Engagement & Outcomes | Fall 2016 by Training Industry Magazine

Q U A R T E R LY I FA L L 2 0 1 6

ENGAGEMENT TRAINING VERSUS PERFORMANCE | 16 Delivering Solutions that Work IGNITING PASSION IN THE CLASSROOM | 28 Taking Training to the Next Level THE LEADER AS THE FACILITATOR | 33 Building a Culture of Transparency

BUSINESS

PERSPECTIVES

MANAGING

WORLD-CLASS

TRAINING

Learning That Drives Results CrossKnowledge is an engaging, forward-looking digital learning solution, driving business outcomes and the ability to transform individuals and entire organizations. We provide a customized, fully integrated learning solution and implement it at unmatched velocity. CrossKnowledgeâ&#x20AC;&#x2122;s learning solution is complete, bringing together our cutting-edge technology and world-class content into a blended environment. Only CrossKnowledge has the experience, agility, and foresight to help you build an innovative and more eďŹ&#x20AC;ective learning solution. CrossKnowledge, a Wiley brand, serves over 10 million users in 130 countries.

PERSPECTIVES - K E N TAY LO R

There has never been a question that the role of the learning leader is to improve the performance of the organization by introducing, when necessary, an intervention to change the way employees perform. Similarly, we are also responsible for the performance of our own team, where they focus, what company goals they attempt to impact, what data they track, and what systems they use.

WE NEED TO START INTRODUCING THE “WHY” INTO ALL OF OUR DISCUSSIONS.

It is common to engage in discussions with those in our profession surrounding “what” programs we need to introduce to solve the problem that we are sure can be solved via training. The good news is that we have come a long way in clearly deciding whether or not training is the answer. Once the analysis is complete and begin to target the performance gaps, learning and development teams focus their efforts on “how” the training is designed and delivered. There are always heavy discussions around which modality will be the most effective. We see the inclusion of various teaching approaches, content types and platforms into a given program – be it video, instructor led, role play, microlearning or coaching to name a few. I see our focus on “how” beginning to truly change the way we approach the design and content in our programs. So what’s next?

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As part of our role as “leaders” in learning and development, we need to start to introduce the “why” into our discussions. Why are we introducing the program? Why the instructor is teaching the course may change how the content is delivered. Why the designer is designing the program will influence the nature and structure of the learning, ensuring the input they collect from SMEs is on point and relevant to those who take the training. Why the administrator tracks certain data may influence the approach they take to surveying participants, and that may lead them to introduce multiple methods to check the learner’s reaction to the experience. I really think our next challenge to move the needle on the impact of the programs we support is to start discussing the why. This edition of Training Industry Magazine takes a look at training in terms of its engagement and alignment to the outcomes we have as an organization. As you read through this collection of practices and approaches, keep in mind that if we insert more “why” when discussing the initiatives we create or procure, the likelihood of engaging the learner and hitting the performance improvement mark skyrockets. At least, that’s my perspective. Ken Taylor is the president and editor in chief of Training Industry, Inc. Email Ken.

CO N T E N TS

TA B L E O F VOLUME 9

ISSUE 4

FALL 2016

F E AT U R E S

16 TRAINING VERSUS PERFORMANCE

16 20 24 28 33 36

40 44

28 PASSION IN THE CLASSROOM

33 LEADER AS THE FACILITATOR

PERFORMANCE VERSUS TRAINING: IT ISN’T ALWAYS A TRAINING ISSUE By Angela Wilson

Eliminate one-size-fits-all training and match the right solution to each individual issue.

MINDFULNESS: A CRITICAL SUCCESS FACTOR By George Pitagorsky

Learning to concentrate and be present in the moment is like exercising a muscle.

CREATING THE IDEAL LEARNING ENVIRONMENT By Daila Boufford

It’s time to embrace the diversity of the learning audience and maximize resources.

PASSION IN THE CLASSROOM: CAN YOU BE A SAND SALESMAN? By Jack Landry

Spark your enthusiasm for training by focusing on the positive benefits and outcomes.

THE LEADER AS THE FACILITATOR: HOW TO EFFECTIVELY LEAD KNOWLEDGE WORKERS By Marshall Goldsmith, Alan Mulally & Sam Shriver

Leaders must admit they don’t have all the answers and facilitate the process of finding solutions.

WHY CHARACTERS, CLICKS, POINTS AND BADGES DON’T TRANSLATE IN E-LEARNING By Vicki Kunkel

Game mechanics alone aren’t enough to engage learners and drive behavior change.

LEARNING EFFECTIVENESS BY DESIGN By Fiona Sookhai

Numbers do not lie and are a guiding force when developing and deploying training solutions.

FOUR WAYS TO INCREASE LEARNER ENGAGEMENT By Charlotte Morris

The path to a successful and effective learning experience is paved with robust engagement.

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THOUGHT LEADERS

03 09 11 13

PERSPECTIVES By Ken Taylor

Discussing why training is being deployed elevates engagement.

GUEST EDITOR By Adam Kucera

Focusing on final results greatly limits how we get to those results.

PERFORMANCE & PRODUCTIVITY By Charles Jennings

We must consider the environment when designing learning solutions.

TOOLS IN LEARNING By Karl Kapp

The commodity of time must be given for deep engagement.

15 52 55 57

GEN WHY By Michelle Eggleston

Employees can either choose to engage or remain actively disengaged.

FROM WHERE I SIT By Doug Harward

We have an opportunity to improve how we engage with suppliers.

LEADERSHIP 2.0 By Ken Blanchard & Scott Blanchard

L&D has a role to play in moving the needle on employee engagement.

SCIENCE OF LEARNING By Art Kohn, Ph.D.

What you do after training is more important than what you do during training.

INFO EXCHANGE 48 I CASEBOOK

IBM employees are driving their own development through the use of Open Badges.

50 I GLOBAL OUTLOOK

Trainers must understand that different cultures have different solutions to the same issues.

58 I MEASURING IMPACT

There are a few things learning professionals can learn about advertising from infomercials.

60 I CLOSING DEALS

Naspers Ventures’ investment in Codecademy demonstrates the growing importance of technology.

61 I COMPANY NEWS

Keep up with the latest in the training industry by reading news from the last quarter.

62 I WHAT’S ONLINE

Find additional articles, case studies and information available only on TrainingIndustry.com.

63 I TRAINING TALK

Review industry insights and poll results collected from learning leaders around the world.

A B O U T OUR TEAM STAFF CHIEF EXECUTIVE OFFICER

EDITOR

Doug Harward dharward@trainingindustry.com

Shina Neo sneo@trainingindustry.com

EDITOR IN CHIEF & PRESIDENT

DESIGNER

Ken Taylor ktaylor@trainingindustry.com

Heather Schwendner hschwendner@trainingindustry.com

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THE OUTCOME OF ENGAGEMENT

Within companies across the globe, sales departments are looking at activations, marketing teams are tracking Net Promoter Scores, IT is measuring the number of tickets closed and human resources is measuring employee turnover, but being focused on final results greatly limits how we get to those results. In the aforementioned cases, or in any department or role, the outcome cannot be achieved without the engagement of the audience you are targeting.

BEING FOCUSED ON FINAL RESULTS GREATLY LIMITS HOW WE GET TO THOSE RESULTS. Take sales for example; if you intend to sell a new widget adaptor, you first need to understand the process that has created or modified the steps that have maximized the opportunities to sell the product. To do this, you gather intelligence from those closest to the current procedures in place, as they will give you valuable data about current customer sentiment about the widget. You then analyze the available data to either validate the audience recommendations or refute them. Assuming that this sentiment aligns with earlier findings, you can then build out or update necessary communications and training resources. But you are not done there. The most common and critical mistake made by

- ADAM KUCERA

GUEST EDITOR

an organization is assuming that simply providing access to communications and training, or even mandating performance and adoption, will engender a successful campaign. This assumption will almost always cause the initiative to fail. However, there are steps you can take to avoid this outcome, and it starts with engaging the support staff of direct agents/customers, consisting of account representatives, coaches, managers and trainers. This group has to be engaged in the process and must advocate for the changes you seek. Without this group, the frontline salespeople or even customers will retain only portions of the message, which can lead to apathetic adoption.

• Tell your audience the “why.” Why are we launching this product? Why are we taking away an incentive opportunity? Why did we change the promotion? Every company has multiple reasons why it does what it does but is rarely forthright in explaining it to create clear understanding and buy-in.

The following elements to creating measurable engagement are key steps that do not change, whether trying to get kids to do chores or attempting to meet quarterly revenue projections for Wall Street.

While we all may think that making something mandatory or even providing a meaningful incentive will drive behavior, it is simply not the case. The frontline individual who is working within the new structure must understand the importance to themselves, their company and the longterm success of both. They have to want to participate. They have to be engaged.

• Be honest. If you have an agenda, but mask that agenda from your audience behind a ruse or partial story, they will always sense the misdirection. This immediately puts them in a defensive posture and they will “wait and see” how things pan out. This will cause a poor launch of a change and a complete absence of momentum. If you push harder or add more stick or more carrot, they will become even more entrenched. Trust can move mountains.

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• Admit defeats. Oftentimes, a change is necessary because the current method allows for fraud or loss. Whatever the reason, and baring a legal reason preventing disclosure, explaining the process that has led to the changes will make the audience feel engaged in the process and part of the solution. This can create even more trust and adoption momentum.

Adam Kucera is the director of sales training and support for DISH, where he is responsible for leading the strategy and execution of learning systems and tools; an engagement and support team, as well as developing a national team of trainers, instructional designers and analytics teams. While Adam has been with DISH for nearly 16 years, he has been leading the training department for 6 years. Email Adam.

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- CH AR L E S J E NNING S

PERFORMANCE AND PRODUCTIVITY

LEARNING OUTCOMES WE ARE PRODUCTS OF OUR ENVIRONMENT

Most of our actions are determined by our environment. Whether at work or play, our environment dictates how we behave and respond more than most of us realize.

then send them back to the unchanged workplace in the expectation the awayfrom-work inspiration will result in their improved performance. This happens less often than we’d expect.

Brian Wansink is a leading academic in the field of nutrition and behavior. Wansink and his colleagues carried out some simple studies that suggest the reasons we eat have little to do with hunger and a tremendous amount to do with subtle environmental cues and influences. For instance, if you use a big spoon or serve yourself on a big plate, you’ll eat more. If you move the small bowl of chocolates on your desk six feet away, you’ll eat half as much. And the more people you eat with, the more you’ll eat.

WHY MOST DEVELOPMENT PROGRAMS FAIL

Understanding this important principle can help in our work as training and development professionals. If we want to initiate change, drive performance and achieve our desired outcomes, then we need to focus on not just helping individuals change, but we also need to focus on helping change occur in their working environments.

CHANGED BEHAVIOR IS THE ONLY EVIDENCE OF LEARNING. Many observers have noted that changing people and then putting them back into an unchanged workplace is a definition of stupidity. Yet this is still the underlying premise in the design of many training courses today. For example, we might take a group of managers away from work to attend a leadership program,

Gurdjian, Halbeisen, and Lane at McKinsey & Company underpinned the importance of focusing on environment to achieve change when they found much of the value from the $14 billion invested annually in leadership development in the U.S. alone is lost due to some fundamental errors. The errors these researchers found with leadership development is echoed across training and development generally. CONTEXT IS CRITICAL FOR OUTCOMES The first error the McKinsey team found was overlooking context. At the individual level, the one-size-fits-all approach of many training and development initiatives fails to take important differences into account. At the organizational level, culture, organizational strategy or CEO mandate is often overlooked for a variety of reasons, such as it is seen as simply too difficult or a provider can only offer standard solutions. Failure to align with the environment to which participants will return is almost certain to lead to failure of any overall initiative. REFLECTION IS CRITICAL FOR OUTCOMES The second error the researchers identified was that reflection is decoupled

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from real work. It may be fun to design a program where participants discuss and reflect within the confines of the classroom, but reflection is more impactful if it takes place with our own colleagues, in our own work context. The closer to the point of use that learning occurs the more effective it is likely to be, and reflection that is tightly coupled to our work is likely to be more effective in changing our behavior than any awayfrom-work reflection activity. THE IMPORTANCE OF MINDSET FOR ENGAGEMENT AND OUTCOMES The McKinsey team termed the third error they identified as “underestimating mindsets.” Helping build capability through knowledge and skills is not enough. Changed behavior is the only evidence of learning and changed behavior relies on also changing attitudes, feelings, assumptions and beliefs. Your training team is likely to have more impact and see improved outcomes if it focuses on each of these elements and helps align them with organizational needs. Learning is like eating – multidimensional and relying on environmental influences more than we imagine. If we fail to consider the environment when we’re designing solutions, we’re likely to fail in our efforts to develop high-performing people and organizations.

Charles Jennings is a director of the Internet Time Alliance and founder of the 70:20:10 Institute. He is the former chief learning officer for Thomson Reuters. Email Charles.

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www.meridianks.com 1.844.MKS.CORP/1.844.657.2677

- KAR L M. KAPP, Ed .D.

TOOLS IN LEARNING

STEP BACK AND

DISENGAGE to

There are all kinds of distractions plaguing each and every one of us. In this election year we have the distraction of an unconventional candidate, in our pockets we have the distraction of a smartphone and in the world around us we have the distraction of unrest, violence and uncertainty. It’s no wonder employees are seemingly more disengaged at work than in any time in history. This age of disengagement and distraction hasn’t gone unnoticed in the learning industry. To the contrary, the learning industry has moved to providing distracted employees with shorter learning “bursts” or “chunks” of content. This phenomenon has been dubbed “microlearning.”

WE SHOULD GIVE LEARNERS THE TIME TO WRESTLE WITH BIG ISSUES. Microlearning provides a little bit of training over time so distracted employees are unburdened from sitting in front of a computer for an hour and are relieved from being subjected to hours of lectures. Instead, content is delivered right to their phone in hopes of engaging them for a few moments and then having them return to work. The goal is to become a positive distraction and engage them for a moment and then let them continue with other distractions or, actual work.

LEARN The research is clear that microlearning does have a positive impact on certain learning outcomes and can lead to measurable workplace results that help increase both learning and profits. The old paradigm of engaging the learner for hours seems to be dying a rather quick death. However, we shouldn’t be so fast to throw out the baby with the bath water. Microlearning has its place and is a powerful learning tool. But what happened to careful, thoughtful, timeintense learning? If we really want to engage our employees in solving problems, behaving in an innovative manner and developing creative new products, we really ought to think about giving them the fleeting commodity of time. In my experience, people who are given time are the ones who can become completely engaged in an activity and we know that engagement leads to learning and highly positive outcomes. Perhaps, in addition to microlearning, we should introduce the idea of deep learning. Deep learning is the act of taking time to engage with content, ideas and concepts over a concentrated period of time. We should give learners the time to wrestle with big issues like new product development and new market exploration in a location free of distractions. I attend a great deal of conferences and almost every event is filled to the minute with activities. And on every

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break everyone is checking their smartphone. What if we really thought about engagement and about creating a structure to achieve larger learning goals, like how to think strategically or how to overcome product stagnation. We would probably take an approach that provides the learners with time for reflection and time to connect the dots – time to engage. It’s not that microlearning is bad. It most certainly is not. It’s that the industry seems to be swinging the pendulum toward an approach that includes nothing but microlearning. In an attempt to move the pendulum toward the middle, we need to balance microlearning with other approaches. We need learning environments where time is given for deep engagement with content and issues. We need to allow learners to struggle with new ideas, we need to set aside time for reflection and we need to step back to a higher level and try to connect the dots around us. Creating these types of learning environments will lead to engagement and to the learning outcomes we desire. Karl M. Kapp, Ed.D., is a professor of instructional technology at Bloomsburg University. He studies and chronicles the convergence of learning and technology and is the author of six books and the Lynda.com course, “Gamification of Learning.” Email Karl.

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HAVE YOUR MILLENNIALS CHECKED OUT?

Engagement is at the heart of organizational performance. Without elevated levels of engagement, organizations can experience diminished returns on investment, high turnover rates and reduced morale and productivity. According to the 2016 Gallup report “How Millennials Want to Work and Live,” only 29 percent of millennials are engaged, meaning they are emotionally and behaviorally connected to their job and company. This makes millennials (the largest segment of our workforce) the least engaged generation in the workplace, with 71 percent of millennials predominately not engaged or actively disengaged. But is this surprising? Let’s think about this for a second. Millennials are on the bottom-rung of the corporate ladder, claiming many entry-level positions. Fresh-faced employees must “pay their dues” and work hard toward establishing a solid work ethic and sound decisionmaking abilities before being granted more challenging roles. Think back to when you were entering the workforce. How would you rate your engagement level? Did you have the most exciting job in the company – let alone your dream job? Odds are your answer is “no.” While this is a determining factor in engagement levels, we must also take into account the values of the millennial generation. Millennials are seeking more than a job that pays the bills, they are seeking meaningful opportunities to expand their skillset that align with their core values.

While millennials can come across as relentlessly demanding, the reality is that they just want a job that feels worthwhile – and they will keep looking until they find it. Gallup estimates that millennial turnover due to lack of engagement costs the U.S. economy $30.5 billion annually. This is a call to action for organizations to ramp up engagement strategies that target millennials or risk a turnover cycle that drains company time, money and resources. Learning and development can help drive millennial engagement across the organization. Here are a few strategies to reel millennials in before they check out:

Prepare to engage on Day 1 The official start date of employees is just as important for the company as it is for the individual. This day represents the first chance organizations have to effectively engage employees in the company culture and their job. Through onboarding practices, job rotations or mentoring relationships, it is critical for organizations to engage employees in their early days with the company, or risk leaving them behind.

Regular meetings with management Opening up the communication channels between manager and employee is crucial for effective performance management. Millennial workers are more engaged than non-millennials when their managers provide frequent and consistent communication and feedback. Fortyfour percent of millennials who hold regular meetings with their managers are engaged, according to Gallup.

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MILLENNIAL TURNOVER COSTS THE U.S. ECONOMY $30.5 BILLION ANNUALLY. Identify opportunities to impact company culture Many organizations donate, volunteer or raise awareness for charities or non-profits. Providing opportunities for millennials to contribute their input on where the company should focus their efforts can help them find deeper meaning and satisfaction in their job and company. Millennials can help lead service efforts on behalf of the company, refining project management skills and working for a worthwhile cause.

Acknowledge employee accomplishments throughout the company Companies that celebrate the work and accomplishments of their employees create a positive workplace culture. Organizations can spread the word via the company intranet, a dedicated employee newsletter or at company events. These announcements reinforce that the company notices hard work and appreciates the efforts of its employees, which can ultimately motivate employees to work harder. At the end of the day, engagement is a two-way street. While organizations must provide development opportunities, it is up to the employee to “grab the baton” and engage in their job and company. Employees can either choose to engage or remain actively disengaged. Michelle Eggleston, CPTM, is the editorial director for Training Industry, Inc. Email Michelle.

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- MICH E L L E E G G L E STON, CPT M

GEN WHY

IT ISNâ&#x20AC;&#x2122;T ALWAYS A TRAINING ISSUE BY ANGELA WILSON

MANY ORGANIZATIONS SHARE A COMMON ASSUMPTION THAT IF AN EMPLOYEE ISN’T DOING SOMETHING “RIGHT,” THEN HE OR SHE NEEDS MORE TRAINING. THIS ASSUMPTION, AND OTHERS THAT IMMEDIATELY LOOK TO TRAINING AS THE GO-TO SOLUTION, MAY SOUND LIKE JOB SECURITY TO A LEARNING PROFESSIONAL OR AN EASY SOLUTION TO UPPER LEADERSHIP.

However, the idea that training can solve any and all behavioral or productivity problems can lead an organization to failure, which may result in a loss of support for training programs altogether. Traditional training models can solve one basic problem: lack of knowledge or skills. A performance issue resulting from a lack of knowledge or skills is easy to fix: Provide effective training and an ongoing learning and support system, and the problem is solved. If it’s not a training issue, then training won’t solve the performance problem, no matter how stellar the training solution is. This type of failure will convince upper leadership that training is ineffective. To ensure the longevity and success of your training program, it’s crucial to offer solutions that work rather than the same repetitive go-to training. What about all of the other causes of performance issues? If training only addresses one cause, does that mean your training program is unnecessary? Absolutely not! Every quality training program can support overall performance improvement solutions. The major obstacle facing learning professionals is educating leadership on: » The difference between training issues and performance issues

» The importance of a thorough needs analysis to identify whether a problem is a performance or training issue » The value of using the results of the needs analysis to determine the best and most effective solution Employee productivity, job satisfaction and overall performance will improve drastically with one simple change: Eliminate blanket training solutions, and start matching the right solution to each individual issue. NEEDS ANALYSIS Being fully prepared with an updated and organized performance needs analysis, or gap analysis, will be your best tool. Whether you are a training professional who works with different businesses or a corporate trainer for one business, take some time to develop your own needs analysis form and process. It’s important to tailor the needs analysis to the business you are serving and to your development style. Create a tool that feels natural and that you can use quickly and easily. The “Needs Analysis Pitch” sidebar shows how to create a successful sales pitch. Whenever you are talking with management and upper leadership about possible training issues or assignments, take the opportunity to educate them on the difference between

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training issues and performance issues, and offer to develop the best and most effective solution. Your needs analysis should include methods to help identify if any of the following performance issues exist. Sometimes the best needs analysis is done by shadowing employees for first-hand accounts of their experiences, asking questions and actively listening to them. The real cause typically reveals itself quickly when you go straight to the source. PERFORMANCE ISSUES Because people are complex and deal with vast amounts of competing demands, the number of issues, contributing factors and causes of performance issues can be endless (which makes the needs analysis so important and the results sometimes unpredictable). Here are some common issues matched with solutions. Issue They know how to do the task but don’t realize that they’re doing it incorrectly. Solution Feedback Feedback is one of the most powerful learning tools. Most adults are capable of closing their own performance gaps once they know they exist. Provide regular and consistent feedback to communicate clear expectations and areas for improvement. You can give the feedback, or you can provide training and tools to the individuals

responsible for giving feedback on the best ways to do so. Issue They forget some of the steps in the process. Solution Job aid People cannot be expected to memorize long or difficult processes. If there are detailed steps that need to be completed, it is vital to provide a job aid to assist the learner. The aid can come in the form of an electronic knowledge base or a paper handout, but there must be a resource to which employees can refer for help completing each step. Issue They know how to do it but repeatedly forget when to do it. Solution Job aid or automated reminder If the flow of individual tasks is not intuitive, it’s important to provide a solution to help the employees remember it. You could provide a visual job aid or, even better, improve the system by providing an automated reminder. Issue The process is too difficult or cumbersome. Solution Simplify the process. Expectations must be realistic. If the reason an employee is not performing is because the task is too difficult or

ADDITIONAL ISSUES & SOLUTIONS It’s fairly easy to match solutions to actual issues. Here are some additional issues you’ll want to work to identify and match with solutions. ISSUES

SOLUTIONS

• Unclear expectations

• Appraisal system

• Missing controls or standards

• Job aids

• Lack of consequences • Misaligned motives and expectations • Low individual capacity • Personal/home issues • Rewarding the unwanted behavior • Health issues

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THE IDEA THAT TRAINING CAN SOLVE ALL PRODUCTIVITY PROBLEMS CAN LEAD AN ORGANIZATION TO FAILURE.

• Health/wellness programs • Career development • Job/work redesign • Coaching • Culture change

• Documentation • Electronic performance support • Re-engineering • Environment change • Staffing • Engineering

• Organizational design

• Leadership improvement

• Compensation

• Supervision

• Information systems

• Team building

cumbersome, take the time to fully understand the process and then simplify it. Even if you are only able to simplify one step, employees will appreciate that you took the time to understand what they were doing and that you made the effort to improve it. Promise to continue this effort, and you will contribute to a culture of positive change in which employees are more engaged, loyal and motivated. Issue They don’t understand why they have to do it. Solution Explain why. Adult learners need to understand why they are expected to do something and what will happen if they don’t. This simple solution typically ends in a comment like, “Oh, I had no idea that’s why we were doing that.” If learners don’t appreciate the value of a task, they will not do it. Issue The process or tasks actually bring little to no value. Solution Eliminate the task. By exploring the reason for the original task/expectation, you may find that it isn’t even necessary. It’s important to ask, “What would happen if they didn’t do this?” If the

Photo by Kenny Johnson for KC Ballet Media

Issue The task is done infrequently. Solution Make the process/application intuitive and easy to remember, or provide a job aid. Learners need repetitive practice to master a skill and retain information. If employees are expected to complete a process or use an application so infrequently that they can’t remember what they did last time, no amount of training will solve that problem. The solution instead is to develop applications and processes that are intuitive and have a high degree of memorability. If that’s not possible, it’s critical that you provide a job aid for the employees to use when the task is required. THE COURAGE TO CHALLENGE TRAINING ISSUES By taking the time to identify the true cause of performance issues, you will be able to support your organization’s efforts to create positive change, and your training program will develop a reputation for solving problems and improving employee performance.

impact is minimal, you may want to stop doing it. Sometimes employees aren’t completing a task you think is important because it actually adds no value.

it your way and be frustrated, complete it their own way and frustrate you, or not do it at all. Take the time to ask, listen and be open to improving processes.

Issue There’s a better way of doing it.

Issue The tool or application is difficult to use.

Solution Ask, listen and improve the process.

Solution Fix the usability issue.

The next time you hear “I think our employees need some training on that topic,” have the courage to educate others about the difference between training issues and performance issues. Share your vision for identifying, developing and delivering solutions that work.

When setting expectations, it’s critical to involve the end users. When you fail to hear their perspective, the process will inevitably be more difficult than it should be. When people know there’s a better way to do something, they will either complete

You should never blame an employee or training program for a tool or application that is difficult to use. If improving the usability is not an option, acknowledge the issues and reset the expectations to be fair and realistic.

Angela Wilson is a learning and development coordinator at Avista Utilities in Spokane, Washington. She has more than 15 years of experience delivering innovative learning solutions for organizations across a broad range of industries. Email Angela.

NEEDS ANALYSIS PITCH One of the best tools you can have is a 30-second sales pitch of your needs analysis so you can be prepared for being put on the spot. Here’s an easy formula to use: 1| Validate the concern. 2| Explain the need to identify the cause. 3| Provide examples of two different potential causes and a solution for each. 4| Offer to complete an in-depth needs analysis. 5| Emphasize the benefit of matching the right solution to the problem.

Here’s an example: Manager Our employees keep forgetting to add a note to the customer file to summarize their customer interaction. I think they need more training. Learning Professional I can definitely see the importance of making sure everyone adds notes to customer files (1). The best next step is to identify what’s causing them to forget so that we can provide a solution that will solve the problem as quickly and inexpensively as possible (2).

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For example, if they simply don’t know how to add a note to the file, then training is a great solution (3). If they know how to complete the process but just aren’t, we’ll want to dig a little deeper for the solution, which may end up being as simple as setting a clear expectation or creating automated reminders (3). I’d love to complete a quick needs analysis to determine if this problem is a training or performance issue so we can implement the best solution (4). If it ends up being more of a performance issue, we may be able to solve it more quickly and cheaply. Either way, taking the time to identify the cause will lead to a better and more costeffective solution (5).

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MINDFULNESS A CRITICAL

SUCCESS FACTOR By George Pitagorsky

Mindfulness and mindfulness meditation have hit the mainstream. Mindfulness is the capacity to purposefully, objectively observe whatever is occurring within and around you, and mindfulness meditation is the means for cultivating that ability.

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The U.S. Army, Google and many other organizations have incorporated courses and ongoing mindfulness practice support into their core learning programs. School districts across the country are even including mindfulness practices as part of their curricula. As awareness of the power of mindfulness spreads, itâ&#x20AC;&#x2122;s likely to become a standard part of any learning program, where it can provide a performance edge for trainers, training developers and course participants alike.

OPTIMAL PERFORMANCE AND FLOW Optimal performance is the ability to maximize individual and team potential to achieve consistently high-quality results. It means sustainably meeting multiple, changing and often conflicting success criteria along with the ability to adapt to changing conditions. It involves balancing thoroughness, efficiency, resources and demands.

MINDFULNESS MEDITATION PRACTICE • Find an erect and relaxed posture, with hands and arms resting comfortably, your body balanced and stable, and your lips slightly apart, with a subtle inner smile. • Reach your head gently upward (imagine a string pulling upward from the crown), your chin slightly tucked and your head, neck, and spine relaxed and erect. Keep your shoulders loose and your chest open.

• Feel the sensations of your body. Let your body rest actively. • Take note of your breath. Notice the sensation of inhalation and exhalation wherever it is most prevalent for you: at the nostrils, the rising and falling of the chest, or the abdomen. • Notice thoughts, feelings, sensations, sounds, sights and smells as they occur.

Have you experienced flow in the classroom? You have fully absorbed the material, it is flowing through you, and you are energized, completely aware of the verbal and nonverbal responses of participants. Every move you make has a positive impact. You immediately become aware of any distracting thought or feeling and let it go to remain in the “zone.”You feel any frustration, anxiety, disappointment or other negative emotion that may arise, but you are not controlled by it.

LEARNING TO CONCENTRATE IS LIKE EXERCISING A MUSCLE.

• Bring your attention back to your breath. • As soon as you notice that you are lost or distracted, return to the body and the breath, and begin again.

MANAGING YOUR THOUGHTS: GET REAL Your mind is probably filled with a never-ending waterfall of thoughts. Your thoughts are sometimes so engaging that you are drawn into a mental journey; others bring up strong emotions or link you to a memory that distorts your perception of what is happening in the present.

This is the experience of enhanced mindfulness and concentration. This is being in flow.

Mindfulness meditation helps the mind settle into a calm state. Thoughts and feelings still come up, but you are able to see each one more clearly. You can choose the ones you want to follow and let the others pass by.

BENEFITS OF MINDFULNESS

Managing your thoughts allows you to get REAL:

Would it benefit you to have more moments of flow, to be more present and less distracted, to be less reactive and more responsive? Mindfulness meditation has been used for thousands of years, but scientists have only recently studied its benefits, which, according to LivingMindfully.org, include: • Self-awareness, -trust and -acceptance

Optimal performance occurs when the performer experiences flow. In his book “Good Business,” Mihaly Csikszentmihalyi uses the term “flow” for the state of consciousness experienced by people when they are deeply engaged and genuinely enjoying the moment. Flow occurs when there are clear goals, immediate feedback, the capacity to perform and concentrated focus on the present. There is a sense of timelessness and the feeling that the activity is “just happening.”

• Accept all thoughts, feelings and sensations with a friendly attitude.

• Relaxed: Calm, cool and collected • Energized: Ready to act • Accepting: Knowing what you can and cannot change • Listening: Caringly and carefully attentive to what is happening in and around you

• Calm even when faced with difficulties

There are three components to getting REAL:

• Acceptance of life and its challenges

Effort: just the right amount to keep things

• The ability to adapt to and cope with change • A decrease in the physical symptoms of stress • Decreased anxiety and depression • Better concentration and creativity • An improved immune system

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moving. The most important part is to be relaxed. Yet, as with anything, it takes time and effort to break old habits and cultivate new ones. It takes effort to give up control and let go of enticing thoughts. Just notice and allow everything to unfold on its own. You will notice your reactions when things are not as you think they should be. For example, you may find that you are thinking more than you should

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be; sounds may be annoying, or you may have an itch. Just let it be. Watch it all, as if it were a movie.

PRACTICE MINDFULNESS MEDITATION IN DAILY LIFE. Concentration: the ability to choose what to

focus on, even in the face of distraction, leading to peaceful feelings and enabling optimal effort. Concentration is a prerequisite for mindfulness. It is what allows you to focus and relax in the face of distractions. You choose what you will think about or notice. As distractions come, you note them but then bring your attention back to your chosen object. That object might be your breath, a feeling, a sound or image, or your current activity. Learning to concentrate is like exercising a muscle. Your mind becomes increasingly able to concentrate, and you become increasingly relaxed. Concentration results in a calm, quiet state of mind and the ability to choose.

Mindfulness: seeing things objectively as

they occur, leading to the ability to accept, listen and be responsive rather than reactive. Mindfulness is purposefully paying attention to everything – thoughts, feelings and physical sensations

– from moment to moment. Being mindful means maintaining an open mind while observing each moment. That observation does not get in the way of flow; it enables flow. Mindfulness helps to maintain the dynamic balance needed to navigate the complexities of any activity.

MINDFULNESS MEDITATION Mindfulness meditation is a method for cultivating mindfulness and concentration. You can practice it formally and informally anytime during the day. (See “Mindfulness Meditation Practice” sidebar on page 21.)

Formal Practice The basic technique for formal mindfulness meditation is simple. When you have enough concentration to be relatively calm and quiet, replace the concentration on your breath with awareness of each thought, feeling or sensation that you experience. Maintain open awareness of everything that comes, seeing it all as existing for a moment and passing away. Accept everything, whether it is pleasant, unpleasant or neutral: Just notice it and let it be. If you become lost, return to the breath and begin again. Your formal practice should take place in a quiet room where you are unlikely to be interrupted or distracted. Set a duration (use a timer for best results). Sit on a chair or a cushion. Your eyes may be open or closed. You might start with five minutes and gradually increase the time to 20 or 30 minutes or more. Try to practice every day. If you miss a day, just start again and continue as best as you

MINDFULNESS IN ACTION Make everything you do a meditation. Happily waiting Why waste time on impatience? Meditate while waiting. Phone call consciousness Notice the compulsion to answer the phone immediately. Consider the phone ring a mindfulness signal. Let it ring three times while you sense your body and breath; then answer it, or let it go to voicemail. Do the same with texts and emails.

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Standing or walking Maintain awareness of the sensations of your body and the tendency to become lost in thought or distracted by everything that steals your attention. Bring your attention back to your body and walking. Mindful meetings When you arrive at a meeting, take a few seconds to settle in and sense your body, mood, and intention. Focus on the content of the meeting. Notice the urge to space out or read your email. Stay focused.

can. Make the process a gift to yourself rather than a chore.

Informal Practice Practice mindfulness meditation in daily life. Wherever you are, whatever you are doing, notice whether you are present and mindfully aware or distracted, lost in thought, reactive, or asleep to what is going on. For example, if you are teaching, every once in a while, get in touch with the sensations of your body and your breath, and take a brief moment to be present. (See “Mindfulness in Action” sidebar.)

INTEGRATING MINDFULNESS INTO YOUR TRAINING Mindfulness is a powerful adjunct to any training activity. As a trainer, you want the participants in your courses to be attentive, engaged and ready to learn. You can begin your class or course with a brief exercise in mindful awareness. Introduce the exercise by telling the participants that it will help them learn more effectively and easily. Ask them to sit comfortably erect for fifteen seconds, sense their body and breath, notice their thoughts, and then engage in the learning process. Tell them that every so often (once every 30 minutes or hour), you will remind them to come back to check their posture, sense their body and breath, and return to the activity at hand. It’s like taking a minibreak. Thirty seconds or less will do. Simply reading and thinking about mindfulness is a first step, but it’s like thinking about exercising or dieting: It has no real effect. To achieve the full benefits of mindfulness, turn your thinking into action. Relax, concentrate and be mindfully aware. George Pitagorsky is a speaker, teacher of mindfulness meditation, consultant, author and currently CIO at the NYC DOE. He is the author of “The Zen Approach to Project Management,” “Managing Conflict in Projects,” and “Project Management Foundation.” Email George.

CREATING THE IDEAL LEARNING ENVIRONMENT HOW TO MAXIMIZE TIME, RESOURCES AND ENGAGEMENT BY DAILA BOUFFORD

reating the ideal learning environment that engages learners, boosts their intrinsic motivation and demonstrates the value of the experience can be quite a challenge when working with diverse audiences and existing organizational resources. Although research has shown that learners should not be defined strictly by learning style or preference, many still tend to use these labels as a guide when faced with the challenge of designing activities for a variety of learners. Unfortunately, this method presents an incomplete picture, which can yield a sub-par learning experience.

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All learners can benefit from a rich and stimulating environment. To truly address diversity in the learner audience, it is important to consider a larger set of characteristics that provides a contextual understanding of how the learning experience fits into the individual’s existing environment. Let’s explore four types of characteristics that can be used to create a more complex understanding of learners and their needs. FOUR LEARNER CHARACTERISTICS

Generational characteristics.

Companies have been struggling for years to find ways to better employ and retain millennial workers. This generation is known for being constantly connected, requiring immediate feedback and encouragement, and having high expectations and demands for the integration of technology. The type of learning environment that will be most welcoming for a millennial learner may be quite different from what a baby boomer would desire.

Access to technology. Regardless of their

comfort level, if employees are required to complete an online course but do not have access to a computer or mobile device during the work day, their participation will be minimal. Evaluate the technology that is readily available to your participants, and design experiences that promote participation.

Culture and learning. While it would be

inaccurate to say that an individual’s culture determines his or her learning style, there are commonalities that emerge among individuals as a result of how they process and act upon information. Sometimes these tendencies are a result of formal learning experiences. Other times, they have developed as a result of life events. Understand that each learner may interpret content differently.

Geographic location. Are learners working

alongside their peers while participating in the course? How might the opportunity for casual conversations and face-to-face check-ins impact the types of activities you design? What if the learners are physically separated from their peers? What if there are different time zones to account for? It’s important to use tools that facilitate collaboration among colleagues, regardless of their location. As you contemplate these characteristics, you may become concerned about your ability to meet so many needs within one learning environment. Although the onesize-fits-all approach to learning is quickly becoming obsolete, the truth is that many organizations simply do not have the resources to create fully customized environments that will address each learner’s needs. The learning industry continues to evolve at a rapid pace, creating debate among designers on how to construct

THE ONESIZE-FITS-ALL APPROACH TO LEARNING IS QUICKLY BECOMING OBSOLETE. T R A I N I N G I N DUSTR Y MA GAZ INE - FALL20 1 6 I WWW.TRAININGI NDU S T RY . C OM/ MAGAZ I NE

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DON’T FALL PREY TO THE IDEA THAT TECHNOLOGY CAN SAVE A POORLY DESIGNED COURSE. the best possible experience. While you may not ever reach that elusive 100-percent satisfaction rate, here are some guidelines that can help you create a learning environment that engages learners and maximizes your time and financial resources.

CREATE AN ENVIRONMENT THAT IMPROVES CRITICAL THINKING SKILLS According to a 2012 American Management Association report, “More than half of executives admit their employees are ‘average’ at best in critical thinking, creativity, collaboration and communication skills.” As you develop your learning environment, consider how you can incorporate activities that sharpen critical thinking skills. These skills help employees make better decisions, regardless of their job or industry. To realize this potential, it’s important to develop a common understanding of what critical thinking means. At ansrsource, we define critical thinking as the ability to evaluate the connection between evidence and potential conclusions. By thinking critically, employees can ask relevant questions to identify alternative solutions to existing challenges. Incorporating critical thinking activities into the learning environment takes time and careful planning to pull off. However, the potential benefits derived from a workforce that excels in critical thinking far outweigh the effort involved in designing this type of environment.

TIPS FOR DEVELOPING THE LEARNING ENVIRONMENT

Be authentic. Employees who must take

time out of their day to attend courses, while still managing their normal responsibilities, may be turned off by a generic “off-the-shelf” course. Customized content featuring visible leaders in the organization can create a strong

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value proposition on the importance of the course.

Identify early on if the content will require additional incentives to generate commitment. It may be hard to admit, but not all learners will be motivated to take your course. Some companies use badging, competition or career pathing to motivate learners to complete required modules.

Use existing resources to foster an employee’s motivation to learn. Incorporate elements

of social learning to develop stronger connections among peers. Maximize your human capital by providing employees with opportunities to showcase their knowledge and share it throughout the organization. The ideal learning environment can incorporate existing tools and systems. It does not have to rely on expensive technology to provide the customization and personalization desired by today’s workforce.

that the greater team understands the value of the learning experience. These actions can garner outside support, encouraging participants to make the course a priority.

Incorporate activities that develop higher order skills, such as critical thinking. Avoid death by consumption: Give your learners opportunities to apply their knowledge. Challenge them with thoughtprovoking assignments, and encourage a healthy debate on difficult topics among class participants. These strategies will encourage learners to internalize the content, which will increase their retention of important concepts.

Reduce learner attrition by designing activities that take the holistic user experience into account. Employees often struggle

to keep up with work while meeting the requirements of their coursework. The stress of these demands places a greater burden on an individual’s cognitive load (the total capacity of working memory available to the brain at any moment). Routine activities require less effort from the brain than activities that require the processing of new information. Cognitive load is important to keep in mind throughout the design process, as it can guide the rhythm and pacing of your material.

Expand the learning environment. Include

supervisors when designing course outcomes to ensure that they align with expected productivity gains. Encourage learners to discuss course concepts with their peers, and identify opportunities for learners to immediately apply their knowledge. Raise awareness of course concepts so

Design your environment to fit into the learner’s daily routine. Chunk content

into small sections that can be spread over the course of a few days. This design will give learners the flexibility needed to meet multiple demands. Specify how much time each activity will take so that learners can manage their schedule accordingly. If group meetings are part of the course, be sure to provide ample time to accommodate various work schedules.

Utilize multimedia tools to create a dynamic learning environment, if you have the budget. Live action videos, animations,

and online simulations and interactives are a great way to spruce up your content. However, don’t fall prey to the idea that technology can save a poorly designed course. Always refer to your original learning plan to ensure that your activities are aligned with the desired course outcomes. A NOTE ON E-LEARNING CONTENT

E-learning has been heralded as a method to cut costs while delivering a consistent user experience. Through the use of learning management systems, webinars, enterprise social networks and video conferencing, organizations have been able to maximize their intellectual property. Many institutions have established policies stating that all training materials previously

CONSIDER THE IMPORTANCE OF QUALITY VERSUS QUANTITY FOR LEARNING ACTIVITIES.

controlled by learning and development departments must now be housed in a centralized content management system. While creating a central repository can improve accessibility across the company, this approach does not necessarily guarantee that employees will use the content to which they now have access. More than ever before, the learning and development department has an important role to play in facilitating the learning process.

BECOMING THE GO-TO RESOURCE

Once you have created your ideal learning environment, consider how to establish it as a vital, go-to resource for your organization.

Develop a clear value proposition for each learning activity. Much time is spent on

ensuring that the organization obtains a return on investment for learning initiatives. But what about the return on investment for the learners? Why should they give up valuable time to participate in a learning activity? Consider the importance of quality versus quantity when deciding which activities to include. Clearly communicate their value to the learners, and establish next steps that will help them accomplish their goals.

Discuss with managers the employee development needs they see in their department. Help them understand

the available resources so they can recommend appropriate courses to their direct reports. Follow up to assess whether the learning activity generated the expected output and where it needs further refinement.

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Create individualized learning plans with accountability measures that motivate employees to be proactive in developing their skill set. As organizations increase their emphasis on human capital, learning and development professionals will become central to the overall success of the company. Get ahead of the game by developing a deep understanding of the skills each employee brings to his or her work and how those skills can be enhanced to further the success of the organization.

This is an exciting time to be in the learning industry. Learning and development professionals have the capability to create an engaging environment that challenges learners, ignites their passions and propels them forward in their careers. It’s time to embrace the diversity of the learning audience and maximize resources to create the optimal learning environment.

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Daila Boufford is the manager of learning design at ansrsource. Email Daila.

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PASSION IN THE CLASSROOM ARE YOU A SAND SALESMAN? BY JACK LANDRY

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One of the most valuable lessons I ever learned happened in an unexpected way. I was boarding an early morning flight from DC to Dallas. The weather was clear, and I was looking forward to a few hours of quiet time and maybe even some shut eye. As I lumbered down the aisle with my carry-on and briefcase, I could see that the seat next to mine was occupied. My quiet time was in jeopardy. My row mate appeared to be in his early 40s. He was suited up, tie and all. My new friend (I’ll call him Sandy) started a conversation as soon as I buckled. Our conversation went like this:

SANDY: Hi, I’m Sandy. How are you? What do you do?

ME: Doing well. I’m Jack, and I’m a trainer. (Should I reciprocate by asking what he does for a living? That would be the polite thing to do, but I’m still holding out hope of avoiding a gab-fest!) You?

SANDY: I am in abrasives. ME: (Hmmm…abrasives. I have no idea what

that means. Should I ask?) I’m not familiar with that product.

SANDY: I sell the raw materials that go into sand blasters to remove paint and rust.

ME: (Materials for sand blasters? It sounds like

IF HE COULD PASSIONATELY SELL SAND, I COULD BE PASSIONATE ABOUT TRAINING. T R A I N I N G I N DUSTR Y MA GAZ INE - FALL20 1 6 I WWW.TRAININGI NDU S T RY . C OM/ MAGAZ I NE

he’s a sand salesman!) So, if I understand correctly, you sell sand? That must be a boring job.

SANDY: Boring? Not at all! Did you know

that the infrastructure of our nation is at risk? My product is critical to our country. Bridges, pipelines, broadcast towers, satellite transmitters and receivers all need regular maintenance to ensure safety and functionality. (He paused for a breath.) Without proper maintenance, thousands of lives would be at risk, along with our communications infrastructure that guarantees the basic services of society and military readiness, public utilities, transportation,air travel…

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ARE YOU A SAND SALESMAN? Do you understand the “why” of your training program? Are you crystal clear on how the training will improve performance and lead to greater success. If not, learn from the sand salesman: Understand your purpose and how enthusiasm can make a difference in engagement. You can transform any training event from “hohum” to “wow.” Prepare for your sessions or content development by thinking through the larger implications of your training. What higher purpose will spark your enthusiasm and share it with the classroom or the content? You have the ability to make any session a memorable one by following the example of the sand salesman. His passion was unexpected. At this point, I was ready to get out my credit card and buy some sand! Sandy was passionate about his product, and he believed that the service he provided was critical for the country’s infrastructure. He was so persuasive about his product that I became wrapped up in emotion. Sandy spoke in terms that I could understand and that were meaningful to me and my life (I still think about Sandy’s message when I drive nervously over a bridge). He talked about his job with a fervor that I had seldom seen before. As the flight progressed, I mulled over the conversation and Sandy’s spontaneous and inspiring response to my insensitive comment about his “boring” job. The intensity with which he described his job was truly impressive. Eventually the underlying lesson dawned on me: If this guy could be passionate about selling sand, of all things, I had absolutely no excuse not to be passionate about my job.

PURPOSE IN THE CLASSROOM Have you ever dragged yourself into a classroom, dreading going through the motions of teaching the latest set of software modifications or policy changes? If you have, you are certainly not alone. Developing training on detailed sets of

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procedures or teaching the same technical content week after week can lead to feeling numb and insignificant. Most of us will throw up our hands and apologize to the class for the boring nature of the content. The good news is that it doesn’t have to be this way. Our challenge, then, is how trainers can generate the passion of the “sand salesman.” The insights I gained from Sandy made me reconsider the way my training projects could positively impact people’s lives and how mastering new skills could lead to greater success on the part of my participants. Armed with new skills, learners can provide for their families and improve their career prospects. It was clear that the sand salesman was passionate about his job and his product, and we can be, too. How do we develop a passion for our training? Passion comes from knowing your purpose and feeling genuine enthusiasm for your job. A sense of purpose provides a reason to complete a task or project. The concept of purpose is scalable. There can be an overall purpose for a course, and there can (and should) be a purpose for each lesson and topic. The purpose answers crucial questions: So what? Why is this idea important? How will this module lead the learner to be more effective? In what ways will the course contribute to the success of

SPARK YOUR ENTHUSIASM

none at all), and passive facial expressions. Lack of enthusiasm is contagious; before long, all of the energy will drain from the session.

We have all known trainers who are simply going through the motions. Clues include low energy, speaking in a monotone, subdued gestures (or

The good news is that the reverse is true. Your enthusiasm will lead to higher energy, a smile in your voice, a sincere passion for the topic and the success

of the participants. To build your enthusiasm, think of all the ways your participants will benefit from your training. Make it your mission to personally connect with each learner in the room. Set your bar high: Make a goal that every participant will learn a new skill and share your enthusiasm for the lesson.

KNOW YOUR PURPOSE Toward what higher purpose are you working? What gets you up in the morning? If you are a trainer or instructional designer, what impact will your course or lesson have on the success of the participants or your company? These are some of the questions you should ask yourself as you prepare to create or deliver training.

ENTHUSIASM IS THE FUEL THAT FIRES THE ENERGY IN THE CLASSROOM. the participants? The answers to these questions define the course’s purpose. Knowing the purpose of the training shows you, the training professional, the reasons your contributions are so important to the learners.

FUELING THE FIRE Purpose alone, however, is not enough. In order to have the passion of the sand salesman, you must have enthusiasm as well. Enthusiasm is the fuel that fires the energy in the classroom. In Norman Vincent Peale’s bestselling book

“Enthusiasm Makes the Difference,” he notes that as adults, we must work to develop the enthusiasm that comes so naturally to children. We must continually remind ourselves of the honor that we hold as trainers who have the ability to improve people’s lives. Think about the many times you’ve received appreciative comments from your learners about how your work changed them. A clear understanding of purpose paired with enthusiasm will propel your training to the next level. Let your passion for your

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In “Connecting Happiness and Success,” Ray White stresses the importance of knowing your purpose as it relates to how you will make a difference to others and to the world. Strive to articulate the positive impact and importance of the training content. For example, consider how mastering new computer software will help individuals become more efficient and achieve business goals. Possible outcomes include higher levels of personal success, improved customer service and greater profitability.

topic come through in your voice and movements. Enthusiasm is infectious, and before you know it, your classroom will be alive with energy. This passion will result in many benefits, including greater engagement and a more enjoyable experience for both participants and instructor. Remember the lesson from the sand salesman, and let your passion show in the classroom. Jack Landry has more than 20 years of experience in the training profession, during which he has trained more than 1,000 aspiring trainers in T3 programs. Email Jack.

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Running Training like a Business. Proven Approach. Transformative Results.

There’s increased pressure on training functions to reduce costs, become more relevant, increase value, and focus on the strategic elements of the business. NIIT’s suite of learning outsourcing services are built around the principles of running training like a business. Training is our business, and our only business. Our team of some of the world's finest learning professionals is helping leading companies in the world dramatically transform the effectiveness and efficiency of their training – delivering enhanced impact, sharpened focus, and reduced costs time and again. Learn more at www.niit.com/rtlab.

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LEARNING ADMINISTRATION

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STRATEGIC SOURCING

LEARNING TECHNOLOGY

Historically, “leadership” has largely been considered a top-down function. Leaders were masters of their crafts that doled out their knowledge over time to eager apprentices aspiring to gain wisdom. Enter the “Knowledge Worker.”

Peter Drucker presented a very simple definition:

“Knowledge Workers are people who know more about what they are doing than their boss does.” Fundamentally, the ever-increasing presence of the Knowledge Worker threatens to render our traditional assumptions about top-down leadership obsolete. It also presents challenges to modern-day leaders that their counterparts in years gone by were not called to address:

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“How do you help your team members achieve their goals when you – as a leader– are not an expert on the topic?” To illustrate these challenges, we will examine how one CEO, Alan Mulally, gained well-deserved notoriety for creatively leveraging the skills of his team, the people of the Ford Motor Company and the Situational Leadership® Model to lead an incredibly successful turnaround. This example demonstrates how “The Leader as Facilitator” has a

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higher probability of success than “The Leader as Boss” when leading Knowledge Workers. A leader’s transition from boss to facilitator is a function of the leader’s ability to create an open and transparent environment that encourages team members to assess and articulate their own level of performance without fear or shame of any kind – and be open to help from people at any level of the company. Clearly, this kind of transparency is much easier to imagine than it is to establish. Fortunately, we have an example for your consideration.

IF PEOPLE HAVE PROBLEMS, YOU WANT TO GET THEM OUT ON THE TABLE SO YOU CAN HELP FIND SOLUTIONS. LEADING USING ORGANIZED COMMON SENSE Developed by Dr. Paul Hersey and grounded in over 50 years of foundational research, Situational Leadership® is a practical, repeatable model that is most frequently referred to as “organized common sense.” The Situational Leadership® Model is based on the relationship between leaders and followers and serves as a framework to analyze each situation based on: • The amount of guidance and direction (task behavior) a leader gives • The amount of socioemotional support (relationship behavior) a leader provides • The Performance Readiness® Level that followers exhibit for a specific task, function, or objective This approach stresses flexibility and simplicity in execution, helping leaders across the organization address the most pressing challenges pervasive in today’s work environment.

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ALAN MULALLY AND FORD When Alan assumed the role of CEO in 2006, here are a few of the top-line “opportunities” that awaited him: • Ford had just posted the largest annual loss in its 103-year history • Stock was trading at $1 per share • Employees were paralyzed with fear Alan’s first acts were to form a cohesive leadership team and to come together around a compelling vision, comprehensive strategy and relentless implementation process. He then convened a weekly meeting with the 16 members of his leadership team (all of whom would certainly qualify as credentialed Knowledge Workers). Initially, Alan asked each of them to do two things: 1 | Identify a plan to implement the strategy. 2 | Assess progress against the plan using the following guidelines:

He then said something few leaders have the nerve to say in the presence of their leadership teams: “Mark, you have a ‘RED.’ Above all else, sincere thanks for the transparency! Also, please recognize this … it’s OK! Now, just to be clear, I don’t have the answer to your problem either. But, good news! We have thousands of very smart people who work here at Ford. Let’s get to work and find somebody who can help Mark solve this problem.” What happened? The team turned their attention to Mark’s problem and identified people who had the experience and expertise to help. Within a few minutes, there was noticeable movement in a positive direction. What followed were a series of bold and effective decisions that drove a truly legendary transformation. Alan retired in 2013 and during that year, Ford earned $7.2 billion, which translated to record profit-sharing bonuses of approximately $9,000 per employee.

REEN | On plan. Currently on target G and projected to achieve goal.

THE LEADER AS FACILITATOR

YELLOW | Not currently on plan, but trending in a direction that would ultimately deliver desired results.

There are a number of lessons from Alan’s experience at Ford that are transferable to anyone tasked with the responsibility of leading Knowledge Workers:

RED | Not on plan, and not sure how to get there. The results from that first meeting? Each of the 16 team members reported GREEN (even though the company they ran happened to be in a tailspin headed toward a record $17 billion loss!). In light of the impending reality, Alan encouraged his team, “Let’s do it again.” After a period of time, Mark Fields (current CEO of Ford) finally said, “RED!” He then went on to candidly describe a problem of significance with no real strategy to fix it. Looking back, Alan viewed this as one of the most important moments in the turnaround of Ford. In response to Mark’s transparent assessment, Alan literally stood up and applauded. He congratulated Mark on having the courage to openly admit he had a problem – and even more – to admit that he had no idea on how to solve it, but that he was working on it.

Target transparency and applaud when you get it.

Most of us have difficulty articulating our struggles in a public forum, especially in the presence of our boss and peers. This probably stems from history we may have with bosses who said things like: “Don’t come to me with a problem, come to me with a solution!” When you think about it, that is exactly the opposite of what an effective leader should want. If people have problems, you want to get them out on the table so you can help find solutions. When Mark Fields said, “RED,” Alan went out of his way to say, “That’s OK,” and provide the kind of positive recognition that encouraged truth and inspired trust. Recognize that knowledge is power.

Leading a Knowledge Worker means they know more than you do. Embracing that reality in the context of organizational power is critical. The boss can rarely force

CREATE A FORUM WHERE TRUTH TELLING IS CELEBRATED, REWARDED AND NORMAL.

people to tell him or her the truth. They can, however, create a forum where truth telling is celebrated, rewarded and normal. Be wary of making suggestions without true expertise.

It is difficult – if not impossible – for the formal leader (aka boss) to make suggestions. What do you think would have happened after Mark Fields said “RED” if Alan had responded by saying: “Have you tried this?” or “Have you tried that?” There would have been a strong tendency for Mark (and everybody else in the room) to say, “Great idea,” and then turn their attention to implementation. This is problematic for two reasons: • It may well have been a less-thanoptimal suggestion by a boss without true knowledge. • There would have been limited (if any) personal ownership moving forward from anyone on the team (“This was the boss’s idea.”). After hearing “RED” and providing recognition for the honesty, Alan made it clear that he would not be the source of a solution. It may seem odd, but this more than anything was a call to collaborative action. Actively involve others.

Leadership is a multi-directional dynamic. It can come from the top down, but it often flows from peer to peer or from the bottom up. If the problems Ford was

facing when Alan became CEO were well defined and simple, somebody would have figured them out long before he arrived. Ford faced monumental (and highly complex) challenges. Almost immediately Alan called upon the collective wisdom of the “thousands of very smart people” at Ford to help solve them. It is in this light that the “Leader as Facilitator” is distinguished from the “Leader as Boss.” Alan leveraged the legitimacy of his position as the driving force behind the search for solutions he was incapable of producing based on his experience alone. It’s almost like his mantra became: “By all means, come to the team with problems … so we can all work together to help you find a solution.” Check your ego at the door.

Fundamentally, leading Knowledge Workers requires that the leader get rid of ego and focus on achievement. Again, to quote Peter Drucker, “Our mission is to make a positive difference, not to prove how smart we are.”

The first step in responding to a challenge occurs when team members are willing to admit a challenge exists. The first step in addressing the challenge occurs when leaders are willing to admit they don’t have all the answers and facilitate the process of finding solutions. With ever-increasing regularity, leaders at all levels in organizations will be responsible for effectively influencing Knowledge Workers. Creating an environment where those individuals can transparently communicate their level of performance provides the leader with the opportunity to facilitate forward movement, accomplish important goals and build a culture that thrives on achievement. Marshall Goldsmith is the world authority in helping successful leaders get even better. Alan Mulally is the former CEO of Ford and is currently helping great companies move to a new level. Sam Shriver is the senior vice president of commercial operations and product development at The Center for Leadership Studies. Email the authors.

LESSONS LEARNED: EFFECTIVELY LEADING KNOWLEDGE WORKERS With the ever-increasing presence of Knowledge Workers in the workplace, modern-day leaders are presented with the challenge of trying to help their team achieve goals when they are not an expert on the topic. Here are a few tips to effectively lead Knowledge Workers:

• Be wary of making

suggestions without true expertise

• Recognize that knowledge is power • Actively involve others

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• Target transparency and

applaud when you get it

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INTERACTION PSYCHOLOGY WHY CHARACTERS, CLICKS, POINTS AND BADGES DON’T TRANSLATE IN E-LEARNING BY VICKI KUNKEL

Let’s say you hired an award-winning e-learning agency to create a game-based learning course on food handling safety for your large, fast casual restaurant chain. The goal is to make sure learners understand and use proper food safety handling techniques and to reduce the number of FDA inspection violations. In the game, players move through various activities to identify safe and unsafe food handling practices. Built-in interactivity includes drag-anddrop actions, clicking on food safety hazards, and swiping between screens. Badges are awarded after learners complete every five “activities” (really glorified quizzes). A leaderboard displays top point earners, and an animated wizard character gives learners tips when they are stuck. You excitedly promoted and internally marketed the gamified course. But several months later … crickets.

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The course was not well received by learners; in fact, they outright hated it. Learning transfer did not occur. The game was no more successful in improving safety ratings or passing food inspections than your previous courses on food safety. After a couple of months, the course had few, if any, new players, and initial players abandoned the game. The muchtouted new gamified course was a flop.

What gives? You did your research and know that game-based learning enhances student motivation, attention and content retention. So why was your virtual game a virtual face plant?

“What do I want my learners to feel?” (We assume the instructional designer has already completed the needs analysis and identified the desired behavior changes and learning outcomes.)

E-LEARNING COURSE INTERACTION: WE HAVE IT ALL WRONG

Emotions are the engagement ignition switch in online courses; without them, there can be no motivation, no interest and no learning transfer.

This example shows the fatal mistake so many e-learning and online game developers make: They focus on the mechanics of the course first, and elements and user motivators are afterthoughts. Game mechanics (points, badges and leaderboards) alone do not result in learner engagement; you can’t just add those items to boring or rote activities and think that they will result in fun. They won’t. And they certainly won’t result in behavior change. Points, badges and leaderboards do have a place in e-learning – if they are used in a way that aligns with human computer interaction (HCI) psychology. WHAT IS HUMAN-COMPUTER INTERACTION PSYCHOLOGY? HCI psychology is simply the study of how people interact with computers. Think of it as the “this-is-your-brain-on-computers” field. It encompasses both the types of experience a user has with a computer, software program or online course as well as the overall design elements (such as graphics, activities and animated characters). In short, HCI studies the social norms humans expect in their interactions with computers. THREE COMPONENTS OF HUMANCOMPUTER INTERACTIONS If game mechanics alone aren’t enough to engage learners, then what else do we need to include in online courses? There are many HCI components that must be included, but the three primary components are emotions, elements and motivation. Emotions The most successful courses start with an instructional designer who asks,

For example, you may want your food safety learners to feel anxiety. Restaurant workers must provide peak performance under intense time and regulatory pressures. That anxiety would resonate with learners, because it’s an emotion they often feel while performing their jobs. Elements Elements include characters and mechanics, which also serve as user interfaces in highly engaging courses. What does an e-learning host/moderator character have in common with the Microsoft animated paper clip “Clippy”? They both trigger negative reactions in users. Characters – whether animated or static – have become common in e-learning. The traits and functions we assign to those characters impact learning effectiveness. According to The Atlantic, Microsoft’s smirky anthropomorphic paper clip is one of the worst user interfaces/virtual characters ever deployed. It just didn’t have the right virtual personality to interact with humans.

EMOTIONS ARE THE ENGAGEMENT IGNITION SWITCH IN ONLINE COURSES. Clifford Nass, director of Stanford University’s Communication between Humans and Interactive Media (CHIMe) Lab and author of “The Man Who Lied to His Laptop,” says that Clippy had several character flaws. He forced himself on users, who were unable to control when he appeared, and he acted like an allknowing character rather than a friend and cheerleader. A study in the “Journal of Consumer Research” identified another reason why the little paper clip sent so many of us into rage spirals: Digital assistants make us feel powerless. In this study, there were two versions of the same online game: in one, an animated smiley face provided assistance if the user requested it, and in the other, users accessed a text-based help menu for assistance. Players with the smiley-face assistant enjoyed the game less than those who

HOW TO INCREASE E-LEARNING ENGAGEMENT

• Identify the emotions you want to elicit in your learner. • Use characters, quests, game mechanics and user interfaces to elicit those emotions. • Design characters that take on the role of co-worker, friend or colleague – not guru or assistant.

• If you want learners to be able to access help tips, use a help menu, not a character. • Eliminate activities such as drag-and-drop, matching, multiple-choice and hotspots. • Develop challenging and meaningful activities such as quests and simulations.

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• Provide a path to mastery – some meaningful way for the learner to develop his or her skills in the game/course. • Make sure the learner can control when and how to interact with a virtual character.

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would have to rectify violations in order to re-open. This type of activity would also align with the desired emotion we want users to feel: anxiety.

TRUE QUESTS SOLVE A PROBLEM OR OVERCOME A MAJOR OBSTACLE. used the help menu – even though they provided the exact same information. In the food safety course, then, it might be a good idea to develop a character who is a customer, coworker or FDA inspector rather a helper. Another online course element is mechanics: the rules of the game or method of interacting with the content. The most effective mechanics are quests: tasks that a player-controlled character completes in order to gain a reward. The quests become the navigation, or user interface, rather than relying on a series of swiping or clicking actions to advance players though the course. It’s important to note that a quest is not just a series of tasks. True quests solve a problem or overcome a major obstacle. For example, in the food safety course, rather than force learners to complete a series of mundane drag-and-drop, true/ false, matching or hotspot tasks, why not create a simulated FDA restaurant inspection? The learners would proceed through the steps of an inspection, catching food safety violations and fixing them before the inspector found them. They would either pass the inspection, or the game would close the restaurant for violations, and the learner

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You could also require the leaners to perform an action, which would cause an effect within the simulated world. For example, if a learner didn’t check the temperature of the perishable condiments station at the proper time intervals, five patrons would develop food poisoning, and the restaurant would be subject to an inspection. The learner would have to make another action based on this new information. Another type of mechanics are points, badges and leaderboards. However, the scorekeeping and “leveling up” must make sense for the game’s challenge. In the food safety course, instead of badges for passing an inspection, learners could receive virtual coins to symbolize the money their restaurant earned because it did not close. “Leveling up” could include being promoted to manager or opening another franchise location. Instead of showing highest point scores, a leaderboard could list the players who opened the most additional franchise locations. Motivation A third component to HCI is motivation: Why would the learner/player want to spend time taking the course or playing the game? Motivation comes in two forms: intrinsic and extrinsic. Intrinsic motivation refers to our internal drive to perform an action purely for the enjoyment we receive from it. It’s one of the most important HCI psychological theories in gamification. Three psychological needs trigger intrinsic motivation: competence (successfully mastering an environment or solving a complex problem); autonomy (the ability to make choices without

interference or control); and relatedness (developing a close relationship with the character and/or content). To ensure your course or game hits all three motivators, follow these steps: • Let learners know their actions have some impact on the system. • Show users that they are in control of how the system responds. • Demonstrate to users that the characters in the game are on their side and just like them. By incorporating these human-computer interaction psychology elements into your course or game, you’ll have an interactive, engaging and effective e-learning program. Vicki Kunkel designed e-learning and gamebased learning programs for 19 years as gamification director at DigitalWits. She currently works as the senior instructional designer for gamification at MedImmune, where she helped build a regulatory compliance gamification portal from the ground up. Email Vicki.

ADDITIONAL RESOURCES • For more information on human-computer interaction psychology, read Clifford Nass’ book, “The Man Who Lied to His Laptop.” • For online courses on game mechanics, motivation and user interface design, visit the Interaction Design Foundation. • To learn more about the qualities that make a virtual character engaging, read the study in the Journal of Consumer Research.

LEARNING EFFECTIVENESS BY

DESIGN BY FIONA SOOKHAI

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Photo by MA Product Design Students at BIAD

he problem of training transfer and its most recent synonym, “scrap learning,” have been the nemesis of learning professionals for decades, yet very little has changed beyond identifying them as a problem. Luckily, there is a solution. I’ve coined it Learning Effectiveness by Design. It’s a systematic method for improving the effectiveness of key learning solutions by bringing together instructional design skills, informal learning techniques, change management tactics, and evaluation and assessment strategies. This approach requires reframing the traditional role of the learning professional in order to harness the benefits of each of those elements. The Learning Effectiveness by Design approach begins with one key question: Does the learning design achieve the desired performance outcomes? If you can’t answer this question for a key learning solution, you will be able to after working through this thought process. WHEN TO USE LEARNING EFFECTIVENESS BY DESIGN

This approach is not applicable to learning solutions geared at achieving general awareness about a topic. Rather, it is designed for a key learning solution that is intended to achieve a behavior modification and meets one of these criteria: High investment: Does it have a high

dollar and/or time investment per learner? High impact: Does it impact most of the

organization, a specific target audience or a business unit? High priority: Is it a key enabler of a

broader organizational priority and/or change effort?

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If any one of the following three key criteria is met, then it’s worth investing the time to use this approach, especially if you are in the process of developing or redesigning the solution. THE LEARNING EFFECTIVENESS BY DESIGN MINDSET

A linear ADDIE mindset does not work for key programs that aim to change a behavior. This may be a tough pill for learning professionals to swallow, but the fact that the transfer problem has existed for decades makes this claim highly plausible. Despite its utility, the ADDIE mindset results in a myopic approach to designing a learning solution. Learning professionals become bogged down in tasks like assessing training needs by interviewing learners who don’t know what they don’t know, crafting perfect learning objectives that conform to Bloom’s Taxonomy, battling with subject matter experts over content and writing elaborate facilitator guides that aren’t used. All of these tasks are important; however, focusing on ADDIE consumes most of learning professionals’ time. As a result, they don’t spend enough time assessing the gaps in their learning culture. Addressing these gaps is crucial to achieving the intended behavior modification. A Learning Effectiveness by Design mindset moves a training professional’s thinking away from learning objectives and shifts it to performance outcomes. Learning effectiveness means that a key learning solution has proven to (a) modify the learner’s behavior (b) to such an extent that his or her performance has improved, (c) resulting in a measurable and positive business impact. When a learning professional adopts a Learning Effectiveness by Design mindset, he or she will develop a habit of asking this question: “Which learning design(s) or intervention(s) at an individual, team,

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Communicate the value of the learning intervention from a cost-benefit perspective. organization and client level would help achieve the key performance indicators?” A learning design that answers this question will better match the organization’s learning culture than one that achieves the stated learning objectives. KEY BEHAVIORS

Here are four key behaviors that drive the Learning Effectiveness by Design mindset, along with steps to help you along the way. Start with the end in mind. Identify the key performance indicators (KPIs) of the learning solution at an individual, team, organization and client level. Before you begin designing the learning solution, meet with the sponsor, and present five or six key performance indicators that the learning solution could directly and indirectly impact. Consider business impact KPIs, such as increased retention of key talent, early advancement of key talent, readiness of key talent to take on a role in the leadership succession pipeline, increased revenue, increased adoption rate of a strategic tool/process or cost savings. Then consult with the learning solution sponsor to narrow the metrics to three KPIs. Limiting the number of KPIs makes the learning solution more focused.

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If you have identified eight or more KPIs, it’s likely that the learning solution is part of a multi-year, organizationwide initiative, and you’ll need a multiyear timeline that focuses on three or four KPIs per year. Furthermore, use metrics that matter to the sponsor, and frame them using terminology that resonates with senior management, not learning professionals. Use a scientific approach. Harness a scientific research methodology to design an effective learning intervention and test if your interventions will achieve the KPIs. Accept that the post-course evaluation survey is the weakest evidence you can use to assess learning effectiveness. Put more effort into obtaining metrics that provide evidence of learning transfer and business impact. Adopt a research mindset by designing a customized learning intervention that will achieve the desired KPIs. Proactively estimate the efficacy of each key design element of the learning solution in achieving the desired KPIs. Ask an independent learning or evaluation colleague to review the design of the learning solution. Invite him or her to constructively challenge the ability of the design to achieve the desired behavior modification. Separate the role of design from the role of measurement. This separation will achieve

the independence needed to ensure that the learning solution is effective. Too often, learning professionals are their own judge and jury. This mixed role contributes to scrap learning. Collect data from multiple sources to ensure valid and reliable evidence of the solution’s business impact. Combine data sources by relying not only on selfreported information from learners but also on evidence from coaches, on-thejob supervisors, peers, direct reports and/or existing business data. Use both qualitative and quantitative data collection methods. This combination will provide a sound audit trail to prove that the learning intervention, not an extraneous factor, achieved the desired KPIs.

TIPS N’ TRICKS • Create an evaluation plan up front, and refine it as you develop the learning solution. • Identify an evaluation and assessment professional to drive the implementation of the evaluation plan. • Report on both learning effectiveness and learning efficiency (i.e., the effort it took to achieve the desired KPIs).

Devise a sustainability plan up front. Leverage change management and organizational development approaches to design and implement a plan that will ensure that learners will be motivated, supported, rewarded and recognized for modifying their behavior.

for the formal training element based on a cost-benefit analysis. Discuss the ways in which this decision allowed sufficient time for designing and implementing a sustainability plan with on-the-job supervisors in order to ensure that the desired KPIs were achieved.

Identify any barriers for training transfer. How does your organization impede supervisor encouragement, feedback and coaching, or opportunities to use new information and skills? Utilize organizational development and change management tactics to break down these barriers. Proactively consult with colleagues experienced in these areas to identify interventions that drive transfer of training after the formal learning intervention.

Use meaningful dashboards to present the progress on each KPI with a frequency (e.g., monthly or quarterly) upon which you have agreed with the program sponsor. These dashboards will ensure the continued support of senior management after the training event. Investigate data analytics tools you might use to analyze key information, spot trends and present KPIs in an effective and timely manner.

Link the KPIs of the learning solution to the performance evaluation of on-the job supervisors. This alignment will help motivate supervisors to coach learners so they can demonstrate the desired behaviors on the job.

LEADING AND LAGGING INDICATORS

Report on the value delivered. Identify the program sponsor upfront, and agree on desired KPIs as well as a timeline to report the costs and benefits of the learning solution.

Leading indicators are metrics that assesses whether a learning solution is on track, somewhat on track or not on track to achieving the desired behavior modification. If leading indicators are not favorable, you can take corrective action to proactively address gaps and reduce scrap learning.

Communicate the value of the learning intervention from a cost-benefit perspective. For instance, provide evidence to demonstrate that you made the decision to use an external vendor

A linear ADDIE mindset does not work for key programs that aim to change a behavior.

The Learning Effectiveness by Design approach utilizes leading and lagging indicators to actively manage the work environment variables that influence the desired behavior modification.

For instance, assume that you have identified active coach involvement in securing stretch assignments (a leading indicator) as a critical element of a leadership development program. If only eight out of 15 coaches attend the briefing call to discuss their roles and responsibilities, the learning intervention is certainly not on track to achieve the desired KPIs. You could proactively react to this red flag by briefing the remaining coaches using a different approach, such as a 1:1 briefing. This process may seem time consuming, but without it, it’s very likely that participants will not obtain the right level of coach involvement needed to ensure their success after the program. Use green (on track), yellow (somewhat on track) and red (not on track) on your dashboard to track leading indicators after a learning solution has been successfully implemented. Lagging indicators represent the extent to which the end goal of a learning solution

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has been achieved. Unlike leading indicators, these metrics cannot be changed. For example, lagging indicators could include the retention rates of participants, early career advancement, and improved 360 assessment results one or two years after implementing the leadership development program. It is often said that numbers do not lie. This statement is a compelling rationale for why metrics are at the heart of the Learning Effectiveness by Design approach. It guides the decisions learning professionals make before, during and after the formal training event and ensures that we develop and implement holistic learning solutions. As a next step, select one learning solution that meets the criteria for this approach. Identify three KPIs and share them with a few colleagues. Develop a perspective on how you will design the learning solution to achieve the desired KPIs. Continue to experiment with the remaining behaviors and steps presented in this article until the Learning Effectiveness by Design approach becomes a habit. Fiona Sookhai is a writer, consultant and researcher in the field of organizational development. Email Fiona.

Additional Resources • The Association for Talent Development’s “Measurement and Evaluation” page • “Evaluation in Organizations: A Systematic Approach to Enhancing Learning, Performance, and Change” by Darlene Russ-Eft and Hallie Preskill, published by Basic Books • “The trainee in context: Examining the relationship between self-efficacy and transfer climate for transfer of training,” research by Fiona Sookhai and Marie-Hélène Budworth

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FOUR WAYS

L&D leaders are constantly trying to figure out if there is a skeleton key to open the door to a 100-percent engagement rate. As a result, many industry discussions are concentrated on how to improve unimpressive to marginal engagement numbers. Any reasonable professional would question whether all this attention on learner engagement is warranted. The answer is actually multilayered, but it is definitely an unequivocal “yes.”

A fair amount of industry experts stand by the conclusion that highly engaged learners are more likely to transfer knowledge than their less engaged counterparts. This unwavering position is often defended by an abundance of qualitative research. If those statistics are accurate, there is a legitimate reason for concern if learner engagement levels are low in your organization. The good news is that there are solutions.

engagement shouldn’t happen only during the delivery phase. The road to significant improvement also happens during the development and feedback phases. Note this information as a best practice, and then proceed with renewed focus. If your goal is to consistently increase learner engagement, you must add this emphasis to the checklist you create for the development and feedback phases.

Improving learner engagement shouldn’t be viewed as a lofty challenge. Instead, those tasked with this responsibility should view it as an exciting opportunity; increasing learner engagement can deliver a huge return on investment. You can measure your success by the overall effectiveness of a learner program, determined by a complete assessment of learners’ attendance, performance and participation.

Before launching the development of a learning program, understand that learner engagement must be a consistent theme throughout the core elements of the development process. Those core elements are design, technology, content and analysis. The first three elements are basically the genesis of developing a learning program. It doesn’t matter whether you use the ADDIE model or another methodology; the elements of design, technology and content are essential to creating a quality learning program. Perhaps not so surprisingly,

Contrary to what some L&D professionals may believe, the push for increasing

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TO ENGAGE BY CHARLOTTE MORRIS

the fourth element is as important as the first three. The development and feedback phases are where you can systematically cultivate learner engagement, since decisions to promote learner engagement are made during these phases. Of course, the real work takes place during the decisionmaking process. Decisions, decisions, decisions. To jumpstart this process, here are four ways to increase learner engagement. DESIGN LEARNING TO SUPPORT THE SUBJECT MATTER It’s important to remember that an engaging learning experience doesn’t begin or end with the delivery phase. Fostering engagement should be a priority long before a learner attends a training session. Plans to promote engagement generally commence during the design phase. A best

practice is to select engagement tools that pertain to the subject matter at hand. The selection should serve two distinct purposes: It should promote engagement among learners, and it should help them successfully transfer knowledge. During the decision-making process, ask three specific questions about a proposed engagement tool:

• Will it engage the learner? • Is it aligned to the subject matter? • Will it support knowledge transfer? The answer to all three questions should be a resounding “yes.” If not, continue reviewing other engagement tools until that response can be applied to each question. This practice is simple and will help streamline the engagement tool review process. There’s another, even easier way to support subject matter during the

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design phase: Don’t apply generic titles to learning programs. Something like “Customer Accounts: Part 4” isn’t likely to generate much excitement among learners. Even worse, the subject matter is totally ambiguous. Again, the prevailing thought is that promoting engagement does not only occur during facilitation. The title “Customer Accounts: Part 4” does not offer any specific details about the learning program at all. A more informative title would be “Processing Refunds on Commercial Accounts.” Between these two choices, it’s easy to see that the second title has a direct correlation to the subject matter of the course and therefore is more engaging. USE TECHNOLOGY WISELY Most modern learners are accustomed to using some form of technology in their learning environments. Technology has a broad appeal, and you can use it to promote engagement. It is also a viable option in

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virtual and traditional classrooms as well as synchronous or asynchronous delivery platforms. Unfortunately, technology on its own does not guarantee that learners will be fully engaged. The fact is that it no longer has an automatic “wow” factor. The reason for this change is largely due to how much technology is already intertwined into learners’ everyday work lives. Many are constantly inundated with technology. The most prominent onslaught is through communication. On a daily basis, workers have to manage text messages, emails and/or instant messages. This expanding exposure has impacted the learning environment. To prevent technology tune-outs, it’s wise to carefully review how your learning programs use technology. There are several important considerations. First, try not to use technology just to keep learners busy. Busywork does not increase engagement. In fact, it can decrease engagement, because learners’ focus is on a task rather than active participation. The learning experience should not be reduced to a series of back-to-back activities. Learners should be made to feel that their involvement is an important aspect of the program. For example, if the goal is for learners to apply what they learned about a new email system, you might use a simulation or video. Perhaps a handson exercise for simple tasks should be an option, not a requirement. These changes will give learners some personal input into how the learning is delivered to them. This level of involvement can also be part of a larger plan to increase engagement. DEVELOP CLEAR AND MEANINGFUL CONTENT Content is often the most celebrated and the most critiqued element of a learning program. One of the best ways to determine how content is perceived is to examine learner comments. Words like “confusing,” “inaccurate,” “unclear” and “repetitive” are often used when describing a learning session that did not meet expectations for engagement. There is generally a common thread that connects low engagement with an unsuccessful learning program. The connection is bad content. An engaging learning experience is more apt to fail if learners are unable to easily

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TECHNOLOGY NO LONGER HAS AN AUTOMATIC “WOW” FACTOR. filter the content. If they have to spend a lot of time trying to decipher the learning material, it is nearly impossible for any sustained engagement to take place. Since content plays such a significant role in the learning experience, it’s best to keep things simple. Here are some friendly reminders for developing content:

• Avoid using slang or trendy

phrases from popular culture.

• Use common words in descriptions. • Include specific terms for tasks and processes.

Developing clear and meaningful content is the initial building block for increasing learner engagement. Focusing on this process can net significant benefits. Solid content holds the ability to increase engagement by providing learners with a valuable resource during and after a learning session. THOROUGHLY ANALYZE THE LEARNING EXPERIENCE Thorough analysis can be an excellent strategic tool in any attempt to increase learner engagement. Analysis is the process that occurs after the collection of learner feedback about a specific program. This feedback contains valuable data that you can review extensively. Ensuring an effective analysis process requires a dependable and sustainable method of collecting feedback. The data needs to be accurate and conclusive. Once you have established a clear set of procedures for the collection of feedback, you can conduct a thorough analysis of learner engagement. Another important note is that feedback is often segmented, even though it generally contains data that cover all of the stages of a learning program. Feedback queries must hone in on specific details about learner

engagement in order to generate responses that provide clear-cut information. Then, you’ll be able to discern the level of engagement achieved and gain deeper insight into what measures you can take for improvement. If harvested adequately, you can conduct qualitative research to make linear decisions and produce a practical plan to increase learner engagement. Since the discussions about increasing engagement are likely to continue, consider these methods a good starting point for developing a workable engagement plan. It will take dedication and persistence but also the understanding that increased engagement will lead to a successful and effective learning experience. Charlotte Morris, HCS, is a training coordinator for Pepco Holdings, an Exelon company. Her background in learning and development includes instructional and media design, technical training, and project management. Email Charlotte.

ENGAGING LEARNERS Contrary to what some L&D professionals may believe, the push for increasing engagement doesn’t happen only during the delivery phase.

•

Fostering engagement should be a priority long before a learner attends a training session.

•

To prevent technology tune-outs, it’s wise to carefully review how you use technology in your learning programs.

•

The path to a successful and effective learning experience is paved with robust engagement.

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CASEBOOK

OPEN BADGES REIMAGINING THE CREDENTIAL SPACE WITH SIGNIFICANT, UNINTENDED BENEFITS

By David Leaser

According to a new OECD report, around 40 percent of employers in Europe and the United States struggle to identify, attract and retain skilled employees. That number jumps to more than 60 percent in India, Brazil and Turkey. How can a training organization help solve this problem? To answer that question, IBM looked to gaming. Gamification has taken off and, with it, recognition in the form of merit badges. In 2011, the Mozilla Foundation developed a way to package information about accomplishments and embed it into portable image files as a digital badge: the Open Badge. Last year, IBM launched the IBM Open Badge Program with activities that included MOOCs, public classes, recognition programs and certifications.

LEARNERS CAN STACK BADGES ONTO A CORE CERTIFICATION TO REPRESENT A SPECIALIZATION OR AN ADVANCED DESIGNATION.

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HOW IT WORKS Open Badges are digital emblems that symbolize skills and achievements. What makes Open Badges unique (and valuable) is the rich metadata with skills tags and accomplishments that the badge issuer embeds in them. That information always accompanies the badge, allowing anyone to verify the achievement. Open Badges are easy to share on social media such as LinkedIn, Twitter, Facebook and blogs. This capability is a significant benefit to the badge earner, who can build trust and social eminence. Companies can also improve

their brand vitality with the social media impressions that Open Badges generate. IMMEDIATE SUCCESS Our online training through BigDataUniversity. com provided a good test case for Open Badges. While the program had been a significant success, we wanted to attract more talent and improve completion rates. Within a few months of launching the Open Badges, we began to see benefits: • 125% increase in new participants • 226% increase in course completion rates • 694% increase in course exam pass rates • 64% increase in product trial downloads The increase in product downloads was an eye-opener that showed us Open Badges can actually create a pipeline of leads. Open Badges benefit every area of the business and everyone in the ecosystem, from the badge-issuing organization to the badge earner and the “consumer,” typically an employer or hiring manager. Let’s explore some of those benefits.

Social media impressions IBM generates about 2.5 million social media impressions for every 10,000 badges we issue. That adds up to hundreds of thousands of dollars of viral social media marketing every year. More than demonstrating brand vitality,

those impressions lead to a “me too!” effect, in which others want to earn badges to bolster their social eminence.

Loyalty and progression Badges introduce a gamification element to an activity: Once you are on the leader board, you want to keep climbing the ladder. In IBM’s case, the average badge earner returns to earn three badges, and 87 percent say that the badges make them want to engage more often with IBM.

Mapping talent at the “nano” level We can now map skills in more than 100 countries. When you issue badges for completing an activity, all of the badges for an individual flow into a consolidated badge system, regardless of registration system. The potential to develop deep insights has never been greater.

Social eminence for badge earners A LinkedIn study found that digital credentials increase profile views by 600 percent. Many organizations issue paper certificates or digital emblems in emails, which were probably viewed only by a handful of colleagues. Open Badges allow learners to broadcast their accomplishments with the click of a button.

Links to real jobs and opportunities IBM’s Open Badges display real-time job listings generated by the badge skills tags. A tab in the individual’s badge wallet displays jobs, salaries, locations and job titles. Double-clicking takes the badge earner right to the job postings.

Deeper employee engagement Open Badges motivate employees to drive their own development. According to a recent study from the Smarter Workforce Institute, the engagement levels of employees who receive recognition is three times higher than the levels of those who don’t.

Recruiting and hiring Since they can be verified through metadata, Open Badges provide employers with a trustworthy credential.

An IBM case study illustrates these benefits. Coletta Teske had been out of the workforce for an extended amount of time. She earned a series of IBM Open Badges and shared them on social media to showcase her employability. Teske subsequently received an offer to consult as an information architect. ARE OPEN BADGES MINI-CERTIFICATIONS? Because they can be used as microcredentials, Open Badges are sometimes compared to certifications and seen as “mini-certifications.” However, badges provide a digital representation for a range of activities, like completing a course or developing an app. Badges support certifications by making it easy for a candidate to get started without feeling overwhelmed by the daunting task of preparing for a certification exam. A quick study at IBM showed promise: When certification candidates completed badge activities to prep for the exam, their pass rates increased by 58 percent. Just a few years ago, most IT products were delivered on CDs on an 18- to 24-month cycle, accompanied by new certifications. With the advent of cloud delivery, product updates can be released on a 45-day cycle. How can certifications keep up? Who is interested in taking a product certification every few months? And how can organizations afford to develop new certifications on that timeline? Perhaps the answer is the T-skills model, in which certifications provide core, essential and foundational role-based knowledge for skills that have a longer shelf life. Badges can then be layered or stacked onto the certification to represent “liquid” skills in areas where technology is changing more frequently.

advanced designation. Imagine the personalized credential programs you can develop with this model. PROVIDING UNPRECEDENTED OPPORTUNITIES Just like Uber and Airbnb challenged the status quo in their industries, rapid changes in the IT space and the rise of social media have changed the credential arena. Open Badges provide benefits beyond traditional credentials because of their embedded, verifiable metadata and linkage to social media: • R ich social profiles help employees build a personal brand. • Transparency makes it easy for employers to verify skills and hire candidates. • Heat maps identify talent gaps and opportunities for growth. • Deeper engagement and progression build loyalty and advocacy. • Valuable social media impressions build the corporate brand. • Learners can enhance certification programs with micro-credentials. You have the opportunity to lead and determine how Open Badges can help you achieve greatness. This is the technology disruption you have been waiting for. David Leaser is the senior manager of innovation and growth initiatives for IBM Training & Skills. He developed IBM’s first cloud-based learning solution and is the author of a number of white papers on talent development, including “Migrating Minds” and “The Social Imperative in Workforce Development.” Email David.

That model also provides new, added value to certifications, because learners can stack badges onto a core certification to represent a specialization or an

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G LO B A L

OUTLOOK

BRIDGING THE

D I S C O N N E C T WITH LEARNERS FROM OTHER CULTURES BY PAULA SWANSON Have you ever encountered disconnects with learners from other cultures? To illustrate this challenge, let’s look at an example. Zack is a training manager who delivers corporate training to professionals from all over the world. Here are the seven key disconnects that Zack has experienced. Although he doesn’t know about their cultures, he views the disconnects as challenges for himself personally. Zack sees that they:

DIFFERENT CULTURES HAVE DIFFERENT SOLUTIONS TO THE SAME ISSUES.

experiential activities.

Zack has consulted with a “culture coach” who is an expert in “cultural intelligence” and understands the differences between cultures of the world. The cultural orientations reveal why cultures differ from one another.

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His coach explains that one culture is not better than another – just different from. Different cultures have different solutions to the same issues. The goal is to make the differences plausible and understandable – and hopefully more manageable. Let’s examine the seven disconnects mentioned above and explore how culture can influence the way learners think, feel and act. 1 | They don’t want to participate. This cultural orientation deals with embracing or avoiding “uncertainty” or ambiguous situations. Some cultures like the U.S. and U.K. are more comfortable with uncertainty. Other cultures, notably the countries of Asia, are much less comfortable with uncertainty. They try to avoid uncertainty. For example, in an important training, they may not know what to expect. This coupled with English not being their first language could cause them to be quiet – not wanting to make a mistake or “lose face.” Being quiet is a strategy to get “the lay of the land.” Although their participation may be less verbal, this does not mean they are less interested or committed. Rather, they are engaged in their own way.

2 | They don’t like some of the learning

methodologies.

Cultural intelligence has its own logic. If a culture is better prepared for unsure, abstract things, then people tend to like more abstract methodologies, such as models, books, brainstorming, professional articles and discussions. On the other hand, if a culture doesn’t like uncertainty, then learners would opt for more concrete ways of learning like lectures, tests, videos and case studies. The U.S., Germany, and Singapore often prefer more abstract ways, while Italy and Brazil prefer more concrete ways. Essentially, participants have a cultural relationship to uncertainty, which corresponds to activities where they feel most or least comfortable. 3 | They don’t want to approach the corporate

trainer with questions or concerns.

This cultural orientation is called “power distance,” meaning how a culture views the distance in power between people. The American culture often sees the world through the lens of everyone being equal, while the Middle Eastern, Asian and Latin American cultures experience the power distance as a much greater factor. They are used to hierarchy, where people are more powerful than others. For learners in these cultures, there is a natural inhibitor to speaking with someone perceived to be in a higher position of power. Overall, participants reflect what is most comfortable for them, and comfort levels vary. 4 | Some don’t follow the rules that well. This cultural orientation is called “universalism” or “particularism,” meaning each culture’s relationship with rules and regulations. This cultural orientation lends itself to not considering rules as an absolute. It begs the issue of appropriate flexibility. The U.S. is a “universalist” culture, where “no one is above the law.” The “particularist” cultures – such as Russia, Thailand and China – prefer to circumvent the rules and laws. For historical reasons, they see it as a better option. These cultures pay more attention to personal obligations as opposed to the law itself.

5 | They don’t respond as clearly as Americans do. People tend to value and trust their own cultural style of communication and conflict management more. The degree to which we can match a style promotes greater receptivity on the participant side. Here are two communication styles trainers should consider when talking to learners: • Direct communication: saying it like it is. This style is often preferred in the U.S. U.K., and Scandinavian countries. • Indirect communication: positioning the message to allow for purposeful ambiguity. This style is prevalent in Latin America, Asia, and Middle East. Trainers must also assess the degree of emotionality for the conversation: • Emotional restraint. Some cultures trust/value impersonal, detached and objective communication more. This is often preferred by the U.S., U.K., China, Japan, and Thailand. • Emotional expressiveness. Some cultures trust/value emotional, passionate and subjective communication more. This style is often preferred by Arab Countries, Italy, Spain Russia, Israel, and Latin American countries. 6 | T hey don’t seem as competitive as Americans. This cultural orientation identifies how people view their own identity – as an individual or as a member of a family, team or larger organization. Americans see themselves as individuals and look to themselves as the way to solve problems. Self-help and selfreliance are cornerstones of American culture. This is called “individualism” because people function as individuals. Competition has evolved as a way to determine who is the best. In any training simulation where there is a challenge, Americans are “programmed” to be as competitive as possible. Many other cultures see their primary identity as a member of a group. They place their attention and loyalty to the team first and foremost – not to

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themselves as individuals. This is called “collectivism,” meaning the collective interests take precedence over their own interests as individuals. In a training simulation where there is a challenge, they will opt to help the team compete and not focus on themselves as an individual competitor. People appear less competitive as individuals. However, they bring such a strength to team competition and achievement. Both individualism and collectivism bring different strengths to a training competition, or productivity in general. This cultural orientation should be discussed because if left unmanaged, it can cause resentment. 7 | S ometimes they seem fearful or reticent to

take part in experiential activities.

This disconnect reverts back to a culture’s relationship to uncertainty in terms of risk taking. In experiential training, people are in the moment. Americans often learn in the moment. They are culturally prepared for risk taking – even if they fail, they learn. With cultures wanting to avoid or tightly manage risk, the “unknowing” side of this type of training is problematic for them. They are more cautious with taking a risk and don’t like to fail in the moment. Ultimately, risk taking is culturally based. Americans may view risk as “potential gain,” while other cultures can view risk as “potential loss.” THE RULE FOR ENGAGEMENT Cultural differences are complicated and complex, and they come together in multifaceted ways at the individual learner level. The rule for engagement is simple: Keep your mind open to new behaviors, as they represent alternatives to your own cultural environment for learning. Look for the value that they bring. Paula Swanson has a life-long passion/ interest in human behavior and provides insights from the intersection of cultural intelligence and personality type. She is president of Interaction Analysts training firm, and teaches business English at Stafford House San Francisco. Email Paula.

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FROM WHERE I SIT

- DOU G HA RWA R D

FROM ALL THE FAILURES, THERE ARE MANY LESSONS WE CAN LEARN ABOUT HOW TO MANAGE A SOURCING ENGAGEMENT MORE EFFECTIVELY.

The success of a learning leader is dependent on how we create an engaging learning environment that produces true performance improvement. We all utilize training suppliers to manage some part of that learning experience. Since we are all accustomed to working with suppliers, ideally, we should all be well versed in how to get the most from our engagements and knowledgeable about what it takes to be great partners. The reality is we are not. There are plenty of war stories told from both buyers and suppliers about failed engagements, and why the other party was to blame for a bad experience. But I like to think that from all the failures, there are many lessons we can learn about how to manage a sourcing engagement more effectively. My experience has found that there are many more successes than failures that come from sourcing engagements, and the proof is in the fact that sourcing continues to grow in the corporate training market. Here are some of the most valued lessons I’ve learned in working with

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learning leaders who’ve got the most from their partnerships with training suppliers. And remember, great training organizations must have highperforming training suppliers.

1 | Treat suppliers as partners. While suppliers fall under the category of vendors in procurement vernacular, the reality is the relationship between the learning leader and supplier must be viewed as a strategic partnership. It’s important they are viewed as a part of the extended team of the training organization and feel empowered to do what’s right for both of our businesses.

2 | Properly define and communicate expectations. The most common behavior I’ve experienced in successful supplier partnerships is when the expectations were clearly defined and articulated up front, and a part of ongoing communications during the implementation of the project. Learning leaders should never assume that what they are requesting is understood by the supplier when submitting

proposals. The process for having a great partnering relationship with a supplier starts at the RFP, and continues through the contracting phase and ultimately through implementation of the project.

3 | Effectively do your due diligence. When selecting a supplier for an upcoming engagement, do everything you can to determine if the partner is a cultural fit for your business. The best way to do this is through due diligence. Don’t assume – make certain – they meet your needs. It’s a good idea to require your suppliers to demonstrate their capabilities by requiring references, credentials or case studies of projects they have successfully completed.

4| Select suppliers based on capability first. Be careful of selecting suppliers based on price and assuming they have the capabilities. We’ve all heard and even made the statement that you get what you pay for. Training is not a commodity. And when you select a supplier based on price first, you are commoditizing the suppliers work. Focus first on the supplier’s capabilities, then on their business attributes, and ultimately on price, quality or speed.

5 | Be easy to work with. Training suppliers often tell me the clients they work the hardest for are those who are easy to do business with. They want to do the best for those who are good clients. Treating suppliers as if we suffer from “vendoritis” makes the supplier’s job more difficult, adding stress and risks to their ability to be successful. At the end of the day, suppliers have to be profitable too. A successful

engagement is when both parties are successful and profitable.

6 | Value a supplier’s credentials. There are a variety of credentials in the market that demonstrate a supplier’s capabilities. Some are industry based and some are internal to their own organization. The bottom line is we need for suppliers to demonstrate that their own staff is properly trained to do the work we need them to do. If you are contracting for instructional design, make sure their ISDs are certified in instructional design. If you are contracting for managed learning services, expect your supplier to be certified training managers. If you are contracting for delivery, require your supplier to have certified instructors in their field of expertise.

7 | Hold frequent reviews. Stay in frequent contact with your supplier during the implementation phase of your engagement. Don’t wait until the project is completed to review their approach and progress. Regularly meet to ensure the project is on track and moving toward successful completion. And be careful of scope creep. Don’t allow reviews to be a means for change. From where I sit, we have an opportunity to improve how we engage with suppliers and forge successful partnerships. Ultimately, these strategic partnerships are essential to developing effective training programs that deliver true performance improvement.

LESSONS LEARNED 7 WAYS TO FORM A SUCCESSFUL PARTNERSHIP

1 | Treat suppliers as partners. The relationship between the learning leader and supplier must be viewed as a strategic partnership. 2 | Properly define and communicate expectations. Learning leaders should never assume that what they are requesting is understood by the supplier when submitting proposals. 3 | Effectively do your due diligence. Make certain that suppliers can meet your needs by asking them to demonstrate their capabilities. 4 | Select suppliers based on capability first. When you select a supplier based on price first, you are commoditizing the suppliers work. 5 | Be easy to work with. Training suppliers work the hardest for those who are easy to do business with. They want to do the best for those who are good clients. 6 | Value a supplier’s credentials. Suppliers need to demonstrate that their staff is properly trained to do the work we need them to do. 7 | Hold frequent reviews. Regularly meet with the supplier to ensure the project is on track and moving toward successful completion. And be careful of scope creep.

Doug Harward is CEO of Training Industry, Inc. and a former learning leader in the high-tech industry. Email Doug.

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WHAT DOES IT MEAN TO BE A CPTM? When you become a Certified Professional in Training Management (CPTM™), you earn access to a credential that validates your standing as a training leader and affirms your ability to apply the tools of the CPTM to create business value through strategic alignment. But don’t take our word for it. Here’s what CPTMs have to say, in their own words.

CPTM elevated me to the status of being a true learning leader. Enhanced my knowledge of the industry and improved my skills Real-world best practices that I can put to use immediately

WATCH THE VIDEO HERE

Want to learn more about becoming a CPTM™? Visit cptm.trainingindustry.com or call 866-298-4203.

LEADERSHIP 2.0

L&D'S ROLE IN MOVING THE NEEDLE

on EMPLOYEE

ENGAGEMENT - KE N B LANCH ARD AND S COT T B LANCHAR D

It’s been more than 15 years since Marcus Buckingham and Curt Coffman began sharing the Gallup organization’s research on employee engagement. It was a great breakthrough. HR, L&D and training professionals finally had a way to quantify motivation and morale in an organization. There was great hope that, by understanding engagement more intimately, we would be able to improve it.

We created a 15-question, 6-point scale focused on these five attributes and we asked 12,000 people how they would score themselves. This gave us a way to measure what we would call employee work passion and provided some baseline data we could use as a benchmark. It has turned out to be a remarkably simple, reliable and validated measure.

That has proven to be a challenge.

NOW THE HARD WORK BEGINS

In spite of all the measurements over the past two decades, little improvement has been made in actual engagement levels. The number of engaged workers, as defined by Gallup, has stubbornly remained below 33 percent of the American working population. Worldwide, the statistic is 13 percent. In short, organizations have discovered that measuring engagement is a lot easier than improving it. In 2006, our company began our own research into employee work passion. The purpose of the research was to identify the specific factors and leadership behaviors that could successfully increase engagement levels. We first looked at attributes someone would exhibit if they were engaged. People told us an engaged person would: • perform at a higher level; • put in extra effort as needed; • act as a good corporate citizen; • stay with the organization longer; and • recommend the organization to others.

The goal is to actually improve employee engagement, not just measure it. Learning and development professionals have an important role to play in this process. Consider what might happen to engagement levels in your organization if managers were more highly skilled in meeting employee needs in these areas: Organizational Factors At the organizational level, performance expectations should be set so that people see their work compared to an agreed-upon standard. Are people clear on how their work will be measured? Is there support for job and career growth? Are policies and procedures consistently applied? Are resources, compensation and workloads fairly balanced? Job Factors At the job level, managers must ensure that people understand how their work connects to the big picture. Do people believe their work matters? Do leaders allow people to choose how to perform their tasks? Do people experience variety in the type and complexity of tasks they are asked to complete? Are workloads

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proportional to the time people are given to do the work? Relationship Factors At the interpersonal level, organizations need to encourage the sharing of ideas. Does a collaborative environment exist? Do people receive feedback on their performance and are they recognized for improvements and ideas? Do leaders make an effort to build both personal and professional relationships with their people?

ENGAGEMENT LEVELS ARE NOT LIKELY TO CHANGE UNTIL MANAGERS GET INVOLVED. Our research has shown that organizations can move the needle on employee work passion when their leaders address these factors. This work is challenging but it is worthwhile—and engagement levels are not likely to change until managers get involved. So mobilize and engage this underutilized resource. Build these proficiencies into your leadership training curriculum and see more committed employees, more accomplished leaders, and a more thriving organization. Scott Blanchard is a principal and executive vice president of The Ken Blanchard Companies. Ken Blanchard is the bestselling co-author of “The New One Minute Manager” and 60 other leadership books. Email Scott and Ken.

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CONGRATULATIONS

TOP 20 WORKFORCE DEVELOPMENT COMPANIES

The Top 20 Workforce Development Companies are a service provided by Training Industry, Inc. Due to the diversity of services offered, no attempt is made to rank the “Top 20s.”

SCIENCE OF LEARNING

DEPLOYING AN AFTER-TRAINING PROGRAM - ART KOHN, P H.D.

Imagine you provide employees with a great seminar on essential leadership techniques. Even if everyone loved it, the sad fact is that no matter what you say, no matter how well you say it, research proves that 90 percent of the content will be forgotten within one week. The good news is that if you deploy a strategic after-training program then you can dramatically improve employee retention, transfer, and ultimately enjoy a great return on your training investment. The ideal after-training program should be broken into three phases including cognitive reinforcement, social reinforcement, and behavioral reinforcement.

90 PERCENT OF CONTENT WILL BE FORGOTTEN WITHIN ONE WEEK. COGNITIVE REINFORCEMENT A cognitive reinforcement is a brief interaction that causes a learner to "effortfully recall" information in the hours and days after training. The simple process of recalling information causes the brain to "meta-tag" the information as important and in turn, prevents it from being forgotten. For example, a manager might ask "Hey Bill, how do you plan to use these leadership skills on the job?" This question causes the learner to "effortfully recall" the information and in turn, the learner's brain is dramatically more likely to retain it.

While itâ&#x20AC;&#x2122;s best if the boosts are delivered in a live conversation, technology can also be used to deliver boosts via email or text messages. The net effect will be a dramatic increase in retention. SOCIAL REINFORCEMENT Social reinforcement needs to be deployed in the weeks after cognitive reinforcement. Use social reinforcement to keep your learners discussing your core messages. In addition to reinforcing memory, social reinforcement can solicit new ideas and identify best practices. Using social reinforcement, your task is to create a "community of learners" who both generate and vet new ideas. By asking employees for their opinions, and by allowing them to critique one another, you give your learners the dignity of their job. What's more, you inevitably learn from your students. It is best if social reinforcements are delivered live. But in larger organizations, informal conversations are hard to manage and monitor, so technology or a social network can be used to manage the conversations. BEHAVIORAL REINFORCEMENT Behavioral reinforcement is where you turn learning into action by reinforcing desired behaviors. The key maxim is to reward the specific behaviors that you want to increase. Unfortunately, many organizations reward employees for "completing training" or for scoring high on a follow-up quiz. This misses the point. It is not enough for managers to "understand effective leadership," your

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real goal is to have them "lead effectively." And to increase effective leadership, you need to both monitor it and reward it when it occurs. This can be done easily and technology can help. For example, survey your learners and ask them how often they have utilized the training. These answers can not only help you identify and reward desired behaviors, they can also serve as testimonial, Level 4 evidence that proves the value of your training. In turn, you can take this data to your CFO next time you want to request a larger budget. THE 2+2+2 METHODOLOGY Deploying a scheduled program of after-training can help employees recall and transfer their learning. The easiest way to remember the schedule is to think about the 2+2+2 methodology. Cognitive reinforcement should begin about two days after training and can consist of about four brief boosts. Social reinforcement should begin about two weeks after training and can consist of two discussion topics. Behavioral reinforcement should begin about two months after training and can consist of one to two interactions. After-training may seem to be a lot of new work, but it is low hanging fruit that will dramatically increase retention and transfer. What you do after training is more important than what you do during training. Dr. Art Kohn is an internationally honored, cognitive psychologist who studies the processes of teaching and learning. Email Art.

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MEASURING

I M PAC T

WAYS TO GET BUSINESS LEADERS TO BUY-IN TO YOUR LEARNING EFFORTS BY AJAY PANGARKAR, CTDP, CMA, & TERESA KIRKWOOD, CTDP

“The Ronco Veg-o-Matic is the one kitchen appliance you'll wonder how you ever did without! It slices, it dices, and so much more!”

How many of you remember those infomercials for Ron Popiel’s kitchen gadgets? Now, how many would admit falling victim to the affable but compelling infomercial? We all have. It is something ingrained in popular culture and while we tend to reel when it appears on TV, somehow we are also drawn to it like a moth to a flame.

Infomercials are an effective marketing vehicle that gets us when we are most vulnerable, either tired, bored, or both. It hammers at our psyche appealing to our basic human instincts of curiosity, greed and persistence. Because the infomercial mentality is well rooted in our sound-bite society, it has subtly crept into how we try to convince others to buy into our ideas. But we can often misapply these infomercial techniques, especially when we don’t stop talking or what you recognize as the, “but wait, there’s more” part of the infomercial. While we reel against infomercials, the techniques that they apply are easily transferable to pitching your learning proposal, or any proposal for that matter. Infomercials wouldn’t still be airing if they

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didn’t work—just look at how home shopping skyrocketed QVC into a multibillion-dollar business. In an age of hot trends and shotgun marketing tactics, there are a few things learning professionals can learn about advertising from this old-school practice.

1| Be innovative and show it. One of the keys to building a successful product or business (in this case an internal one) is knowing what makes you unique and different. For training, it means breaking away from how internal customers perceive training. Get away from being the default “training department” and look for the qualities where you can show you’re an innovative business unit willing to take initiative. Do exactly like the infomercial does and show them that they can’t get what you have to offer anywhere else.

2|Back up your claims with testimonials, facts and figures. You can tout your benefits until the cows come home, but firsthand reviews and supporting proof goes a long way. People love sharing their opinions, and potential buyers (your internal clients) find reassurance hearing positive feedback from others like them. Facts and figures resulting from your training effort (what you recognize as Level 3 and 4) help support your claims and prove its effectiveness.

3| Talk about solutions and benefits, not features. No one is focusing on whether your training is blended or that people enjoy the donuts. Your internal customers want to know how you’re going to help solve their problems. When you rely on features, you’re not speaking your customers’ language, and they will not take you seriously, or worse, avoid doing anything with you. Focus on the unique benefits and solutions that address their problems and leads to results.

emotional hot buttons, like scarcity and hard-to-resist deals. Create a sense of urgency around your internal buyer’s needs. Plant a seed to create a subconscious drive to take action immediately. Tell them that the longer they put off the training the more delay they will see in achieving their performance expectations. Don’t lie to your customers or make deceiving offers, but rather, offer them a small incentive for taking the leap and trialing the training effort.

4| Add value by showing multiple uses.

8| Offer guarantees and assurances.

The only thing better than having a really useful product or service is having one that’s useful in lots of ways. The best infomercials not only show the obvious benefits but also demonstrate other ways you can use the product. There is a primary reason why your training exists but there are also many secondary benefits too. Show the additional creative ways the business can benefit from working with you or how they can repurpose/ repackage their training investment.

5| Don’t just say it. Show it! Infomercials are great at showing all the ways a product works. Training doesn’t. Describing your training effort is always helpful, but people are visual. We love examples and seeing things in action. Explain why investing in your proposal is awesome, and then show why it’s awesome. Conducting a pilot test to mitigate risk or using control groups are examples of showing why your training works.

6| Tell stories. Storytelling is more engaging than selling, and it helps people remember you. People want to feel like they’re having a conversation with friends, not defending themselves against a pushy sales pitch. Talk to some of your internal customers, and find out exactly how your efforts helped them in the past. Craft a compelling, but truthful, story. Then, tap into your potential buyers’ business needs and performance pain points by telling these past success stories and showing how they could benefit too.

7| Use scarcity or promotions to get people in the door. As humans, we suffer from loss aversion, which means we’re much more sensitive to losses than to gains. Part of the reason infomercials are so successful is they use

People love feeling confident and reassured. Guarantees can be a powerful way to prove your confidence in your business and convince them to act. Hearing an infomercial phrase like, “Guaranteed or your money back” may not be something that you will use but saying something like “If you’re not fully satisfied, we want to hear about it” reduces the risk for your customers and makes them feel more comfortable trusting you. Just make sure you deliver on your promises.

9| Give your customers quick buying options. All of your customers have different decision modes. Some make decisions quickly, while others need time to scour through the details and ruminate before making choices. For those competitive and spontaneous decision styles, give them obvious calls to action and easy ways to take the next step.

EXPLAIN WHY INVESTING IN YOUR PROPOSAL IS AWESOME, AND THEN SHOW WHY IT’S AWESOME.

Although infomercials are primarily used for B2C products, you can apply the same principles to the internal clients that pay for your training efforts. There are definitely downfalls to infomercials. But the next time you see an enticing infomercial, study it closely. Look past the cheesiness and seek out the reason why it compels you to watch it and, possibly, act on it. You just may find some helpful tips that could transform your next training initiative and change how your internal clients view training overall.

Ajay M. Pangarkar, CTDP, CPA, CMA, and Teresa Kirkwood, CTDP are founders of CentralKnowledge.com and LearningSourceonline.com. They are renowned employee performance management experts and three-time authors most recently publishing, “The Trainer’s Balanced Scorecard.” Email Ajay and Teresa.

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CLOSING D E A L S

ENGAGING CONTENT DELIVERY FOR CODING TRAINING: CODECADEMY CLOSES SERIES C FUNDING ROUND - TARYN OESCH

In July, Codecademy closed a $30 million Series C funding round led by Naspers Ventures. Existing investors Union Square Ventures, Flybridge Capital Partners, Index Ventures and Sir Richard Branson also participated in the round, which the company plans to use to localize its content, develop its platform, build its mobile presence and develop additional content.

month subscription that includes a personalized learning plan, assessments, and live advising, along with the free online content. Expanding Codecademy Pro offerings is one of the goals Sims has said he would like to achieve with the company’s new funding.

The key to Codecademy’s appeal is a combination of its no-cost model and its engaging, participatory content WE WANTED TO MOTIVATE style. According to Sims, “We wanted to PEOPLE SO THEY LEARNED motivate people and get them hooked FOR THE SAKE OF LEARNING. so they learned for the sake of learning.”

Codecademy previously raised $12.5 million in funding from investors including Y Combinator, Kleiner Perkins Caufield and Byers, SV Angel, Yuri Milner, Thrive Capital, O’Reilly AlphaTech Ventures and Bowery Capital. While they were students at Columbia University, Codecademy founders Zach Sims and Ryan Bubinski started teaching programming in student groups, finding these experiences more meaningful and effective than studying independently or in a classroom. They saw, as many professionals in the IT and training industries have also noted, a growing programming skills gap in the workforce, so in 2011, they launched Codecademy with the assistance of Y Combinator. In less than one year, they had 500,000 users. Most of Codecademy’s programs are free, though the company recently launched Codecademy Pro, a $19.99/

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For example, in 2012, Codecademy launched CodeYear, a New Year’s resolution challenge. 200,000 people, famously including Michael Bloomberg, signed up in the first week. As Fast Company pointed out soon after Codecademy launched, the courses’ gamified elements “actually work, because they’re pegged to actual accomplishments (‘Hey, I learned how to spawn a dialog box!’) and because, like any well-designed video game, the first few ‘levels’ are fast and easy enough to be fun without feeling like work.” An interactive, gamified learning system can make it easier to approach a potentially intimidating new skill like coding. Codecademy investor Naspers Ventures was established by the international internet company Naspers in 2016 to invest in technology companies in highgrowth markets. The firm made its first edtech investment (in social learning startup Brainly) in May. A month later,

it invested in Udemy, saying that these investments “solidify our belief that education globally can be transformed with the right technology platforms.” In addition to focusing on learning technologies as “a sizeable market that has not yet seen the technology impacts [Naspers has] seen in other sectors,” Naspers Ventures is also looking to expand its investment in the U.S. market; with Naspers’ global reach, the company believes it can help learning technologies companies with the potential to grow beyond the U.S. The venture firm is headquartered in San Francisco for easy access to a number of such companies. As training organizations rely more and more on external training suppliers, there is a growing number of entrepreneurs in L&D. Especially in the technology sector, according to Doug Harward, CEO of Training Industry, Inc., “there is an increase in investment funding for companies to provide innovative tools and apps to deliver and reinforce training content.” Naspers Ventures’ recent entry into learning technologies is evidence of this trend, and its investment in Codecademy especially demonstrates the growing importance of technology as both an important skill set and a tool for improving learning engagement and outcomes. Taryn Oesch is an editor at Training Industry, Inc. Email Taryn.

CO M PA N Y N

ACQ UIS I T I ON SAN DPA RTN E R SHIPS Microsoft Corp. and LinkedIn Corporation announced they have entered into a definitive agreement under which Microsoft will acquire LinkedIn for $196 per share in an all-cash transaction valued at $26.2 billion, inclusive of LinkedIn’s net cash. LinkedIn will retain its distinct brand, culture and independence. With a network of more than 433 million professionals, LinkedIn’s integration with Microsoft is a major step in the world of cloud computing and social networking. Nitrospark has signed a partnership agreement with Al Rabban Capital, enabling the companies to collaborate on learning projects in Qatar – extending Nitrospark’s reach into the Middle East. Al Rabban Capital, a leading provider of professional services to organizations in Qatar, has become Nitrospark’s first international partner. The two companies will work together to market and deliver game-based learning programs to organizations in Qatar.

Becker Professional Education has announced that it has entered into an agreement to acquire the Association of Certified Anti-Money Laundering Specialists (ACAMS) for a purchase price of $330 million. ACAMS is the largest international membership organization dedicated to enhancing the knowledge and skills of anti-money laundering and financial crime prevention professionals. ACAMS furthers Becker’s global growth strategy into a new professional education segment. Pluralsight announced the acquisition of Adobe-centric video training company Train Simple. With this acquisition, Pluralsight’s technology learning platform becomes a leading provider of Adobe training online, offering more than 1,200 courses covering the entire Adobe Creative Cloud suite as well as other Adobe flagship technologies.

Unicorn Training has underlined its commitment to developing world-class learning games by taking a majority stake in BAFTA-nominated games studio, Amuzo. Together Unicorn and Amuzo are developing and publishing learning games that engage and immerse “players” along with apps to meet employer and employee demand for just-in-time and reinforcement spaced learning outside of the more traditional desktop environment. Digital Marketing Institute announced that it has partnered with Logical Operations, the leading global information technology instructor-led courseware provider, to provide expertfacilitated training programs geared to help marketing and sales professionals gain the skills needed to succeed in the digital world. The partnership will bring the company’s professional certifications to Logical Operations’ network of over 3,000 partners.

INDUSTRY NE WS MANAGERS WHO COACH EFFECTIVELY ARE KEY TO DRIVING STRONGER BUSINESS RESULTS Integrity Solutions has released a new eBook detailing how coaching helps drive stronger business results by improving employee performance, retention, and engagement in a hypercompetitive talent market. This eBook tackles the myths and misconceptions of coaching and looks specifically at how coaching dramatically shifts employee performance and how best to drive coaching excellence. BUILD ENGAGING LEARNING EXPERIENCES IN PRIVATE, SECURE WAY Yellowdig, a SaaS provider of a leading social learning platform, has entered into a $1M investment agreement with SRI Capital. Yellowdig’s social learning

platform is driven by collaboration and data science. Yellowdig forms a social layer on top of existing enterprise learning systems used by majority of universities and organizations to build engaging, collaborative and fun learning experiences in a private and secure way. ADAPTIVE LEARNING PLATFORM HELPS IMPROVE EMPLOYEE ENGAGEMENT Smart Sparrow announced the expansion of its award-winning adaptive learning platform and design studio to help companies better engage employees in meaningful and relevant learning experiences that advance corporate strategy. Using the platform, corporate leaders are able to deliver cost-effective, personalized learning at scale, across job functions and regions.

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WORKFORCE SAFETY AND COMPLIANCE E-LEARNING SUBSCRIPTION LIBRARY 360training.com has launched a new workforce compliance and safety training e-learning subscription library. Setting a new standard for the industry, the subscription was developed for safety conscience employers in mind, designed to assist HR, safety and compliance professionals in simplifying the delivery and administration of safety training and compliance within the workplace.

INTERESTED IN SUBMITTING COMPANY NEWS? PLEASE SEND TO EDITOR@TRAININGINDUSTRY.COM

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W H AT â&#x20AC;&#x2122; S ONLINE T R A I N I N G I N D U S T R Y. C O M

ARTICLES HOW TO JUSTIFY A TRAINING INVESTMENT IN GAMIFICATION | By Carol Leaman Gamification drives participation in learning, impacting job performance and ultimately the bottom line. WHAT SKILLS YOU SHOULD DEVELOP TODAY TO BECOME SUCCESSFUL TOMORROW | By Mary Kleim If you want to be successful, rise above mediocrity and offer something different to your team. 6 BENEFITS OF INTERACTIVITY IN CORPORATE TRAINING | By Lance Noland Employees who enjoy interactive training experiences are more motivated to connect with the learning module. 5 BEST PRACTICES TO FOLLOW WHEN CREATING ONLINE TRAINING FOR MILLENNIALS | By Steve Penfold L&D teams must embrace smart blends of digital multi-device learning and performance support.

BLOGS

RESEARCH

WEBINARS

MARKETABLE

INCENTIVIZING TRAINING:

TURNING SALES

CURRICULUM DESIGN By Ron Zamir

THE ROLE OF MARKETING

MANAGERS INTO

IN CORPORATE LEARNING By AllenComm and Training Industry, Inc.

GREAT SALES COACHES

UNLEASHING THE POWER EMOTIONAL

THE EVOLUTION OF

INTELLIGENCE

SALES E-LEARNING By Imparta and Training Industry, Inc.

BOOSTS SALES TRAINING SUCCESS By Ann MarieHeidingsfelder

OF ANALYTICS: DRIVING PERFORMANCE AT THE INTERSECTION OF LEARNING AND BUSINESS

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TRAINING T

TIPS TO DRIVE

EMPLOYEE ENGAGEMENT

INDUSTRY

What is your favorite strategy to reinforce/sustain learning?

6% < 3% 18%

1 | F OSTER MEANINGFUL

RELATIONSHIPS Invest the time and energy to get to know your employees and seek to identify their areas of strength.

2 | H OLD EMPLOYEES

ACCOUNTABLE Check in with employees and make sure they have goals they are working toward on a daily basis.

S 44%

29% N=63

Mentoring/coaching Practice session (live or virtual) Microlearning Short-form video Email follow-up What coaching activity do you consider most important to developing best-in-class sales employees?

3 | C REATE TEAMS

BUILT ON TRUST Promote a collaborative environment to build trust between team members.

13% 17%

4 | E MPOWER EMPLOYEES

TO BE SUCCESSFUL Instill confidence in employees by letting them have a voice in how they perform their job.

50%

20% N=30

5 | SEEK FEEDBACK Be open to receiving feedback so you can better understand the impact you have on others.

Personalizing coaching to areas of need Question framing/critical thinking Broadening salespeopleâ&#x20AC;&#x2122;s perspectives Setting KPI expectations

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