reports.”

ANNIE YUKISH

Performance Consultant (managed/led 7) Think Up Consulting BA in Speech & Communication Studies and MA in Professional Communication (MAPC), Clemson University 7 YEARS IN TRAINING

Annie Yukish took on a project leader role for a large-scale, international project called Access Edge for an established global hospitality client. Aiming to close the gap in sales basics and eliminate training inconsistencies across multiple lodging brands, this project involved three hotel brands and 2,563 trainees spread across 1,700 locations. Yukish led the development of the training materials for the initiative, which utilizes a blended learning curriculum featuring e-learning, instructor-led training, guided workbooks, coaching, social learning, and performance support tools. The training is tailored to each specific hotel—meaning participants assess their property’s actual data and current accounts from day one. Through this solution, new hotel managers reach proficiency within six months on the job, versus the previous 12 months, and travel costs are reduced by more than $3,600 per participant, saving the company approximately $9.2 million in annual travel expenses. “Annie has the vital combination of skill, experience, and knowledge to succeed as a leader of Learning & Development,” says nominator Ron Doney, president, Think Up Consulting. “She is strategically focused, constantly seeks improvement, and drives results both for the client and for our consulting firm.”

BORYS ZHALILO

MARK WILSON

Senior Manager, Human Resource Development (managed/led 13) Cincinnati Bell Inc. 5 YEARS IN TRAINING

Through a company-wide assessment, Mark Wilson learned that new hire training had opportunities for improvement, so he led the overall design implementation of a comprehensive new hire program that included on-the-job practical exercises, e-learning, video animations, planning tools, and social learning. As a result, for outside sales, the company saw a 26 percent increase in acquisition year over year from new hires. Wilson also spearheaded an innovative problem-solving training program, in partnership with Xavier University, to improve the internal and external customer experience. The blend of application-based and virtual instructor-led training sessions resulted in a 10 percent reduction in resources from Cincinnati Bell’s internal IT department on the project implementation and an 18 percent reduction in post-launch resources.

“Mark has developed collaborative relationships with his business leaders across the entire organization and at multiple levels,” says nominator Amy Fox, president, Accelerated Business Results. “Mark has transformed his group and they now are looked upon as collaborative partners. He has delivered tangible business results for the organization and is considered a trusted business advisor among his peers and superiors.”

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Business trainer and consultant (managed/led 33) Solutions2b LLC MS in Management and BBA in Economics, Taras Shevchenko Kiev University; MBA, University of New Brunswick; Ph.D., Ukrainian Academy of Science 10 YEARS IN TRAINING

In 2012, Borys Zhalilo developed three new training programs in the fields of strategic management, sales management, and sales techniques, and managed four large training projects for new employees for clients in Russia (PEK Company; Sibdel Company), Azerbaijan (Access Bank), and Ukraine (PrivatBank). The Complex Training and Consulting Project Zhalilo spearheaded for PEK Company featured several days of in-class training followed by on-the-job training of 389 sales personnel by their supervisors using the developed “Model-38” behavior change tool; collection and distribution of the best audiorecorded outgoing sales phone calls; testing; and evaluation.

Results: Total company sales increased 42 percent, surpassing the 40 percent goal; as a result of requested coaching meetings, 11 salespeople saw their sales increase 267 percent (from 29 percent). Says nominator Leonard Willis, vice president, Solutions2b LLC: “Borys has integrated training and development with business functions and made it not just the training process but an ongoing process of performance improvement and business goals achievement through necessary changes in behavior and business processes.”

www.trainingmag.com

APRIL T. COLE

CARMEN MURRELL RANDALL

Global Learning and Development Consultant (indirectly led 2) Savvis, A Centurylink Company BA in Political Science, St. Louis University; MA in Human Resources, Washington University (expected summer 2013)

Manager, Field Training Services & E-Learning (indirectly managed 60 ďŹ eld trainers) G4S Secure Solutions (USA) Inc. BS in Psychology, Liberty University; MS in Strategic Leadership, Mountain State University; Graduate CertiďŹ cate in Learning and Development, University of Colorado at Colorado Springs

5 YEARS IN TRAINING DAVID COLĂ&#x201C;N

Manager, Professional and Skills Development (3 direct reports/staff of 20) United States Postal Service (USPS) Pursuing undergraduate degree in Business Administration with HR Concentration 7 YEARS IN TRAINING MARIA DAWES

4.5 YEARS IN TRAINING FREDRIK SCHULLER

Vice President (4 direct reports, approximately 15 on account teams and projects) BTS Bachelorâ&#x20AC;&#x2122;s with Honors in Management Science, University of Strathclyde 10 YEARS IN TRAINING

General Skills Curriculum Manager (2 to 3 direct reports) Accenture BS in Clinical Biochemistry, University of Manchester 5 YEARS IN TRAINING

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We also congratulate the other 2013 award winners

www.thinkupconsulting.com www.trainingmag.com

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All-Around Leadership Organizations are broadening their definitions of a “leader,” and realizing their programs aren’t covering critical competencies related to technology and innovation, according to the fourth annual Global Leadership Development Survey conducted by Training, AMA, and i4cp.

B

roader thinking, higher expectations, and deeper analysis characterize the organizations represented in the 2013 iteration of the annual Global Leadership Development (GLD) study conducted by Trainingg magazine, the American Management Association (AMA), and the Institute for Corporate Productivity (i4cp).

This year’s findings paint a picture of firms being laserfocused on bringing effective global leadership development to their workforces, from their expanded definition of a leader to their shrinking tolerance for lack of results. Among the 10 key findings, three stand out prominently as pillars in supporting a new outlook for GLD: • There is a shift to defining leaders by influence, not role.

More than half of participants from High-Performing Organizations (HPOs) define leaders by their degree of

influence and performance, not their position.

•

Strategic Workforce Planning (SWP) is playing a pivotal role in driving GLD content. Nearly twice as many

high-performing organizations as low-performing organizations use SWP to identify competency gaps and drive the content of GLD. •

Critical competencies related to technology and innovation need mastery but are absent from many GLD programs.

The top four competencies that are missing from GLD yet considered important—increased comfort with virtual technology, social network technology, creativity, and building a culture of innovation—are also among the top six competencies identified as having the greatest need for mastery, along with managing virtual teams.

Overall, more organizations are addressing global leadership development this year: Some 39 percent of the 1,174 respondents in 2013 have some form of formal GLD vs.

About This Study 31 percent in 2010 and 2012. More than half (52 percent) The survey participants for the 2013 study were drawn from three sources: standardize their GLD for consistency but tweak it at the subscribers to Training magazine, the American Management Association local level to reflect cultural or geographic nuances.

(AMA) and its global affiliates, and the Institute for Corporate Productivity’s (i4cp) global survey panel. The total respondent population was 1,174, which Also, organizations have tempered self-assessments included 455 who indicated that their organizations had a global leadership of their Global Leadership Development Effectiveness development program in place. The final population of participants included (GLDE) from previous years. The proportion reporting 37 industry sectors. Terms are defined as follows: GLDE in the top two ratings rose from 2010 (42 percent) Global Leadership Development (GLD) is defined as building global skills to 2011 (47 percent) to 2012 (51 percent), but fell in 2013 to and competencies (in employees at any level) that are needed to operate in a global business environment (worldwide customers, suppliers, employees, 40 percent—with even HPOs reporting just 48 percent. distributors, etc.) regardless of whether or not the organization has operations in other countries.

Market Performance Index (MPI) combines responses to questions related to four key areas of business success: revenue growth, market share, profitability, and customer focus. Organizations in the top one-third of MPI scores are designated High-Performing Organizations (HPOs). Organizations in the lower one-third of MPI scores are designated Low-Performing Organizations (LPOs).

Global Leadership Development Effectiveness (GLDE): We asked participants to describe the overall effectiveness of their organization’s GLD process on a five-point scale. Respondents indicating the top two levels of effectiveness comprise the GLDE cohort, which significantly correlates to the Market Performance Index (MPI).

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Key Findings 1. Shifts in both external (such as increased global competition and uncertainty about global regulations) and internal factors (such as shrinking talent pools) are affecting organizations’ ability to operate and grow globally.

That means part of the challenge of global leadership development is understanding the need to tap into markets, consumers, and talent from around the globe. www.trainingmag.com

HPOs (17 percent) are 52 percent more likely than LPOs (10 percent) to recognize growing workforces outside their home country as a trend affecting their ability to operate and grow globally. HPOs likewise consider shrinking skilled local talent pools as one of their three highestranking trends affecting global growth. Other findings show that companies admit to being deficient in their knowledge of specific cultures in markets where they operate or plan to operate.

2. Organizations are recognizing that the term, “leader,” applies to a far broader audience than those at the top echelon of the corporate organization chart.

Nearly four in 10 respondents say their definition of “leader” is “anyone whose role allows them to influence a group, regardless of direct reporting relationships.” Another 14 percent say “anyone, whether they manage others or not, who is a top performer in their specific role” is a leader.

Together, more than half (53 percent) define their leaders not by the individual’s job level but by their roles of influence and performance.

This broadened outlook about who is a leader is more prevalent among High-Performing Organizations (HPOs) (58 percent) than the overall study population, and even more so among those respondents whose Global Leadership Development Effectiveness (GLDE) processes are rated most effective. Seven in 10 (70 percent) respondents with top GLDE ratings determine leaders by their role rather than position.

The implication of this broader definition of leader is that companies need to redesign their processes for identifying who is a leader for developmental purposes, as well as readdress the scope and content of training programs.

Which onee of the following statements best reflects your organization’s definition of a “leader”?

Definition of “leader”

Percent

Anyone at a VP level and above 6.1 Anyone at a Director level and above 9.2 Anyone at a Manager level and above 12.7 Anyone in charge of a group of employees or a function 16.6 Anyone whose role allows them to influence a group, regardless of direct reporting relationships 38.9 Anyone who is in a position that is designated “critical” to our company 2.2 Anyone, whether they manage others or not, who is a top performer in their specific role 14.2 Correlation to MPI -.11** **Indicates a statistically significant correlation

Which of the following factors are significant drivers of your organization’s GLD process? (select all that apply) Factor driving GLD

Percent

Competencies that have been derived from our long-term business strategies Our expressed corporate values Competency gaps identified through our strategic workforce planning process Specific requests or direction from the senior management team Geographies or markets where our company has operations Ongoing performance reviews of our management team Geographies or markets where our customers (or prospective customers) are located Principles in the general body of literature regarding global leadership development Advice from thought leaders outside the organization Curriculum developed by vendors we use for these progs.

2012 Rank

Corr. to MPI or GLDE

66.6 65.8

1 2

1 3

.19**

43.6

3

5

.17**

41.2

4

2

.16**

39.8 39.0

5 6

New in 2013 4 .18**

35.3

7

New in 2013

32.4 30.7 24.6

8 9 10

6 7 8

.21**

Respondents who report having no leadership development program were not shown this question. **Indicates a statistically significant correlation

3. Strategic Workforce Planning (SWP), which encompasses various human capital practices, is playing an increasing and impactful role in driving GLD.

Continuing the trends seen in the 2012 survey, long-term business strategies and corporate values remain the primary drivers of the GLD process in 2013, but competency gaps identified through SWP moved up to No. 3 (chosen by 48 percent of HPOs vs. 26 percent of LPOs).

The study also reveals other driving factors for GLD processes: • “Specific requests or direction from the senior management team” is a factor that reveals a huge differentiation between HPOs and LPOs (37 percentage points) and is correlated to the Market Performance Index (MPI).

• “Ongoing performance reviews of the management team” are used by 45 percent of HPOs versus 29 percent of LPOs www.trainingmag.com

2013 Overall Rank

•

and significantly correlate to GLDE. “Advice from thought leaders outside the organization” produces a significant correlation to GLDE, the highest of all factors driving GLD.

4. C-level executives and those being groomed for such positions are the groups most frequently targeted for GLD. However, an argument for opening GLD to self-selecting managers is emerging.

Making the GLD process available to any manager who expresses interest in global leadership development is a practice that significantly correlates to GLDE (.18). Additionally, this practice returned a difference of 10 percentage points between HPOs (17 training MAY/JUNE 2013

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All-Around Leadership Which of the followingg groups of employees is your organization’s GLD process designed to target? (select all that apply) Target for GLD process

Percent

All employees who have been identified as “high potentials” Managers who have been formally identified as potential successors to the C-suite C-suite-level executives All employees who currently have job duties or manage team members outside their country of origin All employees who are likely to be responsible for duties or management assignments outside their country of origin All managers are required to participate in global leadership development Any employee nominated by someone in their line of supervision Any manager who expresses interest in global leadership development Any employee, regardless of whether he/she is a manager, who expresses interest in global leadership development All employees are required to participate in global leadership development

44.3 43.3 37.5 22.3 19.0 16.7 14.7 13.4 11.1 7.6

Respondents who report having no leadership development program were not shown this question.

The overall Top 10 competencies included in GLD in 2013 Percent Overall

Competencies

Rank Overall among Rank 2013 HPOs

Managing change 58.2 1 1 Critical thinking/problem-solving 55.7 2 2 Creating/supportingg a culture off engagement 52.4 3 3 General business acumen 47.8 4 7 Strategy development 46.9 5 4 Embracing diversity 45.8 6 8 Strategy execution 44.6 7 5 Managerial agility 42.6 8 10 Interpersonal/political savvy 41.6 9 6 Emotional intelligence 40.4 10 Other competencies in 2012’s Top 9: Ability to build/influence coalitions 9 Leading cross-cultural teams Creativity

Rank 2012

1 2

4 5 6 8

Corr. to MPI

Corr. to GLDE

.10** .23** .12** .20** .26** .19** .12** .29** .28** .13** .27** .10** .19**

3 7 9

The overall Top 10 competencies nott currently included in GLD but considered important Percent Overall Rank 2013 Corr. to MPI

Comfort/competency with latestt advances in virtual technology Creativity Creating/supporting a culture of innovation Comfort/competency with social network technology Data analysis Knowledge/understanding of specific cultures in markets the company sells/services or plans to sell/service Leading cross-cultural teams Managing in a matrixed organizational structure Financial management acumen Strategy execution

54.0 50.2 46.3 45.7 44.7

1 2 3 4 5

44.5 43.9 42.5 42.2 42.0

6 7 8 9 10

**Indicates a statistically significant correlation

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.11**

5. Creatingg a culturee off engagement, business acumen, embracingg diversity, emotional intelligence, and political savvyy crack k thee overall Top 10 GLD competencies in 2013.

The business skills off managingg change and d critical thinking/problem-solving remain the top two competencies forr GLD in 2013, justt as they were in 2012 and d 2011. The biggestt differentiators forr HPOs are criticall thinking/problem-solving (58 percentt off HPOs and d 48 percentt off LPOs) and d strategyy execution (49 percentt off HPOs and 39 percentt off LPOs).

Interpersonal/politicall savvy, a communications competencyy added d this year, is included d in the GLD programs off 48 percentt off HPOs and d 30 percentt off LPOs. Creating/supportingg a culture off engagementt is offered d byy 58 percentt off HPOs and d 41 percentt off LPOs. Embracingg diversityy is the onlyy one off the eightt globall competencies on the overalll Top 10 list. Itt is included d in 48 percentt off HPOs’ GLD programs and d 44 percentt off LPOs’.

6. Thee Top 4 competencies thatt respondents pointt to o as importantt but nott included in their currentt GLD representt two o broad themes: creativity/innovation and expertisee using technology-enabled communication tools.

**Indicates a statistically significant correlation

Competencies

percent) and d LPOs (7 percent).

Delivering GLD to those who self-select— those with a passion to learn and grow w in a global context—can broaden the succession talentt pooll with h managers who have a global mindset. Anotherr wayy to ensure thatt the pipeline is well-stocked d with h global-minded d managers is to require alll managers to participate in GLD. This requirementt proved d to be a significantt differentiatorr (18 percentage points) between HPOs (20 percent) and d LPOs (2 percent).

Corr. to GLDE

.20** .38**

.11** .17** .11**

.18** .23**

.12**

.29**

More than halff off HPOs (53 percent) and d an even largerr proportion off LPOs (59 percent) confess thatt comfortt and d competencyy with h the latest advances in virtuall technologyy is missingg but important. Comfortt and d competence with h social networkk technologyy is missingg from GLD in 44 percentt off HPOs and d 51 percentt off LPOs. More than halff off respondents sayy creativityy is missingg from theirr GLD butt place itt second d on the listt off mostt important. Creativityy significantly correlates to both h the MPI and d GLDE. Creating/ supportingg a culture off innovation is third d on the listt and d also highlyy correlates to GLDE. The competency of understanding business www.trainingmag.com

numbers is a source of large differences between HPOs and LPOs. Data analysis is fifth on the overall list, with 40 percent of HPOs and 50 percent of LPOs not including it. It is also a competency significantly correlated to the MPI. Financial management acumen is ninth on the overall list, with 39 percent of HPOs and 51 percent of LPOs not including it.

For global competencies, knowledge and understanding of specific cultures in markets the company sells/services or plans to sell/service is sixth on the overall list. It is also the source of a large HPO/LPO differential, with low performers (51 percent) reporting the absence of these competencies to a larger extent than HPOs (40 percent).

Leading cross-cultural teams is seventh on the overall list and is the only competency on the 2013 Top 10 not-included-but-important list that is missing more among HPOs (48 percent) than LPOs (45 percent).

7. Compared with 2012’s Top 9 competencies, organizations in 2013 report less mastery of nearly every competency on the list, with the largest drop noted in strategy execution.

Why the drop? The business environment today is more focused than ever on performance and accountability. Accompanying that is an increased demand for measurement. With the spotlight aimed on providing evidence of performance improvement, organizations are stepping up their efforts to evaluate performance and progress. As the demand for demonstrated competency increases, so does the awareness of deficiencies.

The most work to be done in mastering competencies lies in global competencies, but competencies related to technology are a big challenge, too.

8. Most organizations still look to traditional instructor-led classroom training as their No. 1 source for developing leadership skills.

But some lesser-used approaches also show notable differences between the practices of HPOs and LPOs.

Virtual (online) instructor-led training is the largest differentiator between HPOs (27 percent) and LPOs (19 percent) for teaching change management skills. Formal mentoring is a notable source of differentiation between HPOs (25 percent) and LPOs (14 percent) for building coalitions. Coaching from external professionals www.trainingmag.com

The Top 9 GLD competencies in 2012, comparing mastery levels in 2012-2013 (high/very high extent) Percent Mastery ‘12

Top 9 Competencies - 2012

Change management Ability to influence and build coalitions Critical thinking/problem-solving Leading cross-cultural teams Managerial agility Emotional intelligence Creativity Strategy execution Strategy development

34.0 36.0 42.5 31.5 35.5 28.5 23.5 43.0 45.5

Percent Mastery ‘13

% Drop/Gain in Mastery

31.1 26.7 42.3 22.3 27.9 26.5 26.4 33.6 36.2

-2.9 -9.3 -0.2 -9.2 -7.6 -2.0 +2.9 -9.4 -9.3

The overall Top 10 greatest needs in mastery of GLD competencies in 2013 (mastery to a small extent/not at all) Percent Overall

Competencies

Fluency in prominent language Comfort/competency with virtual technology Comfort/competency with social network technology Creativity Managing virtual teams Creating/supporting a culture of innovation Multi-country supply chain management Leading cross-cultural teams Execution of global strategies Knowledge of specific cultures in markets where company operates or plans to operate Managing in a matrixed organizational structure

Rank 2013

48.8 44.9 44.8 39.6 37.9 36.3 35.3 34.3 34.0

1 2 3 4 5 6 7 8 9

34.0 33.3

9 (tie) 10

Top 3 most effective ways organizations are addressing selected competencies that were consistently among the Top 5 competencies in GLD programs (select 1-3) Effective approach

Traditional classroom Stretch assignments Internal coach Formal mentor Self-paced e-learning

Change Management

56% 26%

Critical thinking Problem-solving

(1) 51 % (2) 30% 21 %

Ability to build/influence coalitions

37% (2) 27%

Strategy development

(1) 43% (2) 25% (3) 24%

Execution of global strategies

(1) 27% (3) 23% (2) 27%

(3) 22% (3) 24%

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All-Around Leadership off the followingg metrics are significantt factors in how w your organization evaluates the success off its GLD process?? (selectt all thatt apply) Metrics to evaluate GLD process success

Observable changes in specific behaviors of participants Participants’ satisfaction ratings Business performance measure such as sales or productivity Formal performance reviews of participants before and after completing any global-focused training (i.e., benchmarking) Knowledge achieved using post-training assessment Engagement scores of the leaders’ direct reports or department Customer satisfaction scores Feedback collected from focus groups composed of global-focused training graduates Surveys conducted with the management team about the global-focused training’s perceived value

Percent

2013 Rank

2012 2013 Corr.

Rank to GLDE

63.0 60.0 41.7

1 2 3

2 1 9

38.3 35.7 35.7 32.8

4 5 6 7

3 6 8 7

.19** .18** .21**

24.3

8

5

.18**

22.1

9

4

Respondents who report having no leadership development program were not shown this question. **Indicates a statistically significant correlation

Which of the followingg obstacles must be addressed in order to deliver effective global leadership development? (select 1-3) Obstacles to GLD

Percent

Lack of budget/budget constraints Lack of executive leader sponsorship Perceived time constraints Inadequate follow-up or reinforcement training following conclusion of initial program Inadequate internal resources to deliver global program Lack of alignment with organization’s strategic workforce planning initiatives Lack of visibility into organization’s global talent pool (i.e., who has what skills in each geography) Difficulty establishing global consistency Lack of transparency/consistency in participant selection criteria Difficulty identifying appropriate content Challenges identifying appropriate global delivery partner

Corr. to MPI

45.4 33.9 23.1

-.21**

22.0 20.5 20.2

-.12**

20.0 11.6 11.2 6.5 5.9

**Indicates a statistically significant correlation

produces the largestt differentiation between HPOs (24 percent) and d LPOs (13 percent) forr teachingg strategyy development. Selfpaced d e-learningg differentiates HPOs (22 percent) and d LPOs (15 percent) forr criticall thinkingg and d problem-solving. Coaching from externall professionals is a differentiatorr between HPOs (13 percent) and d LPOs (7 percent) forr execution off globall strategies. Additionally, organized d visits to customers orr partners in geographies/markets the organization serves is the onlyy practice thatt shows a significantt correlation to GLDE, yett onlyy 9 percent off overalll respondents and d 11 percentt off HPOs use it.

9. GLD evaluation measures aree beginning g to o movee awayy from thee “smiley-face” standbyy off participants’ satisfaction ratings 36

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Corr. to GLDE

and toward moree business-oriented performance measures.

Thee top two metricss forr evaluatingg thee success off GLD in n 2012 also top thee listt in n 2013, with h one slight, but meaningful, difference: Observable changess in n thee specificc behaviorr off participants moved d up into thee top slot, whilee participants’ satisfaction n ratingss felll to second d place. And d business performancee measurementss such h ass saless orr productivityy aree takingg a moree prominentt rolee in n the evaluation n off thee effectivenesss off GLD processess in 2013, movingg from m itss ninth h placee rankingg in n 2012 to third d placee in n thee currentt iteration.

Also seeingg an uptickk in 2013 is the engagement scores off the leaders’ directt reports orr department, movingg from eighth h in 2012 to sixth h in 2013. This metricc is the measure mostt significantlyy correlated d to GLDE. Surveys conducted with the management team aboutt the global-focused training’s perceived value fell from fourth in 2012 to ninth in 2013. Instead, more companies are turningg to vendors for program evaluation. The use off vendors to assistt in measurementt and evaluation of GLD program success rose from sixth place in 2012 to second in 2013.

10. A lack k off budgett orr budgett constraints is thee top obstaclee to o deliveryy off effective GLD, followed byy a lack k off executivee leader sponsorship.

The lackk off executive leaderr sponsorship was found d to have a significantt negative correlation to GLDE—the more there is a lackk off executive leaderr sponsorship, the more likelyy the organization reported d a low w GLDE E score.

And d ass noted d in n Findingg #3, requestss orr direction from m thee seniorr managementt team m in n drivingg the organization’ss GLD processs iss a hugee differentiator between n HPOss and d LPOss (moree than n 3.5 times) and d iss significantlyy correlated d to thee MPI. Thus, we see thatt when the seniorr managementt team provides direction in drivingg the organization’s GLD process and d is seen as a visible sponsorr off GLD, such h actions correlate nott onlyy to globall leadership development effectiveness but also to market performance.

Tips for Developing Global Leaders • Adoptt a broaderr view w off “leaders” • Align GLD with h SWP • Tune in to globall cultures and d markets • Invite the bestt minds—seniorr managers and d externall thought leaders—to drive GLD structure and d content.

To requestt the fulll report, contact info@amaenterprise.org. Qt www.trainingmag.com

LEADERSHIP INCUBATOR LESSONS Ultimately, it takes active involvement by senior leadership to develop stellar leaders. BY GAIL DUTTON

I

t takes leaders to develop leaders. That’s the No. 1 lesson from America’s top corporations. Companies that create in-house “leadership incubators” often have great success, but only if they have active involvement by senior leaders.

At Disney, “leadership drives the business. We believe most people can be leaders—people who can initiate, operationalize, and sustain ideas,” says Bruce Jones, programming director, Disney Institute. They are found at all levels throughout the organization. Letters from guests support that stance, and “our cast members say their ability to exceed expectations largely is driven by leadership.”

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MAXIMIZING ROI The leadership incubator at Walsh Construction, a $4.5 billion, 10,000-employee company based in Chicago, was at least partially responsible for helping the company avoid layoffs and actually grow during a period when the construction industry reported 25 percent unemployment. Executives completing the Walsh Group Leadership Initiative (WGLI)—dubbed “wiggly”—have a 70 percent higher retention rate than other company executives. More than 90 percent of executives promoted into senior positions come from WGLI, according to Bill Treasurer, founder of Giant Leap Consulting, co-developer of WGLI, and author of the 2013 release, “Leaders Open Doors.” Initially designed for high-potential www.trainingmag.com

candidates, other WGLI versions are rolling out now for lower-level managers and senior executives.

WGLI’s return on investment depends upon who is selected to participate. Selection begins with nominations by senior executives, followed by interviews, essays, and, finally, identification of the highest-potential candidates in that group. Not all nominees are accepted. To minimize subjectivity, candidates are ranked using a competency matrix specific to Walsh. The matrix identifies six success factors and four competencies associated with each.

The competency matrix differs from performance evaluations because it looks into the future. As Craig Atkinson, Walsh’s director of Career Development, says, “This was a view of our employees we hadn’t had before. In the weeks after (the matrices were complete), I noticed our eight senior leaders carried this data with them everywhere. This was the first time they had visibility into where the leadership strength is, who may be ready now, and who may be ready in two to four years.”

share the plan and the budget.

He shared the vision, and that WHERE LEADERSHIP resulted in perhaps the best DEVELOPMENT animated feature of all time.”

GOES WRONG The culture created by Walt • Senior leaders aren’t Disney continues to guide the actively involved. organization’s values. “People • Objectives aren’t talk about people being an asidentified. set,” Jones points out. But, in • Development isn’t part of the aftermath of 9/11, layoffs an ongoing effort. in the travel and entertain• Programs focus on the ment industry were rampant. process, not the outcome.

“Disney chose not to lay off • Participants lack anyone, saying, ‘We’ll figure opportunities to quickly it out creatively.’ That set the apply their new skills. tone throughout the organization, and those sorts of decisions are made daily.”

CREATING A LEADERSHIP CULTURE

SUPER-CHARGED MENTORING

As Lisa Anderson, president and operations strategist, LMA Consulting, says, “if senior leaders conduct the training, it’s clear the training is important.”

Treasurer adds that the responsibility for leadership development can’t be outsourced. “Outside training is valuable, but it should honor the culture as it exists and leverage best practices from outside.” Therefore, tailor off-the-shelf programs to the company and engage senior leaders to deliver the content.

“Most learning happens in real time, on the job,” Jones stresses. “Adults learn best when they have a context for learning. The idea is to experience it. At Disney Institute, we refer to our parks as working laboratories, taking learners behind the scenes to see how Disney’s best practices actually are applied.” Additionally, he points out that Disney Institute trainers all have diverse experience at Disney. “They speak from a first-person perspective.”

That first-person perspective is crucial, so access to top executives is one of the distinguishing features of the 18-month WGLI program. “The night before each of the 12 workshops, the participants and the company owners meet for a fun, informal dinner at different Chicago restaurants,” Treasurer says. The full-day workshops (with pre-reading assignments) feature internal and external guest speakers discussing such topics as leading culture change, managing risk, strategic thinking, coaching for high performance, and leading with courage. Senior executive participation in every session provides intimate access to senior leadership, increases participants’ visibility, and offers otherwise unavailable perspectives.

Leadership incubators emphasize the importance of soft skills in addition to technical skills, LMA’s Anderson says. “Those skills often are developed through mentoring.” At Walsh, every WGLI participant has a mentor from outside his or her direct reporting relationship. Even the company owners are assigned people to mentor. “Mentoring isn’t just having lunch,” Treasurer emphasizes.

Mentorship exposes executives to complex situations they otherwise wouldn’t see for three to five years.

Initially, the mentoring program at Walsh was ineffective, Treasurer recalls. “But when we required protégées and mentors to journal about the experience and submit the journals to us, the program became super-charged. The journals drove accountability and helped track progress.” After reading the journals, “we’re bringing in a writing coach to use these documents as source material to help attendees improve their writing skills.”

When Treasurer and Atkinson discovered dual coaching, WGLI got another boost. With an internal mentor and an outsider (Treasurer), participants gained additional insights.

One of the hallmarks of leadership incubators is their acceptance of risks. In terms of leadership development at Walsh, Treasurer says, that translates into a willingness—and expectation—to stretch beyond one’s comfort level to lead an internal audit, write a white paper, or accept other opportunities to showcase abilities.

That inadvertently helped build a tribe within a tribe. “WGLI participants communicated with each other offline, partnered, and coached each other even outside the program,” Treasurer says.

Consequently, some of the interdivisional rivalry is lessening.

PAST IS PROLOGUE The Disney Institute also counts history as a leadership tool. “Look within your organization,” Jones advises. “Walt Disney effectively demonstrated that the actions of one leader, multiplied by the actions of many, can reshape a culture and an organization.”

For example, Jones says, “When Walt Disney created the idea for Snow White and the Seven Dwarfs in the 1930s, he gave his animators money for dinner in the cafeteria one evening and then gathered them all around the sound stage. Walt spent three-anda-half hours telling them the story of Snow White, going into character for each voice. Walt shared the vision. We ask our participants, is there anything Walt did that you can’t do? Is there anything he didn’t do? What they recognize is that Walt didn’t just www.trainingmag.com

MAKING LEADERSHIP A TOP PRIORITY Programs such as WGLI can be replicated, incrementally, by smaller organizations. “The organizations that are best at growing leaders aren’t necessarily those with big budgets,” Anderson stresses.

Instead, they are organizations that consider developing their people as leaders a top priority. They create opportunities for employees to use their new skills, and they applaud innovation—even when it sometimes fails. Importantly, they also support the development of soft skills, understanding that too many technical experts fail simply because they can’t adequately communicate their ideas.

And they recognize that, ultimately, leadership incubation requires leadership involvement to succeed. Qt training MAY/JUNE 2013

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The

Secret Sauce for a Better Boss Bosses who know w their strengths, have the tools theyy need to succeed, and are adaptable enough to try outt differentt job roles are leaders your organization and employees will respectt and admire. BY MARGERY WEINSTEIN

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W

hen employees are asked to rate their managers on 360-degree assessments, there usually is apprehension. It’s theoretically anonymous, but in a work group that may consist of just six people, what if the boss figures out who described him as disorganized? Similarly, thee evaluation managers receive from their managers also can lack ho onesty. The boss’ boss may never have observed her subordinate’s maanagement style. So, the evaluation from higher-ups may be based sollely on financial performance. With all that in mind, how do trainerss help develop managers who not only deliver financial results for the com mpany, but create a productive work environment for their team? It’s a to opic that nine Training Top 125 companies had insights on.

SELF-AWARE = BETTER BOSS You u can’t improve until you know what your strengths and weaaknesses are, is how financial services provider First Horizon n National Corporation approaches management training.

“Seelf-awareness leads to self-management—a choice. Instead of tthe old, ‘My way or the highway,’ we look for leaders who think, ‘I see where you are, I know who I am, I will adapt,’” says Vicce President of Learning Services Lisa Pruitt. “Self-awareness also o includes a realization of where you are in the moment. I reaalize that at times my thinking is in the wrong place due to myy circumstances. That is when I take a deep breath and count to 110. Then I become curious instead of judgmental.”

Likewise, a boss’ intelligence at solving mathematical formu ulas and writing a great memo or presentation doesn’t meean he will have the requisite emotional intelligence (EQ) for handling interpersonal relationships. Shaw Industries, Incc., considers both kinds of intelligence in its recruiting of new managers. “There are varieties of reasons managers pottentially could be unsuccessful. First, there is a failure to und derstand and align IQ and EQ,” says Director of Corporate Salles Training and Development Chris Clement. “IQ, which refl flects the intellectual intelligence of an individual, helps to meeasure aptitude for a particular set of responsibilities and roles. EQ reflects the ability to relate and interact with others. When there is imbalance between IQ and EQ, leadership effeectiveness can be compromised. If an individual has a very higgh IQ, but his EQ and ability to communicate well with his associates is poor, then leadership suffers.”

The desire to give to others at the company, and, ultimately, T thee company’s customers, is highly valued at Afni, Inc., a global cusstomer contact services provider. “Our ideal managers exhib bit an attitude of servant-hood, caring for the coaching and devvelopment of each level reporting up through them,” says Sen nior Manager of Leadership Development Heather Cushing.

“Affni believes that the ideal manager empowers others to reach theeir full potential, while also inspiring teamwork and loyalty ww ww.trainingmag.com

and improving employee engagement. Ideal managers not only make good decisions themselves, but teach others how to do the same.” In 2012, the company launched a new leadership program, achieveMORE. This program was implemented to provide a developmental structure for Afni leaders, with a companywide scope and flexible process, including classroom learning, selfpaced computer-based training, and experiential activities driven and tracked through individual development plans housed in the company’s learning management system (LMS).

SUPERIOR COMMUNICATORS

If employees don’t understand what is expected of them, how can they deliver results? That is the rationale underlying manager training at ABF Freight System, Inc. “The ideal leader at ABF is a person who makes sure his or her employees understand specifically what they are asked to do, makes sure the employees know how to accomplish the task (if they don’t, the leader makes sure the training is made available for the task), makes sure the employees know when the task must be completed, and, finally, makes sure the employee knows why the task is being done,” says Director of Training and Quality Joe Davis. “This allows the employees to take ownership of what they are doing and provide input on accomplishing the task in a more efficient manner.”

SunTrust Banks, Inc., believes that listening to employees is foundational to the firm’s organizational health and financial performance. “At SunTrust, we solicit feedback from all of our teammates through our annual Voice of the Teammate (VOT) survey. The summary results by department are provided to each manager to protect the individual teammate and allow for a candid view for management,” says Group Vice President of Talent Management and Development

QUICK TIPS • Encourage bosses to help employees gain an understanding of their strengths and weaknesses and how to leverage what they do best.

• Emphasize the need to give more than they receive as boss by preparing managers to deliver coaching.

• Employees won’t be engaged if their bosses aren’t, so provide enriching opportunities such as stretch assignments to keep managers stimulated.

• Consider establishing a school or formalized curriculum just for new managers.

• Provide on-the-job support for bosses in the form of online manager portals and intranet systems that provide just-intime learning.

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The Secret Sauce for a Better Boss Michelle Resnick. “The scores ‘roll up’ through the management layers all the way to our CEO. The VOT scores are an element of our annual review process for managers to ensure they understand the importance of creating an engaging workplace, and they are measured against it annually.”

Dell Inc. takes the opportunity to use employee feedback to help establish managers as inspiring leaders and takes employee feedback to heart. “Tell Dell, our employee engagement survey, measures the team member feedback of the leader relative to their inspirational leadership. This feedback is incorporated into the leader’s performance appraisal,” says Executive Director of Leader Development Maureen McDonald. “We also use this feedback to recognize those who do this on a regular basis and year over year. We call this our Rockstar and Inspiring Leader programs. These leaders are recognized at our quarterly earnings meetings, annual worldwide leadership meeting with all executives, or via a personal thank you note from their senior executive leader.”

FIRST-LINE EMPLOYEE TO FIRST-TIME MANAGER

“The ideal leader at ABF is a person who makes sure his or her employees understand specifically what they are asked to do, makes sure the employees know how to accomplish the task (if they don’t, the leader makes sure the training is made available for the task), makes sure the employees know when the task must be completed, and, finally, makes sure the employee knows why the task is being done.”

skills to succeed in their new manager roles,” says Senior Training Specialist Jeff Forsythe. “The first New Manager class begins with an opportunity to network with other new managers within the company. Throughout the first day, participants are introduced to: The Legal Issues—Harassment, Discrimination, and Corporate Policies; Performance Management—Expectations, Measurements, and Role-Play; Motivation and Team Building—The Art of Motivation and Team Building 101; Great Place to Work and Our Environment—Employer of Choice and the American Fidelity Culture; and Just In Time Training— Online Manager Center and Links to Key Information.”

Getting the fundamentals right as soon as possible after becoming a new manager is considered a priority at Baylor Health Care System. “We have a required foundational course for new leaders at each level. They take this course within the first 90 days in their role. It teaches them the first two to three leadership competencies that have been determined as most critical,” says Director of Employee Development Kathy Jones. “They then have 18 to 24 months to take four other fourhour required leadership courses. Each of those follow-on courses represents another important competency. When new-to-role leaders have been in their role for six months, they take an assessment that determines their strengths and opportunities related to those competencies.”

pany’s first-line trenches. So getting them used to managing more than themselves is key to creating a great boss. Home services (security, HVAC, plumbing) provider DEFENDER Direct created formalized programming around getting first-line employees —JOE DAVIS, DIRECTOR, ready for management. “Our Leader in TRAINING AND QUALITY, ABF Training Program (LIT) prepares our ON-THE-JOB TOOLS front-line team members for success in FOR THE BOSS their first leadership roles. The Leadership Learning ComBank of America finds that bosses, like their employees, munity (LLC) program allows more experienced leaders to often benefit most from learning that is delivered at the extake a deeper dive into how to grow and develop others, and act moment they need it. “We provide access to a variety of DEFENDER’s Strategic Leadership Consortium (SLC) preonline, on-site, and Webinar offerings to promote career depares our director-level leaders for the demands of executive velopment for managers and leaders. We also provide quick leadership,” says Chief Learning Officer Mike Lantz. “The reference guides and training tools for specific tasks and Leader in Training Program is a six-month program teachprocesses,” says Global Learning Executive Eryn O’Brien. ing new leaders basic leadership principles and practices “Through our performance management process, all emsuch as coaching, goal-setting, leading with data, conflict, ployees are coached by their manager throughout the year teambuilding, and change management.” on an annual development plan they build collaboratively.”

American Fidelity Assurance Company has a school specialA portal where leaders can find everything they need to izing only in preparing new managers. “This new program is succeed is a great help at Economical Insurance. “For ongodesigned to give our new supervisors a foundation of tools and ing e-learning development for our leaders, we established 42

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a Leadership Knowledge Centre portal offering a varietyy off learning assets, including customized and off-the-shelff e-learning courses, videos, and leadership books, and it includes the Women’s Leadership Network,” says Assistant Vice President off Organizational Development and Corporate Marketing Mary Beth Alexander. “Targeted leadership development also occurs through the deliveryy off leadership development workshops, including Leading Change and Leading Virtual Teams.”

A systematic approach to being boss sometimes lends a helpful structure to management, according to Expert Global Solutions. “EGS has created and leverages two programs to create the ideal manager: The Management Operating System and the Level 3 Leadership Development for Excellence (LDE) program for managers,” says Vice President off Training and Development—Operations Control Ann Mercadante. “EGS takes a two-pronged approach to manager development, believing the ideal manager is strong in both management and leadership skills.

The Management Operating System is a comprehensive toolkit for operations managers to support and drive skill development. Everyy manager is introduced to EGS’ Management Operating System and instructed on how w to use the tools within the kit.”

PROVIDING BOSSES WITH OPTIONS A boss who feels she has room to grow w is a happy boss. For that reason, G4S Secure Solutions (USA) makes it easyy for managers to make career moves.

“We offer multiple opportunities for managers company-wide and worldwide to enable vertical and horizontal movement within the organization,” says Director off G4S North America Training Institute Dr. Joseph A. Finley, Jr. “Managers have the option off volunteering for taskk force initiatives, emergencyy response teams, and mentoring program initiatives. To continue ongoing skill development, managers enroll in online training programs on the G4S LMS.” A boss who is adaptable and can handle myriad situations is beneficial to the company, as well as those who workk under him. Caesars Entertainment Corporation makes stretch assignments a regular part of leadership training. “Giving leaders the opportunity to lead other functional areas and providing them with stretch assignments is a common practice at Caesars Entertainment,” says Corporate Manager of Learning Operations Krishawna Henderson. “Leaders practice our exceptional leadership components in various roles with different teams. This allows them to bring the organization’s vision and mission to life in different settings and broaden their connection and pride with the organizational story.” Qt www.trainingmag.com

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Training Exclusive

Novartis Takes the

LEAD Leadership development for transformation and innovation in emerging growth markets.

BY FRANK WALTMANN, PH.D. This is the first of a three-part series of articles written exclusively for Trainingg magazine on business challenges and opportunities in Asia and how Swiss-based pharmaceuticals and life sciences company Novartis’ learning and leadership development programs are helping address the myriad issues.

O

ne of the top issues in emerging growth markets (EGMs) is talent retainmanagement—getting, ing, and promoting the best. In response, the Novartis LEAD program is a management development initiative for high-potential leaders in emerging market economies.

On the macro level, this aligns with Novartis’ desire to cultivate its leadership pipeline from within, believing it is better served by a country’s own people.

The 2012/2013 program marks the second iteration of LEAD. In its first year, the focus was on the so-called BRIC nations of Brazil, Russia, India, and China. Because of its success, however, we modified the program and expanded our leadership pipeline development countries to include 16 emerging market nations, many of them in Asia, including South Korea, Thailand, and Indonesia.

LEAD participants recently visited Bangkok, Thailand, where they observed an innovative health-care delivery system alongside the challenges of serving those in need. This was just one phase of a 10-month journey where our managers are learning about “innovation” in all its forms and how it relates to themselves, those they lead, their business, and the health-care delivery organizations around them.

THE LEAD JOURNEY The LEAD program runs a full 10 months—thus, it is best categorized as a long-term development “journey.” It is supported at the highest levels of our company, with direct sponsorship by 44

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Novartis CEO Joe Jimenez. It was designed specifically for our pharmaceutical business, and is tailored to teach and mentor managers for the health-care market of the future.

As a faculty member of the LEAD program, Dr. Vikas Tibrewala helps guide participants on their journey. “LEAD helps leaders think through key business challenges in their environments now and over the next few years,” he explains.

“We have structured LEAD to address challenges participants face in common, and also have included those that are different across markets. Traditional markets are not identical either, of course. They may be similar in terms of maturity, but not in the way they handle health care. As much as possible, LEAD includes all these environmental factors.”

Fellow facilitators Mike Kossler and Ling Yuin Fong Ling believe LEAD emphasizes how strategy and leadership must work in concert together for the success of the company.

“You can have a great business strategy that anticipates opportunities, as well as challenges, in the marketplace, but without the right leadership, the execution of that strategy falls flat,” says Kossler. “Likewise, you can have great leaders, but if they are working with a business strategy that is not on target, they will not be able to respond to opportunities or challenges that may surface in the marketplace. LEAD teaches and incorporates both elements.”

THE LEAD STRUCTURE The program is segmented into five phases. In each phase, different areas of leadership skills and business development plans are explored so as to yield “ready-now” leaders who can take on global responsibilities. World-class experts teach participants how to: • Foster innovation • Adopt new business models • Embrace new technologies www.trainingmag.com

Novartis LEAD participants in Bangkok listen as Srinivasan Aravind, MD, director of the Aravind Eye Care System, discusses his model for high-volume, high-quality, cost-effective eye care.

• Embark on socially responsible business practices • Partner with health-care organizations in order to build a more effective and sustainable system Phase I consists of face-to-face exposure with top leaders in the pharmaceutical and health-care domain. In Phase II, participants work on action learning projects with clear deliverables, based on “real-world” business issues culled from current work.

Mentoring is continued with top leadership professionals who give lectures, hold training sessions, and conduct workshops.

In Phase III, the group visits an innovative emerging market health-care system in order to foster new ways of thinking about health-care delivery (this year’s location was Bangkok; last year’s location was Kerala, India). Following is Phase IV, where chosen action learning projects continue to evolve, and they receive further executive coaching and just-in-time leadership training updates.

Finally, Phase V concludes the LEAD program with each participant presenting his or her strategy and vision for the organization to the Novartis Executive Committee. Here, they must answer one key question: If you were made head of the country today, what would you do in order to grow the business in a profitable way, while also providing value to the society? Participants answer this question in front of the CEO and other top Novartis leaders.

THE LEAD DEVELOPMENT JOURNEY While LEAD prepares leaders for tomorrow, it is as much about knowing oneself as it is learning to lead others. With this in mind, some of our Asian participants shared their perspectives about the program while in Bangkok, and where they find themselves on their own development journey.

“Asia is a highly dynamic emerging market, where things happen quickly and talents move quickly, as well,” says General www.trainingmag.com

Manager and Country Head of Novartis Taiwan Sandoz Trento Ryu. “Therefore, rapid response, engagement, and support are needed for a competitive advantage. As I look back on my leadership journey so far, I see the mistakes I’ve made, as well as the learning I’ve done, and realize my management skills are evolving. To become a good leader is not an overnight achievement.”

Ryu faces some daunting business challenges, and LEAD is giving him ideas about how to address them. “We’re facing 35 to 40 percent price cuts by the governing health-care administration, which is the largest price cut in the history of Taiwan and the entire Asia region,” he explains. “So, in addition to the volume adjustment we need to make in order to stay in the same place as last year, we also need to achieve superior growth in comparison to our competitors.”

He says LEAD is showing him that what he thought was a large business challenge is really more of a people and team challenge.

“Facing such a massive effort, some on the team were demotivated, believing it impossible to deliver the numbers. I realized this was not just a matter of ‘how do we find the growth drivers?’ but it’s also a matter of ‘how do I motivate the team to stay positive in the face of adversity, and to get them to believe in themselves and pull together?’”

General Manager, Alcon - Jakarta, Indonesia David Ahn likens LEAD to a well-prepared buffet. “There are many delicacies, but can I eat them all? Probably not immediately, but people do take what they like; in fact, they are all good foods that will fulfill our hunger. In that aspect, the LEAD II program has fed me well. I am taking away two specific learnings.”

One, he says, is the realization that as a general manager, “it’s my job to make sure my team does their job properly and is supported so they can deliver what we committed to. The communication method I was using was somewhat aggressive and one sided, leaving them few options. During class, one of the LEAD professors said, ‘Deliver the principle, but deliver it in different forms.’ So the first thing I’m doing with my people is to communicate with them a little differently, while still delivering the same principle. I realize that I can better motivate my people to do their job by making myself a better example. In this way, they’ll learn by seeing what I do, not just by hearing my words.”

TRUE TRANSFORMATION We know and believe that the talent and intellectual capability in EGMs, and Asia specifically, is abundant. The challenge for executive development, therefore, is: How can we infuse additional skill sets into the existing, positive Asian culture?

Through LEAD, we encourage our Asian and other EGM colleagues and provide them opportunities to constantly challenge the status quo. Rather than accept the present market, customer situation, or competitor challenge as a given, we ask them to question it. As one of our faculty often says, “You should take ‘No’ as a question.”

Ultimately, through LEAD, we teach our future leaders how to be more self aware of their role, both in terms of how they can grow themselves and what they can do for their teams and units.

This fosters true transformation and innovation. Qt Frank Waltmann, Ph.D., is head of Corporate Learning at Novartis, a Swiss-based pharmaceuticals and life sciences company. training MAY/JUNE 2013

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SKILLS GAP SERIES: PART 2

Schooled

on Skills

Corporate/academic partnerships mayy be a big partt off the solution to the skills gap. The keyy to success lies in understanding the challenges, choosing the rightt partners, and measuring effectiveness. BYY LORRI FREIFELD

C

orporate partnerships with colleges and universities would seem like a no-brainer—aa short- and long-term solution to the technical, leadership, and softt skills gaps thatt currentlyy plague the U.S. After all, such partnerships could ensure thatt soon-to-be new w employees receive the skills trainingg employers want, while currentt employees could go backk to school to receive additional trainingg to gett their skills levels up to par.

Thatt said, notes Michelle Maldonado, AVP, Corporate Strategicc Relationships, American Public University, individual contributions and collaborations are heav- CHAL CH C HALLE LENG NGES NG ilyy influenced byy the type off organization and academic institution, as well as the At the earlyy stages, ensuring that all resources available to each. sides regard a partnership as a highlevel priorityy can be challenging, says “In determiningg how w colleges and uni- provide continuous education courses Daniel Szpiro, Ph.D., dean off the Jack versities can bestt assistt an organization to or career-related certificate programs Welch Management Institute at Strayer bridge these gaps, it’s importantt to first thatt help employees strengthen existing University, which recently launched understand the role and value an orga- skills or develop new w skills as theyy tran- Welch Way, an online leadership and nization places on education as a tool sition to a differentt role or career field. management training program defor talentt developmentt and retention,” Full degree programs are a longer-term signed specificallyy to address the needs Maldonado says. “For example, does the solution thatt can help prepare employ- off individuals and companies looking organization tie learningg to career ad- ees for expandingg leadership roles and to cultivate leadership skills and talentvancement? Are there employer-funded responsibilities. All are helpful and rich environments. “With a strong and tuition benefits? Does executive leader- complementaryy resources to each phase committed cross-organizational team ship value the larger HR R function as a off employee development, and all must and ‘owners’ in place to drive the partstrategic business partner? Does itt prefer align with overall organizational strate- nership forward, other challenges can be informal over formal education?” gies and objectives.” successfullyy identified and overcome,” Once there is an understanding of In this second part of the five- Szpiro says. “Frequent and candid comorganizational culture and the level part Skills Gap series (see http:// munication between partners is also off commitmentt to talentt and leadership trainingmag.com/content/bridging-skills-gap essential to the success off each venture development, Maldonado says, then the forr thee firstt article in the series), we look from design to post-execution stages.” true work begins. “Academic institu- att the challenges presented byy corporate/ Susan E. Cates, presidentt off Executive tions can provide courses for continuous academic partnerships, Training’s role in Developmentt att the Universityy off North education and specific skill development these relationships, tips for choosingg and Carolinaa att Chapel Hill Kenan-Flagler such as business writingg and commu- connectingg with partners, how w to mea- Business School and executive direcnications, accounting, marketing, etc. sure success, and examples off effective tor off the MBA@UNC program, points Additionally, colleges and d universities may partnerships. to three challenges associated with

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Likewise, all knowledge, skills, and abilities are nott off equal value, says Joel Wright, Innovation associate, and Preston Yarborough, projectt manager, att the Center for Creative Leadership (CCL). “Some competencies are precursors for learningg others. Savvyy educators will focus learningg objectives on these meta-skills—regardless of whether or not such skills seem to match directlyy with those identified d in a skills-gap analysis. Itt is importantt thatt students learn to ‘walk’ before they learn to ‘run.’ Meta-skills can include interactional abilities such as active listening, creating a shared vision, and learningg how w to offer and receive feedback. These fundamental skills can enhance the learningg and application off more advanced d abilities thatt mightt be identified in the skills-gap analysis.”

THE RIGHT PARTNERS AND CURRICULA

high-quality, customized executive education: • The misconception thatt executive education programs focus entirelyy on theoryy and do nott provide tangible, practical skills.

• Demonstratingg a precise return on the investmentt in trainingg and development.

• Time learners spend awayy from the office.

Indeed, UniversityNow w CEO Gene Wade notes thatt colleges and universities are often nott veryy flexible. “For example, workingg adults have to navigate all off the demands off life and career, while also takingg classes. Hence, traditional ‘seat time’-based models don’tt workk well for them. Colleges and universities mustt startt employingg self-paced, outcomes-based models thatt allow w learners to progress on a schedule and att a pace thatt works bestt for them.”

Itt also can be difficultt to engage employees in educational programs iff theyy workk in a culture or industryy thatt has not traditionallyy perceived college degrees as necessaryy for job placement or professional advancement, Maldonado says.

“Historically, this has been true in sectors such as retail where professionals have the opportunityy to workk their wayy up to management positions. However, with emerging business complexities and the need for strongg leadership pipelines, this view w is beginningg to shiftt in favor off degrees to gain professional competitiveness. To make these relationships successful, there has to be mutual commitment, ongoingg communication, and dedication off appropriate resources.” www.trainingmag.com

Theree aree manyy typess off partnershipss thatt employers, employees, and d schoolss can n exploree to thee benefitt off all, sayss UniversityNow’ss Wade.

Hee pointss to onee easyy placee to start: creating certificatee programss thatt both h addresss employer trainingg needss and d countt toward d collegee credit.

Employerss benefitt byy trainingg employeess through programss thatt countt toward d a degreee program (therebyy savingg dollarss on n tuition n assistance).

Thee studentt benefitss byy gainingg valuablee training and d a quickerr path h to a degree. Thiss kind d off program m workss well with h both h front-linee workerss and d seniorr managers, who aree seekingg advanced d degreess such h ass MBAs, Wadee says.

Another type off partnership would involve creatingg technical trainingg programs att schools thatt prepare students for industry. “This type off partnership is bestt developed byy community colleges,” Wade says. “Manyy off them specialize in this kind of partnership and will workk with new w and emergingg industries to develop programs for jobs thatt are beingg created. Research has shown that, over the longg run, technical trainingg programs are mostt effective when theyy are coupled with (or connected to) programs thatt teach broad thinkingg skills.”

Higher education, employers, graduates, and currentt students need the opportunityy to share their respective efforts, needs, concerns, and aspirations to better inform the process off preparingg college graduates for the workplace, says Excelsior College Presidentt John Ebersole. Such communication, he notes, should extend to both those alreadyy in the workforce (who mayy need retraining), as well as those aboutt to enter.

“Mostt business schools and continuingg education units have advisoryy boards thatt assistt with periodicc curriculaa reviews, new w program creation, and/or revision efforts,” he explains.

“Such groups help to ensure program relevance and give major stakeholders both a voice and a share off the responsibilityy for closingg skill gaps.”

American Public University, for example, hosts annual industryy advisoryy councils (IACs) for its academic programs training MAY/JUNE 2013

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SKILLS GAP SERIES: PART 2

Schooled on n Skills that consist of subject matter experts across industries and academic scholars from APU and other learning institutions.

In other venues, Maldonado says, organizations may partner with academic institutions to form educational alliances to support various phases of their talent management, leadership development, and succession planning efforts. “Similar to the conversations and positive results experienced with IAC-type collaborations, schools and companies may engage in conversations around critical touch points such as onboarding, developing middle managers, or creating a strong leadership pipeline,” Maldonado says.

Alliances also can be formed around leadership development programs blended with multi-institutional service partnerships (e.g., a school and corporation could share a Habitat for Humanity commitment and incorporate a leadership training component), say CCL’s Wright and Yarborough. CCL and the YMCA of Greater Greensboro collaborated on a mentoring program focused on African-American and Latino youth.

“Relationships with local universities and corporations produced mentors who worked with ‘family groups’ comprising six young people, one college mentor, and one professional mentor. These groups met and trained together for approximately eight months a year. The program has served more than 175 youth and mentors,” Wright and Yarborough say.

Other opportunities such as service-learning partnerships between nonprofits and universities are fertile ground for collaboration, as well, Wright says. “We recommend partnership initiatives have some sort of action, service, or experiencebased component. It can be tempting to organize a speaking series where professionals lecture to students, but we would recommend using these to supplement a broader, experiential initiative.”

“I have always viewed the role of higher education as a VAR (value-added reseller), meaning colleges and universities enroll adult learners who already possess some skills, knowledge, and tools,” says Ray Compari, associate dean and director of Executive Education, Rutgers School of Business–Camden, which has estabQUICK TIPS lished numerous educational/academic • “Identifying the best educational partner must begin with an organization’s clear partnerships with global organizations such as Cisco, Caterpillar, Graybar, and definition of the problem it is facing,” says Daniel Szpiro, Ph.D., dean of the Jack Thomas & Betts. “We then ‘add value’ to Welch Management Institute at Strayer University. “Is it having trouble recruiting learners by expanding their base, depth, and retaining the right talent or establishing a common understanding of the comscope, reach, and limits in foundational pany’s mission and values? With that clarity in place, the key skills or strengths of areas (comprehension, application, etc.), an educational partner can be identified.” as well as in areas in which they wish to • “Organizations looking for an academic partner should consider a school’s overall pursue a career (finance, engineering, approach to executive education and leadership development,” recommends Susan etc.).”

E. Cates, president of Executive Development at the University of North Carolina at As such, Compari says, critical conChapel Hill Kenan-Flagler Business School and executive director of the MBA@UNC versation among all parties should be program. “Some universities offer traditional classroom education with a focus on taking place regularly around questions case studies, while others offer non-traditional teaching methodology and experiential such as: What are the key “values” to learning. At UNC, we start with the underlying business needs and evaluate what gaps add to the product? What baseline skills, in skills or changes in behavior need to be addressed to deliver that business impact.” knowledge, and tools should a learner • “Consider the reputation and capability of the potential partner, as well as issues begin the process with? How can the of cost,” advises Excelsior College President John Ebersole. “Ask if the institution partnership ensure that the learner can is regionally accredited. Remember, in the U.S., ‘regional’ accreditation is superior practice and the employer can test the to ‘national.’ Also, institutions with specialized programmatic accreditation (i.e., product before creating an employment business, engineering, nursing, etc.) tend to be more highly regarded than those that situation? offer programs without such secondary review.”

Both credit and non-credit higher • “Satisfied organizations that speak highly of powerful educational partnerships education programs must, among typically rank flexibility, creativity, and expertise at the top of their lists,” points out other things, remain adaptive to the Ray Compari, associate dean and director of Executive Education, Rutgers School ever-changing learning styles of adult of Business-Camden. “Many higher education institutions have well-established learners, Compari adds. “The academic and competent externally focused executive education or continuing education units sector as a whole has some catching in place to serve as the conduit for establishing academic/employer partnerships. up to do in order to adequately proThese units tend to have a bit more entrepreneurial authority and can be the genesis vide training and education when and for powerful and expansive academic/employer partnerships.” where learners desire it. Fortunately, we • “Look for a good return on investment: a partner who can deliver quality education are making broad and lasting changes, that is workforce relevant, flexible enough to accommodate the schedules and dedriven by technology, in training and mands of working adults, and cost-effective enough that it won’t put working adult education delivery.” learners (most of whom will not qualify for state or federal need-based grants) into a Ultimately, in order to proactively significant amount of student loan debt,” says Gene Wade, CEO, UniversityNow. work at addressing a skills gap, both

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SKILLS GAP SERIES: PART 2

Schooled on n Skills employers and academic institutions must commit explicit effort and resources toward this goal, stresses Strayer’s Szpiro.

“This begins by having dedicated managers on both sides who ‘own’ the relationships and are accountable for their success.”

TRA AINING’S ROL OLE The Training or Learning & Development department is an essential partner in the corporate/academic relationship, UNC’s Cates emphasizes. “They help to define the competencies, skills, and behaviors the organization needs. They measure and monitor employee performance. They understand the IT capabilities of their organization. They know the culture and history of their organization. They set the goals and benchmarks. They manage the overall training and development budget. Ultimately, they know where and when an academic partner can provide value. Our primary goal as the academic partner is to support the Training team, helping them to achieve their learning and development objectives.”

Szpiro also points out that academic institutions have invested their time and effort in understanding how people learn and the best way to deliver learning experiences. “These are not skills a Training department has to copy or try to mimic,” he says. “The Training department can be a logical place for the ‘ownership’ of the partnership between the employer and the academic institution and can help drive its success.”

KEY QUESTIONS • Is the education or training relevant and/or customized to meet the specific business needs and objectives of my organization and employees? Is there opportunity to evaluate on-the-job training for the potential award of academic credit?

• Is the college/university recognized for academic rigor, curriculum quality, and continuous improvement? What is its history in working with non-traditional (adult) learners?

• Does the college/university offer the type of instruction required? What is its level of innovation and technology in the classroom?

• Does it have sufficient “bench strength” in its faculty to ensure consistent depth and breadth of instruction? Are employees learning relevant curriculum from industry practitioners, as well as academic scholars?

• Is instruction easily accessible and flexible for employees (nights, weekends, online) who may wish to participate and evaluate? What are the methods and frequency of interaction and test taking?

• What is the true cost (including fees) of a course, certificate, or degree program? How do costs compare to available employer-funded tuition assistance allotments and/or employee salaries?

• What is the ROI on the investment my organization will be making with this educational partner?

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ME ASURIING SUCCESS The success of corporate/academic relationships is measured in different ways, says Excelsior College’s Ebersole. “For the academic institution, ‘success’ will mean substantial enrollment in any joint or sponsored programs, as well as feedback that results in real enhancement to course offerings or degree requirements, and finally, increases in internships and/or hiring of graduates.”

For the employer, he says, success indicators will include: 1. The need for less supplemental training of new hires from the partner institution.

2. Reduced cost of special, new skill instruction from the partner (as opposed to having to conduct internally).

3. Synergies for degree completion by individual employees (along with recognition of internal training for college credit).

With programs specifically designed to accelerate highpotential talent, “we pay attention to the career progress of the participants who come through those programs,” UNC’s Cates says. “We seek feedback from our clients on the changes they’re seeing in their business results and organizational culture tied to the work we do with them. At the program level, evaluations help us to assess the program and identify opportunities for improvement. We also measure our clients’ satisfaction to ensure that we are meeting and exceeding their expectations. Our partners provide feedback on our ability to drive specific learning outcomes and our ability to move the business forward in a meaningful way.”

Clearly, each organization has its own set of unique key performance indicators (KPIs) or success metrics. However, Maldonado points to some that tend to be consistently valued by businesses such as: • Enhanced employee engagement, retention, performance • Identification of top talent and a strengthened leadership pipeline • Increased organizational agility • Enhanced risk mitigation • Increased revenue generation and market share • Training and development cost savings As an education provider, she says APU also values successes such as: • Positive student outcomes and experiences • Leadership preparedness and advancement • Student persistence and successful degree attainment • Successful alignment with business partner talent learning and development objectives APU currently provides 2013 Training Top 125 winner Dollar General’s employees with access to more than 170 online certificate and degree programs, highlighting those that are particularly relevant to the roles, responsibilities, and duties of each employee segment. “We also collaborate with their training and organizational development teams to identify course alignments, leadership development resources, and opportunities,” Maldonado says, “as well as to provide other benefits that align with larger HR and organizational strategies and objectives.” www.trainingmag.com

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SKILLS GAP SERIES: PART 2

Schooled on n Skills CASE STU UDIES

last three years and passed the assignment on to one of my coworkers, who is teaching this year. It now has become easy to recruit paid interns and contractors from the university. We have filled several permanent open positions with graduates who have proven themselves as interns or contractors, and we use this as a feeder pool for talent.”

The teaching relationship is beneficial, Hill says, “because we can teach the skills that are required in a corporate environAA A A - THE AUTO O CLUB GROUP ment and the students come on site to evaluate courses being AAA - The Auto Club Group has established a strong partner- taught in the classroom and follow up with observation of ship with Oakland University in the Detroit Michigan area. the learners performing on the job to see if the learning “We were trying to recruit instructional design interns (paid) transferred.” from Oakland’s Master’s of Learning and Development program with little success,” explains Chief Learning Officer Dan AFNI, IN NC. Hill. “After I had given a few presentations to students, the Afni partners with university Ph.D. faculty to deliver a department head asked me if I would teach one of the evening cohort-style leadership development experience to highcourses on training program evaluation. I have taught for the potential managers through the LeadershipFOCUS program.

In the program, 12 to 15 managers are selected (via a formalized process of director nominaHOW TO DEVELOP A MOOC tions and Executive Committee approval) for

By Alison Farmer, VP, AQUENT Learning & Development participation in a year-long program anchored by quarterly multi-day classroom education sesMany colleges and universities and even organizations are exploring Massive sions (sessions are held in-person at a centralized location). Participants represent multiple Afni Open Online Courses (MOOCs) for thousands or more learners. These can be locations, functions, and positions in the organian intimidating undertaking at first glance. However, if you work past the zation, and are identified as having the potential trepidation of creating a learning experience that’s not entirely within your to move into higher-level positions within the control, it’s worth it. company.

Last year at Aquent, we launched a pilot course on HTML5 and were overSession content is driven by Afni business whelmed when 10,000 students enrolled. We wanted to focus on providing needs and university recommendations, focuscourses that correlated with the in-demand skills companies are looking for in ing on topics such as business strategy, financial employees. We now are getting ready to launch Gymnasium, a site where we decision-making, workplace culture, and individwill host multiple courses geared toward digital and creative professionals. ual leadership and self-reflection. Participants are Here are five top MOOC development tips from our experience: grouped into sub-teams, each tasked with evalu1. CHOOSE A GOOD INSTRUCTOR. These instructors need to be able to ating an Afni business issue, creating a solution, teach an audience they can’t personally interact with and develop and presenting their results to the Afni Executive assignments that advance students without a lot of handholding. Don’t Committee (CEO and vice presidents) at the procut corners on this step. gram’s conclusion.

2. TARGET A SPECIFIC AUDIENCE. It’s all about the experience— The 2011-2012 program was conducted in alignment between audience and topic should be more desirable than the partnership with the Executive Development enrollment numbers. To achieve that, define a specific audience, establish Center (EDC) at Bradley University in Peoria, prerequisites, and market the class to those specific people.

IL. Bradley’s EDC is the only Center for Cre3. ESTABLISH A FORUM. It is difficult to create a live, interactive classative Leadership (CCL) affiliate in the Midwest. room experience when you have a student-to-instructor ratio of 10,000:1.

Some 56 percent of past (pre-2011-2012) parCreate a forum for each individual course where students can easily ticipants have received promotions or other connect, ask questions, and seek feedback. career-enhancing positions within the organization.

4. DON’T SKIMP ON SUPPORT. Since students are tackling lessons on An overwhelming number of 2013 Training Top 125ers, plus Top 10 Hall of Famer IBM, eagerly responded to Training’s request for details about their partnerships with colleges and universities. See what they are doing and how your organization may be able to implement similar strategies and partnerships.

their own schedules, it’s hard to anticipate what questions or issues will bubble up and when. Hire teaching assistants who are knowledgeable on the specific topic being taught and can monitor the forum to address any issues students can’t resolve for each other.

5. ASK FOR GENEROSITY. Make sure your students understand you have a learning curve with delivering a class this way. By asking for patience up front, you’ll find it’s easier to keep mountains from becoming molehills.

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AMERIC AM CAN INFRAS STR TRUCTU URE The Drexel University/American Infrastructure (AI) Construction Management Certificate Program has been running successfully for the last 11 years. The program currently includes seven courses selected and customized to emphasize the work operations, practices, and processes used at American Infrastructure and increase www.trainingmag.com

knowledge within AI’s critical skill competencyy areas for field management employees. Each course within the program is worth up to 3.0 units off undergraduate credit that can be applied toward anyy degree or certificate program at anyy college or university. Participants must complete anyy sixx off the courses to earn a Certificate off Completion from Drexel University.

All Drexel Certificate Program courses are facilitated viaa a virtual trainingg Internett platform. AI pays for all expenses related to this program, includingg the costt off the Drexel course credits, textbooks, and course materials. Employees and their family members gett reduced tuition rates for all degree and certificate programs Drexel offers online. AI senior managers (certified as Drexel adjunctt professors) and Drexel adjunctt professors facilitate the courses.

In n 2012 alone, participation n within n thiss program m increased d 73 percentt overr thee priorr year, accordingg to Jamiee Leitch, director, Career Developmentt and d Training, and d metricss indicatee 90 percent-plus employeee satisfaction n with h thee program m yearr overr year. American Infrastructuree currentlyy iss developingg a Master’s-levell Construction n Managementt certificatee program m with h Drexell University.

CAP PITA AL BLUECROSS A primaryy goal for 2013 for the Talentt Managementt division off Capital BlueCross (CBC) is to broaden its pool off qualified candidates and ensure its currentt and projected future critical needs are fulfilled. As a result, CBC has been proactive in findingg feasible solutions in its search for talentt through its Internship Program. As partt off this program, CBC established a partnership with Harrisburgg Universityy in which the organizations collaborated to create a customized curriculum in which students mayy obtain a jointt B.S./M.S. degree in Analytics. Analytics & Reporting, a subdivision off Information Technology, is expected to playy a keyy role in business in upcomingg years, particularlyy as health-care reform changes take effect.

Students who participate in this partnership are exposed to both classroom learningg att Harrisburgg Universityy and real-life workk experience learningg through internships att CBC. Assignments are designed to train students in hard skills such as business intelligence, dataa warehousing, and SQL. Examples of softt skill trainingg opportunities include presentation and communication skills, empowerment, and how w to workk effectively with diverse personalities. “This will allow w students to obtain the much needed combination off academic background and applied corporate experience,” says Jodi Lynne Blanch, director, Talentt Management, Human Resources, “and will narrow w the perceived skills gap byy enablingg a smooth transition between academic knowledge and applicable business projects.”

EM MC CORPO ORATION ON EMC Academic Alliance is a collaboration with global educational institutions that is working to prepare the next generation off IT professionals and provide the industryy with a strong pipeline off graduates who will be well-positioned for IT roles as the landscape off storage, cloud computing, and big data continues to grow w and evolve. Officiallyy launched in 2006, the program has attracted more than 1,000 institutions www.trainingmag.com

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Schooled on n Skills from 60-plus countries. More than 150,000 students have been educated through the program, introducing them to a key pillar of IT that had not previously been addressed in most IT-related college programs.

Faculties receive video instructor-led training as the first step in their readiness plan. They also are given access to a secure online portal containing course presentation materials, lesson planning, case studies, exercises, and other resources to help them easily deploy the courses in their programs.

The free “open” courses offered directly align to associatelevel certifications in the EMC Proven Professional certification program. Students are offered deep discounts on certification exams. Registered students have access to an online portal that includes free e-learning, case studies, videos, podcasts, and white papers. Students also are encouraged to connect with their global peers and industry experts through EMC’s social media presence on Facebook, Twitter, and the EMC Proven Professional online community.

EMC employees, customers, partners, and industry professionals benefit from the program as a hiring resource. Since the “open” course offerings focus on technology concepts and principles rather than products, says Karen Mancini, Global Program manager, EMC Academic Alliance, “graduates can immediately contribute to a variety of infrastructure projects, reducing time to readiness and increasing productivity.”

FAR RME ERS INSURANCE Many employees come to Farmers Insurance in entry-level call center positions that do not require a Bachelor’s degree. Some members of this group determine they would like to seek other positions in the organization that require a degree. They seek degrees from the accredited institution of their choice. About 10 years ago, the University of Farmers took the initiative to determine which schools its employees are attending. It then opened negotiations with these schools seeking two things: 1. Tuition discounts for its employees.

2. “Articulation” agreements under which the schools grant college credits for courses taken through the University of Farmers. To date, Farmers has implemented 14 of these agreements with colleges, according to Steve Mulder, director of Employee Development.

The college second-most utilized by Farmers employees is Davenport University, a regional college whose main campus is located across from one of Farmers’ largest corporate campuses in Caledonia, MI. Farmers partnered with DU to design an insurance major for the university’s curriculum. In fall 2012, DU launched the Risk Management and Insurance Specialty (BBA: Management Major). Farmers further supported the effort by creating a scholarship program that will benefit two students engaged in the program, annually. Mulder says there already are 14 students in the RMI Specialty program.

Farmers Insurance also long has been a user and supporter of the training and education programs developed and offered by The American College, including the Life Underwriter Training Council (LUTC) courses. For years, LUTC courses 201: 54

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Exploring Personal Markets and 202: Meeting Client’s Needs were a cornerstone of Farmers’ new agent training. But Farmers faced a three-legged challenge, according to Dave Nystrom, LUTCF head of Field Training, University of Farmers: Most new agents were not participating; classes weren’t always offered when agents needed them; and the courses weren’t available everywhere they had new agents.

In response, Farmers established a partnership with The American College in which the college’s content for LUTC 201 and 202 was incorporated into Farmers’ training program for all newly appointed Farmers agents. Farmers and its approximately 450 district managers were accredited to use and deliver the content to their new agents locally as part of Farmers’ new agent training program. By creating this partnership, Nystrom says, Farmers was able to assure that all new agents received this training and they received it when it would benefit most—in their first six months.

FIRST T HO ORIZON NATIONAL CORPORATIO ON First Horizon National Corporation experts volunteer to deliver Professionalism First courses (i.e., resume building, interviewing, work ethics, emotional intelligence, business communications) to students at the University of Memphis.

Individuals completing the series are considered for internships. The results help students obtain needed business skills and First Horizon to identify high potentials within the university. First Horizon also delivers keynote addresses at leadership forums at the university.

G4S SECURE SOLUTIONS (USA) INC. G4S Secure Solutions (USA) Inc. clients and employees receive training solutions and services from the G4S North America Training Institute (NATI) Corporate University, and its academic affiliates. “We have formed six educational partnerships for the purposes of establishing objective oversight of our training solutions, and offering our employees academic credit for specific American Council on Education (ACE)-certified NATI courses,” says Deena J. Harkins, M.Ed., manager, Special Programs.

G4S North America Business Leadership Program-Cornell University is a 1.5-year intensive, hands-on learning event hosted

by Cornell University’s Samuel B. Johnson School of Management. The program aims to prepare individuals with both the capability and motivation to move into executive management roles at top operational or functional positions at G4S. Thomas Edison State College and Colorado Technical University offer educational opportunities for G4S employees interested in earning a college degree or professional program certificate. The University of Maryland University College regularly reviews NATI’s programs and awards continuing education units (CEUs) and continuing professional education credits (CPEs) to participants.

In 2009, G4S became an American Heart Association (AHA) Corporate Training Center. G4S employees are trained and certified to meet client-specific contract requirements of first aid, CPR, AED, and blood-borne pathogens by certified G4S AHA instructors. www.trainingmag.com

IBM M IBM’s Academic Initiative is a global program facilitating the collaboration between IBM and educators to teach students the information technologyy skills theyy need to be competitive and keep pace with changes in the workplace.

Facultyy members, research professionals at accredited institutions, qualifying members off standards organizations, and IBM employees whose work k supports the Academic Initiative can join free off charge. To date, 43,355 faculty members and nearlyy 4 million students from higher education institutions around the globe have participated in IBM Academic Initiative Programs, according to Jim Spohrer, director off IBM Universityy Programs.

Within the last year, IBM announced the most significant expansion of the company’s Academic Initiative since the program launched in 2004, Spohrer says. “The expansion included new training courses, curriculum materials for faculty, and expanded programs to directly engage students with real-world business challenges.”

Other examples off IBM’s workk with higher education and K-12 schools include: • Brooklyn’s Pathways in Technology Early College High School (P-TECH), a collaboration between New Yorkk public schools, The Cityy Universityy off New w York, and IBM. P-TECH is an integrated six-year, grades 9

through 14 school that provides students with both a high school diploma and an Associate’s degree in computers or engineering. All students are given an IBM mentor, and successful graduates are first in line for a job at IBM. • With IBM’s help, San Jose State University is spearheading a new social business curriculum, adding it to business, marketing, and technology courses, teaching students how w to utilize their social savvyy in the workplace to increase efficiencies and connect with colleagues across the globe to better serve customers.

JIFF Y LUBE INT TERNATIONAL Jiffyy Lube has an association with the Universityy off Maryland Universityy College (UMUC) where Jiffyy Lube employees can applyy their seven hours off college credits (ACE accredited) toward their further education. UMUC offers a discounted rate for employees and their familyy members. The organization has established a Certificate in Business Fundamentals as the starting point. Currently, it is receiving nominations for the initial pilot class off up to 25 Jiffyy Lube students to go through the three UMUC courses that make up the balance off the requirements. Jiffyy Lube is funding the total cost for the initial pilot group.

When you’re ready to further develop your top talent When you’re ready to invest in your organization’s future You are ready for American Public University American Public University is ready to help your team succeed.

We’re a nationally recognized university with bachelor’s and master’s degrees for business, retail, and IT professionals — completely online.

So your employees can take classes on their own time. And people are taking notice. 99% of employers surveyed would hire one of our graduates again.*

When you’re ready, visit StudyatAPU.com/training

*APUS Alumni Employer Survey, January 2011-December 2011 We want you to make an informed decision about the university that’s right for you.

For more about the graduation rate and median debt of students who completed each program, as well as other important information—visit www.APUS.edu/disclosure.

www.trainingmag.com

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Schooled on n Skills MCDONA ALD’S USA, LLC For close to 30 years, McDonald’s has seen value in having its training curriculum evaluated by the American Council on Education (ACE), according to Kevin Clark, Education Programs lead, Hamburger University. The ACE verifies that 100 percent of McDonald’s restaurant management and mid-management curriculum receives college credit recommendations. On average, a McDonald’s restaurant manager has completed the equivalent of approximately 18 credit hours that can be transferred to more than 1,800 colleges and universities (both private and public) and applied toward a two- or four-year degree, Clark notes. ACE’s review of McDonald’s mid-management curriculum has netted an additional 27 recommended credit hours.

Additionally, for the last seven years, McDonald’s has created articulation relationships with a dozen institutions with the following in mind: These institutions accept the McDonald’s credit recommendations into a degree program; they provide employees a tuition discount; and they provide one point of admission entry through a micro site.

McDonald’s also has forged relationships with community colleges across the country as it provides English as a Second Language programs for its restaurant managers.

MIA AMI CEREBRAL PALSY SID DENTIAL SERVICES, INC. RES Miami Cerebral Palsy Residential Services, Inc., hosts a variety of interns and students (behaviorists, physical therapists, speech therapists, occupational therapists, nursing, dietary, and other disciplines) from local universities and colleges for mentoring and preceptorship opportunities. A local college routinely sends its freshman nursing class to MCP for preceptorships. “These student nurses are closely mentored by our licensed nurses while they learn the nursing role in the field of developmental disabilities,” says Staff Development Director Elizabeth Das. “In addition, they are invited to attend our orientation sessions to gain a fuller understanding of what we are about, our mission and vision, and our organizational principles.” Many of these interns eventually seek and obtain employment with MCP. This last year, MCP hosted six behavioral analysts, three dietetic interns, and 36 student nurses.

MOHAW WK IN NDUSTRIES, INC. In West Virginia, the Governor’s Guaranteed Work Force Program reimburses employers for a portion of eligible training costs, which serves as a further incentive to partner with institutions of higher learning as a means of providing professional development opportunities for employees. Mohawk Industries engaged the Robert C. Byrd Institute in Huntington to develop an on-site Maintenance Training program for technicians at its Holden, WV, hard wood flooring manufacturing facility. Mohawk’s Training Department worked with the Institute’s Lucinda Curry to complete a gap analysis and identify training needs. As a result, specific training was provided for Holden employees in Programmable Logic 56

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Controls and Electrical Blueprints, and Mohawk will expand the program as needed, according to Training Director Amanda Arnwine.

Mohawk’s Training team also built a relationship with Southern West Virginia Community and Technical College to meet with its Holden employees on a quarterly basis. Holden is in a low-density population area, which creates challenges for individuals seeking to continue their educations. To date, the college team led by Rita Roberson, director of Campus Operations, Williamson Campus, and Professor Bill Alderman from the Logan Campus has helped employees sign up for college classes, obtain financial advice, and receive general information on areas of academic interest.

NOVO O NOR ORDISK INC. In June 2010, Novo Nordisk’s Executive & Professional Development team rolled out My Leadership Journey (MLJ), a year-long custom executive development program in partnership with Wharton Executive Education and numerous executive coaches. The target audience was directors and above, comprising the top 100-plus leaders, who were divided into cohorts of 18 to 22 people.

Participants visit Wharton three times during the year for three distinct modules: Self Leadership, Team Leadership, and Business Leadership. The program incorporates several best practices, such as pre- and post-assessments focused on emotional intelligence, 360-degree feedback, personality profile, and the skills/behaviors required for success; a required executive coaching engagement during the program with a tailored Individual Development Plan (IDP); and customized courses for each of the three main modules of the program.

Members of each MLJ cohort “peer mentor” and support each other throughout the year. A variety of regular events brings the cohorts together, including monthly best practice meetings, an annual leadership breakfast, and alumni lunches.

Five cohorts have graduated from MLJ, with another initiating in 2013, according to Cara Bauer, director, Executive & Professional Development. Results: • The program sees average ratings of 6.61 (out of 7.0) for questions such as “To what extent do you think the program will help you perform your job more effectively?”

• The first wave targeted direct reports to the senior leadership team. Response was so positive that the top executive leaders requested their own specially customized version of MLJ; the president and his direct reports all have participated in the program.

• Nineteen MLJ alumni either have been promoted or moved into advanced leadership roles, and Novo Nordisk has retained 98 percent of MLJ participants.

SACRA RAMENTO MUNI NICI C PAL UTILITY Y DISTRICT (SMUD) For seven years, Sacramento Municipal Utility District (SMUD) has hosted California State University of Sacramento’s www.trainingmag.com

Executive MBA program bienniallyy on its campus. In exchange, SMUD receives two 50 percent scholarships for its employees; the universityy ranks SMUD employees based on their academic criteria and the top two receive the scholarships. In addition, theyy can receive $5,000 per year tuition reimbursement from SMUD. To date, 15 SMUD employees have gone through the EMBA program.

SMUD also participatess in n Universityy off Californiaa – Davis’ Graduate School off Managementt Business Partnership program. In exchange for SMUD’s corporate sponsorship, it receives networkingg and educational opportunities through invitations to speaker engagements and complimentaryy use of educational facilities in Sacramento. SMUD provides feedback to UC Davis on its programs, which has resulted in changes to their approach, includingg more applied learningg experiences in leadership developmentt programs, accordingg to Krishna Khalsa, Ed.D., areaa head supervisor, Corporate Learningg & Development, Organization & Workforce Development.

In 2012, SMUD established a joint memorandum off understanding with the Universityy off Phoenixx that provides a 4 percent tuition reduction for its employees and gives credit for SMUD internal credits employees previouslyy had taken.

In 2012 and 2013, American River College reached out to SMUD to provide curriculum in support of its preapprentice utilityy worker program for recentlyy separated

militaryy veterans. SMUD developed d and d delivered d curriculum thatt provided d hands-on learningg in utilityy pole climbingg and electricall substation. SMUD hired d three off the 25 graduates from the 2012 program, and d 21 off the 25 veterans found d new, higherpayingg positions as a resultt off completingg this program.

SPECI SP CIAL CIA AL PEO EOPLE IN IN NORTHEAS AST, IN INC. (SP PIIN) In 1998 SPIN realized that rapid expansion over the previous five years had resulted in all degreed stafff being promoted into management, leaving onlyy two direct support professionals who had college degrees, says Judith Dotzman, executive director. In response, SPIN collaborated with the Communityy College off Philadelphia (CCP) to establish an on-site Certificate Program within CCP’s Behavioral Health and Human Services School. A two-tier program was developed, offering a Certificate off Recognition at 18 credits earned and an Academic Certificate at 36 credits earned—all leading to the Associate’s degree within the Behavioral Health and Human Services School (BHHS). Also, SPIN and CCP developed courses for a “Disabilities Track” within the BHHS curriculum to customize the needs off the human service field and SPIN’s services.

The program was presented to all direct support professional employees. A dayy and evening class were implemented to accommodate diverse employee schedules. SPIN has a tuition

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College off Education, Inforrma ation and Technology www.trainingmag.com

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Schooled on n Skills assistance policy for all employees who are employed at 30 hours a week or more; it was decided SPIN would pre-pay the tuition for enrolled employees. Each student also was matched with a mentor from SPIN’s management team. In addition, study skill workshops, babysitting, and computer workshops were offered to program participants.

Since 2000, Dotzman says, 321 SPIN employees have attended on-site college programs at SPIN; 44 SPIN direct support employees have attained their Associate’s degree; 82 have earned their Bachelor’s degree; and nine have attained a Master’s degree. Based upon this success, SPIN sought advanced degree partnerships at the Bachelor’s and Master’s degree level with Arcadia University in Philadelphia. Currently, SPIN offers on-site Certificate, Associate’s, Bachelor’s, and Master’s degree programs.

offered on a continuous basis. After successful completion of the program, candidates are guaranteed an interview with PNC. The firm now is in the process of franchising the work to community colleges outside of North Carolina, including setting up a partnership in Ohio to fill roles in Mortgage Servicing.

U.S. SECU URITY ASSOCIATES, IN INC.

Since August 2003, Tech Mahindra has partnered with BITS Pilani, enabling collaborative education for Tech Mahindra associates and providing practice school for BITS student interns. Branded under the Learn While You Earn scheme, these programs cater to engineering graduates (partly financed) and science graduates (fully financed).

Current offerings include a 4-year M.S. in Software Engineering at select locations, a 2-year M.S. in Telecommunication and Software Engineering at all locations, and a 2-year M.S. in Embedded Systems only at Pune. Students are trained in classrooms and via live sessions using Interwise with access to recorded sessions. Faculty is drawn from the BITS off-campus pool, as well as Tech Mahindra senior associates. Typically, 10 to 15 percent of the participants score a CGPA of 8.00 out of 10.00 or above. The success rate for 4MS is nearly 98 percent, and it is above 90 percent for 2MS.

U.S. Security Associates, Inc., has established educational partnerships with the University of Phoenix and DeVry University. These partnerships provide tangible benefits to U.S. Security employees with learning opportunities available through online and campus-located programs, according to Katherine Nelson, Organizational Development specialist. Both institutions offer Associate’s and Bachelor’s degrees in Criminal Justice, which provide enhanced knowledge and comprehension concerning crime prevention and the judicial system. The University of Phoenix also offers a Bachelor’s degree in Organizational Security Management, which is aligned with the ASIS International Chief Security Officer Competencies and Skills. This program addresses a specific need in the security industry: the skill gap between the lower management level and the role of the branch manager, Nelson says.

DeVry University offers Master’s programs, including Business Administration and Project Management that are targeted to upper management associates.

“At the completion of our credentialing review, which is currently in process, our in-house training offerings will be eligible as credit hours that can be applied toward the educational certifications and degrees,” Nelson says. “Despite the recent implementation of these programs, enrollment has increased by 144 percent within the last six months.”

THE E PN NC FINANCIAL SERVICES GROUP, IN NC.

VER RIZO ON WIRELESS

College network has been a multi-phased, strategic initiative to create a diverse set of beneficial opportunities to support its employees and the community throughout PNC’s footprint in North Carolina, according to CLO Robin Connolly.

Specifically, the partnership with Nash Community College came to fruition at the time PNC Bank acquired RBC Bank, which was headquartered in Raleigh, NC, with a high volume of operational staff in Rocky Mount, NC. PNC Bank decided to make Rocky Mount one of its operational hubs, thus saving many employees from layoffs. PNC set out to find every way to increase the marketability of employees adversely affected by the acquisition and, as a result, partnered with NCC to offer five Business Skill Development courses to both retained and displaced employees prior to the acquisition. The average Level 1 score was 4.75 on a scale of 5.

PNC also partnered with NCC to build an Introduction to Banking course to equip employee prospects with skills such as resume writing, behavioral interviewing, banking fundamentals, and customer service skills. This course is

Verizon Wireless has established partnerships with 15 colleges and universities, including Strayer University, Bellevue University, Stevens Institute of Technology, and Fayetteville Technical Community College. “After several years of in-depth measurement, we found that participation in our company’s tuition assistance program resulted in reduced turnover, increased job performance, and enhanced career mobility,” says Dorothy Martin, Verizon LearningLINK National Program manager.

As such, Verizon began to more aggressively promote participation in its tuition assistance program. “Since our call center locations have the highest concentrations of employees, it was here that we established on-site college degree programs hosted by Strayer University,” Martin says. There are 31 centers with on-site degree programs. The college courses are offered in the corporate training rooms after normal work hours. Employees can earn Associate’s, Bachelor’s, and MBA degrees in these locations, and Verizon pre-pays the tuition cost.

Verizon also has developed customized certificate programs in management and leadership through the

TECH H MA AHINDRA

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partnership with Strayer University, which recentlyy acquired the Jackk Welch Management Institute. That means Verizon employees can take advantage of additional leadership development courses, as well as the Jackk Welch Executive MBA program.

Verizon Wireless co-created d two customized online certificate programs with h Bellevue University: the Calll Centerr Operations & Managementt (CCOM) and d Professionall Retaill Sales & Managementt (PRSM) programs. The ROI forr the PRSM studyy was 280 percent, according to Martin.

Forr 12 years, Stevens Institute off Technology has offered Verizon Wireless employees customized Master’s and Bachelor’s degrees in Information Sciences and d Technologyy Management. In addition, Martin says, “we sett up partnerships between locall Computerr Learning Centers and d Fayetteville Technicall Communityy College to allow w ourr employees to gett the technicall certifications theyy need to betterr serve ourr growingg customerr base usingg smartt phone technologies.”

good, and d is delivered d byy ourr fine stafff of diningg service professionals is especially importantt because we know w thatt aging has an effectt on taste buds, which h can cause olderr adults to improperlyy change their diet,” says Bill Sciortino, SVP, Operations att Vi.

VSP As a not-for-profit vision insurance company, VSP is partnering with optometry students to ensure private practice success. “We provide the support—both within college and within the practice—for recent graduates who choose to go into the private practice field,” explains Diane Lane, employee communications specialist.

“Through universityy and studentt relations programs, we’re helpingg transform recentt optometricc graduates into business-savvyy private practice doctors.”

As such, VSP has partnered with 21 schools of optometry nationwide to

establish on-campus private practice clubs and help business-minded students acquire the education, skills, and confidence needed to become excellent clinicians and small business owners.

VSP also donates $160,000 annually in scholarships to optometric students preparing for careers in private practice optometry; provides the textbook, “Business Aspects off Optometry,” used in optometric business courses to all optometry students, free of charge; and has a job-matching service that helps new w graduates find employment opportunities as independent eyecare professionals within the VSP network.

Don’t miss Part 3 off the Skills Gap series in the July/August 2013 issue, which will explore how w organizations can motivate employees (who often are overworked) to take additional skills training and ensure theyy retain what theyy learned as opposed to just going through the motions to earn a bonus. Qt

VI Blurring the line between senior and resort living, luxuryy senior living provider Vi desires to attract and retain the best culinaryy and fine dining talent, according to Judyy Whitcomb, VP, HR R and Learning and OD. Toward this goal, Vi has a longstanding partnership with The Culinaryy Institute off America (CIA). Vi’s culinaryy and dining teams not onlyy attend the CIA as students, but for manyy years, Vi’s chefs, functional leaders, and executives have been guest lecturers in courses at the CIA to attract talent to the senior living industry.

The senior-level Foodservice Management in Health Care course, for example, covers topics ranging from kitchen operations, nutrition principles, and menu planning to procurement and purchasing, patient confidentiality, and even the effect off new w health-care reform laws, says CIA Assistant Professor Lynne Eddy, a registered dietitian and previous hospital foodservice director.

“Providingg ourr residents with h cuisine that satisfies nutritional needs, tastes www.trainingmag.com

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Where Does

Skilled Labor Come From?

Of the organizations that hire skilled labor, more than 83 percent said it’s difficult to find skilled workers at either a regional or enterprise level. BY STACEY HARRIS s we discussed in the March/April 2013 edition, Brandon Hall Group has partnered with the Society of Manufacturing Engineers (SME) and Trainingg magazine to better understand how today’s organizations are individually addressing the skills gap. The research goal was to understand the solutions that are working today—particularly how organizations are hiring and developing their skilled workforce.

Preliminary results, with more than 800 organizations participating in the survey, looked at skills gap issues in three of the hardest-hit industries: high tech, health care, and manufacturing.

More than 82 percent of the organizations surveyed hired some form of skilled labor workforce. These are employees who are identified as having a specific set of technical or practical skills that are obtained through a mixture of technical or practical education, as well as hands-on practice.

Of the organizations that hire skilled labor, more than 83 percent said it’s difficult to find skilled workers at either a regional or enterprise level. Manufacturers reported the most difficulty, with more than 88 percent struggling to find skilled workers.

In the March/April issue, we shared insights into the challenges

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Difficulty Finding Skilled Workers Manufacturing

50.9%

Health Care

36.4%

High Tech

14.9%

37.7%

50.0%

47.4%

Q Problems finding skilled workers enterprise-wide Q Problems finding skilled workers regionally

faced by both employees and companies in addressing the growing skills gap. Many organizations reported that key factors in hiring and retaining skilled workers included concerns over pay ranges, lack of leadership capabilities, and lack of interested candidates located in appropriate regions. Particularly in the high-tech and health-care sectors, more than 40 percent of organizations felt pay ranges had an effect on hiring and retention.

But in all three industries, organizations stated overwhelmingly that a lack of qualified candidates was the biggest reason for not filling current open positions.

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The first question many would ask is, “Are the job qualifications clearly defined?” More than 60 percent of organizations applied competencies at some level in their job descriptions for their skilled workforce. Health care was the most detail oriented, with more than 30 percent of organizations creating complete hiring profiles that include written job roles, competencies (skills plus behaviors), experience, education, cognitive (reasoning and thinking) abilities, motivation factors, and cultural fit factors. About half as many manufacturers and high-tech companies defined roles in that much detail.

The second question is, “Where are the successful employees currently coming from?” This is where the three industries differ dramatically.

HEALTH CARE As a highly regulated industry facing dramatic changes due to the implementation of the Affordable Care Act (ACT), more than 90 percent of the health-care organizations said they prefer to hire either four-year degreed employees or a mixture of degreed and certified employees. This emphasizes the shift that has been taking place across the health-care industry to increase hiring mandates to Bachelor’s and graduate degrees. In 2011, the Institute of Medicine released The Future of Nursing report that called for more than 80 percent of the nurses in the workforce to have achieved Bachelor’s degrees by 2020 to respond to the complex and changing healthcare issues of the aging global population.

Our research found that more than 75 percent of health-care organizations felt it was very difficult to fill registered nurse positions, and 50 percent felt it was difficult to fill clinical nurse positions. The next most difficult-to-fill positions were physical and occupational technicians and aides at 47 percent.

The lack of qualified health-care candidates has led to an increase in both online and local course offerings that help existing health-care professionals or students quickly increase their education and skill levels. The American Association of Colleges and Nursing reported that accelerated nursing programs usually run from 12 to 18 months and have increased to more than 230 programs offered by various universities across the U.S. Also, more than 400 baccalaureate nursing programs are offered at least partially online today.

This increased focus on higher education for skilled labor roles has led to strong relationships with four-year universities and www.trainingmag.com

two-yearr technicall colleges. Almostt 41 percentt off health-care organizations had d a strongg relationship with h four-yearr universities, and d 36.4 percentt had d a strongg relationship with h two-yearr technicall colleges. In comparison, there was little orr no relationship with h locall state employmentt agencies orr high h schooll vocational programs. Itt is also importantt to mention thatt forr the individual workforce members, hundreds off associations provide continuingg education and d certification programs thatt are seen as critical additions to universityy education in the health-care industry.

HIGH TECH Moree than n 90 percentt off thee high-tech h organizations, rangingg from softwaree developerss to technicall engineerss and d designers, also preferr to hiree eitherr four-yearr degreed d employeess orr a mixturee of degreed d and d certified d employees. A littlee moree than n 7 percentt off the organizationss preferr to hiree non-degreed d orr graduatess off certified technicall programs.

In n thee high-tech h space, wee saw w a widerr distribution n off organizationss thatt found d somee off theirr keyy roless difficultt to fill. Butt the mostt difficultt positionss seemed d to falll into threee categories: developers, programmers, and d securityy analysts. Justt aboutt 20 percent off high-tech h organizationss feltt itt wass veryy difficultt to hiree these roless on n an n ongoingg basis. High-tech h processess such h ass concept planningg and d design n and d developmentt workk weree simplyy difficult to hiree into, particularlyy with h technicall skillss such h as: • Productt design and d intellectuall propertyy management • Userr and d system process design • Cloud-based d infrastructure, database development, and programmingg skills • Dataa and d bigg dataa analysis skills High-tech h organizations are less likelyy to have a strongg relationship with h anyy educationall orr governmentt bodyy to acquire skilled d workers. Onlyy 26 percentt off organizations have a strong relationship with h four-yearr universities, and d almostt 50 percent have no relationship att alll with h high h schooll programs, two-year colleges, orr locall state employmentt programs. This lackk off communityy involvementt creates a wideningg gulff forr students and potentiall candidates lookingg to acquire marketable skills.

The rapid shiftt in the technologyy space to cloud and mobile solutions has leftt a major gap in the abilityy off manyy high-tech organizations to plan or execute as quicklyy as the markett is demanding. More than 56 percentt off high-tech organizations feltt their biggestt performance issue with a lackk off skilled workers was productivity, while 35 percentt cited missed growth opportunities.

MANUFACTURING Manufacturers are findingg more success in acquiringg candidates from multiple preferred sources. For instance, more than 58 percent off organizations were willingg to hire a mixture off degreed, certified, and non-degreed candidates.

Manufacturingg organizations also were more likelyy to take advantage off multiple relationships with h educationall and d governmentt entities. In fact, more than 40 percentt had d some form off a relationship with h high h schooll vocationall programs, twoyearr technicall colleges, orr locall employmentt services to acquire skilled d labor. Yet, itt is in the manufacturingg industryy where we www.trainingmag.com

see the greatestt focus on attemptingg to develop skilled d workforces internally, as companies believe the education systems simplyy have nott been able to meett theirr hiringg needs. We also see increasingg efforts from manufacturing-focused d associations, governmentt agencies, and d nonprofitt organizations to retool theirr programs and d conductt outreach h efforts to change the perception off manufacturingg careers to help companies meett their growingg need d forr skilled d labor.

Not surprisingly, many manufacturers find their biggest hiringg challenge is forr skilled d laborr roles thatt require greater computer-based d skills. More than 47 percentt off organizations stated d the CNC C machinist—aa role thatt leverages computerr automation tools to produce precision parts orr instruments—was one off theirr top two mostt difficultt positions to fill; 33 percent

Preferred Hiring Approach (Manufacturing) 6%

9% 4% 13% 10%

58%

Q Four-year degree graduates Q Two-year degree graduates Q Certified technical programs Q Skilled non-degree candidates Q Mixture off degree, certified, and non-degree Q Other

said d CNC C programmers were nextt in line. More than 15 percent off organizations also selected d machine operators, toolmakers, and d mechanicall technicians as difficultt roles to filll on a regular basis. In response, says SME E Directorr off Professionall Developmentt Jeannine Kunz, “We are dedicated d to assistingg hundreds off schools such h as Deltaa College, MI, and d its accelerated CNC machinistt program, to train and d prepare qualified d students to meett the demands and d requirements off today’s modern manufacturingg environment.”

The skills gap issue is criticall forr mostt manufacturingg organizations; nearlyy 65 percentt cited d the lackk off skilled d employees as drivingg losses in productivity, and d 44 percentt said d itt also affected qualityy metrics.

COLLABORATION AND EDUCATION With majorr concerns over issues such as patientt safety, lost markett opportunities, and productt quality, there is a tremendous opportunityy for companies to workk closelyy with local communityy groups, as well as their governmentt and educational entities to address skills gap needs. More than 50 percentt off respondingg organizations with concerns over meetingg skilled workforce demands are aware off community partnerships theyy could make, butt theyy need help gettingg those relationships started. Qt Stacey Harris is VP of Research at Brandon Hall Group (http://go.brandonhall.com/home), an established research organization in the performance improvement industry with more than 10,000 clients globally and 20 years of delivering research and advisory services. training MAY/JUNE2013

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L&D Best Practices

STRATEGIES

FORSUCCESS

Training magazine taps 2013 Training Top 125 winners and Top 10 Hall of Famers to provide their learning and development best practices in each issue. Here, we look at leadership development and job rotation strategies.

Leadership Development

By Jeff Orlando and Karen Eber, Senior Managers, Leadership Development, Deloitte Services LP eadingg companies across America are focusingg on choice. Att the core off this trend is the assertion that each individual employee knows whatt works bestt for him orr her, more so than a centralized HR department orr an imposed managementt structure. In large organizations, employees now choose theirr preferred mobile device, customize theirr benefits package, and increasinglyy constructt a work schedule/location mixx thatt fits them. Att Deloitte, a leading professional services organization, ourr intentt is be the place “where leaders thrive,” and we’ve extended this conceptt to the leadership developmentt workk we do with ourr organization of approximatelyy 60,000 professionals. The underlyingg assumption is thatt with the differingg priorities ourr people have (client demands, careerr aspirations, and available time), there should be a sett off developmentt opportunities thatt limitt “push” and favorr “pull.”

“Push” occurs when we targett and invite defined populations to required programs and events; “pull” happens when we allow people to optt in to an arrayy off program alternatives, reflecting theirr own business, career, and life needs. Both playy an importantt role. “Push” developmentt programs actt as culture creators and celebrations. “Pull” options are more flexible, intimate, and intensive.

Allowingg and encouragingg choice requires a high bar. Whether it’s formal learning, assessment, coaching, orr otherr developmentt opportunities, programs mustt be high quality, interactive, and engaging—orr people likelyy will optt out. To make this model work, Deloitte has used a sett off change managementt drivers such as: Investt in yourr people. Now w open 18 months, Deloitte Universityy (DU), Thee Leadership Centerr is a 712,000-square-foot facilityy thatt houses learningg programs, conferences, and events.

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DU has becomee a catalystt att Deloittee thatt fosters changee in manyy talentt areas, includingg talentt management, development, succession, and leadership. To ourr people, DU symbolizes the high priorityy leadership places on development.

Don’tt justt payy lip service to involvement. Find business sponsors who authenticallyy care and are willingg to putt theirr own relationship capital on the line. This supportt should be authentic to be effective. Sponsors aid in the developmentt off content and become champions in solicitingg support. Leaders nearing retirement, lookingg to give backk and draw down this capital to gett things done, are often a good choice.

Ourr C-Suite Series is a sequence off three leadership topics: Empathy, Inquiry, and Storytelling, focused on helping our professionals build strong relationships with client executives. We have involved 40 seniorr leaders in the process of developing this program, participating in prototyping sessions, facilitating the program, and making contributions that are visible in the final outcomes. These 40 leaders have invited theirr networks to participate, thereby increasing the impact of this workk across the organization. We’ve backed this up with a measurement approach that reveals the enhanced outcomes ourr colleagues are having with theirr clients.

Focus on makingg itt real. Ourr business does nott afford much time forr academic theory. We excel when we sequence and package leadership concepts into usable insights thatt mayy be applied immediately. Ourr greatestt success has been when we take leadership concepts thatt are common sense and help participants applyy them as a common practice.

Keep the seats full. Ourr Essentials series comprises a set off courses thatt teach masteryy in the leadership skills such as executive presence and negotiations thatt are used everyy day.

We plan capacityy below demand—fillingg up all the seats, and

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scale when our businesses demand more. Courses are filled through word of mouth and often are at capacity within an hour.

This demand-driven approach encourages participants to keep their commitment to attend and participate.

Identify and deploy our best leaders. Each year, Deloitte admits a new class of partners, principals, and directors and provides a yearlong development experience to aid their successful transition. Part of the experience includes Development Coaching. Like a traditional mentoring program, we pair a more senior person with one who is more junior. We remove the typical centralized matching process and put the onus on our new leaders to choose the right mentor using selection criteria.

We believe this yields better quality matches—91 percent of last year’s class selected a mentor, with strong anecdotal feedback—and also gives us new intelligence. Over the last three years in the program, we have effectively crowd-sourced a list of outstanding mentors in the organization, based on those selected multiple times.

Follow your strengths. Our Career Retreat applies leading-edge research indicating that individual (and organizational) success occurs more often when team members play to their strengths every day. By providing activities to identify strengths and weaknesses, our people migrate their day-to-day work and career planning in the direction of their strengths, positioning them for better performance.

Keep a pulse on what your people say. We track the number

of comments we get from participants who say, “This was the best training I have ever attended,” as well as those whose comments suggest areas for improvement. Courses employ a variety of techniques that allow participants to learn in innovative ways to keep them highly engaged and plan immediate application of leadership content on the job.

Show, not tell. Modeling, video recording, and live feedback rather than lectures, specialists, and panels. It starts when you do something. Participant interviews show us they remember little about a course until they actually do something. Rather than endless agenda setting and introduction, we have participants up, interacting, and fully engaged with content within the first 30 minutes.

Do the unexpected. In Mastering Negotiations, we bring in hostage negotiators to share their experiences. In Executive Presence, we bring in an image consultant to work with each person on relevant aspects of their image. In our C-suite courses, we interviewed nationally known journalists on how to ask great questions.

These principles—grounded in the concept of choice—result in development that has personal relevance and impact. With many of the core components in place, we are exploring new areas that drive individual, team, and organizational performance. We’re seeking to discover what it means to be a leader at Deloitte, what the hallmarks of our most successful teams are, and how to assemble the constellation of strengths of our people to lead in the marketplace.

Job Rotation

By Lori Greaves, Manager, Talent Development, Learning & Development, Choice Hotels International t Choice, we believe strongly in promoting from within. It is our fundamental understanding that to retain top talent we must provide opportunities that allow associates to track their learning and development progress. As part of our talent development platform, the Project Mobility program focuses on providing Choice associates the ability to develop professionally and personally through an exploratory approach. Using formal and informal data collection measures, we recognize this program leads to more satisfied, motivated, skilled, and engaged employees.

By means of an application and selection process, Project Mobility allows associates to work part time in another department generally for up to three months to enhance their skills and awareness of other functions within the organization. The program allows associates to gain exposure to different roles and functions and expand their social capital, while providing timely completion of meaningful projects. The placements are varied. They can range from optimizing brochures in the Sales

A

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and Marketing department to creating a collaborative reservation system among geographically close franchisees within our Property Systems & Support team. Project Mobility assignments can be performed on-site or remotely at any one of our locations.

Using our internal Talent Development site as the portal, managers can post Project Mobility assignments, which then are routed directly to the Talent Development team to review and assess. This online form provides fields that allow the requesting manager to include all details of the assignment: type of request, start and completion dates, projected outcome of the assignment, development opportunities gained from the assignment, minimum skill requirements necessary to support the project, etc. Associates then can review Project Mobility assignments and complete the online Associate Project Mobility form where we work with our HR partners to select the associate who has similar development interests. If there is more than one associate interested in an assignment, we work with the manager to help select the candidate who could benefit the most from the

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L&D Best Practices program while also provingg a good fitt based on the project needs. In addition, we will allow the Projectt Managerr to preidentifyy a candidate based on various factors thatt will serve to increase the success rate off the requested project. We continue to stayy connected throughoutt the assignmentt byy conducting informal interviews with both the managerr and the associate to ensure theyy each are achievingg the desired outcomes. Upon the completion off the assignment, a formal satisfaction survey is submitted online to both the managerr and the associate. In it, theyy assess themselves, each other, and the Projectt Mobility program, so we can continue to strengthen the program and increase the value itt offers to managers and associates.

Ourr Projectt Mobilityy program helps leaders identifyy hidden talents, allows associates to exploree theirr interests, and has been proven to increases job satisfaction whilee decreasingg attrition.

Projectt Mobilityy opportunities have led to promotions orr job/ role transfers into the departmentt where time was spent.

This lastt yearr has seen a significantt increase in leaders taking advantage off talentt outside off theirr departmentt and associates seekingg professional developmentt opportunities. There were

12 individual projects offered this lastt year, fourr times the numberr from the previous year. These projects allowed 21 associates to participate, as certain projects called forr more than one participant. In one such assignment, the e-Brochure optimization project, 824 brochures were optimized, 56 percentt off the total to thatt date. This particularr projectt led to a 400 to 600 percentt increase in site visits in justt a three-week period. Hotels reported a revenue increase within weeks off the optimization projectt completion. Itt is evidentt how this type of program directlyy affects ourr goals off increasingg the share of guestt demand and drivingg reservations to ourr hotels.

Ourr coree value, accountability, is thee guidingg sourcee forr all we do att Choice. Wee aree each accountablee forr ourr individual and shared successes. Professional development, through programs such as Projectt Mobility, is a coree strength thatt provides associates thee opportunityy to exploree theirr goals and gain personal and professional insights aboutt themselves. Ourr aim is to continuee to providee associates thee abilityy to move, grow, learn, and develop within Choice, whilee holdingg ourselves and leaders accountable to assistt them in theirr efforts.

Job Rotation

By Lindsey Alt, Redwoods Manager, DaVita Inc. nee off thee country’s largestt dialysis providers and a Fortunee 500 company, DaVita is a placee defined by a uniquee culture, industry-leadingg clinical outcomes, and outstandingg financial results.

DaVita’s leadership team is dedicated to and passionatee about developingg teammates—thee term forr employees in thee DaVita Village—and buildingg thee foundation forr thee company’s future.

Amongg the keyy components off DaVita’s commitmentt to leadership developmentt is the 10-month Redwoods Resident Program, a nontraditional rotational program thatt strives to supportt new leaders in growth with strength and longevityy and to shape leaders who will help create DaVita’s future. The program participants, orr “residents,” nott onlyy learn the clinical and operational aspects off DaVita, theyy also learn powerful lessons in personal leadership.

O

The Gift off Time The resident program attracts MBA graduates from top business schools across the country. Many off those who join the resident program have no experience in dialysis—instead, they bring top analytical skills, broad experiences, and a passion for ourr mission and values.

Thee firstt step off thee residentt program is to fullyy immersee these new w teammates in DaVita’s coree business. In theirr local areas, as well as travelingg in a cohortt to keyy locations across thee country,

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residents meett and learn from a vastt varietyy off teammates, includingg individual contributors, peers, and seniorr leaders.

From a weeklongg clinical immersion class to hands-on experiences in dialysis centers to real-world casee studies, residents spend approximatelyy 360 hours in individualized, activee shadowingg and 170 hours in moree structured learning activities. Sincee thee program’s inception, onee area off focus has been creatingg enough structuree to guidee thee residents whilee still allowingg forr learningg experiences customized to futuree roles within DaVita. Addressingg this challengee has been critical in empowering thee residents to drivee theirr own experiences and yett obtain the learningg thatt is critical to theirr futuree success.

Lessons in Self-Awareness A second critical facet off the resident program is the focus on leadership. DaVita offers valuable leadership programs to all off its teammates and residents. Additionally, each resident is matched with a seasoned executive as his orr herr mentor, and this structured relationship often is cited as a highlight off the program, creating a relationship that can carry on forr years afterr program completion.

While these mentors can provide advice on business topics, the true value in these conversations is the focus on the residentt as a human beingg and who theyy wantt to be as a leader att DaVita—and in life. The mentorr relationship is purposefully

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designed to create a safe space forr the residentt to be supported, as well as challenged, and to meett those demands with courage and passion.

Residents are called on to bringg thatt passion backk to the program. As the program ends, residents reflectt backk on each portion off itt and provide detailed feedbackk to the program leadership. This feedbackk leads directlyy to action: Byy reflectingg on whatt worked forr them and whatt didn’t, residents help shape the program forr the followingg yearr and are called on as “buddies” and partners to future classes off residents.

Making It Real A third elementt off the residentt program is a four- to five-month leadership practicum in which the residentt takes on full responsibilityy forr the operations off a dialysis centerr as a facility administrator. And while it’s called a “practicum,” the responsibilityy is veryy real: The role off a facilityy administratorr (FA) is widelyy acknowledged as one off the hardestt jobs att DaVita and requires the resident’s head, heart, and hands everyy day. Managingg the financials, connectingg with a new patient, partnering with a physician, teambuildingg with the staff, orr cleaningg up the

parkingg lott are all normal parts off anyy given dayy forr an FA. Thee valuee off learningg aboutt DaVita’s coree business is matched onlyy byy residents’ learningg aboutt themselves. Each dayy is an opportunityy to bringg thee theories learned in business school to life, and each dayy is an opportunityy forr residents to practicee and refinee theirr own leadership style. Residents reportt this experience as lifee altering, humbling, and empoweringg all att once.

Implementingg a practicum off this nature requires support att all levels—the local vice president, the peerr FA A group, the Redwoods leadership team, and manyy otherr clinical and business leaders partnerr to ensure the supportt structure in place will allow residents to succeed.

This collaboration off resources has somee amazingg results as we seee residents advancee into corporatee and operational leadership roles. Residents aree promoted moree often and havee a higher retention ratee than theirr peers who did nott go through thee program, with nearlyy 25 percentt off residents reachingg thee VP level to date. Wee also seee thatt thesee program graduates tacklee new w roles with a purpose, a spiritt off givingg back, and a uniquee perspective aboutt ourr patients, ourr teammates, thee DaVita Village, and the t communities wee serve—and livee in. Q

ASTD-TCC 2013 Regional Conference & Expo October 22-23, 2013 St. Paul RiverCentre, St. Paul, MN s Network with peers in workforce learning and development s High quality programming offering tangible takeaways, creativity and rich content s Sponsor and Exhibit Opportunities Available

Register today at astd-tcc.org.

ASTD-TCC www.astd-tcc.org 651-290-6262 info@astd-tcc.org

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best practices best

How w to Be a Greatt Bosshole What should yourr Bosshole curriculum teach? First, Bossholes must be taught how to capture any and all critical information and keep it to themselves.

Sharingg information is a sign off weakness. BYY NEAL GOODMAN, PH.D.

W

e all have heard thatt beingg a greatt Bosshole is nott genetic butt learned. Still, I am certain thatt one dayy an MRI or some genetic research is goingg to find a malevolent gene or brain defectt thatt causes BAD (Bosshole Abusiveness Disorder).

Until we can find a genetic cause, we mustt persevere with a learningg curriculum based on the best-sellers: “The Seven Steps to Becoming a Bosshole,” “In Search off Exploitation,” and the recentlyy published “Becomingg a Global Bosshole.”

Neal Goodman, Ph.D., Fortunately, there has been a greatt deal off validatis presidentt off Global ed research comingg outt off the Center for Creative Dynamics, Inc., a Cretinism, which has demonstrated thatt the skills trainingg and development and competencies associated d with beingg a Bossfirm specializingg in hole can be measured and validated. The Center globalization, cultural now w can certifyy Bossholes who successfullyy comintelligence, effective plete their two-year program, and those who wish virtual workplaces, and to go for an advanced level can take a one-year practicum and receive the designation off Master diversityy and inclusion.

Bosshole. The American Association off Bosshole Hee can bee reached at Managementt recentlyy identified the Core Bosshole 305.682.7883 and at Competencies and has displayed this in an invertngoodman@globaldynamics.com. Forr more ed pyramid.

So whatt should d yourr Bosshole curriculum teach? information, visit www.

1. Leadership and Accountability. Greatt Bossholes global-dynamics.com. know w how w to instilll fearr into theirr subordinates and use thatt fearr to gett theirr subordinates to do alll their work, while the Bosshole takes alll the creditt and a disproportionate amount of the salaries and bonuses.

2. Bossholee Communication Style. Bossholess must be taught how to capture any and all critical information and d keep itt to themselves. Sharingg information is a sign off weakness, butt distributing misinformation—especiallyy iff itt willl incite angerr or produce apathyy amongg the restt off the workers—is somethingg thatt mustt be taughtt and d practiced d until itt is mastered. Bossholes mustt be taughtt the importantt abilityy to smile and d listen to theirr underlings in the hope thatt theyy mayy come up with h a good d ideaa to claim forr themselves.

3. Reward and Recognition. Bossholes mustt learn to ignore the personall needs off theirr subordinates.

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the Internett forr personall use. Workers are expected to happilyy workk overtime and d forego vacation in the hope thatt theyy can maintain theirr miserable jobs.

Incentive programs such h as Employee off the Month are stronglyy recommended d since theyy can be given to the Bossholes’ personall favorites.

4. Innovation, Vision, and Diversity. A good d curriculum mustt help Bossholes to identifyy and d appreciate the factt thatt the qualities theyy have attained d over the years are based d on theirr personaa and d thatt they mustt institute procedures to identify, develop, and retain people justt like them. This includes people who look, think, and d actt like Bossholes. Inclusiveness off like-minded d people should d be measured d and rewarded. Bossholes mustt be taughtt how w to manage theirr time and d those off others mostt effectively. This means spendingg the maximum amountt off time in the office. Time spentt outt off the office is time wasted d since alll good d ideas come from within your office. The onlyy exception to this rule is to take time to be with h otherr Bossholes playingg golff orr some otherr meaningfull activityy orr to attend d a conference att a luxurious resortt where Bossholes meett and d bestow awards forr the Top Bossholes off the Year.

5. Maskingg Vulnerability. Bossholes mustt be taught techniques so theyy neverr demonstrate vulnerability orr uncertainty. A good d curriculum willl putt Bossholes through h a varietyy off simulated d situations where theyy can practice theirr demonstration of powerr withoutt knowledge.

6. Enhancementt off Bosshole Skills. Severall leadingg business schools have hopped d on the Bosshole bandwagon afterr realizingg thatt mostt off the bestknown Bossholes are theirr alumni. These schools now w are offeringg Certification and d Recertification in Bosshole Excellence. Iff you u are fortunate enough to reportt to a Bosshole, you u mayy wantt to show w your appreciation byy anonymouslyy leavingg a copyy off this column forr them. Don’tt worry, theyy willl checkk all the cameras theyy have placed d in the office to track you u down and d thankk you u as onlyy a Bosshole could.

I welcome your like-minded tongue-in-cheek inputt regardingg Bestt Bosshole practices thatt we can post. Please send d them to me at ngoodman@globalt dynamics.com. Q www.trainingmag.com

llearning earning matters

Buildingg Sense-Able Leaders Heree aree seven Sense-Abilities leaders mustt cultivatee in orderr to survivee and thrive in an increasinglyy connected and complexx business context. BYY TONYY O’DRISCOLL

I

n the latterr halff off 2012, myy colleagues att Duke Corporate Education and d I conducted d interviews with h 36 CEOs from around d the globe to betterr understand d whatt itt takes to lead d in an increasinglyy connected d and d complexx business context.

The executives we spoke with h described d today’s leadership contextt as one where itt is increasingly challenging to foresee problems, where the problems theyy do identifyy are increasinglyy multidimensionall in nature, where the solutions required to address these problems are increasinglyy complexx in nature, and d where the authorityy required to address these problems increasinglyy mustt come through h influence as opposed d to authority.

Additionally, these CEOs emphasized how w difficult it is to lead effectivelyy in a context where the shelf-life off information is increasinglyy unstable, the interconnection off information resources is increasinglyy non-linear, access to information is increasinglyy uncontrollable, and the source of true differentiation lies in figuringg things out as opposed to findingg things out.

Our research uncovered seven Sense-Abilities leaders must cultivate in order to survive and thrive in an increasinglyy connected and complex business context: 1. Understanding how to understand: Leaders must be able to deal with increasinglyy complex and unfamiliar contexts. The key question leaders must contemplate to develop this SenseAbilityy is: “How w can I make sense off unfamiliar contexts as quicklyy as possible?”

2. Developing reliable sources of knowledge and insight: Leaders must cultivate and curate a

networkk off trusted knowledge resources to help them read weakk signals and anticipate business impact. The keyy question leaders must contemplate to develop this Sense-Abilityy is: “How w good is myy radar for picking up weakk signals that could undermine myy business or for identifying new opportunities to grow w myy business?”

3. Developing the ability to grapple and grok:

Leaders must form a process of sense-making that enables them to more quicklyy identify leverage for action. The key question leaders must contemplate to develop this Sense-Ability is: “How w longg can I hold d on to multiple conflicting www.trainingmag.com

hypotheses about which course off action to take until I can see a wayy forward that gives me the most leverage?”

4. Leading through successive approximation:

Leaders must cultivate the abilityy to make forward progress without complete information.

The keyy question leaders must contemplate to develop this Sense-Abilityy is: “How w can I quickly figure out the next move that will leave me the most options for the move after that?”

5. Building and influencing collectives: Leaders must form collectives off individuals and entities that can take on questions together, solve problems, and breakk through barriers to growth. The keyy question leaders must contemplate to develop this Sense-Abilityy is: “How w can I ensure that myy networkk off resources and capabilities is robust and resilient enough to act immediately on an unforeseen challenge or opportunity?”

6. Broadeningg systemic self-awareness: Leaders must understand the upstream and downstream implications off their actions and interactions in the ecosystem within which theyy operate. The keyy question leaders need to ponder to develop this Sense-Abilityy is: “What could be the systemic consequences should I choose to take a particular course off action?”

Tonyy O’Driscoll is an executivee director att Dukee Corporate Education, wheree he focusess on identifying and implementing next-generation learningg strategies and approaches thatt acceleratee the developmentt of Leadership Sense-Abilities.

7. Engaging the organization in the new rational: Leaders must work k to redefine rational

behavior—from avoidance off riskk and following the rules to seeing and seizing opportunities that will advance the business. The keyy question leaders need to ponder to develop this Sense-Ability is: “How w do I move the default position off the organization from avoidance off riskk to the pursuit off opportunity?”

Taken together, these Sense-Abilities enable leaders to make sense off what is going on in an increasinglyy unfamiliar and unpredictable business context and invoke the appropriate set off resources and capabilities to take collective action to achieve a desired outcome. The journey to building Leadership Sense-Abilities begins not with answers, but with questions. I wish you all the best in finding the answers to these questions for yourselff and hope theyy are as revealing to you as theyy have been to me. training MAY/JUNE 2013

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Are You a Positive Deviant?

Positive deviants are rule breakers, or at least rule benders, who are always â&#x20AC;&#x153;checking the edgesâ&#x20AC;? and see holes rather than the net. They look for what is going right. They look at the resources they do have and ďŹ gure out where to get more. By Jane Bozarth Q HYHU\ JURXS WKHUH DUH D PLQRULW\ RI SHRSOH ZKR Ă&#x20AC;QG EHWWHU VROXWLRQV WR WKH FKDOOHQJHV DW KDQGÂŤHYHQ WKRXJK WKH\ KDYH DFFHVV WR H[DFWO\ WKH VDPH UHVRXUFHV DV WKH UHVW RI WKH JURXS WKHLU XQFRPPRQ SUDFWLFHV RU EHKDYLRUV DOORZ WKHP WR Ă RXULVK ¾³-HUU\ 6WHUQLQ

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Adopting the positive deviance approach could do a lot toward making our work easier and helping us get the right solutions in place.

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UPCOMING EVENTS www.TrainingMagEvents.com

Online Learning g Conference CertiďŹ cates: September 16-17, 2013 Conference: September 17-19, 2013 Chicago, IL

Training g 2014 Conference & Expo CertiďŹ cates: Jan. 31-Feb. 2, 2014 Conference: Feb. 3-5, 2014 Expo: Feb. 3-4, 2014 San Diego, CA

Training g Live + Online CertiďŹ cates and Clinics www.TrainingLiveandOnline.com

Jane Bozarth is e-learningg coordinator forr the state off North Carolina and the authorr off several books, including â&#x20AC;&#x153;eLearningg Solutions on a Shoestringâ&#x20AC;? and â&#x20AC;&#x153;Social Media forr Trainers.â&#x20AC;? She is a frequentt presenterr at Training magazine events and has been a longtime Training magazine contributor.

www.trainingmag.com

ttrainer rainer talk

Committed to Training Countries such as Malaysia and Singapore are light years ahead of us in gaining top management support and involvement in the training process.

BY BOB PIKE CSP, CPAE, CPLP FELLOW

A

s I write this column, I’m working in Malaysia and Singapore. Trainers in this part of the world are eager to know how we do what we do in the United States. They are eager to improve and will invest the time it takes to acquire new skills and knowledge. Senior management made this quite clear at the beginning of my stay.

As I started a five-day course yesterday, the director of sales training for the region said we needed to push back my part of the training 30 minutes because the president of the Asia-Pacific region wanted to provide an update on quarterly results and emphasize to the group the importance of their role throughout the region in helping to drive results.

He knew the key objectives of the course I was leading and emphasized the importance of this investment, as well. He joined the group for lunch before leaving for India and made the commitment to be back with the class at the end of the week to hear their action plans and to personally present the certificates.

During this week-long training, there were two nights when there were group dinners, while the other nights were taken up with homework and preparing team projects. The senior vice president of Sales and Marketing attended one of these dinners and sat across from me at our table of 10. He also knew what was happening during the course and made specific comments about the strategic importance of training to organizational results. He made the commitment to sit in on a couple of hours of the session on Wednesday.

SENIOR SUPPORT

Bob Pike, CSP, CPAE, CPLP Fellow, is known as the “trainer’s trainer.”

He is the author of more than 30 books, including “Creative Training Techniques Handbook.”

You can follow him on Twitter and Facebook using bobpikectt.

When was the last time your senior management had dinner with a group of trainers and knew what the training was all about and connected the dots between the training and its impact on business results?

What can this group learn from us? Plenty. Lecture and death by PowerPoint still proliferate here. There is still a strong focus on training as an event—rather than looking at it as a process that starts before any training takes place and continues until we see results in the workplace. There’s a lot of work to be done to improve transfer strategies. www.trainingmag.com

But they clearly demonstrated that they are light years ahead of us in gaining top management support and involvement in the training process.

When was the last time your CEO was like this?

When was the last time senior management had dinner with a group of trainers andd knew what the training was all about andd connected the dots between the training being delivered and its impact on business results?

To say I was impressed was an understatement.

These two senior people showed up not as a courtesy or as a tactic, but because they sincerely believed that the training and this group of trainers played a key role in helping the organization achieve the significant results they are forecasting for the region. And they both expressed a commitment to the development of people as a core strategy to drive business results. They also have demonstrated their commitment to performance improvement by providing their trainers with the tools and learning opportunities to have the training strategy and results be as good as the products they provide their customers.

So who can you invite to connect with one of your classes? What they say is less important than

the fact that they took the time to show up. And it will make a difference to your participants. I’d love to hear what happens when you try this...and if you’re already doing this, I’d love to hear your story.

Simply e-mail me at BPIKE@BobPikeGroup.com.

Until next time—add value and make a difference. training MAY/JUNE 2013

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t talent tips

Positive Leadership: Beingg and Doing Learning the strategies for getting extraordinary performance starts from the inside out. BY ROY SAUNDERSON

A

Royy Saunderson is authorr off “GIVING thee Real Recognition Way” and Chief Learningg Officerr of Rideau’ss Recognition Management Institute, a consulting and trainingg firm specializingg in helping companiess “get recognition right.” Its focuss iss on showing leaderss how w to o givee real recognition to o create positivee relationships, betterr workplaces, and real results. Forr more information, contact RoySaunderson@ Rideau.com orr visit www.Rideau.com.

s a child I loved goingg to the libraryy and discoveringg new w books thatt challenged my thinking. One bookk thatt stood outt for me was “The Power off Positive Thinking” byy the late Dr. Norman Vincentt Peale. While itt has a religious foundation to the principles highlighted d in the book, itt was the introduction for me to thinkingg more positivelyy aboutt myy life and especially myy work.

Now, in myy workingg life, I have gained greater insights from social scientists in the study of positive psychology such as Dr. Martin Seligman and his ground-breaking work on “learned optimism,” and more recentlyy on happiness and well-being; Dr. Barbara Frederickson and her classic research on “positivity” and just this year on the science behind “Love 2.0”; and Dr. Kim Cameron and his powerful focus on the subject off “positive leadership.”

Dr. Cameron points out in his book, “Positive Leadership: Strategies forr Extraordinary Performance,” thatt leaders mustt nott onlyy lead d individuallyy with h vision, theyy also mustt create a positive workplace environment. This goes beyond d justt a few w people doingg the rightt things forr the rightt reasons; itt involves everyone within an organization collectivelyy performingg positive practices thatt naturallyy have an impactt on both h people and business results.

The chain off reaction and d results from Dr. Cameron’s research h suggests a linearr linkage, namely: Positive Practices at Work > Positive Effect > Positive Individual Behavior > Organizational Effectiveness.

What must a leader do to achieve positive practices that produce high levels off organizational effectiveness? What does it take to be a positive leader?

STANDING ON POSITIVE HIGHER GROUND

We probably have known someone who is genuinely happy and positive and have seen people around them mirroring these qualities.

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MAY/JUNE 2013 training

Similarly, we’ve been around grumpyy people and the darkk cloud that seems to follow w them and rain on everyone’s parade. The emotions off others have been proven to affect people’s thinking and decision-making skills, along with interpersonal relationships within an organization.

Leaders must learn to dig deep within and be brutallyy honest with themselves in what they believe and what they stand for. It requires humilityy and transparencyy to acknowledge one’s strengths, as well as one’s weaknesses. Armed with this introspection, theyy must lead out with living positive practices for the right reasons of, what Dr. Cameron calls, virtuousness or an abundance culture.

When people know w where a leader trulyy stands, theyy can more openlyy and willinglyy choose to follow w them and be prepared to positivelyy act.

Leaders can onlyy bring people up iff theyy are standing on higher ground first.

TAKING POSITIVE STEPS EVERY DAY

Leaders must lead out with an attitude off gratitude and a deep desire to emulate the right actions everyy day. Positive leaders focus on the strengths off others to move people forward and help build upon anyy negative realities that come along in life. Theyy enlist everyone’s support and passion for the job at hand because theyy put greater meaning into what everyone is doing.

There is never a mundane or ordinaryy taskk to these leaders. Anyy job position is a positive and contributing experience when you lookk for the core purpose within it.

Everyone can be a positive leader. All we need to do is treat fellow w employees as friends, and demonstrate genuine passion and concern for each person’s well-being and that off their family or significant others. Friends always workk harder for other friends.

We must demonstrate respect for each individual regardless off their title or position in life.

This becomes foundational for showing the care www.trainingmag.com

and appreciation people desire to receive. When you respect a person, you are kind to them. Respect garners respect, and then a reciprocityy of positive actions flows.

employee’s role. These, and manyy other positive practices, assist leaders in motivating and lifting their people up.

No manipulation or carrots or sticks are required. All it takes is authentic positive practices

LIFTING PEOPLE UP

Dr. Cameron’s research does not identifyy one specific positive practice that influences performance more than another.

Rather, it appears to be the sum off the collective whole, off the total positive climate and multiple actions that makes the most difference.

Positive actions include compassionate support for employees all the time; honoring people for their contributions at workk and providing authentic recognition in acknowledging them; learning from one another and especiallyy when people make mistakes; and finding a higher meaning and purpose behind every

Leaders must learn to dig deep within and be brutally honest with themselves in what they believe and what they stand for. It requires humility and transparency to acknowledge one’s strengths, as well as one’s weaknesses. that influence the good in all off us.

Each off us can learn positive leadership by looking beyond ourselves and finding the good in others while serving them.

Training g magazine’s 37th Annual Event

An event designed for learning, training and performance professionals.

SAVE THE DATE! Certificates: Conference: Expo:

Jan. 31 – Feb. 2 Februaryy 3 –5 Februaryy 3 – 4

San Diego Convention Center San Diego, California

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This cconference is a must-attend eventt forr anyone from the Training/eLearningg community. I enjoyed every bitt off attendingg and speakingg att this conference.”

Dr. Pooja Jaisingh, Productt Evangelist, Adobe Systems

www.trainingmag.com

training MAY/JUNE 2013

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last word last

Measuringg Learningg Effectiveness To communicate learningg effectiveness to business leaders, you mustt clearlyy define yourr initiative’s “validity” relative to how itt aligns with Kirkpatrick’s Level 3 and 4 AY M. PA P NGARKAR, CTDP, CPA, CMA, AND TERESA A KIRKWOO K D, CTDP expectations. BYY AJAY

A

short, ROI fallss shortt to properlyy evaluatee trainingg .

First, buildingg an effective business case forr any learningg initiative requires managementt support.

Delineate between whatt business leaders referr to as trainingg “expense” and d a learningg “initiative.”

Don’tt waste yourr time attemptingg to validate typicall trainingg expenses. Validate onlyy when training is a componentt off a majorr business initiative orr is a significantt tangible investment.

Next, identify performance expectations. For learningg professionals, thiss iss Levell 3 and d 4 where business leaders refer to performance management. Businesss leaderss don’tt caree how w you u improve employeee performancee (L3), onlyy thatt performance improvess to o achievee specificc businesss objectivess (L4).

Finally, buildingg a crediblee business casee forr learningg initiatives requires understandingg how w your leadership measures thee initiative’s financiall accountability. Here’s a hint: Theyy don’tt usee ROI. Business leaders clearlyy differentiatee between n investments and d expenses, and d trainingg is an n expense, nott an n investment. Leaders conductt ROI onlyy on tangible investments contributing to long-term growth. Manyy learningg experts arguee thatt learning is an n investmentt becausee itt contributes to long-term growth. Accordingg to accountingg guidelines, this statementt is falsee sincee “learning” outcomes aree intangible, and d itt is difficultt to provee learning’s longterm m contribution n to growth.

Here’ss a typicall examplee off how w businesss leaderss financiallyy measuree training. You u proposee a multi-year blended d learningg initiativee involvingg an n e-learning component. Businesss leaderss measuree thee tangible componentss (e-learningg technology, LMS) ass thee investment, measuringg thee long-term m return n through ha financiall calculation n (e.g., nett presentt value, payback, etc.). Butt theyy financiallyy measuree thee actuall training activityy onlyy ass businesss expenses.

Before quicklyy usingg anyy type off evaluation methodology, thinkk aboutt how w business leaders willl perceive yourr proposal. Business leaders are regularly “pitched” manyy business initiatives and d mustt make well-supported decisions that provide the best opportunityy to achieve organizationall objectives.

Incorrectlyy applyingg managementt accountingg measures withoutt a properr business case reduces your chances off success.

MAY/JUNE 2013 training

www.trainingmag.com

Ajayy M. Pangarkar, CTDP, CPA, CMA, and Teresa Kirkwood, CTDP, are founders of CentralKnowledge. com and LearningSourceonline. com. They are employee performance management experts and threetime authors, most recently publishing “The Trainer’s Balanced Scorecard: A Complete Resource forr Linking Learning to Organizational Strategy” (Wiley 2009). Help them start a “Workplace Revolution” at blog. centralknowledge. com orr contact ajayp@ centralknowledge.com.

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lott off rhetoricc is swirlingg aboutt how w to effectivelyy validatee “learning” effectiveness…and wee believee much h off itt is misleadingg advice.

No onee is disputingg thatt learningg mustt bee effective and d accountable. However, don’tt confusee thesee two distinctivee requirements. To communicatee learning effectiveness to business leaders, you u mustt clearly definee yourr initiative’s “validity” relativee to how w it aligns with h Kirkpatrick’s Levell 3 and d 4 expectations.

Here’s how business leaders define “validity”: Validityy begins with h how w business leaders allocate available resources forr proposed d initiatives. Managers are underr tremendous pressure to achieve specificc business objectives byy leveragingg scarce financiall and d human resources. Theyy base decisions on how w welll each h initiative utilizes available resources to achieve these objectives. Simplyy put, leaders validate each h initiative’s effectiveness in relation to how w welll itt achieves business objectives.

The firstt myth h aboutt learningg effectiveness is that learningg professionals mustt financiallyy prove the results forr theirr initiatives. Business leaders generallyy view w trainingg in one off three ways: 1. A necessaryy requirement. Forr thee majorityy of training, leaderss treatt itt ass an n expensee and d don’tt usuallyy measuree itss effectivenesss (e.g., onboarding).

2. As partt off a majorr effort. In this instance, leaders view w trainingg as a componentt off a majorr business initiative (e.g., a new w productt launch).

3. As a tangible capital investment. When there is a significantt tangible learningg investmentt forr the long-term return itt presents (e.g., a learningg managementt system orr e-learningg technology).

With h this in n mind, thosee responsiblee forr learning activities mustt presentt a clearr business casee addressingg whyy a business leaderr should d accept, lett alone implement, thee initiative. Business leaders recognize thee relevancee forr employeee development. However, itt emphasizes thee criticall choices leaders makee when allocatingg financiall resources. So itt is criticall thatt the learningg initiativee differentiates between n learning effectiveness and d accountability.

This is where itt gets a little messy. Learning professionalss aree inundated d with h thee financiall managementt term, “return n on n investment.” Thee “trainingg ROI” methodologyy iss applied d inappropriately, accordingg to accountingg and d financiall guidelines. In

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Training magazineâ&#x20AC;&#x2122;s

WHO SHOULD ATTEND

Lorri Freifeld Editor-in-Chief, Training magazine JAM SESSION I canâ&#x20AC;&#x2122;t play an instrument, nor can I hold a tune to save my life. But that doesnâ&#x20AC;&#x2122;t mean I donâ&#x20AC;&#x2122;t appreciate good music â&#x20AC;&#x201D; blues in particular. It always amazes me how each musician can be seemingly doing his or her own thing, but the results fuse together in pure toe-tapping, head-bobbing, shoulderswaying magic. That also happens to be the goal for Trainingâ&#x20AC;&#x2122;s Online Learning Conference â&#x20AC;&#x201D; which will help you fuse old and new learning tools, marry creativity with content and delivery, and connect with experts to create captivating eLearning.

Appropriately enough, we kick off the conference on Tuesday at the world renowned blues club â&#x20AC;&#x201D; Buddy Guyâ&#x20AC;&#x2122;s Legends â&#x20AC;&#x201D; where youâ&#x20AC;&#x2122;ll enjoy dinner, drinks, and music with former Buddy Guy keyboardist Brother John and his band. And, weâ&#x20AC;&#x2122;ve assembled a band of training experts â&#x20AC;&#x201D; Jane Bozarth and the Outliers â&#x20AC;&#x201D; who will take the stage and show you how to be positive deviants when it comes to online learning (a positive deviant refers to those who can get things done when others canâ&#x20AC;&#x2122;t).

On Wednesday, youâ&#x20AC;&#x2122;ll hear from Joel Cohen, who went from a suit in the corporate world to the writer and co-executive producer on The Simpsons. Find out his thoughts on innovation, creativity, teamwork, and the value of a diverse workforce. If you find yourself a bit tongue-tied in his presence, you will benefit from part 2 of this keynote with the Second City improvisation artists, who will show how thinking on your feet is a valuable asset.

The beat goes on Thursday morning with 12-minute lightning-round coffee klatch sessions in which learning professionals will compare notes on whatâ&#x20AC;&#x2122;s working in their organizations (think collaborative Webinars, interactive e-books, and high-impact video).

Good times, good tunes, and good training â&#x20AC;&#x201D; now thatâ&#x20AC;&#x2122;s whatt I call ending on a high note! I hope to see you in Chicago...

Training, learning and performance professionals from public, private and academic sectors... Ĺ? %.1U . & 82U &KTGEVQTU /CPCIGTU CPF 2TCEVKVKQPGTU Ĺ? G.GCTPKPI /CPCIGTU &GUKIPGTU &GXGNQRGTU CPF +PUVTWEVQTU Ĺ? %QNNGIG #FOKPKUVTCVQTU +PUVTWEVQTU CPF 'FWECVQTU Ĺ? 2GTHQTOCPEG %QPUWNVCPVU CPF 6CNGPV &GXGNQROGPV /CPCIGTU Ĺ? %QTRQTCVG 7PKXGTUKV[ /CPCIGTU Ĺ? %WTTKEWNWO /CPCIGTU 6TCKPKPI 5RGEKCNKUVU %QQTFKPCVQTU Ĺ? 2TQLGEV /CPCIGTU Ĺ? G.GCTPKPI #PCN[UVU Ĺ? #P[QPG EJCTIGF YKVJ KPETGCUKPI YQTMRNCEG RGTHQTOCPEG VJTQWIJ VJG WUG QH NGCTPKPI VGEJPQNQIKGU

â&#x20AC;&#x153;A must attend event if you want to stay on top of the latest technology and design principles being used in the eLearning industry.â&#x20AC;? â&#x20AC;&#x201D; Ken Haas, Instructional Designer, Sodexo

â&#x20AC;&#x2DC;â&#x20AC;&#x2DC; The tips and techniques you can learn from the conference can put your organization on the frontier of developing friendly and fun training.â&#x20AC;? â&#x20AC;&#x201D; Shawnice Powell, Content Control Rep, Paychex

â&#x20AC;&#x2DC;â&#x20AC;&#x2DC; This conference was a sound and worthwhile investment of time and money.â&#x20AC;? â&#x20AC;&#x201D; Melissa Karaviotou, Learning Coordinator, Kraft Foods

SCHEDULE Monday, September 16

9:00 am â&#x20AC;&#x201C; 4:00 pm

Wednesday, September 18

Pre-conference Certificate Programs*

Tuesday, September 17

9:00 am â&#x20AC;&#x201C; 4:00 pm 4:45 pm â&#x20AC;&#x201C; 8:30 pm

*Additional fee, see page 12.

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Pre-conference Certificate Programs* KICK-OFF: Get Your Mojo Working and Beat the eLearning Blues

8:30 am â&#x20AC;&#x201C; 9:30 am 9:45 am â&#x20AC;&#x201C; 10:45 am 11:00 am â&#x20AC;&#x201C; 12:00 pm 12:15 pm â&#x20AC;&#x201C; 1:15 pm 1:30 pm â&#x20AC;&#x201C; 2:30 pm 2:45 pm â&#x20AC;&#x201C; 3:45 pm 4:00 pm â&#x20AC;&#x201C; 6:30 pm

Breakout Sessions Breakout Sessions Breakout Sessions Sponsored Lunch & Learn Sessions Breakout Sessions Breakout Sessions The Simpsons Meet Second City & Reception

Thursday, September 19

8:15 am â&#x20AC;&#x201C; 9:00 am 9:15 am â&#x20AC;&#x201C; 10:15 am 10:30 am â&#x20AC;&#x201C; 11:30 am 11:45 am â&#x20AC;&#x201C; 12:45 pm 1:00 pm â&#x20AC;&#x201C; 2:00 pm 2:15 pm â&#x20AC;&#x201C; 4:45 pm

Best Practice Speed Sharing Coffee Klatch Breakout Sessions Breakout Sessions Sponsored Lunch & Learn Sessions Breakout Sessions Hands-on Clinics

Online Learning Conference

CANâ&#x20AC;&#x2122;T-MISS SPECIAL EVENTS: SHARE. LEARN. CONNECT. Get Your Mojo Working and Beat the eLearning Blues Tuesday, September 17, 4:45 pm â&#x20AC;&#x201C; 8:30 pm Start off on the right foot (or two!). Training magazine has reserved Chicago blues landmark â&#x20AC;&#x153;Buddy Guyâ&#x20AC;&#x2122;s Legendsâ&#x20AC;? owned by Rock and Roll Hall of Famer and five-time Grammy Award-winning bluesman Buddy Guy for a very special kick-off event.

When you arrive, grab a drink and join Training magazine Editor-in-Chief Lorri Freifeld for a casual mixer where youâ&#x20AC;&#x2122;ll network with other participants and share the state of online learning in your organization.

Then, Jane Bozarth, Doctor of Learninâ&#x20AC;&#x2122; Stuff and Positive Deviant (those who can â&#x20AC;&#x2DC;get it doneâ&#x20AC;&#x2122; where others canâ&#x20AC;&#x2122;t), will lead a group of expert â&#x20AC;&#x2DC;Outliersâ&#x20AC;&#x2122; who will rock Buddyâ&#x20AC;&#x2122;s stage sharing tips for navigating the â&#x20AC;&#x2DC;Muddy Watersâ&#x20AC;&#x2122; of online learning. See how you, too, can become a Positive Deviant in your organization!

While the nightâ&#x20AC;&#x2122;s still young, youâ&#x20AC;&#x2122;ll enjoy dinner, drinks and some of the best of Chicagoâ&#x20AC;&#x2122;s music with Brother John (former Buddy Guy keyboardist) and his band. Brother John has played with Eric Clapton, Black Crowes, George Benson, and Koko Taylor â&#x20AC;&#x201D; from the â&#x20AC;&#x153;Tonight Showâ&#x20AC;? to the Chicago Blues Festival.

Join us and experience â&#x20AC;&#x153;sweet homeâ&#x20AC;? for the blues â&#x20AC;&#x201D; Chicago!

This eventt is FREEE to all conference attendees.

JANE & THE OUTLIERS Ĺ? 6JG 2QUKVKXG &GXKCPV %JCNNGPIG ,WUV &Q +V Jane Bozarth, eLearning Coordinator, State of NC Ĺ? 6C &C +ORQUUKDNG +U ,WUV C 2TQLGEV %QPUVTCKPV Lou Russell, Author, Managing Projects Ĺ? # &GXKCPV #RRTQCEJ VQ )COKHKECVKQP Karl Kapp, Author, The Gamification of Learning and Instruction Ĺ? %JKR %JKR %JKR $TGCMKPI &QYP VJG 9CNNU QH 4GUKUVCPEG Shannon Tipton, Director, Learning and Development, Ambius Ĺ? 7UKPI (NGZKDNG &GUKIP VQ $[RCUU Constraints and to Reframe Resistance as )KHVU Sivasailam Thiagarajan, Author, More Jolts! Activities to Wake Up and Engage Yourr Participants Ĺ? *QY VQ /CMG VJG 4KIJV %JQKEG &GURKVG 'XGT[ 1DUVCENG Joe Ganci, President, eLearning Joe.com

Ĺ? 0QY ;QW )GV +V 8KTVWCN 6TCKPKPI &QGU 9QTM 0QY &Q +V Tom Stone, Director, Social Learning Portal; Kassy LaBorie, Product Manager, Live Online; Dale Carnegie Training

The Simpsons Meet Second City: Learning in a Hashtag World Wednesday, September 18, 4:00 pm â&#x20AC;&#x201C; 6:30 pm Joel Cohen found success in the corporate world before becoming an Emmy-winningg writer for The Simpsons. Cohenâ&#x20AC;&#x2122;s experience as both a â&#x20AC;&#x153;creativeâ&#x20AC;? and a â&#x20AC;&#x153;suitâ&#x20AC;? has not only left him with a puzzlingg resume, it also gives him a unique perspective to discuss creativity and its place in business. Cohen will take you into the fabled writersâ&#x20AC;&#x2122; room at The Simpsons and share how they find, evaluate, implement, and even discard, new ideas.

Then, Second City improv artists will model effective learningg methods â&#x20AC;&#x201D; informal, experiential, and social â&#x20AC;&#x201D; and show how thinkingg on your feet can be a valuable asset. Youâ&#x20AC;&#x2122;ll learn how to more effectively interact in a fastpaced, stressful environment (weâ&#x20AC;&#x2122;re sure youâ&#x20AC;&#x2122;re more than a little familiar with that!).

Weâ&#x20AC;&#x2122;ll end with a reception â&#x20AC;&#x201D; stick around, unwind and enjoy refreshments and time with your peers.

Ĺ? %TGCVKXG 5QNWVKQPU 9JGP VJG 6[RKECN #PUYGT KU Ĺ&#x201E;0QĹ&#x2026; Nick Floro, CEO, Sealworks Interactive Studios Ĺ? %TCEMKPI VJG 6TCPUHGT 1DUVCENG Arthur Kohn, Professor, Portland State University Ĺ? $QQMU ! 9G &QPĹ&#x2026;V 0GGF 0Q 5VKPMKPĹ&#x2026; $QQMU Jason Bickle, Manager Instructional Design & Development, Experlogix, Inc. Ĺ? ;QW %CPĹ&#x2026;V .GCTP 9KVJQWV .WTMGTU Allison Anderson, Learning Strategist, Intel Corporation Ĺ? Ĺ&#x2020;;GCJ $WV 0Q $WFIGV 6KOG /GFKC #TVKUV Ĺ&#x2021; 5Q 9JCV! %TGCVG 'PICIKPI G.GCTPKPI #P[YC[ Lisa Stortz, Strategic Relationship Manager, Allen Interactions

What Works @ Work: A Speed Sharing Coffee Klatch Thursday, September 19, 8:15 am â&#x20AC;&#x201C; 9:00 am Begin your morning with a â&#x20AC;&#x2DC;Cup of Joeâ&#x20AC;&#x2122; and some fresh-brewed training. In 12-minute lightning round sessions, learning professionals will share helpful tips from whatâ&#x20AC;&#x2122;s working in their organizations. Youâ&#x20AC;&#x2122;ll have the chance to attend three sessions during this Coffee Klatch. See page 8.

Log on to www.OnlineLearningConference.com for a complete schedule and to register.

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Pre-Conference Certificate Programs These 2-Day Certificate Programs give you the essential knowledge, practiced techniques, and sound theories you need to become (and remain!) a top performer in your field. Youâ&#x20AC;&#x2122;ll not only walk k away with a certificate, youâ&#x20AC;&#x2122;ll also jumpstart your career and enhance your professional know-how.

Additionall fee required;; see page 12.

MONDAY & TUESDAY, SEPTEMBER R 16 & 17: 9:00 am â&#x20AC;&#x201C; 4:00 pm P01 Fundamentals of Designing and Developing eLearning Joe Ganci, President, eLearningJoe.com eLearning is a tough business, much tougher than it looks, with landmines hidden everywhere. How do you avoid the costly traps and ensure smooth sailing to deliver effective eLearning? Understand the fundamentals and the right steps to take from the start to ensure youâ&#x20AC;&#x2122;re going in the right direction. In this hands-on program, Ganci, an expert of 30 years, will show you the latest and best techniques and give you the practical steps for designing and developing great eLearning. Youâ&#x20AC;&#x2122;ll participate in exercises and learn to: â&#x20AC;˘ Start off on the right steps and create an action plan. â&#x20AC;˘ Apply sound and creative instructional design principles and objectives. â&#x20AC;˘ Use rapid prototyping techniques and storyboard approaches. â&#x20AC;˘ Choose the right team members; the right tools; and the right media. â&#x20AC;˘ Build a short lesson. â&#x20AC;˘ Evaluate the results.

Bring your questions! Get them answered! Youâ&#x20AC;&#x2122;ll leave with a complete plan so you can begin implementing eLearning in your organization immediately.

BYOD Please bring a WiFi-enabled laptop with Microsoft Word and PowerPoint installed. If you do not already own Adobe Captivate v6 or later, download the latest trial version from www.adobe.com/ captivate no sooner than 20 days before class (so that it doesnâ&#x20AC;&#x2122;t expire before class begins).

P02 Developing Scenario-Based eLearning with Articulate Storyline Rayy Jimenez, Author, Story-Based eLearning Design Learn to build step-by-step interactive stories, scenarios and experience-based learning. Youâ&#x20AC;&#x2122;ll apply workshop templates, processes, and methods, and use Articulate Storyline software exercises to develop your own mini-projects. Learn how to: Ĺ? 2TGRCTG CPF FGXGNQR GPICIKPI UVQTKGU UEGPGU events, and characters. Ĺ? 'ODGF NGCTPKPI QDLGEVKXGU EQPVGPV YQTM GZGTEKUGU and applications. Ĺ? #FF VGPUKQP FKUEQXGTKGU HNWHHU CPF HNWTTKGU loops, choices, and consequences. Ĺ? 7UG #TVKEWNCVG 5VQT[NKPG VQ SWKEMN[ VTCPUHQTO [QWT stories and scenarios into micro-interactions. Ĺ? %QPXGTV 2QYGT2QKPV CPF 2TGUGPVGT HKNGU KPVQ Storyline scenarios.

4

Ĺ? #RRN[ 5VQT[NKPG HGCVWTGU UWEJ CU NC[GTU DTCPEJKPI and built-in images and templates.

BONUS! Take home 10 story- and scenario-based eLearning models and templates, and eBook versions of Scenario-Based eLearning and Storyy Impacts.

BYOD Please bring a WiFi-enabled laptop with Storyline, MS Office, Adobe Reader and Flash player. If you are using a Mac, check with Articulate support to inquire about Mac support for Storyline.

P03 Flipping the Classroom: Integrating Emerging Learning Technologies Jenniferr Hofmann, Synchronous Learning Expert, InSync Training, LLC Learn design techniques to create blended programs that meet, or even exceed, the results achieved in more traditional settings. Discover how to â&#x20AC;&#x153;flip the classroomâ&#x20AC;? to maximize valuable collaboration time, and how to apply the latest thinking on Bloomâ&#x20AC;&#x2122;s Taxonomy to deliver content. This program will incorporate demonstrations of: virtual classrooms, mobile and social learning, simulations, eLearning, and games â&#x20AC;&#x201D; and, of course, traditional classroom! Each demonstration will be accompanied by a Best Practices Design job aid. Youâ&#x20AC;&#x2122;ll: Ĺ? %QPFWEV CP CPCN[UKU VQ FGVGTOKPG YJCV VGEJPQNQIKGU are available at your organization and how your audience already uses them. Ĺ? /CR NGCTPKPI QDLGEVKXGU VQ VJG CRRTQRTKCVG NGCTPKPI technologies using a modern application of Bloomâ&#x20AC;&#x2122;s Taxonomy of Learning. Ĺ? 7VKNK\G DGUV RTCEVKEGU VQ FGUKIP GZGTEKUGU HQT NGCTPKPI technologies. Ĺ? .GCTP VQ CXQKF VJG VQR VGP EJCNNGPIGU VQ implementing a blended learning program.

BYOD Please bring a WiFi-enabled laptop (not tablet!) with access (not locked out) to WebEx and Adobe Connect. Word, PowerPoint, and Adobe Reader a plus.

P04 Video Production for eLearning Tyy Marbut, Vice Presidentt forr Training, Dark Blue Morning Todayâ&#x20AC;&#x2122;s learners are dissatisfied with amateur video that is poorly authored and produced. They demand more and deserve more. Learn the skills you need to create outstanding training videos. Get the pre-production skills and learn about defining goals, budgeting, selecting equipment, authoring a storyboard, and production planning. Working with equipment (lights, cameras, microphones, and teleprompters), youâ&#x20AC;&#x2122;ll get a hands-on experience while creating excellent videos.

Teams will complete an eLearning video while learning

BYOD

Bring Your Own Device

important post-production skills such as creating transitions, incorporating graphics, adding music and narration tracks, and utilizing external video sources.

Learn: Ĺ? 5VTCVGIKGU HQT RNCPPKPI CPF CWVJQTKPI storyboards to make the best use of eLearning and training environments. Ĺ? *CPFU QP VGEJPKSWGU HQT NKIJVKPI HKNOKPI CPF recording audio. Ĺ? *CPFU QP VGEJPKSWGU HQT RQUV RTQFWEVKQP KPENWFKPI video editing, audio editing, and distribution. Ĺ? 9C[U VQ WRITCFG XKFGQ UQ VJCV KV ECP RTQXKFG a truly interactive learning experience.

BYOD Please bring a WiFi-enabled laptop with a trial version of Adobe Premiere Pro installed (no sooner than 20 days before class so that it doesnâ&#x20AC;&#x2122;t expire before class begins). If your system is 64-bit (preferable), you can download a 30-day free trial of Premiere Pro CS6. If you have a 32-bit system, get the trial for Premiere Pro CS4.

P05 Designing eLearning for Mobile Devices Nick Floro, CEO, Sealworks Interactive Studios; Jason Bickle, Manager Instructional Design & Development; Experlogix, Inc. If you or your organization are researching what it takes to start a mobile learning program, attend this program and learn about: Ĺ? 6QQNU VQ IQ HTQO RTQVQV[RG VQ FGUKIP VQ FGNKXGT[ Ĺ? &GNKXGTKPI XKC *6/. XU #RRU Ĺ? # $CUKE /QDKNG 6GORNCVG *6/. $CUKEU Ĺ? %QPUKFGTCVKQPU HQT VJG 7UGT 'ZRGTKGPEG Ĺ?

UX and Usability Interface â&#x20AC;&#x201D; UI. Ĺ? 5MGVEJKPI 2TQVQV[RKPI Ĺ? UVCTVKPI VQ XKUWCNK\G a concept. Ĺ? &'%.#4' /QDKNG +PUVTWEVKQPCN &GUKIP HQT GXGT[QPG Ĺ? /QDKNG )TCRJKEU /QFGN $WKNFKPI 6QQNU CPF 6KRU Ĺ? 8KFGQ 1RVKOK\KPI XKFGQ HQT /QDKNG FGNKXGT[ Ĺ? #RR &GXGNQROGPV 5GNGEVKPI C FGXGNQROGPV RNCVHQTO Ĺ? %QPVGPV &GXGNQROGPV /GVJQFU Ĺ? 5VTCVGIKGU HQT &GXGNQRKPI HQT &GUMVQR CPF /QDKNG Ĺ? 2TQLGEV /CPCIGOGPV 6KOGNKPGU 6GUV 2NCPU and Estimating Costs.

BYOD Bring a WiFi-enabled laptop with Windows7/ Mac; headphones/microphone; and software or trial versions of: Adobe Creative Suite Design Premium CS6; Adobe Captivate 6; Articulate Storyline; Rapid Intake; Microsoft PowerPoint or Apple Keynote. Or, you may choose to follow along with the instructors and try when back at your office.

Online Learning Conference

Conference Breakout Sessions Choose from one session in each time block.

WEDNESDAY SEPTEMBER 18 8:30 am â&#x20AC;&#x201C; 9:30 am 101 eLearningg as a Capitalized Investment: Ensuringg Management Buy-in Ajayy Pangarkar, Performance Strategist, CentralKnowledge Inc. Training efforts are often viewed by management as a line expense for a specific period. Rarely is any type of training activity considered an investment apart from specific tangible elements. eLearning initiatives are considered investments since they require tangible financial requirements including technology and supporting infrastructure viewed as â&#x20AC;&#x153;capital expenditures.â&#x20AC;? Learn about specific financial literacy tools used to build a comprehensive financial structure to support your eLearning projects and to gain senior management buy-in.

102 Think Social Learningg is Just Social Media? Think Virtual Training!

Tom Stone, Director, Social Learning Portal; Kassyy LaBorie, Productt Manager, Live Online; Dale Carnegie Digital Social media tools are just one way you can enable greater social learning in your organization. When done right, virtual classroom training can be an outstanding social learning experience. To some degree this is likely already happening in your best live online classes, but if you havenâ&#x20AC;&#x2122;t focused on it strategically, you arenâ&#x20AC;&#x2122;t gaining the maximum benefits. In this session, you will be given several examples of social learning elements that can be found in highlyengaging synchronous virtual classroom programs.

You will also see how informal learning benefits arise in what are otherwise formal online training events.

103 BYOD Strategy: One Set of Data, Multiple Devices Rob Stevens, Vice President, ellegro Learning Solutions This demonstration will leverage a real-world technology to illustrate an efficient way of creating multiple user experiences across different devices (desktop, laptop, tablet, and smartphone) using the same, dynamic set of data. In addition to the demonstration, youâ&#x20AC;&#x2122;ll review critical decision points in developing an effective cross-device solution. Learn to: Ĺ? +FGPVKH[ VJG VJTGG MG[ GNGOGPVU QH UWEEGUUHWN ETQUU device solutions. Ĺ? 'ZRNCKP VJG HKXG ETKVKECN FGEKUKQP RQKPVU GP TQWVG VQ C successful cross-device implementation. Ĺ? 8KGY FGXGNQROGPV KPKVKCVKXGU VJTQWIJ CP GZRCPFGF lens which will include user experience, content and data.

104 Creatingg the Need to Know: Usingg Technology to Drive Learner Responsibility Jason Bickle, Managerr Instructional Design & Development, Experlogix, Inc. What if we had no graphics? What if there was no audio or video? Would our online learners learn?

As technology is changing, the way we think about teaching and learning online is evolving. Come discover how to improve cognitive engagement, create the need to know, and motivate learners to take responsibility for the learning process. You will accomplish this through discussion of learner challenges, mysteries, and games to ignite the need to know. Learners will be driven to find the information at their fingertips, and as a result increase retention.

105 Makingg Technical and Compliance eLearningg Engaging Rayy Jimenez, Chieff Learning Architect, Vignettes Learning â&#x20AC;&#x153;Boring.â&#x20AC;? â&#x20AC;&#x153;Tedious.â&#x20AC;? â&#x20AC;&#x153;Painful.â&#x20AC;? â&#x20AC;&#x153;Do I have to?â&#x20AC;? These are the complaints of learners as receivers of the typical data-dump type technical and compliance eLearning.

Learn to shift the design, focusing less on the technical view and more on the learnerâ&#x20AC;&#x2122;s perspective. Demos and examples of engaging technical and compliance programs will be shared. Youâ&#x20AC;&#x2122;ll learn to: Ĺ? #UUGUU [QWT RTQITCOĹ&#x2026;U RQKPV QH XKGY VQ CEJKGXG C high impact response. Ĺ? .QECVG Ĺ&#x2020;EQPVGZV FTKXGP EQPVGPVĹ&#x2021; VQ CFF WUGHWNPGUU to procedures, policies, software, guides, forms, statistics, legal and citations, etc. Ĺ? &KUEQXGT HQEWU CPF WUG Ĺ&#x2020;YQTM CTQWPFĹ&#x2021; EQPVGPV Ĺ? 'PICIG NGCTPGTU WUKPI ECUGU UEGPCTKQU CPF applications. Ĺ? %QPXGTV VGEJPQ IGGM CPF NGICNGUG NCPIWCIG into an understandable, digestible form for non-technical people.

WEDNESDAY SEPTEMBER 18 9:45 am â&#x20AC;&#x201C; 10:45 am

Tricks. Tips.

Techniques. choose the best tool for each project when possible.

Ganci will give you a side-by-side comparison of each toolâ&#x20AC;&#x2122;s features and let you know which to choose for your needs, recognizing that some organizations may support only one. Oh, and come with questions! Joe Ganci loves to answer questions!

202 Mobile Nuggets for a Shrinking Attention Span John Gibbs, Learning Consultant, Learning Weaver Learning nuggets can help package right-sized information segments and are especially effective for mobile delivery. But shortening your training materials creates new risks, including the loss of context and continuity. In this session, youâ&#x20AC;&#x2122;ll expand your toolset for keeping learnersâ&#x20AC;&#x2122; attention while making sure that short learning objects add up to meaningful learning.

Youâ&#x20AC;&#x2122;ll examine frameworks and examples for targeting learning nuggets to performance gaps, using effective media formats and durations, structuring nuggets into cohesive collections, and layering information to add necessary depth to the desired brevity. Learn how to avoid making learning nuggets disjointed, free-standing tidbits by placing them in context via quick segues, structuring nuggets into larger topics, and other methods for uniting them into a whole learning experience and the organizationâ&#x20AC;&#x2122;s larger learning strategy.

203 Defusingg eLearningg Landmines Jenniferr De Vries, Chieff Solutions Architect, BlueStreak Learning One characteristic of a skilled eLearning professional is being able to anticipate and defuse project issues before they arise. This skill is often painfully gained by less-than-ideal experiences. But here is your opportunity to learn from an experienced practitioner, rather than acquiring these lessons the hard way.

Through the use of storytelling about real projects, &Ga8TKGU YKNN IWKFG [QW VJTQWIJ C UGV QH EQOOQP KUUWGU for eLearning projects and how to avoid or defuse them.

204 Curation: Beyond the Buzzword

201 Comparingg Captivate and Storyline: A Very Personal and Internal Shoot-out!

David Kelly, Training and Developmentt Consultant, ACLD

Joe Ganci, President, eLearning Joe.com

Increasingly, weâ&#x20AC;&#x2122;re hearing about the need for curation.

Attend this session and understand why curation is important and how it will impact your role. David will define curation, including the various types and levels: aggregation, filtering, elevation, mash or match-ups, and timelines. Youâ&#x20AC;&#x2122;ll see examples of each that show the value curation adds to learning programs, as well as techniques that contributed to the examples. Learn: Ĺ? *QY VQ FGHKPG EWTCVKQP CPF VJG EQTG V[RGU that will impact learning. Ĺ? 6GEJPQNQI[Ĺ&#x2026;U TQNG KP EWTCVKQP Ĺ? #RRNKECVKQPU QH EWTCVKQP KP NGCTPKPI

Since Articulate Storyline was first released in 2012, Adobe Captivate has had a direct competitor in the marketplace. Though they look the same and share many features in common, they differ quite a bit. How do they really compare? eLearning expert Ganci has strong opinions on the strengths and weaknesses of each and will share them in this session. Donâ&#x20AC;&#x2122;t expect him to give you a definitive â&#x20AC;&#x153;always go with this tool and not with that oneâ&#x20AC;? because each tool can be better than the other depending on the situation. Remember that eLearning is a custom business and you want to

Log on to www.OnlineLearningConference.com for a complete schedule and to register.

5

205 Four-Door Approach to Rapid eLearning Sivasailam Thiagarajan, Author, More Jolts! Activities to Wake Up and Engage Your Participants Conventional wisdom suggests that you can have only two of these three outcomes in eLearning design: speed, inexpensiveness, and effectiveness. Learn how you can have all three by using the 4-door design approach.

See how this flexible approach treats adults as competent learners and avoids patronizing and distracting them with bells and whistles. Explore how the approach empowers the learners to control the scope and the sequence of learning activities to better suit their individual learning preferences. Learn: Ĺ? 6JG EJCTCEVGTKUVKEU HWPEVKQPU CPF DGPGHKVU QH VJG four components of an eLearning module that uses the 4-Door approach. Ĺ? *QY C RCTVKEKRCPV YQTMU VJTQWIJ CP G.GCTPKPI course that uses the Four-Door Approach. Ĺ? *QY VJG EJQKEGU IKXGP VQ VJG NGCTPGT KPETGCUGU VJG instructional and motivational effectiveness.

WEDNESDAY SEPTEMBER 18 11:00 am â&#x20AC;&#x201C; 12:00 pm 301 HTML5: Beyond the Hype Nick Floro, CEO, Sealworks Interactive Studios 9JCV KU *6/. CPF JQY KV YKNN CHHGEV VJG HWVWTG QH online learning and applications? Learn where to focus CPF JQY VQ OQXG DG[QPF VJG J[RG 'ZRNQTG JQV HGCVWTGU KP *6/. VJCV [QW ECP UVCTV WUKPI VQFC[ CPF get prepared for developing with the new standards.

Learn: Ĺ? )TCRJKE UVCPFCTFU YKVJ ECPXCU CPF 58) Ĺ? *QY %55 ECP JGNR YKVJ /QDKNG CPF Desktop delivery. Ĺ? /GFKC HQTOCVU CPF FGNKXGT[ OGVJQFU Ĺ? )GQNQECVKQP #2+ CPF JQY KV OC[ JGNR KP [QWT development. Ĺ? #FXCPVCIGU QH #RR %CEJG CPF &CVCDCUG Ĺ? ,CXCUETKRV (TCOGYQTMU CPF -G[ #2+U VQ VCMG a closer look at. Ĺ? 9JKEJ VQQNU VQ WUG HQT ETGCVKPI EQPVGPV Ĺ? 6Q WUG )QQING #PCN[VKEU VQ WPFGTUVCPF [QWT audience and evaluate whether they are ready HQTa*6/.

Youâ&#x20AC;&#x2122;ll get resources, links and downloads to get you started right away.

302 Know the Mind, Know the Learner: How Neuroscience Makes You a Better Trainer Arthur Kohn, Professor, Portland State University Cognitive science has given us insights into the secrets QH NGCTPKPI CPF OGOQT[ 6JKU JKIJN[ KPVGTCEVKXG UGUUKQP will provide dramatic examples of factors that increase

CPF UQOGVKOGU FGETGCUG NGCTPKPI CPF OGOQT[ -QJP will present illustrations of how advertisers effectively incorporate these principles into their campaign and then provide concrete examples of how you can build these into your eLearning and maximize learning and behavior change. Please come prepared to have fun... and learn!

6

The Why. The What. The How. 303 How the Tin Can API Can Bring Us Closer to Personalized Learning Megan Bowe, Tin Can API Strategist, Rustici Software We know that the majority of learning in the workplace (and elsewhere) is informal and not in any one tool or system. We realize the need for more personalized learning approaches. But how do we design and manage a more holistic view of learners and support VJGKT RGTHQTOCPEG CU WPKSWG KPFKXKFWCNU! 6JKU UGUUKQP YKNN GZRNQTG 6JG 6KP %CP #2+ UQOGVKOGU MPQYP CU VJG 'ZRGTKGPEG #2+ C PGY URGEKHKECVKQP HQT NGCTPKPI technology that makes it possible to collect data about the wide range of experiences learners have (online and QHHNKPG ;QWĹ&#x2026;NN UGG JQY VJG #2+ ECRVWTGU FCVC KP C consistent format about a person or groupâ&#x20AC;&#x2122;s activities HTQO OCP[ VGEJPQNQIKGU WUKPI 6KP %CPĹ&#x2026;U UKORNG vocabulary. Youâ&#x20AC;&#x2122;ll: Ĺ? .GCTP YJCV VJG 6KP %CP #2+ KU Ĺ? 7PFGTUVCPF JQY KV YQTMU Ĺ? 5GG GZCORNGU QH YJCV JCU DGGP FQPG YKVJ KV

304 Beyond the Buzz: Designing a MOOC for Behavior Change Bert De Coutere, Solution Architect, Center for Creative Leadership De Coutere will share a discovery and design process for organizing MOOC (Massive Open Online Course) principles outside of higher education. Specifically, heâ&#x20AC;&#x2122;ll discuss a design process for applying the MOOC to leadership development and the results of an ongoing MOOC. Learn: Ĺ? #DQWV VJG OCLQT FGUKIP FGEKUKQPU CPF ETKVGTKC YJGP organizing a MOOC aimed at behavior change. Ĺ? 6Q GXCNWCVG XCTKQWU VGEJPQNQIKECN CNVGTPCVKXGU Ĺ? 6Q FGUKIP C DNWGRTKPV QH CP KP EQORCP[ /11%

305 PowerPoint as a Graphics Editor: Simplified Visual Design for eLearning Kevin Thorn, Owner, NuggetHead Studioz As instructional designers, you want your designs to be XKUWCNN[ CRRGCNKPI CPF TGNGXCPV *QY OWEJ VKOG FQ [QW spend hunting for images or that â&#x20AC;&#x2DC;just rightâ&#x20AC;&#x2122; graphic?

What if a few strokes of a pen or the arrangement of a few simple shapes could convey the same message more effectively? Youâ&#x20AC;&#x2122;ll discuss the basic principles of visual communication and look at examples of perceived affordances. Learn how making subtle changes to your eLearning graphics can be a powerful companion to the instruction. Youâ&#x20AC;&#x2122;ll also learn techniques for creating on-demand graphics following basic visual communication principles. Learn: Ĺ? 9JCV VJG 8KUWCN %QTVGZ KU CPF YJ[ KVĹ&#x2026;U KORQTVCPV in eLearning design. Ĺ? *QY VQ WUG [QWT QYP GZRGTKGPEGU VQ EQORNGVG C visual message. Ĺ? 6Q CRRN[ UKORNG XKUWCN EQOOWPKECVKQP VGEJPKSWGU following basic principles.

WEDNESDAY SEPTEMBER 18 1:30 pm â&#x20AC;&#x201C; 2:30 pm 401 Voice Enabled Learning â&#x20AC;&#x201D; Siri is Not Just a Four-Letter Word Nancy Munro, CEO, KnowledgeShift 6GZV CPF CTVKHKEKCN KPVGNNKIGPEG NKMG 5KTK JCXG QRGPGF WR PGY QRRQTVWPKVKGU HQT OQDKNG FGXKEGU 6JGUG UCOG technologies can be used to design voice-enabled learning and performance support applications. Munro will present several examples of how companies are using voice, speech-to-text and artificial intelligence for training, performance support and performance analytics to improve productivity. Youâ&#x20AC;&#x2122;ll be allowed to try out some of these examples during the presentation.

You will: Ĺ? .GCTP VQ Ĺ&#x2020;JWOCPK\GĹ&#x2021; OQDKNG NGCTPKPI WUKPI VQQNU NKMG +PVGTCEVKXG 8QKEG 4GURQPUG 5[UVGOU Ĺ? *CXG C FGGRGT MPQYNGFIG DCUG CTQWPF JQY artificial intelligence works and how to set up your own version.

A list of resources will be provided so you can build [QWT QYP RTQVQ V[RG QH Ĺ&#x2020;5KTKĹ&#x2021; CRRNKECVKQP VQ VT[ QWV

402 Let Your Content Drive the Tool Danielle Watkins, Principal, CLO; Meghan Stewart, Performance Consultant, Zenith Performance Solutions Articulate, Storyline, Captivate, Lectora, Camtasia, Flash...what tool should we buy to develop eLearning?

Choosing a tool to build eLearning should be driven by VJG V[RG QH EQPVGPV [QW YKNN DG RTQFWEKPI 6JG RTQDNGO is, ALL content being developed is rarely considered. +PUVGCF QTICPK\CVKQPU QHVGP IQ YKVJ YJCV VJG[ JCXG heard is a great tool. Youâ&#x20AC;&#x2122;ll get an overview of the tools available as well as a checklist to help you decide which tool is right for your eLearning development. Youâ&#x20AC;&#x2122;ll focus on letting the content drive the tool, not the other way around. And will do so with a budget in mind.

403 Connecting Engagement to Action: Designing Programs That Have Real Impact Matthew Murray, Senior Director, BTSinteractive As recent studies into intrinsic motivation have EQPHKTOGF Ĺ&#x2020;GPICIGOGPVĹ&#x2021; GPCDNGU KORCEV CPF KPEGPVKXK\GU CEVKQP 6JKU KU RCTVKEWNCTN[ VTWG HQT learning programs. But engagement alone is not enough to drive changes in behavior and improved post-program performance. Action and results only occur when engaging learning programs are reinforced with sustainable activities. Drawing on real-world examples and case studies, this session explores how online/tablet simulation-based learning generates engagement and requires learners to apply skills in realistic situations. Learn how integrated and RGTUQPCNK\GF Ĺ&#x2020;RTKOGĹ&#x2021; CPF Ĺ&#x2020;UWUVCKPĹ&#x2021; GZGEWVKQP HQEWUGF program elements ensure that engagement translates into measurable actions and real impact.

Online Learning Conference

404 PowerPoint Design for Webinars Becky Pluth, VP, Training and Development, The Bob Pike Group Ever asked yourself, â&#x20AC;&#x153;Is there a difference between PowerPoint in a live classroom versus the virtual classroom?â&#x20AC;? The world of webinars is a far and distant planet from classroom training â&#x20AC;&#x201D; and classroom PowerPoint may not translate well in webinar-world.

Instead, learn to speak the visual language of the virtual world by exploring insider tricks for working with colors, fonts, clipart, and other graphic elements; learn how to quickly create a professional-looking design scheme and graphics, and discover simple rules to creating a custom look that sets the right visual mood and tone for your course.

405 Perspectives in Mobile Learning, Gamification and Social Learning A.J. Ripin, Vice President of Strategic Engagement, Moving Knowledge As educators and learning innovators, it is our responsibility to design for the needs and interests of our changing audience. In this session, weâ&#x20AC;&#x2122;ll examine key trends, design techniques, technologies that are fast emerging to meet the challenges and changes of today and tomorrow. Youâ&#x20AC;&#x2122;ll explore world-class examples of Mobile Learning, Gamification and Social Learning from leading sectors across academia, government, and industry from organizations, such as: Google, Avon, Loweâ&#x20AC;&#x2122;s, University of Central Florida, and Defense Acquisition University (DAU). Learn how to deliver value through advanced learning design and content. Explore mLearningâ&#x20AC;&#x2122;s intersection with Social Media, Social Gaming, Gamification, Simulations, Virtual Worldsâ&#x20AC;Śand more.

Tie Learning to Performance.

WEDNESDAY SEPTEMBER 18 2:45 pm â&#x20AC;&#x201C; 3:45 pm 501 The Future of Learning: TODAY Nick Floro, CEO, Sealworks Interactive Studios Join Floro for this in-depth look at what tools, design and technologies you should be using in learning today and whatâ&#x20AC;&#x2122;s just around the corner. See what you can learn from the buzz and new tools appearing in the consumer and corporate environments and how you can take advantage of them to help users learn. This fun session will give you dozens of ideas and reboot your brain for fresh perspectives on how to enhance your learning today.

502 Transfer Learning and Become More Profitable: The Science of Behavior Change Arthur Kohn, CEO, AKLearning Do you want people to work harder, be more cooperative, utilize a new piece of software, or make more healthy choices? This highly engaging session explores the science of learning transfer and corporate change. Youâ&#x20AC;&#x2122;ll: Ĺ? 'ZRNQTG EQTG RTKPEKRNGU VJCV RTQFWEG EJCPIG KP individuals including messaging and incentives that are tailored to the personâ&#x20AC;&#x2122;s â&#x20AC;&#x153;readiness for change.â&#x20AC;? Ĺ? 'ZCOKPG VJG HCEVQTU VJCV RTQFWEG EJCPIG Ĺ? .GCTP JQY VQ WUG UQEKCN OGFKC VQQNU UWEJ CU Facebook to establish new traditions within your organization.

503 Goodbye Paper: Delivering Classroom Materials on Tablets Ben Rockwood, Associate Director; Matt Scaggs, Instructional Designer, AT&T How much does your organization spend updating, printing, and shipping participant materials? Do participants refer to the materials after class or do they end up in the recycle bin? Rockwood and Scaggs will share the design, logistical, and process details involved when AT&T deployed a completely paperless course to an audience of 50,000 across the country. See how this training organization acquired, provisioned, and managed an inventory of 1,000 iOS and Android tablets for classroom instruction. Learn how content was designed and how it was published to the tablets with the click of a button. Learn how participants took notes and created a digital follow-up plan that included accountability to their trainer and supervisor. The session will conclude with some meaningful figures around both ROI and environmental sustainability.

504 What Is Your LMSâ&#x20AC;&#x2122; Status?

Brandon Williams, Consultant, The Educe Group You have an LMS. You invested time, money, and effort implementing this system; moreover, you have maintained the LMS through multiple integrations, customizations and maybe even a costly upgrade or two. Now you must determine the best way to deal with the onslaught of collaborative technologies. It seems the LMS has begun to take a back seat to social learning technologies. Is the LMS going the way of the compact disc, or is there room for it in the new world? This session will explore the future of your LMS and review how to keep it linked to your long-term learning strategy ensuring countless hours and dollars wonâ&#x20AC;&#x2122;t be wasted in the wave of new technology.

THURSDAY SEPTEMBER 19 8:15 am â&#x20AC;&#x201C; 9:00 am What Works @ Work: A Speed Sharing Coffee Klatch Details on page 8.

THURSDAY SEPTEMBER 19 9:15 am â&#x20AC;&#x201C; 10:15 am 601 Hottest New Tools for Cutting-Edge Virtual Training Sheri Jeavons, President, Power Presentations, Inc.; Jim Recker, Product Specialist, Collaboration, Citrix This session explores the latest virtual platform training tools including video, testing, reporting, evaluations and breakout rooms and how to avoid common pitfalls to best coordinate with your IT department when selecting a virtual platform. Learn how to incorporate these new tools into your online training to deliver innovative and engaging events; and examine how to balance ever-changing technology with practical delivery techniques. No matter what virtual training platform you use, you will leave this session with ideas to create your own cutting-edge online training.

602 Get This Online for Me Now! Get Your Content Ready!

Debbie Smith, Instructional Designer, Florida Virtual School See how to adapt face-to-face classroom content for online use, and how to effectively communicate the need for this adaptation to subject-matter experts through the use of a provided checklist. Youâ&#x20AC;&#x2122;ll learn how to improve the organization, clarity, and visual appeal of your content, and how to help ensure that your audience can find the content they need, understand that content, and use the content they find to meet their learning needs. Learn: Ĺ? )WKFGNKPGU HQT YTKVKPI EQPVGPV HQT QPNKPG WUG Ĺ? #DQWV WUKPI VJG 2NCKP .CPIWCIG /QXGOGPV VQ make your online courses more usable. Ĺ? *QY VQ QOKV KPHQTOCVKQP [QWT CWFKGPEG doesnâ&#x20AC;&#x2122;t need. Ĺ? *QY VQ EQOOWPKECVG GHHGEVKXGN[ YKVJ 5/'U

603 Ten Essentials for Successful Mobile Learning Implementation Scott McCormick, Partner, Float Mobile Learning

Tools. Skills.

Behaviors.

Mobile learning strategy and implementation brings about a whole new set of challenges and skill set requirements that can overwhelm a corporate training department. This session will show you best practices that will help you tackle any mLearning initiative head on. It will delve into some critical and essential tasks that, when followed, greatly increase the potential for successful mobile learning. Some of those tasks are building a business case, knowing good design, prototyping, team roles and responsibilities, choosing the right delivery, analytics and security.

Log on to www.OnlineLearningConference.com for a complete schedule and to register.

7

604 Show Your Work

What Works @ Work: A Speed Sharing Coffee Klatch Thursday, September 19, 8:15 am â&#x20AC;&#x201C; 9:00 am Begin your morning with a â&#x20AC;&#x2DC;Cup of Joeâ&#x20AC;&#x2122; and some fresh brewed training. +P OKPWVG NKIJVPKPI TQWPF UGUUKQPU NGCTPKPI RTQHGUUKQPCNU YKNN UJCTG helpful tips from whatâ&#x20AC;&#x2122;s working in their organizations. Youâ&#x20AC;&#x2122;ll have the chance to attend three sessions during this Coffee Klatch. Ĺ? 5OCTVGT $GVVGT (CUVGT # %QNNCDQTCVKXG 9GDKPCT %TGCVKQP 2TQEGUU VJCV 9QTMU Corrinne Fisher, Associate Director, NAFSA: #UUQEKCVKQP QH +PVGTPCVKQPCN 'FWECVQTU Ĺ? +PUVCNNOGPV .GCTPKPI Ĺ? 3WKEM VQ $WKNF 3WKEM VQ %QORNGVG ,COGU )QNFUOKVJ &GUKIP .GCF #EEGPVWTG Ĺ? 7UG +PVGTCEVKXG G$QQMU VQ 6GNN ;QWT 5VQT[ ,GUUKEC 2CJN 5GPKQT +PUVTWEVKQPCN &GUKIPGT UnitedHealthcare Ĺ? %TGCVKPI C 0GY #XGPWG QH .GCTPKPI HQT 'PIKPGGTU #OCPFC 5KFQVK 2TQFWEV 5RGEKCNKUV eLearning, Rockwell Automation Ĺ? #EEGNGTCVKPI 5RGGF VQ /CTMGV KP G.GCTPKPI &GXGNQROGPV 9KNN 5VQN\ 82 /CPCIGT G.GCTPKPI Development, First Citizens Bank Ĺ? # /KETQ .GCTPKPI #RRTQCEJ VQ $WKNFKPI .GCFGTUJKR +PHNWGPEG 5MKNNU Mark Clare, Adjunct Faculty, Northwestern University Ĺ? %TGCVKPI 'HHGEVKXG 5KOWNCVKQPU VQ 6TCKP 9QTMRNCEG 5MKNNU )NGPP $NC\GM 6TCKPKPI 5RGEKCNKUV Design & Development, United Technologies: 2TCVV 9JKVPG[ 4QEMGVF[PG Ĺ? .GCFGTUJKR 5MKNNU )COKHKGF 2QKPVU Omar Nielsen, Sr. Manager Learning 6GEJPQNQIKGU )GPGPVGEJ C /GODGT QH VJG 4QEJG )TQWR

Examples of Effective eLearning.

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Ĺ? 8KFGQ .QY $WFIGV *KIJ +ORCEV Jim Mason, Manager, Learning and Development, Carlson Restaurants Ĺ? 'PICIKPI .GCTPGTU KP VJG 8KTVWCN %NCUUTQQO 5QNWVKQPU VJCV 9QTM /CT[ $GVJ #NGZCPFGT #82 1TICPK\CVKQPCN Development and Corporate Marketing; Michael Delaney, Team Leader, Learning CPF 'FWECVKQP 'EQPQOKECN +PUWTCPEG Ĺ? VQ *QY (KXG &GUKIPGTU CPF &GXGNQRGTU 5WRRQTV Rory Frey, Academy Design & Development Manager, Catalyst 360, A Business of The Hartford Ĺ? $NGPFKPI 8KTVWCN G.GCTPKPI CPF 5QEKCN .GCTPKPI #RRTQCEJGU VQ #FF 8CNWG %CTTKG %CTT +PUVTWEVKQPCN &GUKIP /CPCIGT Accenture Ĺ? +ORNGOGPVKPI 5QEKCN /GFKC +PKVKCVKXGU KPVQ ;QWT 6TCKPKPI 5VTCVGIKGU 0CPE[ )KCTF 6TCKPKPI /CPCIGT 5CPQHK Ĺ? /CMKPI )TGCV 'XGP $GVVGT 7UKPI 'OGTIKPI G.GCTPKPI 5VTCVGIKGU 'HHGEVKXGN[ Stephanie Nadda, Learning Consultant, %QNNGIG QH #OGTKECP 2CVJQNQIKUVU Ĺ? +H ;QW (QTIGV 'XGT[VJKPI 'NUG 4GOGODGT 6JKU Ĺ? 6JG 'UUGPVKCN 'NGOGPVU HQT 5WEEGUUHWNN[ 1PDQCTFKPI 5CNGU 2TQHGUUKQPCNU -TKUVGP )NGCUQP 5GPKQT 5CNGU 6GEJPKECN Education Consultant, RSA, The Security Division of EMC Ĺ? 7UKPI %QOKE $QQM CPF )TCRJKE 0QXGN 6GEJPKSWGU HQT &GXGNQRKPI 'PICIKPI G.GCTPKPI +PUVTWEVKQPCN 0CTTCVKXGU Amy Jokinen, Training & Development 5RGEKCNKUV 'KFG $CKNN[ ..2

Visit www.OnlineLearningConference.com for an updated list of presenters.

Jane Bozarth, Author, Social Media for Trainers: Techniques for Enhancing and Extending Learning We talk a lot in this business about learning, and how people learn, and how to help people learn. But when you ask, â&#x20AC;&#x153;What does learning look like?â&#x20AC;? the answer is rarely, â&#x20AC;&#x153;Someone talking in front of a room.â&#x20AC;? We learn by doing, and by telling what weâ&#x20AC;&#x2122;re doing, and by watching others do things, and by showing others how we did something. Narrating work can solve so many problems for organizations, from capturing tacit knowledge, to easing transitions when workers depart, to further enabling informal and social learning. How can Training & Development help it happen? Learn to: Ĺ? )KXG UGXGTCN GZCORNGU QH YJCV VQ PCTTCVG including at least one from your own practice. Ĺ? +FGPVKH[ YC[U QH ECRVWTKPI PCTTCVKQP KPENWFKPI CV least one non-text-based. Ĺ? 'UVCDNKUJ C RNCP HQT RKNQVKPI C YQTM PCTTCVKQP project back on the job.

605 How to Get Started with Agile Project Management Methods for eLearning Megan Torrance, CEO, Torrance Learning How do you keep your project from falling short in delivering needs on time, and within budget? Youâ&#x20AC;&#x2122;ll explore how the software development industry does it with agile development methods. Agile is one of the â&#x20AC;&#x153;next big thingsâ&#x20AC;? to hit the eLearning world. Weâ&#x20AC;&#x2122;ll discuss what it is, how itâ&#x20AC;&#x2122;s useful (or not), and the how-tos. Learn about: Ĺ? 6JG #IKNG 'ZVTGOG 2TQITCOOKPI :2 FGXGNQROGPV methods and how project teams use them. Ĺ? 6QQNU [QWĹ&#x2026;NN PGGF CPF JQY VQ EJQQUG C RTQLGEV to pilot. Ĺ? *QY VJG VGEJPKSWGU KORTQXG EGPVTCNK\KPI information, keep a project on track, track hours more easily, and define clear and measurable job tasks.

THURSDAY SEPTEMBER 19 10:30 am â&#x20AC;&#x201C; 11:30 am 701 Performance Support: Not One Size Fits All. What Should Yours Look Like?

Joanne Mowat, President, The Herridge Group Inc. What do performers really need to help them do their job, quickly, competently, confidently, and error free?

By understanding the real need in the specific environment, doing the right level of analysis given the time available and listening to performers you can design a timely, effective, and budget-conscious UQNWVKQP +P VJKU UGUUKQP [QW YKNN FKUEWUU C XCTKGV[ QH job roles and environments (technology supported and non-technology supported) and explore, in each case: what needs to be supported, the lifespan of the support intervention, the realistic amount of investment to develop the support, and, given these criteria, the options for support. Youâ&#x20AC;&#x2122;ll: Ĺ? +FGPVKH[ TGCNKUVKE CPF GHHGEVKXG RGTHQTOCPEG UWRRQTV options based on the job being supported and the environment in which the job functions.

Online Learning Conference

Integrate Emerging Technologies. Ő &KUEWUU VGEJPQNQI[ CPF PQP VGEJPQNQI[ DCUGF QRVKQPU HQT UWRRQTVKPI RGTHQTOGTU CV VJG OQOGPV QH PGGF CV VJG LQD UKVG Ő .KUV UKZ HCEVQTU VQ VCMG KPVQ EQPUKFGTCVKQP YJGP FGUKIPKPI C UWRRQTV KPVGTXGPVKQP

702 Usability and User Experience Stuart Bender, Senior Applications Engineer, CCC Information Services Inc. 'ZRNQTG WUGT EGPVGTGF FGUKIP CPF NGCTP JQY VQ VCR JKFFGP VCNGPVU HQT UQNWVKQPU QT KPPQXCVKQPU YJKEJ OKIJV IGV QXGTNQQMGF 7PFGTUVCPF JQY RGTHQTOCPEG TGXKGYU VGUV WUCDKNKV[ GXCNWCVKQPU CPF RGTUQPCU JGNR MGGR HQEWU QP WUGT EGPVGTGF FGUKIP .GCTP VQ Ő 'ZRNCKP VJG DCUKE RTKPEKRNGU QH WUCDKNKV[ CPF WUGT GZRGTKGPEG CPF JQY VQ CRRN[ VJGO Ő #UUGUU [QWT EWTTGPV UMKNNU KP TGNCVKQP VQ VJQUG TQNGU KP C WUGT GZRGTKGPEG VGCO RNC[ Ő 4WP C DCUKE QPG QP QPG WUCDKNKV[ VGUV Ő 4WP C ITQWR WUCDKNKV[ GXCNWCVKQP

703 Lights, Camera… Engage! Connecting with Learners Through Video Greg Owen-Boger, VP, Turpin Communication 1HVGP VJG DGUV YC[ VQ EQPXG[ EQPEGRVU KP G.GCTPKPI EQWTUGU KU VQ KPENWFG XKFGQ QH VJG KPUVTWEVQT URGCMKPI FKTGEVN[ VQ NGCTPGTU 6JKU ECP DG C FCWPVKPI VCUM KH [QWŅTG PQV GSWKRRGF YKVJ VJG MPQY JQY VQ FQ KV +VŅU GXGP OQTG EJCNNGPIKPI YJGP [QW QT VJG 5/' KU PQV CV GCUG KP HTQPV QH VJG ECOGTC 6JKU NKXGN[ UGUUKQP YJKEJ KPENWFGU UCORNG XKFGQ YKNN IGV UVTCVGIKGU HQT GPICIKPI NGCTPGTU QP ECOGTC .GCTP Ő $GUV RTCEVKEGU HQT FGXGNQRKPI CPF TGJGCTUKPI CaUETKRV Ő 5VTCVGIKGU HQT GPICIKPI NGCTPGTU CPF UQWPFKPI EQPXGTUCVKQPCN Ő .CPIWCIG HQT EQCEJKPI QVJGTU

704 From Storytelling to Immersive Simulation Debbie Richards, President, Creative Interactive Ideas 5VQT[VGNNKPI JCU EJCPIGF VJTQWIJ KOOGTUKXG UKOWNCVKQPU 5KOWNCVKQPU CNNQY VJG CWFKGPEG VQ KPVGTCEV YKVJ VJG UVQT[ KPUVGCF QH LWUV RCUUKXGN[ VCMKPI KP VJG UVQT[ 6JG[ CNNQY VJG CWFKGPEG VQ DG C RCTV QH VJG UVQT[ CPF DGEQOG VJG UVQT[VGNNGT CU YGNN ;QWŅNN FKUEWUU VJG DCUKEU QH UVQT[VGNNKPI CPF JQY KV ECP DG CFCRVGF VQ KOOGTUKXG UKOWNCVKQPU ;QWŅNN GZRNQTG UVQT[DQCTF GZCORNGU VGEJPKSWGU CPF VGEJPQNQI[ DCUGF VQQNU WUGF VQ ETGCVG KOOGTUKXG UKOWNCVKQPU .GCTP VQ Ő +FGPVKH[ VJG RKNNCTU QH UVQT[VGNNKPI Ő 'ZRNCKP VJG FKHHGTGPV EQORQPGPVU QH C UVQT[DQCTF CPF JQY VQ WUG VJGO Ő %TGCVG CPF WUG C UVQT[DQCTF HQT CP KOOGTUKXG UKOWNCVKQP

705 Making Online Learning Stick Carl Eidson, Vice President, Wilson Learning Corporation 6JG[ VQQM VJG G.GCTPKPI ENCUU QT VJG YGDKPCT DWV CTG VJG[ WUKPI KV! #U OWEJ CU QH PGY NGCTPKPI PGXGT IGVU CRRNKGF 6JG UQNWVKQP KU PQV OQTG NGCTPKPI DWV OQTG NGCTPKPI VTCPUHGT +P VJKU JCPFU QP UGUUKQP [QW YKNN EQORNGVG C .GCTPKPI 6TCPUHGT #WFKV VQ CUUGUU YJGTG [QW JCXG ICRU CPF YJCV CTGCU [QW ECP HQEWU QP VQ OCMG UWTG RCTVKEKRCPVUŅ WUG CPF CRRN[ QPNKPG NGCTPKPI ;QW YKNN JGCT GZCORNGU QH JQY UGXGTCN EQORCPKGU FTCOCVKECNN[ KORTQXGF VJG KORCEV QH VJGKT NGCTPKPI KPKVKCVKXGU CPF GZRNQTG C WPKSWG NGCTPKPI VTCPUHGT U[UVGO VJCV OCMGU KV GCU[ VQ OCMG G.GCTPKPI CPF XKTVWCN NGCTPKPI UVKEM

THURSDAY SEPTEMBER 19 1:00 pm – 2:00 pm 801 Harnessing the 90%: Using Emerging Technologies to Align Informal and Experiential Learning Marty Rosenheck, Chief Learning Strategist at Cognitive Advisors 0KPGV[ RGTEGPV QH QTICPK\CVKQPCN NGCTPKPI KU VJTQWIJ LQD GZRGTKGPEG CPF KPHQTOCN UJCTKPI 1PN[ QH NGCTPKPI KU HQTOCN DWV VJCVŅU YJGTG VJG GHHQTV CPF OQPG[ IQGU 9J[! $GECWUG VJG JCU DGGP VQQ JCTF VQ YTCPING ŏ WPVKN PQY +P VJKU UGUUKQP [QWŅNN UGG JQY GOGTIKPI VGEJPQNQIKGU CTG CNNQYKPI C NCTIG CUUQEKCVKQP VQ CNKIP KPHQTOCN CPF GZRGTKGPVKCN NGCTPKPI YKVJ EQORGVGPEKGU VQ ETGCVG HNGZKDNG NGCTPKPI RCVJU VTCEM RTQITGUU CPF TGEQIPK\G TGUWNVU .GCTP JQY VJG[ CTG FGRNQ[KPI C PGY RQUV ./5 UQHVYCTG KPHTCUVTWEVWTG DWKNV QP VJG 'ZRGTKGPEG #2+ DCFIGU OQDKNG FGXKEGU CPF G2QTVHQNKQU VQ ETGCVG C EQJGTGPV NGCTPKPI U[UVGO VJCV DQQUVU RGTHQTOCPEG

802 Visually Representing Information for the Non-Graphic Designer Enzo Silva, Instructional Designer, SuccessFactors +PHQITCRJKEU XKFGQ UETKDKPI GZRNCPCVKQP XKFGQU KPHKPKVG ECPXCU RTGUGPVCVKQPU VJGUG CTG LWUV UQOG QH VJG VTGPFU KP XKUWCN VJKPMKPI CPF KPHQTOCVKQP FKURNC[ ;QW OC[ DG VJKPMKPI ņ+V YQWNF EQUV OG CP CTO CPF C NGI VQ JKTG C ITCRJKE CTVKUVŇ QT ņKVŅU VQQ OWEJ VKOG VQ NGCTP VQ WUG VJG VQQNU VQ ETGCVG VJKU KPHQITCRJKE Ň 0QV GXGP ENQUG +P VJKU UGUUKQP YGŅNN GZRNQTG VQQNU CPF RTQEGUUGU VJCV ECP JGNR VJG PQV UQ ITCRJKECNN[ KPENKPGF KPUVTWEVKQPCN FGUKIPGT CPF VJG ITCRJKECNN[ KPENKPGF CU YGNN VQ SWKEMN[ ETGCVG XKUWCN OWNVKOGFKC CUUGVU QP C UJQGUVTKPI DWFIGV .GCTP C RTQDNGO DCUGF UQNWVKQP HQT [QWT PGGFU VQ TGRTGUGPV EQPEGRVU CPF RTQEGUUGU )GV VJG DCUKE RTKPEKRNGU QH ITCRJKE XKUWCN FGUKIP CPF GZRNQTG VQQNU VJCV CNNQY HQT TGNCVKXGN[ GCU[ ETGCVKQP QH OGFKC TKEJ KPHQITCRJKEU XKFGQ UETKDGU CPF QVJGT GPICIKPI CPF VTGPFKPI HQTOU QH 9GD TGCF[ OGFKC

803 Engage Your Audience Through Powerful Storytelling Presenter from Second City Communications 5QEKCN NGCTPKPI UJQTV HQTO XKFGQ ICOKHKECVKQP CPF GZRGTKGPVKCN GXGPVU CTG VJG PGY CRRTQCEJGU HQT C PGY VKOG .GCTP VQ YKP QXGT [QWT OQUV KORQTVCPV CWFKGPEGU YKVJ EQOGFKE NGCTPKPI CPF UVQT[VGNNKPI VJCV GPICIGU VJGO YKVJ [QWT MG[ OGUUCIKPI CPF DTKPIU TGUWNVU +ORTQXG [QWT GZKUVKPI RTQITCOU YKVJKP CP GZRGTKGPVKCN GPXKTQPOGPV KORTQX DCD[ VJCV TGHKPGU VJG UQHV UMKNNU [QW YKUJ [QWŅF RKEMGF WR KP WPKXGTUKV[ &KUEQXGT C HWP KORTQX DCUGF CRRTQCEJ VQ NGCTPKPI VJTQWIJ NKXG CPF KPVGTCEVKXG OGFKC CPF NGCTP JQY VQ Ő 7UG KORTQXKUCVKQP KP C YC[ VJCV GPEQWTCIGU NGCTPGTU VQ FKUEWUU KORQTVCPV VQRKEU CPF EJCPIG DGJCXKQTU Ő %QPPGEV YKVJ CWFKGPEGU KP VYQ YC[ EQNNCDQTCVKXG FKCNQIWGU ŏ PQV OQPQNQIWGU Ő (CEKNKVCVG CP GZRGTKGPEG VJCV VJTQWIJ JWOQT GPEQWTCIGU CWFKGPEGU VQ VJKPM CPF CRRN[ NGCTPKPI KP TGCN YQTNF UKVWCVKQPU

804 The Power of the Prototype: Mobile Learning Prototyping Fundamentals Scott McCormick, Partner, Float Mobile Learning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

805 Stop Measuring Recall and Start Measuring Application Ken Phillips, Founder/CEO, Phillips Associates &Q [QW MPQY JQY OWEJ RCTVKEKRCPVU VTWN[ NGCTP HTQO [QWT G.GCTPKPI RTQITCOU! +H PQV [QWŅTG PQV CNQPG #EEQTFKPI VQ C #56& TGUGCTEJ UVWF[ aQH QTICPK\CVKQPU OGCUWTG RCTVKEKRCPVUŅ NGCTPKPI .GXGN [GV QPN[ QH VJGUG QTICPK\CVKQPU XKGY VJG FCVC EQNNGEVGF VQ DG XCNWCDNG 6JG RTQDNGO KU VJCV VJG XCNKFKV[ QH VJG TGUWNVU KU QPN[ CU IQQF CU VJG SWCNKV[ QH VJG VGUV SWGUVKQPU 1HVGP RGQRNG YJQ CTGPŅV UCXX[ KP VJG CTV CPF UEKGPEG QH YTKVKPI IQQF OWNVKRNG EJQKEGaVGUV SWGUVKQPU ETGCVG SWGUVKQPU VJCV CTG VQQ UKORNG VJCV CTG QXGTN[ FKHHKEWNV QT VJCV VGUV HQT TGECNN CPF PQV CRRNKECVKQP +P VJKU UGUUKQP [QW YKNNaKFGPVKH[ VJG FKHHGTGPEG DGVYGGP OWNVKRNG EJQKEG VGUV SWGUVKQPU VJCV OGCUWTG TGECNN CPF VJQUG VJCV OGCUWTG CRRNKECVKQP aCPCN[\G VJG EQOOQP OKUVCMGU OCFG D[ OCP[ NGCTPKPI CPF FGXGNQROGPV RTQHGUUKQPCNU YJGP FGXGNQRKPI OWNVKRNG EJQKEG VGUVU CPF NGCTP VKRU HQT QXGTEQOKPI VJGUG OKUVCMGU

Log on to www.OnlineLearningConference.com for a complete schedule and to register.

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Choose from one of five FREE hands-on clinics. Learn by doing in these hands-on, interactive sessions that are included with your conference registration. Youâ&#x20AC;&#x2122;ll leave with new skills, techniques and takeaways.

Hands-On Clinics THURSDAY, SEPTEMBER R 19, 2:15 PM â&#x20AC;&#x201C; 4:45 PM

C01 Designing Performance-Based Interactive Exercises Reuben Tozman, CEO, SlideJar Inappropriate learning activities are too often applied to eLearning courses due to inflexible tool sets, too little time, and lack of instructional design expertise. In this hands-on clinic you will: Ĺ? $WKNF DGJCXKQT DCUGF DNWGRTKPVU CPF FGUKIP ETGCVKXG interactions outside a specific toolset. Ĺ? &GEQPUVTWEV TCY EQPVGPV VQ CRRN[ C VTKGF CPF VGUVGF methodology for converting content into eLearning interactions. Ĺ? 'ZRTGUU RGTHQTOCPEG QDLGEVKXGU KP OGCUWTCDNG YC[U to design interventions at the level of need. Ĺ? $WKNF ETGCVKXG CEVKXKV[ VGORNCVGU DCUGF QP RGTHQTOCPEG QDLGEVKXGU BYOD: It is highly recommended you bring your own WiFi-enabled laptop to this clinic.

C02 Fast, Cheap, AND Good: Using Free Tools to Build Quick Mobile Apps Diane Gayeski, Dean, Ithaca College Park School off Communications Todayâ&#x20AC;&#x2122;s workforce needs quick access to data, mobile performance support, and immediately updatable content. In this hands-on clinic, youâ&#x20AC;&#x2122;ll learn to create several quick mobile applications using free online software tools.

Learn to: Ĺ? +FGPVKH[ CV NGCUV UQWTEGU CPF UGNGEVKQP ETKVGTKC HQT free tools that can quickly build mobile learning applications. Ĺ? $WKNF CV NGCUV QPG RTQVQV[RG OQDKNG CRR WUKPI [QWT own content examples.

Space is limited, pre-registration is recommended.

contributing to conversations regarding governance. Youâ&#x20AC;&#x2122;ll: Ĺ? 'PICIG KP UWRRQTVKPI NGCTPKPI YKVJ UQEKCN media based tasks and activities. Ĺ? &GXGNQR C RNCP HQT KPEQTRQTCVKPI PGY KFGCU into practice. Ĺ? %JQQUG VQQNU CPF CRRTQCEJGU VJCV UWRRQTV instructional goals.

Prerequisites: Some experience commentingg on blogs or sites like LinkedIn, posting status updates to Facebook, participatingg in online communities, or using similar tools. You should work in an environment where some social media use is permitted.

BYOD: Please bring your own WiFi-enabled laptop with security configured to allow access to popular sites like Twitter and Facebook.

C04 The eLearning Crusades: You Donâ&#x20AC;&#x2122;t Have to Choose Between SAM and ADDIE Lou Russell, Author, /CPCIKPI 2TQLGEVU $TKPI [QWT RTQLGEV VQ VJKU JCPFU QP clinic, and apply SAM (Successive #RRTQZKOCVKQP /QFGN #&&+'

#PCN[UKU &GUKIP &GXGNQROGPV +ORNGOGPVCVKQP CPF 'XCNWCVKQP CPF C EQODKPCVKQP QH CRRTQCEJGU VQ [QWT TGCN RTQLGEV .GCXG YKVJ C 2TQLGEV %JCTVGT CPF C 2TQLGEV 5EJGFWNG .GCTP VQ Ĺ? 5EQRG [QWT DNGPFGF FGXGNQROGPV RTQLGEV Ĺ? %QORNGVG C 2TQLGEV %JCTVGT HQT [QWT RTQLGEV Ĺ? 'UVCDNKUJ OKNGUVQPGU NGXGTCIKPI 5#/ #&&+' and/or both to meet the needs of your specific WPKSWGaRTQLGEV Ĺ? 9QTMKPI DCEM HTQO C HKZGF FCVG CPF DWFIGV ETGCVG C FCUJDQCTF VQ OCPCIG [QWT RTQLGEV UWEEGUUHWNN[

C05 Play to Learnâ&#x20AC;&#x201D;Designing Effective Learning Games Sharon Boller, President, BottomLine Performance, Inc.; Karl Kapp, Author, The Gamification of Learning and +PUVTWEVKQP )COG $CUGF /GVJQFU CPF 5VTCVGIKGU HQT 6TCKPKPI CPF 'FWECVKQP Learning games are a hot, hot trend â&#x20AC;&#x201D; but why? What makes them work and how in the world do you go about designing one? In this clinic, youâ&#x20AC;&#x2122;ll identify the connection between games and learning â&#x20AC;&#x201D; and what makes a learning game effective. Then youâ&#x20AC;&#x2122;ll roll up your sleeves and become a game designer, working with a small group to design a learning game. This clinic will provide the context and process, your team will produce a game. The clinic concludes with play testing of each prototype and a discussion of how to iterate your designs. Your takeaways include: Ĺ? # TGRGCVCDNG RTQEGUU HQT FGUKIPKPI NGCTPKPI ICOGU Ĺ? %TKVGTKC HQT GHHGEVKXG NGCTPKPI ICOGU Ĺ? 6KRU QP RNC[ VGUVKPI CPF TGXKUKQP Ĺ? # Ĺ&#x201E;UCNGU UJGGVĹ&#x2026; HQT JGNRKPI UVCMGJQNFGTU WPFGTUVCPF the power of games as learning tools.

BYOD Bring Your Own Device

This clinic qualifies for 2.5 PDUs from the Project Management Institute.

BYOD: Please bring your own WiFi-enabled laptop and an iPhone or Android smart phone.

C03 Using Social Media for Learning Jane Bozarth, Author, Social Media for Trainers Practice using social media tools to support and extend learning. Youâ&#x20AC;&#x2122;ll engage in activities such as openers, introductions, quick-answer, reflective work, group work, quiz games, and photo-based work. Weâ&#x20AC;&#x2122;ll go beyond the DQWPFU QH VTCFKVKQPCN 6 & RTCEVKEG VQ VJG TGCNO QH informal and social learning. You will take away supplemental guidelines for supporting change and

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WHATâ&#x20AC;&#x2122; A S INCLUDED Your Conference Registration Includes: Ĺ? ;QWT EJQKEG QH EQPEWTTGPV OKPWVG UMKNN building and how-to breakout sessions Ĺ? ;QWT EJQKEG QH C JCPFU QP %NKPKE Ĺ? #EEGUU VQ 6WGUFC[Ĺ&#x2026;U QRGPKPI GXGPV CV Buddy Guyâ&#x20AC;&#x2122;s Legends Club including drinks, food, music and content. Ĺ? #EEGUU VQ 9GFPGUFC[Ĺ&#x2026;U The Simpsons Meet Second City with Simpsons writer and EQ RTQFWEGT ,QGN %QJGP KORTQX CTVKUVU HTQO 5GEQPF %KV[ CPF C TGEGRVKQP

Ĺ? ;QWT EJQKEG QH VJTGG DGUV RTCEVKEGU KP 6JWTUFC[Ĺ&#x2026;U Ĺ&#x201E;5RGGF 5JCTKPIĹ&#x2026; UGUUKQP Ĺ? 4GHTGUJOGPV DTGCMU CPF FCKN[ NWPEJGU Ĺ? ;QWT EJQKEG QH .WPEJ .GCTP UGUUKQPU

Your Pre-Conference Certificate Program Registration Includes: Ĺ? ;QWT EJQKEG QH C FC[ RTG EQPHGTGPEG EGTVKHKECVG RTQITCO 5GRV Ĺ? .WPEJGU CPF TGHTGUJOGPV DTGCMU HQT GCEJ FC[ of your certificate program. Ĺ? /GGVKPI OCVGTKCNU HQT VJG EGTVKHKECVG RTQITCO

Online Learning Conference

Venue & Hotel CONFERENCE VENUE The Online Learning 2013 Conference will take place at: McCormick Place Convention Center (Lakeside Center) 2301 S. Lake Shore Drive Chicago, Illinois 60616

Photo courtesy of Hyatt Hotels.

CONFERENCE HOTEL Hyatt Regency McCormick Place 2233 South Martin Luther King Jr. Drive Chicago, IL 60616 Special Room Rate: $209 Single or Double Occupancy NOTE: The Hyattt is connected to the McCormick Place Lakeside Center via an enclosed sky-bridge.

To reserve your room, contact Connections Housing Phone: Fax: Email: Online:

About the Hyatt Regency McCormick Place:

800-262-9974 or 404-842-0000 (International) 404-842-0954 learningconference@connectionshousing.com www.OnlineLearningConference.com and click on the ‘Venue and Hotel’ tab.

Connections Housing is the official hotel agency for your Online Learning Conference needs — the only guaranteed method of booking your room at our special, reduced rate of $209 single/double per night. This rate is good through August 23 or until the room block fills, whichever comes first. So book your room through Connections Housing today!

Government Per Diem rooms are available on a limited basis online or by calling Connections Housing at 800-262-9974. In order to be eligible for this rate, you must have valid government identification at check-in.

Step into Hyatt Regency McCormick Place where our luxurious wood paneled lobby filled with comfortable leather seating groups dispels your preconceived notion of conventional hotels immediately. Here, chic yet inviting décor, superb service and luxurious amenities enhance your guest experience from the moment you enter our welcoming Chicago McCormick Place hotel. Take in the incredible views of downtown, Lake Michigan and the Museum Campus from contemporary guestrooms. Savor a variety of delicious cuisines in our popular McCormick Place hotel restaurants.

Relax in our indoor pool and StayFit fitness center.

When you’re ready to play, the city’s endless assortment of activities match every taste, budget and mood. Enjoy treasures like Navy Pier, Millennium Park, Lincoln Park Zoo, Museum of Science and Industry, Art Institute of Chicago, and shopping on the Miracle Mile. For details on Chicago attractions visit: www.choosechicago.com.

REGISTRATION INFORMATION: How to Register: You may register by mail or fax, using the form on page 12. Or, register online at www.OnlineLearningConference.com and click on the ‘Register Now’ button.

Payment Methods: Payment is accepted by credit card (Amex, Discover, MasterCard or Visa). If you are paying by check or wire transfer, select ‘Balance Due’ as the payment option online. An invoice will be generated by e-mail.

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has been processed. Discount offers/codes may not be combined; only one discount per attendee.

Please e-mail Staff@TrainingMagEvents.com for information on discounts available to: government/ military personnel; higher educational/academic institutions; groups/teams of 3 or more; and charitable non-profit organizations.

Special Services/Assistance: If you have a special service need (e.g. mobility assistance; food allergies), please contact us at least 10 business days prior to the start of the conference: Conferences@TrainingMagEvents.com.

Cancellation Policy: Should you need to cancel your Online Learning Conference registration, you must do so in writing — by e-mail (registration@goeshow.com) or by fax (847-277-7414) — by August 30, 2013. Cancellations received by August 30, 2013, are subject to a $100 processing fee and the balance of your registration fee will be refunded. After August 30, 2013, we are happy to accept substitutions or issue a letter of credit for a future event, but no refunds will be given.

Customer Service: Phone: 847-620-4483, ext. 2 (Monday-Friday; 9 am - 6pm Eastern time)

Log on to www.OnlineLearningConference.com for a complete schedule and to register.

E-mail: registration@goeshow.com (with Online Learning Conference in the subject line).

11

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Certificate Programs .......September 16 – 17, 2013 Conference .......................September 17 – 19, 2013 Chicago, Illinois

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C01 Designing Performance-Based Interactive Exercises C02 Fast, Cheap, AND Good: Using Free Tools to Build Quick Mobile Apps C03 Using Social Media for Learning C04 The eLearning Crusades: You Don't Have to Choose between SAM and ADDIE C05 Play to Learn — Designing Effective Learning Games

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