Extending the Learning Experience | Summer 2016 by Training Industry Magazine

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BUSINESS

PERSPECTIVES

MANAGING

WORLD-CLASS

TRAINING

PERSPECTIVES - K E N TAY LO R

This edition of Training Industry Magazine challenges us to think broadly about how and when we need to focus on the long-term skills impact of training programs. When it comes to truly impacting the performance of an employee on the job, we have to think beyond the event and focus on the battle against the Ebbinghaus Forgetting Curve â&#x20AC;&#x201C; the consumer of much of our investment in employee development.

ANY INVESTMENT IN SUSTAINING THE IMPACT OF A TRAINING PROGRAM SHOULD BE VIEWED AS INSURANCE FOR OUR ROI.

I liken an investment in sustaining support for a training program to an insurance policy for the return on investment of the program. Any time we can help employees retain the skills we helped them develop, the more likely they are to use that skill, and that in my opinion is at the heart of great training programs. At a recent conference, I was amazed to see the degree to which the supply side of our industry is developing innovative ways to help employees retain information. The core of all this innovation is focused on a few key notions that can be included in any program, even the most budget constrained program. First, your sustainment strategy needs to be relevant to the context in which the learner will consume the content. Having a salesperson watch a one-hour e-learning module on his/ her smartphone to brush up before a sales call isnâ&#x20AC;&#x2122;t likely to work, and will probably be

ignored. Second, we need to look for triggers in the employees work environment that can be used to prompt them to refresh a skill. For example, during performance review time (the trigger), it might make sense for a feedback tips and tricks video to be sent out to managers as they prep for their periodic employee reviews. Third, think broadly about what constitutes a sustainment strategy and what tools will be used for reinforcement. As with any addition to an L&D project, be careful what you introduce into your programs because the learner will become accustom to the quality of your sustainment strategy (meaning: if it is effective then they will engage, if it is not then they will ignore the reinforcement). This edition of the magazine has a collection of ideas that can help you sustain the impact of learning beyond the event and even how to build sustainment into your program design. The earlier you consider building it in, the less difficult and costly the additions will be. As always, please feel free to reach out and let us know your thoughts. Ken Taylor is the president and editor in chief of Training Industry, Inc. Email Ken.

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CO N T E N TS

TA B L E O F VOLUME 9 4

ISSUE 3

SUMMER 2016

F E AT U R E S

16 PURPOSE-DRIVEN TRAINING

16 20 24 28 33 36 40 42 46

28 HIDDEN FORCES AT WORK

42 COLLABORATE OR EVAPORATE

PURPOSE-DRIVEN PROFESSIONAL & ORGANIZATION SUCCESS By Ceil Tilney

Maximize employee success and growth by developing purpose-driven training.

THE FOUR PILLARS OF HIGH-IMPACT MENTORING By Helene Lollis

A thoughtful structure is essential to create a successful mentoring program.

BLOWING YOUR MILLENNIAL MINDSET By Julie Winkle Giulioni & Olivia Gamber

The similarities between generations actually outweigh the differences.

HIDDEN FORCES: UNCONSCIOUS BIAS IN LEARNING By Dr. Steve Yacovelli

Embracing inclusivity is at the heart of any effort to facilitate true change.

MEMORY: THE CRITICAL BOTTLENECK TO LEARNING By Brian S. McGowan, Ph.D.

Training managers must optimize learning by minimizing extraneous workload.

GENDER BARRIERS & SOLUTIONS TO LEADERSHIP By Dr. Shawn Andrews

L&D can influence leadership development to help women rise to the top.

UTILIZING DIVERSE THINKING & BEHAVIORAL PREFERENCES By Alana Berland

Empower teams to leverage their strengths and apply their differences.

GET INTO THE ACT: ACCELERATING COLLABORATIVE TEAMWORK By Bob Wiele

Collaboration needs nurturing and support to flourish and drive results.

DISPELLING THE FIVE MYTHS OF MICROLEARNING By John Eades & Christina Wilder

Microlearning is more than a fad and we must decipher fact from fiction.

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THOUGHT LEADERS

03 09 11 13

PERSPECTIVES By Ken Taylor

Training managers must think broadly to sustain training’s impact.

GUEST EDITOR By Marc Ramos

Measures of sustainability must be factored into training programs.

PERFORMANCE & PRODUCTIVITY By Charles Jennings

Applying a 70:20:10 mindset can extend the focus of formal training.

TOOLS IN LEARNING By Karl Kapp

Leverage the learner’s affection for mobile devices to create training.

15 54 57 59

GEN WHY By Michelle Eggleston

Millennials are hungry to learn from more experienced individuals.

FROM WHERE I SIT By Doug Harward

Sustainment runs through the fabric of everything we do in training.

LEADERSHIP 2.0 By Ken Blanchard & Scott Blanchard

Organizations are making a big mistake if they delay training managers.

SCIENCE OF LEARNING By Art Kohn, Ph.D.

Training for knowledge purposes rarely translates to behavior change.

INFO EXCHANGE 50 I CASEBOOK

Quicken Loans is forging a competitive advantage in the market through its culture.

52 I GLOBAL OUTLOOK

Develop global leaders through on-the-job leadership development initiatives.

60 I MEASURING IMPACT

Build credibility within your organization by showing your business acumen.

62 I CLOSING DEALS

Avnet is breaking ground in the IT industry through the acquisition of ExitCertified.

63 I COMPANY NEWS

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

64 I WHAT’S ONLINE

Find additional articles and information available only at TrainingIndustry.com.

65 I TRAINING TALK

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

A B O U T OUR TEAM STAFF

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Meredith Lubitz Vice President, Talent Management Dow Jones Laura Moraros Global Head of Sales Learning Facebook Scott Nutter General Manager, Research, AQP & Development Delta Air Lines Marc Ramos Head of Google Fiber Education Google

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The

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- MARC RAMOS

GUEST EDITOR

Three Strategies To Ensure Your Training Has Tensile

STRENGTH

Do you know when your onboarding, sales training or customer service curriculum will break, and why? Whether it’s external forces pushing your curriculum strategy to meet new business demands or internal forces pulling you apart due to lack of resources, you need to understand the effects of a brittle learning strategy. According to Wikipedia, “Ultimate tensile strength is measured by the maximum stress that a material can withstand while being stretched or pulled before breaking.” In our ideal world, maximum stress will be addressed via rigorous analysis, motivated subject matter experts’ feedback, and plenty of time for prototyping. This isn’t our reality though. As any battle-hardened training manager knows, there’s always some level of design guesswork, assumption, and too many cooks in our L&D kitchen. Knowing, planning for and mitigating risk are perhaps the top, yet most underrated competencies for any learning leader. It’s one thing to build for scale and engagement; it’s another to ensure program and team sustainability. Here are three methods to consider when trying to predict or gauge a breaking point. 1|CONTENT PERISHABILITY Does your content have an expiration date? All content has life. Some with vigor, vitality and lasting value. Some with a shorter lifespan, becoming inanimate with little learning value. How you determine and map your content perishability strategy will greatly inform your team, clients and planning.

For example, product content tends to have a shorter shelf life as new features are introduced or the interface changes. As we consider resource planning, we know that highly perishable product training content will require more engagement with management, and more production hours for upkeep. This isn’t a science of course, yet by tagging your content based on perishability you will have a clear and predictable understanding of what is brittle, and what will eventually break. 2|SPEED TRUMPS EFFICACY The sooner you can release a new program, the sooner you’ll know when and how it will break. For many teams, the goal is perfection upon release, yet this often requires more time to get it right. Most importantly, your learners know best – not the business, subject experts or even your learning designers. For most course formats, not everything needs to work (functionality), or be tidy (content) or be perfectly in sync (structure) at first release. It’s more important that the core intent is clearly stated and embedded, and students know what to expect. By gaining learners’ feedback as soon as possible, you’ll have a more accurate, valid and rapid set of instructions for updating the next version. Once the program is formally deployed, allocate as much planning and effort on intentional iteration. This is a dedicated effort to carefully review feedback and metrics, re-engage with stakeholders and rapidly retire if necessary. Time for iterations should be prized just as high

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UNDERSTAND THE EFFECTS OF A BRITTLE LEARNING STRATEGY. as new program development. When considering efficacy, time and speed become your greatest resource. 3|PRE-MORTEMS Conducting a post-deployment meeting or post-mortem is a highly informative way to identify what went right or wrong after deploying a project. A pre-mortem is not the same. The goal of a pre-mortem is to identify what can or will possibly go wrong during planning or pre-design. As Dave Grey highlights in Gamestorming: “Unlike a more formal risk analysis, the pre-mortem asks team members to directly tap into their experience and intuition.” Participants are encouraged to call out any elephant in the room or any sacred cow that hinders collaboration and attainment of goals. These sessions should be fun with a bit of gloom and doom, a focus on worse case scenarios and creatively identifying “disasters.” Similar to launch early and iterate, conducting a pre-mortem will give you early insights to unforeseen problems and potential breaking points. By documenting and ranking any potential negative outcomes such as increased costs and waste, you’ll also gain credibility with sponsors and showcase the tensile strength of your team and practices. Marc Ramos leads Google Fiber Education and is a member of Training Industry Magazine’s Editorial Board. Email Marc. 9

April 11-13, 2017

Raleigh, NC

CALL FOR PROPOSALS Share your perspectives and expertise with a highly engaged audience of learning and development leaders: We invite you to submit your session proposal for the 2017 Training Industry Conference & Expo. We place no restrictions on your topic proposal, except that the topic must be relevant to the corporate learning audience and be professionally relevant and actionable. Suggested topic areas include:

Assessment, Measurement and Outcomes

Compliance

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Creating Training-Business Alignment

Language

Leadership

Learning Sustainment

Learning Technology Tools, Platforms and Practices

Research Findings

Storytelling

Session, keynote, workshop and roundtable proposals must be submitted by August 1, 2016. To submit a proposal for TICE 2017, visit www.TICE2017.com.

If you have questions, please contact TICE@trainingindustry.com.

PERFORMANCE AND PRODUCTIVITY

One of the significant developments for the training and development profession over the past 15 years has been the emergence of new approaches that extend the focus on learning beyond formal events such as classrooms, workshops and e-learning modules. Many training and development departments are evolving from a world where “learning” implied training events to one where learning is something that needs to be encouraged and supported as a continuous process.

WE ARE MOVING BEYOND THE BLEND. The first steps to break the mold that created a tight link between “learning” and “event” involved the blending of face-to-face learning with technology. Early blended learning was created using the sandwich model where structured learning was wrapped with e-learning pre-work and post-class work-based activities. These two wrappings were designed to support face-to-face learning activities. More recently, blending has become more sophisticated to incorporate a range of channels and increased use of self-directed learning approaches. BEYOND THE BLEND Today, we are moving beyond the blend by exploiting a wider range of learning opportunities in the daily flow of work.

Two major areas that offer opportunities are social learning and experiential learning. The challenge with both of these is that they occur naturally, continuously and usually out-of-sight of HR and the training and development department. Social learning has always occurred. People learn implicitly as part of daily work as they share insights and experiences in teams. More recently, with the rise of social media, natural social collaboration has become a major factor in performance development. Experiential learning is being used increasingly in formal training and development, particularly with support of technology innovations. There are also huge opportunities to exploit experiential learning beyond formal learning by focusing on the learning that happens as part of the flow of work. One of the key concepts that has emerged to exploit social and experiential learning, and to leverage the effective elements of structured training, is the 70:20:10 reference model. THE 70:20:10 APPROACH The 70:20:10 approach has helped bring three aspects of development together: structured education, social learning through exposure to others, and experiential learning. Through the lens of the 70:20:10 model, formal, social and experiential learning are not seen as separate “boxes” but

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- CH AR L E S J E NNING S

EXPERIENCE, EXPOSURE and EDUCATION rather as different aspects of learning that can be integrated to deliver a “whole greater than the sum of its parts.” By applying a 70:20:10 mindset, training and development professionals are able to extend their focus beyond awayfrom-work learning. The importance of 70:20:10 is not in the numbers, but in a shift to think more about the destination (improved performance) rather than the journey (learning). Achieving this shift requires new skills and attitudes. START WITH THE ‘70’ One of the major changes required when working with the 70:20:10 model is “reverse working.” Once the cause of a performance problem has been identified, the solution design needs to “start with the 70.” In other words, first explore how the problem can be rectified in the flow of work, not by a course or e-learning module. This way of working is counter-intuitive to most training and development professionals. However, it is based on the fact that learning which occurs closest to the point of need is likely to be the most impactful, and to result in behavioral change. Also, that continuous development results in greater realized value than one-off point solutions.

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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Search by provider catergory, course delivery method, pricing and dates. Identify and contact multiple training providers quickly and easily through a single portal. Receive customized training quotes from training providers.

- KAR L M. KAPP, Ed .D.

TOOLS IN LEARNING

BEYOND THE CLASSROOM PARADIGM Look around your workplace. It’s not hard to locate an employee staring down at their mobile device. Today, everyone connects with friends, colleagues and even mentors outside of their immediate work space on a regular basis. As an instructional designer, you should leverage the learner’s affection for mobile devices to extend the learning space beyond a one-time online or classroom event.

LEVERAGE THE LEARNER’S AFFECTION FOR MOBILE DEVICES TO EXTEND THE LEARNING SPACE BEYOND A ONE-TIME EVENT.

Research from a variety of disciplines indicates that the traditional method of learning, which usually involves sitting down in a classroom or in front of a computer and learning for hours on end, is not effective for long-term retention. Think about it yourself: You’ve probably crammed for an exam the night before a test and gotten a really good result. The problem is that a day later, two days later or even a week later and the information is gone. Most likely if you crammed for an exam, you really didn’t learn the information; you just memorized the content. The problem with cramming is that it has little long-term impact on a person’s behavior or knowledge level. To make a long-term impact, a better method of delivering instruction is to provide short bursts of information over a long period of time. Fortunately, a number of different tools have sprung up to help deliver instruction outside of traditional learning delivery formats. For example, one tool that has recently gained traction is the use of text messages to remind employees of specific pieces of information or desired behavior. The idea is that once or twice a day a text reminder such as, “Remember, ask openended questions when greeting a customer

who enters the store,” appears on the learner’s mobile device. These short reminders can be helpful to reinforce learning from a webinar, e-learning module or a classroom event. Providing text-based reminders provides a great pull-through for the content and keeps it fresh in the learner’s mind for a long time after the original training event. For content that is more visual, think about using an explainer video. The concept of an explainer is that it is a short, entertaining and informative video that can be animated or even look like a person writing on a whiteboard. The goal from an instructional perspective of an explainer video is to create something that the learner wants to view and provides a quick instructional lesson. There are a number of companies that now offer software designed specifically to create your own explainer videos. What used to take weeks or even months to create can now be done in a few hours with the explainer software. As an example, create a learning campaign designed to send learners content twice a day via a text message. Or create a series of oneminute videos where executives reinforce key points over a period of a week or a month once a day.

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

GEN WHY

APPLYING the BUDDY SYSTEM

Let’s take a trip down memory lane for a moment; all the way back to elementary school. Remember the excitement of taking field trips, where you would pile into a school bus and travel to a museum, historic landmark or other educational hotspot? It was quite common for the teacher to instruct you to find a “buddy” to stay with while on-site. Essentially, everywhere he/she goes, you go. This is known as the buddy system.

MILLENNIALS ARE HUNGRY TO LEARN FROM MORE EXPERIENCED INDIVIDUALS.

A mentorship is a two-way street and can be beneficial for both parties. Mentees are gaining insight into their new job role and company, allowing them to engage with the organization faster. Mentors are walking away with increased confidence levels in their job and can also develop better communication skills. With an influx of “green” and inexperienced millennials flooding the workplace, L&D must ensure that mentors have the right level of preparedness to provide a meaningful mentor/mentee relationship. Millennials are hungry for forming meaningful partnerships that help them gain knowledge and learn from more experienced individuals.

Now, flash forward back to the corporate workplace. There is still much to be said about the value of the buddy system in corporate learning and development. Organizations often refer to this as mentoring or coaching, commonly used in onboarding practices to acclimate new employees to the company culture. Typically, organizations partner a more experienced employee with a new hire to help increase productivity and company knowledge.

FastCompany highlighted a real mentoring relationship in an article that provides some insight into the inner workings of a successful mentorship. Here are some tips to develop exceptional mentors.

While mentoring programs can be highly effective, they can also quickly fall flat if not orchestrated well. To develop a successful mentoring program, goals need to be identified and tied directly to job roles and business objectives. The structure and purpose of the program must also be carefully planned, and mentors and mentees must have tangible objectives that can be easily measured.

2| Be available. A big part of being a mentor is building a relationship with the mentee and that requires frequent meetings. Mentors need to be available to help mentees master a new skill or navigate a challenging situation when the need arises.

1| Put in the time. In order to form a meaningful relationship, mentors must take the time to understand the personal and career aspirations of the mentee. It’s a mentor’s job to learn as much as they can about the people they are coaching.

3| Learn to listen. Listening is just as important – if not more important – than

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talking. Mentors need to listen to what mentees are saying and ask questions to increase clarity. This will help mentors steer the relationship in a direction that benefits the mentee. 4| Add that personal touch. A clear benefit of a mentorship is the ability for the mentor to share personal experiences and insights. Mentors should openly share experiences that mentees can relate to. 5| Make introductions. As a mentor, your connections and reach can be an added value to the mentee. If you know someone who can help your mentee, make the connection and help them build a professional network. 6| Knowing when to say goodbye. Formal mentoring programs typically have a timeframe, but for less formal relationships, it’s important to know when to say goodbye. While all good things come to an end, a mentorship can evolve into a long-term professional connection. Even as adults in the corporate workplace, it’s comforting to have a “buddy” to turn to for advice or direction. While the days of field trips are long gone, this buddy system can help millennials adjust to their new role and reduce time to productivity. To maximize the effectiveness of the program, L&D must provide mentors with the knowledge they need to make a lasting impact.

Michelle Eggleston, CPTM, is the editorial director for Training Industry, Inc. Email Michelle. 15

-DRIVEN PURPOSE PROFESSIONAL & ORGANIZATION SUCCESS BY CEIL TILNEY

THEORISTS AND PRACTITIONERS TYPICALLY USE “PURPOSE” TO REFER EITHER TO A COMPANY’S MISSION OR TO THE PEOPLE A COMPANY EMPLOYS. WHEN REFERRING TO A COMPANY’S MISSION, WE TALK ABOUT THE “PURPOSE-DRIVEN ORGANIZATION.” WHEN REFERRING TO AN INDIVIDUAL’S MOTIVATION TO FIND INTRINSIC VALUE IN WORK, WE TALK ABOUT THE “PURPOSE-DRIVEN WORKER.” BOTH APPROACHES HAVE THEIR ADHERENTS, BUT WITH EACH, IT’S IMPORTANT TO TAILOR LEARNING TO MAXIMIZE INDIVIDUAL PURPOSE AND FULFILLMENT. T R A I N I N G I N DUSTR Y MA GAZ INE - SUMMER201 6 I WWW.TRAI NINGINDU S T RY . C OM/ MAGAZ I NE

Describing an organization’s mission as purpose-driven doesn’t limit the term to companies whose mission is “doing good” (in which case hospitals and philanthropies would be purpose-driven, but manufacturing and technology companies would not). Rather, the purpose-as-mission model aligns to corporate social responsibility (CSR). Organizations whose core business is not to “do good” use CSR to provide opportunities to inspire employees through doing good.

CASE STUDY THE PURPOSE - DRIVEN EMPLOYEE

To understand how purpose-driven employees differ from employees who are aligned to an external “cause,” meet Jessica (not her real name). Jessica is a staff accountant assigned to review a writer’s expense reports in a previous job. Jessica took no prisoners: She read each receipt; recomputed each total; caught the tiniest deviations in actual versus reported expenses; and never, ever, approved a report until the totals were consistent. Perhaps there’s a Jessica in your organization. Perhaps she drives you crazy. Perhaps you suspect she assumes you’re a cheater, and you resent it. There was a curious thing about Jessica, though: She was every bit as likely to correct an error in the employee’s favor as in the company’s. Why would she do that? It turned out that making sure expense reports were accurate was a deeply satisfying activity for her. It wasn’t about catching people. She was intrinsically motivated by the opportunity to support the company and each employee by maintaining accurate, consistent records. She met her need for purpose through her passion for accuracy. Do you think Jessica was good at her job? You bet. There were other staff accountants who were less driven to excel; for them, work mattered for the stability and income it provided. They were competent but not relentless. Imperative research demonstrates that people like Jessica tend to outperform their peers, contributing significantly more to the organization’s success than the competent but nonpurpose-driven employees. Studies have shown that CSR programs positively impact employer branding. Companies with strong CSR programs also tend to have higher scores on engagement surveys. Whether those improved scores yield better organizational performance is not yet confirmed, but a good deal of research suggests that purpose-asCSR is a useful employer branding tool, particularly for millennials. 18

For example, the social mission version of “purpose” is what informs companies like KPMG when they help new employees connect their work to social value. Purpose in CSR was also the focus of a recent Korn Ferry study, which found that purpose can help an employer make its brand attractive to applicants. Organizations that use purpose this way may frame it as a benefit: an extrinsic motivator for people interested in companies attuned to CSR.

It doesn’t take a lot of imagination to see that people who find work inherently fulfilling will outperform people who don’t. While training won’t transform someone who’s wired to work primarily for status or money into someone who works for fulfillment, learning professionals can structure programs around what fulfills their employees.

THE PURPOSE-DRIVEN EMPLOYEE

According to Imperative research, people experience purpose along three dimensions: relationships, impact and growth (RIG):

A more powerful way to frame purpose is as a characteristic of employees themselves. Purpose in this sense is less about the social value of work and more about each employee’s intrinsic motivation. Just as we know intrinsic motivators are more powerful in creating and sustaining high levels of performance than extrinsic motivators, making purpose-driven employees a unit of measurement opens important doors to attract and retain the best talent. Purpose-driven workers are wired to see work as a source of meaning and fulfillment, to engage more deeply in their tasks and to make everyone around them more successful. In “Work Rules!,” Laszlo Bock reported that these high performers contribute as much as 18 times more value to their organizations than their peers.

THE RIG FRAMEWORK: WHAT MOTIVATES EMPLOYEES?

Relationships: Employees who have the

number, variety and quality of relationships they find satisfying feel more fulfilled at work.

Impact: Employees who are making the

kind of impact that’s important to them feel more fulfilled at work.

Growth: Employees who see and can take

advantage of growth opportunities that are challenging for them feel more fulfilled at work. Employees who find work that meets their needs in the proportion that’s best for them typically experience the highest levels of fulfillment and therefore outperform their less fulfilled peers. For example, Zhou is most motivated when he can discover new connections among

LEARNING PROFESSIONALS CAN STRUCTURE PROGRAMS AROUND WHAT FULFILLS THEIR EMPLOYEES.

problem solving for product development isn’t fulfilling for him. The third option plays to what motivates both Zhou and Juan. They both wake up every day thrilled to go to work, because they find their work inherently meaningful. What does RIG have to do with learning? You can use it to frame what (hopefully) you’re already doing: integrating real work, social interaction and career development into each program.

APPLYING RIG: PURPOSE-DRIVEN ONBOARDING Consider new employee onboarding, a common learning opportunity:

Relationships: The faster new employees

ideas, advance knowledge and build something new (signs of a high impact purpose profile). Juan is most motivated when he can work collaboratively with peers and help the whole team work effectively (high relationship profile). Zhou and Juan are both part of a team working on getting a new product out the door. Their team leaders have several options for how they assign work:

» Juan and Zhou share responsibility for making sure the team works effectively.

» Juan does the new product development

work, and Zhou keeps the team working smoothly.

» Zhou does the new product development

work, and Juan keeps the team running smoothly (including bringing in people from outside the team when needed).

Anyone who has worked in product development recognizes that the first option will be hard to manage: When everyone is responsible for everything, confusion can reign. The second option plays to what’s least motivating for each. Zhou may have the skills to work collaboratively, but he doesn’t find using those skills to be fulfilling. Juan may have product development skills in abundance, but

develop a network – strong relationships with peers in and across teams – the more quickly they’ll be productive and the better they’ll feel about the company. This is doubly true for purpose-driven people with high relationship motivation, but every new employee needs to build strong relationships. Consider ways to structure basic onboarding tasks (getting equipment, finding the bathroom, meeting your team, testing passwords and internet access, making sure your information is correct in the system, etc.) to accelerate relationships. For example, instead of having the current staff join the onboarding session, hand out site maps and contact information, and set the new employees loose to find the resources they need. Prepare existing staff by letting them know new employees will be among them, and encourage them to be helpful in providing directions. This task is easier when staff already welcome new employees. For more ideas, YouTube is full of great examples of new employee onboarding.

Impact: The more quickly new employees

can see their work making a difference, the more fulfilled they’ll be and the better they’ll feel about their decision to join the organization. Incorporate opportunities for each new employee to share what he or she already knows. When their introduction to coworkers includes examples of how they’ve made an impact before, coworkers gain useful insights into the character of their new colleagues, and the new employees build credibility.

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It’s not unusual for new employees to be drawn into discussions that draw on their previous expertise – discussions that would have been invisible to them without the early opportunity to share what they know. As they provide real help in real work settings, employees who find fulfillment in making an impact thrive.

Growth: Good onboarding programs put

each new employee’s job in context. Managers introduce the tasks they will expect each new employee to perform, but they introduce those tasks within the larger framework of the company’s business, helping new employees understand the impact their work has on the entire organizational ecosystem. New employees who value growth opportunities benefit from understanding their jobs within the context of different career paths as well as different jobs. Consider introducing them to people who previously held their jobs and advanced to other roles. They can talk about their career paths, providing inspiration and the beginning of an informal professional network. Organizations with strong interest groups provide informal growth opportunities. Employees who thrive on personal and professional growth benefit from knowing what social and professional networks are available to them at their new organization. Consider inviting leaders or members of key organizations to talk about their work and how new employees can get involved. None of these activities needs to burden instructional designers or facilitators. In fact, engaging various communities within the organization in welcoming new employees can reduce their burden. More importantly, framing orientation around the three dimensions of purpose can go a long way to convincing new employees that their need for fulfillment will be met easily in their new role. Ceil Tilney is the associate director of learning and development at Emerson Human Capital. She has extensive experience working internally and with clients around the world to implement effective learning and talent management programs. Email Ceil.

COMPANIES WITH MENTORING PROGRAMS REPORT HIGHER EMPLOYEE SATISFACTION, INCREASED LOYALTY AND LOWER TURNOVER. MENTEES AND MENTORS PERFORM BETTER, EARNING MORE PROMOTIONS AND SALARY INCREASES OVER TIME. MENTORING CAN ALSO BE A KEY ELEMENT OF A SUCCESSFUL LEADERSHIP DEVELOPMENT STRATEGY, HELPING TO BUILD A PIPELINE OF HIGHPERFORMING LEADERS.

Mentoring, even in a professional environment, is a personal experience. A mentoring partnership is by definition a relationship, and it differs from the relationships an employee has with managers or coaches. And for mentoring to achieve its objectives – with high engagement in a “safe space” where both mentee and mentor can learn and grow – a thoughtful and intentional structure is essential. It’s this formalized structure behind a great mentoring program that allows what could be awkward and uncomfortable to be instead focused, comfortable and impactful.

THE DIGITAL DISCONNECT It’s worth noting that technology provides powerful tools for connecting professionals and transferring knowledge, particularly for gathering information from a broad network of people. The ease of connecting via social media and other technological avenues allows professionals to vastly expand their networks, granting access to valuable information from individuals with diverse experiences. But access to networks doesn’t replace mentoring any more than social media “likes” replace friendships. Technology can streamline the process by which potential mentees identify

MAKING IT PERSONAL:

THE FOUR PILLARS OF HIGH-IMPACT MENTORING BY HELENE LOLLIS

desirable mentors. However, in our years of experience in matching thousands of mentoring partnerships, we have seen that mentees rarely select the best mentors for themselves; they are often too focused on a mentor’s title or network. There’s simply no substitute for engaging real people and actual human contact in the mentoring process if your goal is to leverage mentoring to develop highpotential talent.

and process. High-impact mentoring is built around four specific strategies that provide depth and “stickiness” for longterm growth and achievement.

THE FOUR PILLARS

1 :PARTNERSHIP MATCHING Strong mentee-mentor matching is the foundation of a constructive mentoring relationship. The mentor’s career experiences must align with

Achieving those heralded outcomes from mentoring (retention, promotion and engagement) requires structure

The first two are often incorporated in programs with varying degrees of rigor. We find that the third and fourth are rarely practiced, yet they are the differentiators that will take your mentoring program to the “high-impact” level.

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the mentee’s needs and the critical gaps that, if filled, could allow her to progress in her career. Each mentee needs someone who, regardless of title, has conscious competence in how to break through the barriers that are holding her back in her career. For example, a mentee with strong financial acumen who is interested in a CFO position may be better served by a mentor with deep experience in interpersonal communications than by a CFO, who might have similar strengths and weaknesses. Over the years, we have fine-tuned what we see as the optimal matching process. Here are some highlights:

• Conduct personal interviews with both mentees and potential mentors to fully understand each person’s experiences, interests, goals, development areas and life situations. Build a picture of each individual and what he or she brings to a potential partnership. • Allow the mentee's needs to drive each match – not the mentor's position or personality. Chemistry is overrated in the matching process. The goal isn’t to facilitate personal friendships; it’s about aligning specific mentor experiences to the mentee’s developmental needs. • Begin with a pool of mentors larger than the pool of mentees. Great mentors will go unmatched, but this process allows for focusing on the best mentor for each mentee. Mentoring relationships based on rigorous and thoughtful matching drive measurable growth, create unique learning opportunities and maximize participant engagement. Each mentoring partnership is unique, but when partners are well matched, they quickly find common ground and establish trust, promoting a sustainable and dynamic relationship. 2: MENTEE, MENTOR AND PARTNERSHIP TRAINING Mentees and mentors are often unclear about their responsibilities, and it’s essential that each understand in detail how the partnership will function: who will schedule meetings, how often and what time of day they will meet, how cancellations will be handled, etc. Structure mitigates the natural discomfort, and training around these key elements is essential, including: • A detailed summary of the terms of the partnership, the expectations for frequency and format of connection points, and a definition of each participant’s role • Shared expectations for communication, preparedness, scheduling and formality, which clearly defines the mentee’s role in managing the partnership • Clear outlines for partnership phases around trust-building, goal-setting, feedback-sharing and ongoing progress

• The importance of defining goals for the partnership It’s also essential that the partnership be “kicked off”with some relationship-building exercises that help partners understand communication styles, personalities and behavior norms. Behavioral and personality assessments are often helpful for creating a common language to facilitate this process. 3:PARTNERSHIP COACHING Within the first two to three months of a partnership, it’s critical to ensure that the mentee and mentor are establishing positive habits and connecting in a healthy way. You are driving the creation of a relationship, and relationships can encounter some discomfort in their initial stages. A live conversation with each mentee and mentor can identify challenges and create

ACCESS TO NETWORKS DOESN’T REPLACE MENTORING ANY MORE THAN SOCIAL MEDIA “LIKES” REPLACE FRIENDSHIPS.

the opportunity for coaching to facilitate connection. Quite frequently, there are challenges such as uncomfortable communication or a misunderstanding about scheduling. Intervention by a third party opens the door for a frank conversation that can ensure that the partnership remains on track. It is also common for a mentee or mentor to need encouragement and validation that his or her approach is on point. By engaging in conversation early in the partnership, you can identify both the mentee’s and mentor’s levels of engagement and set the tone that will determine the partnership’s long-term success. You can assess if trust has been established, if the mentee is opening up and taking advantage of all that the mentor can offer, and if the mentor is creating meaningful connection points.

WHEN MENTOR & MANAGER MEET Connecting the mentor with the mentee’s manager can significantly benefit the partnership. With a clearer pictureofthementee’senvironment,departmentalgoals and developmental areas, mentors can provide more targeted counsel. The connection also reassures the manager that the mentee is working on relevant issues that will help him or her to succeed in the organization. The mentee should facilitate this introduction, and the partners should discuss how the manager’s and the mentor’s roles differ. It is not the mentor’s responsibility to be a conduit of information or feedback for the manager, but rather to be an advocate for the mentee’s development. Mentors will be even more effective after gaining a broader perspective on the mentee’s work environment. By asking insightful questions, you can identify problems or potential issues before they become insurmountable and then work to fix them. 4 :SUPPORTING CONTENT A tremendous number of mentoring partnerships simply “run out” of things to talk about. We find that partners often have one or two action-packed, strategic and powerful conversations, and then the mentee becomes uncertain of how to truly leverage the insights of the mentor. This problem has one of two causes. Engagement may wane as partners are unsure how to keep the conversation alive. Alternatively, partnerships might shift to topics that are short-term in nature, as mentees discuss current realities or situations instead of the longer-term, strategic topics that could advance their careers.

A sound underpinning of rich content is a critical component in sustaining high-impact mentoring partnerships. Whether through interactive workshops or discussion guides, mentees must be continually exposed to content on farreaching, career-impacting concepts such as executive presence, organizational culture, corporate politics, career planning and strategic communications. When mentees are focused on these big ideas, they can comfortably lead their mentoring conversations to explore their mentors’ experiences, opinions and thought processes related to these critical issues. We also find that when equipped with core topics of discussion, partners feel prepared for meaty and deep conversations, remain attuned to the value of the relationship and stay engaged. THE PAYOFF Far too many mentoring programs result in creating “polite but ineffective” conversations. Research shows that mentoring has significant benefits for mentees, mentors and organizations, but these results aren’t realized without careful planning. Many organizations enjoy great success with high-impact mentoring programs and reap the benefits of developing full and diverse pipelines of leadership talent.

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It is structure, clarity and support that drive this value. Building a mentoring program around these four proven strategies will provide a foundation for real knowledge transfer and individual development that will transform your top talent into leaders who move the organization forward. Helene G. Lollis is president and CEO of Pathbuilders, Inc., an organization that partners with clients to develop top-tier talent through mentoring and leadership development, with special expertise in developing high-potential women. Email Helene.

A POINT OF TRANSITION

• Define the relationship moving forward: Just as structure is essential when launching a mentoring partnership, it’s also It’s critical to agree on the critical at the completion of a formal mentoring relationship. It’s important to: terms of this “new” relationship • Celebrate successes: • Explore what’s next: – if and how partners will stay Both the mentee and mentor should Mentees should discuss with connected – so that there’s no share their key lessons and celebrate mentors the logical next steps – confusion or awkwardness what they achieved together. developmentally and based on their between them. experience – to continue their growth. T R A I N I N G I N DUSTR Y MA GAZ INE - SUMMER201 6 I WWW.TRAI NINGINDU S T RY . C OM/ MAGAZ I NE

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“TO HAVE FOUR – SOMETIMES FIVE – GENERATIONS WORKING TOGETHER SIDE-BY-SIDE IS TRULY UNPRECEDENTED.”

BLOWING YOUR

“OUR WORKFORCE SPEAKS 18 DIFFERENT LANGUAGES.” “OURS IS THE MOST DIVERSE WORKFORCE IN THE HISTORY OF MANKIND.”

These are routine comments in any conversation about the nature of doing business today. Races. Genders and forms of gender identification. Cultures. Religions. Ages. The diversity is rich – and sometimes daunting. As a result – and with the best of intentions – management scientists and others have set out on a mission to understand these differences. That’s how “generations in the workplace” has become one of the most heavily studied issues in business today. Over the past decade, thousands of studies and reports have sliced and diced this phenomenon, shining the light brightly on how we are different. And there’s no doubt about it: Differences do exist. But a recent study of nearly 800 individuals across the generational spectrum suggests that our similarities actually outweigh our differences. So perhaps we should start focusing on common ground. Perhaps we can step away from our simplistic and frequently onedimensional characterizations. Perhaps it’s time to stop scrambling to deliver custom solutions to valid – but less pressing – generational difference. Perhaps we can have a greater positive effect by appealing to needs and priorities that everyone shares.

VIVA LA…SIMILARITIES In our 2015-2016 study, “Workplace Priorities and Beliefs Across the Generational Divide,” in partnership with The Insight Advantage, the preponderance of the North American data points to considerable and surprisingly similar experiences, priorities and beliefs among the generations. Let’s take career development, for instance. When asked about satisfaction with the career development available in the respondents’ current roles, all generations share an unexpectedly similar experience. Between 66 and 72 percent feel satisfied (either somewhat or very), and the differences are not statistically significant. The millennials (who are routinely described as disillusioned by the lack of opportunities available) are just as satisfied as their boomer colleagues. One difference worth noting is the almost complete absence of ambivalence on the part of generation X workers. Neutral responses from young millennial, older millennial and boomer groups ranged from 12 percent to 17 percent, but only three percent of gen Xers were neutral on this topic.

CONFOUNDING CONVENTIONAL WISDOM A review of the countless studies and articles written about millennials suggests

that they would be very different from any prior generation to enter the workplace. By all accounts, millennials were predicted to revolutionize the workplace, having literally grown up in a digital world filled with mobile technology and instant communication. Much of the media buzz on this topic skews negative, characterizing millennials as “entitled” and “lazy.” But it’s now clear that these studies and publications only scrape the surface. Digging deeper, we designed our study to explore career priorities and beliefs across generations. We fully expected to uncover significant differences by age and to develop an understanding of what might be contributing to the frequently cited negative perceptions of millennials. The results, however, told an entirely different story, debunking millennial myths and revealing far more similarities than differences among the generations.

Priorities What might be most startling are the surprising similarities in terms of what’s not important to employees. Promotions are the least important of all of the workplace priorities explored for every generation. Compensation also rates in the bottom five priorities across all age ranges studied.

R MILLENNIAL MINDSET CHALLENGING CONVENTIONAL GENERATIONAL WISDOM By Julie Winkle Giulioni & Olivia Gamber

It turns out that millennials share a range of priorities with the other generations in the workplace. Rather than a heavy emphasis on extrinsic rewards, all generations place high importance on “fair treatment/ respect” and “interesting work.” Contrary to conventional wisdom, millennials place far lower importance on “empowerment” and “flexibility” than other generations.

Surprisingly, it’s boomers, not millennials, who value “connections and relationships with others” most, shattering the myth that millennials have a greater desire for connection and collaboration than other generations.

believe about “the way things should be done at work.” In fact, three beliefs are tied with the highest level of agreement across all generations.

The similarities don’t end with priorities; they also extend to what the generations

The study reveals that millennials’ toprated belief is that “one of a manager’s fundamental roles is to support his/her employees’ career development.” Although this belief is of primary importance to

AS TIME GOES BY While our research highlights significant similarities among the generations, it isn’t void of differences. In fact, the most interesting disparities appear as progressive increases or decreases across the generations. As one might expect, coaching, mentorship and security gradually become less important as employees age.

But there are some surprises, too. For instance, millennials might have an undeserved reputation for demanding recognition. The research suggests that this need actually grows over time. The same holds true for job flexibility and making a difference at work.

So perhaps we’ve been wrong about who’s really insistent on getting a trophy just for participating, changing the world, and coming and going as they please. It might not be the millennials at all – but rather the boomers.

VALUE APPRECIATION

VALUE JOB FLEXIBILITY

VALUE MAKING A DIFFERENCE

66%

73%

Work-Related Beliefs

74%

70%

76%

YOUNG MILLENNIALS (18-25yrs)

OLDER MILLENNIALS (26-34yrs)

80% 65%

63%

52%

88%

81%

GENERATION X (35-50yrs)

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66%

BABY BOOMERS (51-69yrs)

millennials, gen Xers and boomers also rate this belief among their top five. It turns out that everyone has high expectations of managers when it comes to supporting their career development. All generations appear to appreciate an individual’s contribution over his or her title. Among the top five beliefs across the board is that “respect should be based upon performance, not organizational level.” Finally, the personal, human aspect of the workplace is a shared concern regardless of age. All generations feel strongly that “managers should show interest in their employees as people,” suggesting that leaders might benefit from investing time and energy in getting to know and connecting with everyone who reports to them.

MORE OF THE SAME In this study, we also asked individuals to respond to several open-ended questions. Even when they share thoughts in their own words rather than selecting among multiple-choice answers, the similarities among millennials, gen Xers and boomers are striking. When asked about the biggest issues they have with the career development that’s available to them, the overwhelming and most common response for each generation revolves around the lack of opportunities for growth. New entrants to the workforce, mid-career professionals and those who are edging toward retirement all share a deep need to continue developing. Interestingly, the issue of ongoing opportunity for growth is a common reason people across the generational spectrum have left or would leave a position. For

WHAT’S A MANAGER TO DO? The good news is that many of the steps a leader can take to engage millennials will also engage workers across the generational spectrum – and contribute to organizational results in the process. For instance: » Appreciate the importance of ongoing learning, and help everyone continue to grow. Get to know all employees. Learn about their career aspirations, the kind of work they want to do and the contributions they’d

like to make. Then work together to identify experiences and opportunities that will move every employee toward his or her unique definition of success. » B e the kind of manager whom employees trust and respect: Tell the truth. Behave consistently. Share information. Demonstrate courage. Have their backs. » Get to know people. Make time to understand the whole employee. Connect on a human

the millennials, it’s the number-one factor driving attrition, with “managers” and/ or “management” a serious second-place contender. For generation X and boomers, these issues are flipped but still the top two. (For boomers, flexibility and respect are also important drivers.) When asked about the most powerful and helpful things a manager has ever done to support their career development, it’s more of the same (see Table 1). Regardless of age, all workers gravitate toward, appreciate and develop in their careers as a result of the same handful of strategies. Managers do not need to create generation-specific strategies to engage and help employees grow. Given the tremendous commonality, managers can simply hone and apply these few key practices with everyone.

WHAT’S TO BLAME FOR ALL THIS “SAME”? Further research is required to understand how we’ve arrived in 2016 at a place where

TABLE 1. YOUNG MILLENNIALS

OLDER MILLENNIALS

GENERATION X

BABY BOOMERS

Offered opportunities

Offered opportunities, experiences and projects

Offered opportunities, challenges and projects

Ensured ongoing training, learning, training and skills development

Made sure I kept learning

Provided support

Offered opportunities, chances, challenges and tasks

(18-25yrs)

Set goals Helped me learn

(26-34yrs)

Provided support and encouragement

(35-50yrs)

Ensured ongoing learning and skills development

(51-69yrs)

Provided support and encouragement

level. Learn what motivates each individual, and find meaningful ways to tap into it. » Commit to partnering with employees on their career development. Make it a priority not just during the annual planning process but every day. » Make sure the work is interesting. Check in frequently. Recalibrate the level of challenge as necessary. Rotate employees to ensure fresh, new experiences.

what’s similar among the generations may outweigh the differences: • Could younger entrants to the workplace be modulating their expectations based on their experiences? • Could older workers be watching the younger ones, recognizing their own needs and coming to the conclusion that “I want what she’s having”? • Could it be that choices and options are just more visible and available to all? • Could the similarities always have been there, and we just weren’t looking for them? Whatever the reason, it’s clear that the boundaries differentiating the generations are blurring. It’s also clear that this is good news for organizations and leaders, because they can likely find tremendous effectiveness and efficiency in mining the similarities. Addressing the considerable commonality of what matters most – and least – to all workers allows busy managers to get really good at the few things that will make the greatest difference. It brings people together rather than separating them. And it creates a sense of cohesion, even in “the most diverse workforce in the history of mankind.” Julie Winkle Giulioni is the co-author of the Amazon bestseller “Help Them Grow or Watch Them Go.” Her firm, DesignArounds, consults with organizations to develop and deploy learning. Olivia Gamber is the author of the Amazon bestseller “The Career Upgrade Roadmap.” She helps millennials build career success at Occupational Olivia. Email Julie and Olivia.

WHEN ANYTIME MEETS ANYWHERE FOR ANY BUSINESS, LEARNING WORKS BETTER.

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HIDDEN F

In today’s workplace, there’s an unseen force influencing our decisions. Multiple studies show that: • Resumes with “white”-sounding names (like “Greg”) are 50 percent more likely to get an interview with potential employers than more stereotypically AfricanAmerican-sounding names (like “Jamal”), even when the resumes are otherwise identical. • Brunette and redhead women’s salaries are approximately 7 percent lower than their blonde counterparts’ salaries. • Almost 60 percent of corporate CEOs are over six feet tall – a large disproportion given that fewer than 15 percent of American men are over this height. Even “House of Cards” president Frank Underwood knows this trend, saying in one episode, “Washington, Jefferson, Lincoln. Tall men make great presidents.” 28

The force at work here is unconscious bias. This unseen yet pervasive force influences many of the decisions we make in our lives and our work, from recruiting to promoting to incentivizing our employees. Yet there’s little conversation about how unconscious bias can impact the learning function of an organization and how, by countering it, we can make a profound difference.

Photo by Liam Quinn

FORCES UNCONSCIOUS BIAS IN LEARNING BY DR. STEVE YACOVELLI

WHAT IS UNCONSCIOUS BIAS? According to the Kirwan Institute for the Study of Race and Ethnicity, unconscious biases are the “attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.” By definition, we aren’t even aware that our minds are holding on to these biases (also known as “implicit” or “hidden” biases).

The opposite – overt or explicit biases – are attitudes or prejudices that one endorses on a conscious level. We’re pretty good at calling out overt biases, especially in the workplace, but we’re not as good at identifying unconscious ones. Think about this situation: You’re sitting on an airplane in a middle seat. As people start to filter in, a little voice in your head

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starts to categorize people by thinking, “Sit next to me!” or “Please keep going!” without realizing it. That little voice is an example of your unconscious biases at work. Here’s another: In his book “Hidden Brain: How Our Unconscious Minds Elect Presidents, Control Markets, Wage Wars, and Save Our Lives” (2010), Shankar Vedantam says, “Right now, your hidden

brain is doing many more things than your conscious brain could attend to with the same efficiency. The hidden brain sacrifices sophistcation to achieve speed.” Now reread that quote. Did you miss the spelling error? If you did, that’s your unconscious mind again at work, quickly determining the correct meaning of “sophistication” and allowing you to continue reading.

No: Their unconscious brains kicked in, analyzed the data presented (big hairy thing with teeth) and made decisions (fight or flight) about what to do next. This wiring was a safety mechanism that allowed those cave folks to automatically make decisions for their own survival. Flash forward to our 21st-century selves: We’re still wired this way. Studies show that much of our decision-making is automatic and unconscious. Our brains determine whether something or someone is safe before we can even begin to consciously make a determination. Neurologists estimate that we are exposed to as many as 11 million pieces of information at any one moment, but our conscious brains can only functionally deal with about 40 of them. That gap in the data that needs processing? That’s where our unconscious selves get to work, analyzing the 99.999999996 percent of the data that our conscious minds can’t get to. So, as humans, the question we should ask ourselves isn’t, “Do I have unconscious bias?” but rather, “What unconscious biases do I have?” OK: I HAVE BIAS. WHERE DID MY SPECIFIC BIASES COME FROM? Because our ancestors were all about safety, the “same = safe, different = dangerous” mentality is a deep-rooted part of our wiring. We unconsciously resist those people who are different from us; moreover, those definitions of “same” and “different” are created through our 30

exposure to the world from day one. Family members, tribe members, communities, geography, media and experiences all shape these personal definitions of “same” and “different.” It’s not necessarily a big experience that makes me unconsciously think, “___ types are ___.” It’s more like a constant drip of water on a piece of granite. Over time, that water will shape and change the granite, much like, over time, our experiences will shape our unconscious biases. That principle applies to both “for” and “against” attitudes and ideas about people. I may favor family, friends and people to whom I feel connected based on shared (i.e., same) characteristics, like those who share my alma mater or my skin color. Thoughts aren’t necessarily harmful. It’s when we act on hidden prejudices that we can get into trouble. [UNCONSCIOUS] THOUGHTS LEAD TO ACTIONS: MICROINEQUITIES When we act on our unconscious biases, we might create subtle, unintentional acts of discrimination called “microinequities.” For example, the consistent use of the pronoun “he” when referring to a corporate executive unconsciously sends the message that all executives are male. Conversely, when we consistently use “she” in reference to anyone in traditionally female-dominated professions, such as nursing or teaching, we are reinforcing the stereotype that all teachers and nurses are female. Microinequities tend to occur whenever people are perceived to be different.

Photo by Uwe Kils and Wiska Bodo

Does everyone have unconscious bias? Well, if you are human, you do. And it’s all because of our ancestors. Back in cave times, when a big, hairy, snaggledtoothed creature entered the cave door, our ancestors didn’t spend time thinking, “Well, those teeth look big, but maybe they’re for eating plants.”

MICROINEQUITIES TEND TO OCCUR WHENEVER PEOPLE ARE PERCEIVED TO BE DIFFERENT.

Typically, the perpetrator makes a statement, gives some nonverbal signal or otherwise gives the “micromessage” that something is the “norm” (“all executives are hes” or “all nurses are shes”). The recipient of this microinequity (say, a female co-worker) hears this micromessage and may even speak up against it. The perpetrator may brush it off, saying, “Oh, you’re so sensitive” or “I was only kidding. Lighten up!” However, these statements still impact the recipient, who feels excluded and thus, over time (the drip-drip-drip on granite), her self-confidence erodes. This erosion of self-confidence directly impacts selfefficacy (If I believe I’m good at something, I will be good at it, or if I believe I’m bad at something, I will be bad at it). The vast majority of employees have been on the receiving end of unconscious microinequities. One study found that over 71 percent of the workforce has experienced some form of “workplace incivility” (microinequity) over a five-year period (Don Zander, Brookings Institution, 2002). If you fall into the “out” group (i.e., you’re “different”) in any environment, you have the potential to be the victim of a microinequity. Microinequities can cause serious damage. Since they are a form of prejudice – punishment for being different – and occur in the context of work, without regard to performance or merit, they can undermine the effectiveness and engagement level of the recipient. These interactions, though they are unconscious, take up workplace time and energy and undermine interpersonal

trust and relationships among employees. Ultimately, they impact performance and the bottom line. And on a higher level, they affect society and how we view each other and get along. MITIGATING UNCONSCIOUS BIAS & MICROINEQUITIES IN LEARNING

SO, WHAT NOW? Together, we can all do our part to facilitate change. The good news: We can indeed “debias” and unlearn the biases our unconscious maintains. Here are five strategies you can share and apply in your workplace to be more inclusive: 1 | EDUCATE YOURSELF

4 | EVALUATE SUBTLE MESSAGES WITHIN YOUR WORK THAT SUPPORT UNCONSCIOUS BIAS

Go beyond your learning and development area, and see what messages are shared on an unconscious level. To whom does your company market? To whom does it not market? What do your hiring practices look like? What’s the makeup of the senior executive team?

While mitigating unconscious bias is an There are many great books, websites and organizational effort (one department, resources on unconscious bias. Be sure 5 | CREATE AND SUPPORT A CULTURE THAT HOLDS EVERYONE ACCOUNTABLE say, human resources, cannot change your first stop is Project Implicit, where One of the most challenging and important you can take assessments to measure your the overall corporate culture alone), the strategies to implement is engaging personal unconscious bias. learning and development function can senior leadership to help identify and mitigate hold others accountable the perpetuation of for unconscious bias. EMBRACING INCLUSIVITY IS unconscious biases and How will your culture deal microinequities that can AT THE HEART OF ANY EFFORT with those who “violate” impact its internal clients. the unconscious bias TO FACILITATE TRUE CHANGE. efforts? Find a way that For example: Pay attention works for your culture to the visual images to respectfully hold one you use in your learning content, such 2 | EDUCATE OTHERS another accountable for microinequities as slide show presentations or online Talk with colleagues in and out of your when they occur – and prevent them from training. What do you see? Is there female department about unconscious bias happening again. representation in senior leadership and its impact on your workplace (and in your scenarios? Are your frontline beyond). Encourage them to explore their All humans are subject to our own employees represented by people with own implicit biases using the resources biases, even well-intentioned learning differing abilities? When you talk about identified here. and development professionals like you employee benefits in your onboarding and me. It’s when we make the effort to presentation, are some of your married 3 | COLLECT RELEVANT DATA IN YOUR mitigate these hidden forces that we couples represented by same-sex or WORK AREA TO FIND HIDDEN BIAS can bring great change to our workplace biracial couples? Conduct your audit, and then do and beyond. something about it. Show others A powerful exercise is to gather a team your effort to mitigate the impact of Dr. Steve Yacovelli is the director of inclusion of diverse individuals who can look unconscious bias in your work, and help and change at SweetRush, Inc. Email Steve. at the content from their individual them see how they can do the same in perspectives and share what they their departments. see in a nonjudgmental manner. If you have employee resource groups representing various facets of diversity within your business, leverage their A CHECKLIST FOR AUDITING UNCONSCIOUS BIAS IN LEARNING expertise to help you uncover your How can you begin to nature and not “Americanwho’s representing whom? hidden biases and those rooted in the understand the impact centric”? Are names Are all executives middleculture of your organization. While no silver bullet exists to eradicate microinequities in our learning interventions, embracing inclusivity is at the heart of any effort to facilitate true change. Attempt to include all perspectives and ideas within your training efforts, and not just those of the “in” or majority group. Go against the norm to show people of all types – including those who aren’t often considered (e.g., body types, ages and other characteristics that typical stock photos may not often include) and all personality types (e.g., introverts, extroverts) – in your training messages.

of unconscious bias in your learning? Here’s a checklist of the top three areas to examine:

WORD CHOICE/ SCENARIOS Think about the words in your facilitator scripts or online course narrations. Do they represent your target population? Are analogies universal in

representative of diversity?

COURSE TARGET AUDIENCE Are your courses targeting one business population (say, frontline managers) over another? Do activities target extroverts over introverts?

IMAGES Whether it’s your slide show presentation or your online learning screens,

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aged white men? Are all HR personnel women? Image selection is one of the biggest ways in which unconscious bias can creep into your learning. Finally, have many people review the same content. The best way to find unconscious biases is through the eyes of many, not just one.

MEMORY THE CRITICAL BOTTLENECK TO LEARNING

BY BRIAN S. MCGOWAN, PH.D.

f the ultimate goal of training and educational interventions is to increase what learners know so they can make more informed decisions and perform better, then it stands to reason that the ultimate value of any training intervention is dependent on the effective storage (and retrieval) of new information within the learners’ memories. This might be one of those blindingflashes-of-the-obvious moments: Training and learning are fundamentally dependent on human memory systems. Importantly, understanding the implications of human memory systems on training and learning is not simply a theoretical pursuit. In the past few years, more and more has been published and presented about the connections among adult learning theory, cognitive science and neurophysiology – or what some have simply coined “brainbased learning” or the “science of learning.” While it may appear to some that the complexity of this evidence is overwhelming, there are examples of lower-hanging fruit that trainers can immediately leverage to evolve and improve their training programs. The simplest, most practical and perhaps most valuable way of understanding and leveraging the science of learning is to acknowledge the critical bottleneck created by our memory system, or systems, as it were, and then ground one’s planning and design intelligently.

MEMORY SYSTEMS The sub-system model of memory was first proposed in the 1960s as a framework for understanding how and when learning can be accelerated and training can be enhanced. As described by Atkinson and Shiffrin, information is received through the sensory memory system. This first subsystem can process a huge amount of information but can retain it only for a short period of time (milliseconds). As the information in sensory memory is instinctively filtered, the information that is deemed to have some relevance or value is raised to awareness and enters the second sub-system: working memory. Working memory (re-)organizes the information so that it may be efficiently stored as discrete neural maps within the third sub-system: long-term memory. Absent of disease, long-term memory has a theoretically limitless capacity in terms of storage duration and volume, but storage and retrieval are not same thing.

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For learning to take place, working memory must effectively encode the information by finding relevance to prior knowledge and attaching critical retrieval hooks that support long-term memory storage and are critical for down-the-road retrieval when the information is needed in the future. Herein is the key problem: Sensory memory has evolved to be nearly limitless, allowing humans to see, hear, smell, feel and taste huge amounts of data per second. As such, sensory memory may best be understood as the gatekeeper to the fight-or-flight response: The more information we can take in and instinctively process and filter, the better our chances are in the wild (or the workplace). Likewise, long-term memory similarly evolved to store a nearly limitless amount of information, allowing humans to retrieve, relate and compare prior experiences to new ones and determine how they may impact safety and security. However, a variety of research has infamously suggested that working memory has a much, much smaller capacity. In 1956, Miller postulated that working memory cannot typically process more than about seven independent pieces of information at once. While the number and composition of this limited sub-system have been debated, one point holds true: Limitations in working memory create a learning “bottleneck” and limit the capacity for information to be processed into long-term memory.

THE MORE INFORMATION WE CAN PROCESS, THE BETTER OUR CHANCES ARE IN THE WILD (OR THE WORKPLACE).

OVERCOMING THE BOTTLENECK In subsequent research over the past four decades, three forces, or loads, have been identified that impact the working memory bottleneck: • Intrinsic load depends on several factors: the experience of the individual, the complexity of information being presented and the extent to which the elements interrelate with each other. In other words, intrinsic load is determined by the relative complexity of content for a given learner. • Germane load refers to the level of concentration required for learning and appears to be determined by the motivation or lack of motivation to learn. • Extraneous load refers to the general effort necessary for consuming content but is not directly related processing information within working memory. In other words, extraneous load refers to the environment and distractions. When these three forms of cognitive load exceed the learner’s working memory capacity, they impair performance and learning. Both literature and experience suggest that more often than not, trainers have far less control over intrinsic and germane load than over extraneous load. For example, the content to be taught (or objectives to be met) is not always prescribed by a trainer. As a result, intrinsic load may be pre-set. Likewise, the motivation or concentration of a group of learners is often variable, and a carrot-and-stick approach to learning may be counterproductive. As a result, germane load is beyond a trainer’s control. Therefore, for trainers to optimize learning, we must work tirelessly to minimize extraneous load. It might help to restate this essential obligation once more: There are real,

SCIENCE OF LEARNING The ability to effectively plan and develop interventions that are fully framed and informed by the science of learning is a game changer in terms of effectiveness and experience. But you don’t need to be a neurophysiologist to reap the benefits. Simply being aware of how a decision adds to or mitigates extraneous cognitive load is enough. There is, however, one additional benefit: describing to stakeholders how your interventions are leveraging the science of learning provides instant credibility. Try it! The next time you are brainstorming with peers, advocating for budget or working through marketing materials, try to infuse your presentations, speaking points or messaging with some of the new ideas you gain from this article. Experience suggests that being able to speak directly to how teaching and learning are grounded in brain science will address questions and criticism before they are ever raised!

scientifically valid, critical limitations to learning that trainers must accept and design educational interventions to overcome. These limitations are why large, multi-day congresses, three-hour symposia, passive e-learning (i.e., hourlong play-and-stay video lectures) and disjointed educational experiences are

FOR TRAINERS TO OPTIMIZE LEARNING, WE MUST WORK TIRELESSLY TO MINIMIZE EXTRANEOUS LOAD. largely ineffective for learning. Trainers cannot force more information into the heads of learners whose working memory has reached capacity, because they are uninterested, unengaged and incapable of processing more information. Simply put, the limitations of one’s memory systems prohibit it! IDENTIFYING THE SOURCES OF EXTRANEOUS LOAD By addressing the parts of the learning experience that are more readily controlled, trainers can optimize learning. The difficulty is that while working memory is limited, the sources of extraneous load are not – and nearly every decision a trainer makes will either add to or mitigate extraneous load. The duration of interventions is a source of load. The quality of the content and faculty is a source of load. The physical environment of learning is a source of load. The usability of technology is a source of load. This list goes on and on and on. To highlight the challenge of these barriers, recent research found a critical source of extraneous load in a rather unexpected place: the actions learners take as they engage with content itself. Learners generally acknowledge employing a set of “learning actions” that they have long believed support their learning. These actions include note-taking (to document/prioritize key

insights), setting reminders (to drive reflection and action), real-time searching (to fill holes in the content), and cueing off faculty and others learners (to identify critical topics and concepts). In data collected from thousands of learners, it appears that these learning actions are unevolved. While learners may have taken notes and set reminders the same way for 30 years or more in their own careers, evidence now suggests that these approaches are largely a matter of habit and convenience and rarely a matter of trial and error. Survey 50 learners, and you will uncover far more than 50 often chaotic approaches to leveraging these learning actions. This problem is the dual-edged sword of any natural or long-existing habit: The actions themselves have become entwined with what it means to learn, but they are consistently overlooked by learners and trainers alike. Consider the impact on extraneous load when learners depend on a series of actions that they deem to be critical to learning but that fragment attention, feed a fluency illusion and disconnect their personal archive of the learning experience from the content itself. FIRST STEP TO A FIX Trainers bear a critical responsibility to support lifelong learning. In doing so, countless hours, effort and dollars are spent creating training experiences that will increase what learners know so that they can make more informed decisions and perform better. Yet training, learning and performance are fully dependent upon a human memory system that is far from perfect. The obligation for trainers, therefore, is to understand enough about these cognitive limitations to focus on how we can minimize the load placed on learners. With enough commitment to this new obligation, we can minimize extraneous load, maximize learning capacity and

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optimize the value of training itself. And it all begins with designing around the working memory bottleneck. Brian S. McGowan, Ph.D., FACEhp is the chief learning officer at ArcheMedX Inc., an e-learning and learning informatics company. He is an author and thought leader who speaks internationally on the disconnect between learning and doing. Email Brian.

FIVE KEYS TO UNDERSTANDING AND OVERCOMING THE COGNITIVE BOTTLENECK IN LEARNING I Learning is dependent on the interworking of the three sub-systems of memory: sensory, working and long-term memory. II While the sensory and long-term memory subsystems are thought to be nearly limitless in their capacity, working memory can only process a limited amount of information at any given time. III Working memory capacity is affected by three forces: intrinsic (relative complexity of content), germane (learner’s motivation) and extraneous load (learning environment). IV When these three forces overwhelm a learner’s working memory capacity, they impair learning. The subsequent constraint creates a bottleneck for learning and limits the speed at which information moves into long-term memory. V To overcome the bottleneck, educators should focus on minimizing the cognitive load placed on learners. Since intrinsic and germane loads are usually beyond the trainer’s control, the most effective approach to overcoming the cognitive bottleneck is to do everything possible to minimize the extraneous load of a learning experience.

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GENDER BARRIERS AND SOLUTIONS TO LEADERSHIP BY DR. SHAWN ANDREWS

>>> IN THE BUSINESS WORLD, WOMEN LEADERS ARE STILL A MINORITY. THIS STATEMENT COMES AS NO SURPRISE TO MOST OF US; WHAT IS SURPRISING IS THAT MEN OUTPACE WOMEN IN LEADERSHIP ROLES ACROSS EVERY SECTOR IN THE WORLD: CORPORATE, NONPROFIT, GOVERNMENT, EDUCATION, MEDICINE, MILITARY AND RELIGION.

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>>> During the past three decades, women have achieved parity with men in the number of both employees in the workforce and positions in middle management. Women now comprise 57 percent of the total U.S. job market and 52 percent of all management roles and professional occupations, such as physicians and attorneys. They represent a full 60 percent of bachelor’s degrees earned at U.S. universities and also outpace men in the total number of master’s and doctorate degrees. At Fortune 500 companies, however, women hold only 19 percent of board seats and 15 percent of executive officer positions, and the number of female CEOs at these companies is a paltry four percent. Four percent of 500 companies equals 20 female CEOs, with male CEOs running the remaining 480 companies.

When you look at it from this perspective, women have a long way to go. The significance of these statistics and the implications on leadership are cause for both concern and discussion. What is causing this gap and keeping women from advancing to the top?

BARRIERS TO LEADERSHIP In my doctoral dissertation, I examined the barriers that hinder women’s career advancement, including emotional intelligence and gender culture, and how these differences impact leadership. The findings showed that the reasons for the gap between men and women are multifactorial and deep-seated and have existed for generations. Further, problematic beliefs and perceptions are held by both men and women. It’s these reasons that make the problem difficult to address.

TO BE ACCEPTED AS LEADERS, WOMEN OFTEN MUST WALK A FINE LINE BETWEEN TWO OPPOSING SETS OF EXPECTATIONS. There are four types of barriers to leadership for women: structural barriers, institutional mindsets, individual mindsets and lifestyle choices. Structural barriers include lack of access to important informal networks, such as the golf course, sporting events or simple after-work drinks. Often, men assume that women don’t want to take part in these types of events, so they don’t invite them. Golf has been the standard means of building client relationships for decades and still is today in many industries. Even though many women now play golf, this practice is still a predominantly male bastion. If golf is the default method of building client relationships at your organization, what are the implications if the best person for an account doesn’t play? We must be more inclusive with our networks and social events. Men need to invite women, and women need to invite men. Chances are they’ll have fun too, and you never know what the outcome may be when diverse groups interact. It is the best way to fully leverage talent and remain competitive in your industry. Institutional mindsets include various types of gender bias and stereotyping. For example, role incongruity occurs when someone holds beliefs or stereotypes about a group that are inconsistent with the behavior thought to be necessary to succeed in a specific role. In other words, there is a common belief that gender differences make women and men effective in different roles. Thus, women are less effective to the extent that the leader role is masculinized, and men are less effective when the role is feminized.

For example, a woman can be a very effective military leader, but her platoon may not support her, because she’s in a role considered to be incongruent with femininity. A similar problem exists with male nurses: A man can be an excellent nurse, but those he cares for may not receive him positively, because he’s in a role considered incongruent with his gender. Role congruity theory makes it difficult for men and women to succeed as leaders if their behaviors are not perceived to be congruent with their genders. Furthermore, many people associate leadership behaviors with agentic behaviors, which are associated with stereotypical masculine traits such as assertiveness, aggression, competitiveness, dominance, independence and selfreliance. This association creates a conflict for women when they attain leadership positions, because they are expected to act like a leader (“male” traits) and like a woman (“female” traits). Thus, to be accepted as leaders, women often must walk a fine line between two opposing sets of expectations. Individual mindsets are the thoughts and behaviors women might have that that hold them back. Data show that most women reach the director level and stay there, or self-select out of the workforce. The majority of women do not pursue vice president, president or C-level positions for a myriad of reasons, including socialization pressures, lack of confidence, risk aversion, valuing work-life balance or a desire to avoid politics. It’s important to note that women often want different things than men do and are

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confronted with barriers that men do not have to face. As a result, many women have opted for the private sector, nonprofits or startup companies, where there are a significant number of female owners, leaders and employees. They can then avoid some of the barriers women face in large public companies, discovering less gender bias and stereotyping, more female mentors, more female role models and more leadership support to help women advance. Lifestyle choices include work-life balance, family choices and breadwinner/caregiver priorities. These choices are not negative, but they are considered barriers, because they contribute to the leadership gender gap. For example, if a woman is the primary breadwinner in a household, she’s usually the primary caregiver as well. On the other hand, if a man is the primary breadwinner, he is rarely the primary caregiver. This is an important distinction that families must carefully consider when discussing career aspirations. The more balance there is at home, the more balance there will be at work.

SOLUTIONS TO LEADERSHIP BARRIERS At any given point in a woman’s career, she is likely to experience one or more of these barriers. Sometimes the barrier is overt, and other times the barrier will be concealed behind another agenda. For example, a mother with a young child at home applies for a leadership assignment that requires more travel. She doesn’t receive the assignment and is told that another candidate is more qualified, which is false. The real reason is that the boss 37

assumed that because she has a young child, she won’t want to travel or commit to the assignment. She is passed over as a result of gender stereotypes.

MILLENNIAL MEN VALUE WORK-LIFE BALANCE AS MUCH AS WOMEN. Overcoming Structural Barriers We can help overcome structural barriers with mentors and sponsors, but it’s important to understand the difference between the two. A mentor is a person who helps guide and advise someone to grow in her current position. A sponsor is a person who serves as someone’s advocate to help her move toward her next position. For women, a good strategy is to have male sponsors who are in decision-making positions of authority and can give them more credibility. These sponsors can include their boss, leaders in their department or leaders in other departments. For example, let’s assume that you’d like the vice president of human resources to be your sponsor, but you don’t know him. One solution is to reach out to him directly and set up an introductory meeting. If you’re not comfortable with doing so, find someone who knows him and ask to be introduced or referred. Be clear on what you want from him and what you are seeking to accomplish.

Changing Institutional Mindsets

how welcoming and open a workplace is to different people and ideas. One solution is for women to proactively and consistently communicate their desires to advance, travel or take a new assignment. This type of communication will help put to rest any assumptions made about them.

Changing Individual Mindsets One example of individual mindsets or limitations is office housework: getting the coffee, taking the notes, picking up the donuts, helping new hires, planning the holiday party and all the other behindthe-scenes work that helps a company run smoothly. Women frequently volunteer for office housework, which is timeconsuming and often isn’t recognized. On the other hand, men tend to volunteer for activities that are more visible. One solution is for women not to volunteer for these types of activities every time. While they are supportive and helpful, let other employees contribute, including men. If you are responsible for selecting people for these activities, assign tasks rather than asking for volunteers, so you ensure an even gender distribution.

Accommodating Lifestyle Choices Lifestyle choices and work-life balance priorities are more valued now than in previous generations. The most recent data show that millennial men value work-life balance as much as women have for the past several decades. However, there are many companies who still adhere to rigid work hours, structure and policies.

Institutional mindsets are the most significant barrier and are a major reason that we don’t see more women at the top levels of leadership. People make assumptions about women at work and as leaders based on their stereotypical roles in society. Often, women are limited in their advancement or, worse, never even given an opportunity because of bias.

One solution is to seek employers that value (and promote) work-life balance and offer flexible options. If no options are available, request that your company create new programs or policies. Companies are now more responsive to employee and corporate pressures, and chances are that your colleagues want the same things, too.

Even more worrisome, much of the bias that people have toward women is unconscious. Research has found that it’s not the conscious or explicit bias that primarily causes barriers and misunderstandings and limits potential. Rather, it’s the unconscious or hidden biases that are really problematic.

WHAT CAN LEARNING AND DEVELOPMENT DO?

These hidden, reflexive preferences shape our worldviews and can profoundly affect 38

It is essential for both men and women to be aware of these barriers and work together to minimize them. They are the underlying causes of the leadership gender gap that significantly impacts corporations’ diversity and inclusion. Leaders, human resources departments and trainers play a big role, because all employees are affected by leadership

development practices. These practices include whom we are developing, how we are developing them, when we’re developing them, on what issues they’re being trained and how leadership styles are applied. As a learning and development professional, you can influence leadership development at your organization. For example, you can collaborate with human resources to create training programs that develop leadership talent, develop applicationbased workshops and assessments, develop training reinforcement and metrics, and educate employees about the barriers discussed in this article. Only after these barriers are removed will women advance in large numbers to senior leadership positions. It’s the only way to achieve more diverse, inclusive and balanced leadership across global organizations. Dr. Shawn Andrews has 23 years of biopharmaceutical leadership experience. Her dissertation research focused on leadership, emotional intelligence, gender and unconscious bias in the workplace. She serves as an adjunct professor at Pepperdine University’s Graziadio School of Business and Management and is CEO of Andrews Research International. Email Shawn.

CASE STUDY

Francis has worked for the same pharmaceutical company for 23 years. She has a middle manager position and has always been comfortable asserting her opinions and needs to her peers and leaders. One day, Francis’ supervisor told her that she needed to “tone down” her assertiveness, be a “team player” and be more “social.” She was shocked at this comment, as she prided herself on her confidence and ability to communicate. Francis’ supervisor viewed her behavior as not in keeping with gender norms and tried to prompt her to conform to female stereotypes with his comments. Even though Francis was comfortable in her own skin and her interactions with others, her supervisor was not comfortable with her actions and wanted her to exhibit more “female” behavior. Thus, the problem lies with the supervisor but impacts how Francis is perceived and acts on a daily basis.

RICH SHERIDAN, CEO OF MENLO INNOVATIONS, USES COGNITIVE COLLABORATION™ TO MAKE HIS COMPANY “A WORKPLACE PEOPLE LOVE,” SOLVE CHALLENGING SOFTWARE PROBLEMS, AND DELIVER MENLO INNOVATIONS’ MISSION (“TO END HUMAN SUFFERING IN THE WORLD AS IT RELATES TO TECHNOLOGY”). Cognitive Collaboration is the deliberate practice of applying thinking and behavioral preferences to create an atmosphere that promotes more frequent, higher quality collaboration. With this strengths-based model, everyone on the team can contribute in greater ways, because each is aware of his or her personal strengths and unique contributions. Menlo Innovations is one example of how companies can pair cognitive diversity with effective strategy. This specific methodology leverages each employee’s unique preferences and the organization’s shared knowledge to achieve group success. The company distinguishes itself in a world where the stereotype is to be over budget, late on delivery and full of errors. 40

Cognitive diversity has brought success to other organizations in addition to Menlo Innovations. Recent research in organizational development and human behavior has identified four distinct areas of the brain: analytical, structural, social and conceptual. Every person falls along a spectrum of behavior in three areas: expressiveness, assertiveness and flexibility. Teams with a full spectrum of these seven attributes exhibit cognitive diversity.

A COGNITIVE SPECTRUM Let’s walk through the behaviors and then paint a picture of the thinking attributes. • Expressiveness is a behavior that ranges on a scale from quiet to gregarious. A quiet person might work better independently and need time to reflect on new information. Someone on the

gregarious side of the spectrum is animated and might talk with his hands or wear his emotions on his sleeve. • Assertiveness looks at the pace and style at which a person approaches a situation. The scale ranges from peacekeeping to driving. Someone on the peacekeeping end of the spectrum might use statements as questions, while someone on the driving end of the spectrum will put her energy into convincing others of her perspective. • Flexibility takes into account what happens when a plan changes mid-course. Are you focused on the task at hand, with difficulty transitioning, or do you welcome change and switch directions easily? For each of these behaviors, someone on the middle of the spectrum can behave in different ways, depending on the situation.

thinking and behavior preferences. You can also develop cognitively diverse teams by asking for volunteers who can naturally bring analytical, structural, social and conceptual perspectives to the table. Make sure each person is responsible for the perspective you’re asking him or her to deliver. Do the same for expressiveness, assertiveness and flexibility; you need representation from across each spectrum. In the Emergenetics International office, there is an open door policy for “borrowing someone’s brain.” That policy doesn’t mean going to the closest cubicle or your friend down the hall. In borrowing someone’s brain, we honor each individual’s thinking attributes, knowing that he or she can help create a more robust team profile. In action, this process creates more dynamic pairs, diverse team projects and the opportunity to collaborate with people across the organization. Collaboration isn’t focused on role or title but on how individuals think and what perspectives they can bring to the project at hand. This process is called building a WEteam,™ where WE stands for Whole Emergenetics: a whole brain approach.

We cover these behaviors first, because they are what you first notice when you interact with someone. Thinking preferences take a little more skill to pinpoint: • Someone with an analytical thinking preference is a logical problem solver who wants to see the data before making a decision. • The structural thinking preference is aligned with someone who is focused on the details and likes to follow guidelines. • Someone with a social thinking preference is relational and intuitive about people and often learns from others. • Conceptual thinking preferences show up in team members who are visionary and imaginative.

DEVELOPING COGNITIVE DIVERSITY Chances are you’re not going to stumble across a cognitively diverse team. They are built through deliberate choices, such as using psychometric tools to uncover

Our clients use the WEteam approach not only for projects but for larger strategy initiatives as well. For example, a large hospitality organization valued collaboration but found that its collaborative teams were cognitively unbalanced, resulting in mixed results or extended project cycles. When they started using the WEteam approach, they built their team by matching tasks with individuals’ strengths. The results were significant. Global employee engagement scores increased by four percent, manager effectiveness increased by nine percent and leadership increased by 15 percent. Overall,

leadership scores had a 91 percent net positive improvement.

APPLYING COGNITIVE DIVERSITY Now what? You’ve built your team; now put it to work. It's the application of cognitive diversity that enables organizations to collaborate and change. We are surrounded by cognitive diversity; however, unless it is applied, it remains a source of untapped potential. The competitive advantage comes when a team learns to consciously apply its differences and leverage individual strengths. Activating cognitive collaboration is where the magic happens. Apply a diverse approach to tasks and projects. You can view any initiative through the lens of cognitive diversity. If you’re having a meeting, ensure that you approach it from all seven attributes. As you come up with solutions, put them into this framework, and compare them to the full thinking and behavioral spectrum. Does the solution speak to analytical concerns? Will it resonate with structural thinkers? Ask these questions for each attribute. As you build your project team, volunteer team or strategy session, who are you bringing to the table? People who replicate your thinking preferences, or team members who create cognitive diversity? Our clients’ successes demonstrate that the incorporation of cognitive diversity empowers teams to use their strengths, impact the end result, and bring individual and diverse voices to the table. Alana Berland manages marketing special projects with Emergenetics International. She is an Emergenetics associate and active facilitator who brings current trends and research into her training and facilitation. Email Alana.

TAPPING INTO YOUR THINKING & BEHAVIORAL PREFERENCES Apply these tactics to help your team members tap into their thinking and behavior preferences:

ASK

for volunteers. You begin to see how team members think when they volunteer for tasks about which they feel confident.

FLEX

into a thinking preference you don’t see as a strength, and try to solve the problem/opportunity from that perspective.

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LOOK

for all seven attributes when you engage in group work. If you can’t find an individual who represents each one, bring an empty chair into the room to represent the missing attribute(s), and imagine the perspective it could bring.

Photo by Biblioteca de Arte

GET INTO THE ACT ACCELERATING COLLABORATIVE TEAMWORK BY BOB WIELE

n the 21st century, collaboration trumps strategy. It’s collaborate or evaporate. The forces of complexity, diversity and speed now shape our workplaces: the complexity of challenges, the diversity of workforces and the speed of change. Accelerating collaboration is the foundation for success in dealing with these forces. In knowledge-based enterprises, fostering collaboration is job one for leaders, managers, and learning and development professionals. REAL COLLABORATION IS HARD Organizations rely on all kinds of teams to produce results, and collaboration is the secret sauce that makes or breaks every team. Leadership teams craft strategy. Project teams drive innovation, implementation and execution. Collaboration isn’t easy and doesn’t happen naturally. It needs nurturing and support to flourish. Real collaboration emerges when all team members feel comfortable contributing their best work and bringing forward their disruptive ideas and contrarian opinions – all in the spirit of progress. Like all skills, real collaboration is learned and developed over time, through persistent effort, practice, feedback, experience, discovery, adversity and success. FIVES KEYS TO COLLABORATIVE TEAM SUCCESS No team moves quickly from forming to performing. You have to be slow in

the beginning to be fast later. Here are five ways to move toward successful collaboration. 1. USE COGNITIVE DIVERSITY AS THE NEW DRIVER. Talent comes in all varieties. Sameness in thinking produces only minor variations in the status quo. If they are managed well, differences in thinking produce innovative solutions and breakthroughs. Leaders must look beyond personality types to assemble teams of people with a deliberate mix of cognitive skills, like creative thinkers, analytical thinkers and critical thinkers. 2. DEVELOP A COMMON LANGUAGE AND ENSURE EQUAL PARTICIPATION. Down with dominators; up with collaborators. Alex Pentland’s research indicated that the more team members participate equally and the shorter, more focused their contributions are, the higher the team’s productivity is. As teams learn to work together, they develop a common language for collaboration. 3. DESIGN DISCIPLINED PROCESSES. Make sure team members set clear outcomes in advance of each meeting. Develop routines and timed phases for each planning and problem solving process to avoid wasting time, talent and money.

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4. CREATE RULES OF ENGAGEMENT. Groups need to co-create their own norms and mechanisms to self-manage through conflict, impasses and challenges. Invest in facilitator training, team charters, experiential learning, reflections, sabotage lists on collaboration killer behaviors, after-action reviews and coats of arms to develop rules of engagement.

Hopkins provides this advice for process collaboration: • Have a clear vision of the collaboration culture needed to produce successful outcomes. Take the time to envision in detail what your common purpose really is, what success looks like and which collaborative behaviors will achieve results.

Photo by Biblioteca de Arte

STACK THE TEAM TO MATCH THE TASK.

5. SPEAK WITH POSITIVITY. John Gottman’s and Marcial Losada’s research demonstrated that if people and teams speak to each other in positive, supportive ways, they are much more likely to succeed. The magic number is a 5:1 ratio of using positive to negative language. Shift from cynicism, dismissiveness and defensiveness to leaning in, being supportive and continually clarifying. CASE STUDY 1: THE POWER OF PROCESS COLLABORATION AS THE KEY TO OLYMPIC SUCCESS Jo Hopkins is a performance leadership consultant who works with highperformance teams in the UK. Her task was to develop collaboration within a multi-disciplinary group of 30 worldclass medical experts supporting British athletes and coaches at the Rio 2016 Summer Games. To help the team learn how to collaborate and solve problems together, Hopkins first used a research-based thinking strategies system to map the team members’cognitive styles. She then used a collaborative thinking process methodology to guide the group’s planning, conflict resolution and problem solving. 44

• Match your process to what motivates your audience. Sports scientists thrive on hard data and discipline. Hopkins used that understanding to use the appropriate instruments, design content and craft crisp thinking processes to enable planning, problem solving and decision-making. • Build small pods to overcome the team’s challenges. Use the team’s diversity of thinking styles to build small work groups with specific tasks. CASE STUDY 2: THE POWER OF TECHNOLOGY TO DRIVE COLLABORATION Tim Dixon, an independent consultant in Canada, has 25 years of experience building teams and collaborative cultures around the world. He uses a powerful mix of leadership development, strategy, team-building, problem-solving and experiential learning. Dixon uses the Think Tank technology platform with leadership teams and large, distributed organizations. This technology helps create a level playing field, encouraging greater participation. Technology can offer leaders a powerful way to leverage and harvest their team’s full range of intelligence. It can open up greater access to collect more diverse

ideas and make the process of weighing and rating options and solutions faster and more effective. In one 18-month design thinking process, Dixon used the technology platform as his online co-creation tool to bring together Canada’s major insurance companies to produce big data tools and services for their sector. Dixon has this advice about using technology as part of a collaboration methodology: • Take the time to really clarify your outputs. Spend time upfront identifying the high-yield issues and correctly framing your questions. Build the right frames to envision new possibilities. The right questions move you from observation to insight to ideas. • Get a jump start on using the technology to engage others earlier in the innovation process. Before you formally gather your group for a session, identify the issues and frame the challenges with others. For example, form small teams with diverse thinking styles and experiences and ask each team to tackle one aspect of a SWOT or environmental scan. This pre-work can produce a rich analysis of complex challenges and provide clear direction when the group comes together to draw insight from their research. • Blend it like Beckham. Balance online input with real-time, candid, face-to-face dialogue to obtain better engagement and results. Leaders can use a technology-based collaboration platform to eliminate the organizational power dynamics that can inhibit the full participation needed to harness the “wisdom of the crowd.” CASE STUDY 3: THE POWER OF PLACE IN COLLABORATION AND COLLECTIVE INTELLIGENCE Having spent three decades in leadership development in the conference center industry, Lisa Gilbert knows how the power of place can foster collaboration and innovation when leaders need to tap into their organization’s collective intelligence. In 2004, she joined the Kingbridge Conference Centre and Institute as general manager to co-create a conference venue designed for leaders who want their teams to expand their

5. TRAIN IN THESE TYPES OF DIVERSITY Build collaborative norms and skills within each smart pod.

COLLABORATION NEEDS NURTURING AND SUPPORT TO FLOURISH.

thinking and inspire change. Because of her work, Gilbert appreciates the power of finding the right environment and conditions for teams to solve problems through collaborative exchanges. The right place can enhance collaboration, and the wrong one can undermine it. Unfortunately, the decision of where to meet is often made with little thought on how the physical environment impacts social and human dynamics. Gilbert sees an increasing value of taking a team off site to do mission-critical work and prime the pump for collaboration, especially with the trend toward remote and virtual teams. Gilbert offers this advice on using the power of space and place to foster collaboration: • Find places that align with your overall purpose. Collaboration is different than attending an event. It is not listening to speakers and executives and watching show and tells. Know the difference between a hotel and a conference centre. True collaboration is enhanced in campus-like places that expand people’s thinking. They offer a sense of freedom to nurture learning and collective work. • Decide on focus and forging versus attractions and distractions. For serious collaborative work, seek out places that will stimulate a consistent and mindful focus on great thinking. Look for places where your people can stay on site together to forge deeper relationships. Find places to bring people together – to meet, learn, work,

eat, chat, relax, go for walks and runs, and have long talks together. • Be close enough and far away. Select collaborative sites that are convenient to an airport but avoid the noise and distractions of the city. SMART PODS: AN INNOVATIVE WAY TO BUILD HIGH-PERFORMANCE TEAMS Smart pods are carefully selected, leanthinking, whole-brain teams. A smart pod is a group of people with diverse cognitive styles, genders, backgrounds and experiences. Smart pod members are also selected to ensure the requisite technical knowledge and group problemsolving and collaboration skills. Here are five keys to accelerating collaboration with smart pods: 1. SELECT FOR COGNITIVE DIVERSITY Include one or more members who excel at creative thinking, analytical thinking and critical thinking. Make sure you have at least one member with good social skills. Stack the team to match the task. 2. SELECT FOR GENDER DIVERSITY Teams with both men and women tend to outperform single-gender groups. 3. SELECT FOR DEMOGRAPHIC DIVERSITY Find people who bring different perspectives to the group, with a deliberate mix of generational, cultural and ethnic perspectives.

To build the right mix for a smart pod, use a simple matrix of potential members to make more intelligent decisions about who should be on the team for the right mix of diversity of thinking styles, genders, ages, cultures and experience. Use three agreements to build and manage each smart pod: • We commit to creating a safe environment that supports each person’s contributions and growth. • We appreciate the value of each person’s individuality and respect the uniqueness of each other’s thinking styles. • We agree to ensure that each member participates equally, with no one dominating conversation time. SUMMARY We need to make collaboration and innovation better. The workplaces of today have more talent than at any other time in history, but too little talent is engaged, and not enough brainpower is harnessed. Real collaboration can build corporate capacity for managing change and disruptions. Learning and development professionals must rise to this challenge by providing leaders and teams with better collaboration skills and more effective tools and processes to bring out the best in their performance. We need a new operating manual to accelerate collaborative teamwork and innovation. This manual is the first step toward charting the future. Bob Wiele is the founder of OneSmartWorld and the inventor of the total intelligence performance system and the 4D-i/4Dimensions Inventory for mapping and tapping intelligence at work. He is the author of “Smart for Life” and the developer of SmartSkills: 21st Century Skills for Career and Life Success, a workforce development program. Email Bob.

4. SELECT FOR KNOWLEDGE AND SKILLS DIVERSITY Find people who bring a variety of expertise, experience and skill sets to the team.

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Photo by Strobridge Lithographing Co.

Cutting an earthworm in half will create two earthworms: myth . Drinking soda and Pop Rocks at the same time causes your stomach to explode: myth . Saint Patrick was Irish: myth .

It can be hard to differentiate fact from fiction when myths are passed down by the well-intentioned or, worse, the almighty Internet. With that in mind, we’d like you to consider the validity of what you’ve heard about microlearning until now. Microlearning has only been a buzzword in the training industry for the past few years. In that short amount of time, our business made it a priority to immerse ourselves in microlearning. We began building content differently and deployed microlearning training to over 10,000 learners across various industry segments. During this period of immersion, we learned that microlearning is not only widely misunderstood, but it is often misused both in term and execution. Accordingly, it is our mission to uncover and dispel five of the most common myths about microlearning. MYTH 1: ANY CONTENT UNDER FIVE MINUTES IS MICROLEARNING.

Microlearning (n.): Short bursts of content that ensure knowledge is transferred in a visible, tangible and/or measurable way. There’s a common delusion that if content is short enough, it can be considered microlearning. While the length of the content is part of what gives microlearning its name, the most critical component of the definition is that the learners will be able to prove that they learned in a visible, tangible and/or measurable way. Take Bill, for example. Bill wears a bowtie once a year. On that day every year, Bill turns to YouTube and searches for “how to tie a bowtie.” After watching a short, threeminute video, Bill is able to tie his bowtie. There you have it: microlearning in its primary form.

MYTH 2: ORGANIZATIONS CAN CONTROL JUST-IN-TIME MICROLEARNING.

The bowtie video is an example of a justin-time (JIT) learning event, in which the learner needs a skill at a specific time, and retention isn’t necessarily a priority. The content can always be retrieved again. This type of learning is occurring during the workday at every organization in the world. Today’s learners are highly connected, social and tech savvy. They take advantage of all the tools and information provided to them through websites and social networks. Google, YouTube, LinkedIn, Facebook, Quora, Lynda.com and Twitter are among the most common sources of information. Increasingly, learners are turning to these sources to find answers to their JIT problems. We can’t ignore the fact that learners aren’t interested in simply sitting and absorbing the information that learning and development gives them. Instead, they are taking initiative and searching elsewhere for answers on their own. Rather than forcing learners to conform to an organization’s training method, we must relinquish control and accept their new ways of learning. Learning and development departments don’t have the time or bandwidth to build a JIT solution equal to what learners already have at their disposal. We’ve seen organizations spend countless hours and dollars building and deploying JIT content (and even JIT platforms), only to be disappointed by their low adoption rates. JIT training initiatives are elective, resulting in low completion percentages and causing heartache for success measurement data. With that being said, there are exceptions. There may be specific JIT microlearning content that needs to be created internally. Examples include company-

TIPS: CREATING JIT MICROLEARNING VIDEOS

Make it interesting. People love videos, especially short, engaging videos. This format appeals to both visual and auditory learning styles.

Organize content so it’s self-explanatory. Select titles that tell learners what they’ll learn by watching your video. Don’t be afraid to get very specific.

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Get right to the point. Leave behind the “tell them what you’re going to tell them, tell them, and tell them what you told them” method. Instead, get to the point by covering exactly what they need to know – no more. The key is sticking to one learning objective per video. 47

specific product education, learning how to submit an expense report or providing security-sensitive information. We observed a perfect example of well-executed, company-specific JIT microlearning at work by following Mary, an outside sales rep, for one day. During this day, she looked at her phone roughly 100 times. Ten of those times were to obtain work information she needed JIT (unrelated to communication). These JIT events were focused on tasks she needed to execute throughout the day, such as how to place a re-order for a rarely used item, how to key in an equipment maintenance request at a distributor site and how to troubleshoot her receipt scanner. As you can see, Mary found her company-specific JIT microlearning incredibly useful. If you can relate to these exceptions or Mary’s example, creating JIT microlearning may be worth your time. MYTH 3: MICROLEARNING IS A ONE-TRICK PONY.

Where most people get microlearning wrong is simply not knowing when or how to use it effectively. There are two distinctly different ways to use microlearning. The first is for task-oriented solutions (JIT), and the second is to drive behavioral changes (think skill-based training). There’s an enormous difference (in both creation and implementation) between JIT microlearning and microlearning that creates behavioral change. Creating behavioral change is challenging regardless of how it’s presented. While JIT can stand alone as a video or other content, behavioral change requires much more. Let’s consider a recent sales team training initiative. The sales team works in a fast-

There ,s a common delusion that if content is short enough , it can be considered microlearning. paced, transactional sales environment and was constantly losing deals to competition due to a lack of skills. They were already experts on the products they sell, but they struggled when it came to closing deals and expanding accounts. Because of the nature of their work, every day matters. They needed a solution that wouldn’t take them out of the field and that they could access with ease and regularity.

and the ability to identify opportunities and communicate value to the customer.

Knowing this initiative was a skill-based behavioral training initiative, the sales managers decided to use microlearning to develop the capabilities. In addition to using videos to transfer knowledge, they incorporated connection stories, accountability, real-world scenarios and social learning. Their initiative not only saw incredible completion rates and engagement but also helped change behaviors.

Their content included some of the most complex products in the marketplace and one of the most complicated selling processes we’ve ever seen. If this company's content can be adapted to microlearning, surely yours can, too. In fact, unique and complicated content is even more of a reason to create digestible chunks of information that learners can actually consume.

This example is precisely where many organizations are missing out on a tremendous opportunity to use microlearning. They can engage and educate their people by building content in short, bite-sized pieces and ensuring that knowledge is transferred. This technique is not the future of learning; it’s the present.

MYTH 5: MICROLEARNING IS JUST A FAD.

MYTH 4: SOME CONTENT IS TOO COMPLEX FOR MICROLEARNING.

One of the largest supply chain manufacturers in the world set a goal to drive more business by expanding the depth and breadth of its client base. To accomplish this goal, the global field team required knowledge of its capabilities (complex products and service offerings)

TIPS: CREATING MICROLEARNING CONTENT FOR BEHAVIOR CHANGE

Use connection stories. Start with a story that creates context for the learner. Use pop culture references, include analogies or put them in someone else’s shoes. 48

Use social learning. Ask learners to share their experiences and best practices. Often, credibility is driven not from learning and development but from peers, top performers and managers.

Hold them accountable. Rarely does a training initiative without accountability drive completion, let alone behavioral change. Accountability can take the form of manager or peer coaching alongside the training.

Instead of bombarding the field team with one-hour lunch-and-learns or instructorled product training sessions, the company opted to create a video-based microlearning initiative. The training was driven with support from the CEO and was accessible JIT.

Fad (n.): An intense and widely shared enthusiasm for something, especially one that is short-lived and without basis in the object's qualities; a craze A recent study from the Rapid Learning Institute found that 94 percent of learners prefer modules under 10 minutes, and 65 percent believe online learning modules contain too much information. Additionally, millennials are now the largest generation in the workforce and have the shortest attention spans of any generation. All professionals are busier and have less time than ever before. They demand that their time be used wisely. There is one thing we know for sure: Microlearning isn’t just a fad. It’s real, and it’s here to stay. John Eades is the president of LearnLoft, an online learning company focused on developing the modern professional. He writes and speaks about leadership and current learning techniques. Christina Wilder is the vice president of learning strategies and content development at LearnLoft. She brings over 10 years of instructional design expertise to help develop microlearning that moves the needle. Email John and Christina.

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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CASEBOOK

Culture Driven

By Wendell W. Robinson, Jr.

The brightly colored office space is a flurry of activity and voices as a phone rings and a Quicken Loans’ Client Care Specialist pushes the button on her headset, says, “Thanks for calling Quicken Loans.” She provides her name and contact information to the caller and asks, “How can I help you today?”

A STRONG CULTURE CREATES A COMMON LANGUAGE AND PURPOSE, FOSTERING AN ENVIRONMENT IN WHICH WE CAN BRING OUT THE BEST IN OUR PEOPLE.

The caller says he needs some help with his new mortgage that is currently in process with the company. “No problem,” the team member says. “I’m happy to help.” Notice anything? It begins with some semantics – the caller is not a customer, they’re a client and the team member answering the call is a Client Care Specialist. These subtle differences are just the tip of the iceberg when it comes to why Quicken Loans’ culture makes it one of the best companies to work for in the country and the winner of the J.D. Power Award for Mortgage Loan Origination the last six years running. WHAT’S AN ISM? The story of Quicken Loans’ 30-year ascent to the top of the mortgage industry is deeply rooted in its culture. Widely known for festive offices and cutting-edge technology, Quicken Loans is continually among the best places to work in the country. The foundation for their

culture is built on a set of 19 principles called ISMs (pronounced iz-mmmmms). The ISMs come disguised as colloquial verses, but they pack a punch in the daily dialogue of team members. For example, the ISM “Simplicity is genius,” conveys an easy to understand concept, but when introduced into a training room environment during a discussion of federal mortgage law the ISM serves as a catalyst for translating the law into basic language that anyone can understand. While the ISMs continue to evolve and adapt, they still serve as the sturdy footing of the company’s belief system. Dating back to the early years of the company, the ISMs were an informal, yet closely followed set of values shared by the team members at Quicken Loans. As the company grew, Founder and Chairman Dan Gilbert recognized the need to formalize the list. By the mid-2000s the ISMs became the official foundation of Quicken Loans’ culture. To further enhance the ISMs’ visibility, specifically drawn characters were created to augment the ISMs’ usage. As part of the onboarding process for new team members, the company regularly holds an ISMs in Action Day at its Detroit headquarters, where Gilbert and CEO Bill Emerson dedicate an entire day to explaining the company’s culture and philosophies. Additionally, the company annually publishes its “ISMs in Action” book. Every new edition is distributed to all new team members and

shared with any vendor, client or interested party who requests a copy. “I believe culture is an absolute differentiator for our company. The ISMs and our team-oriented culture align the organization,” says Tony Nuckolls, Quicken Loans’ Vice President of Training and Development. As a 21-year veteran of the company, Nuckolls understands the importance of having sturdy values adding, “A strong culture creates a common language and purpose, fostering an environment in which we can bring out the best in our people and provide the ultimate client experience.” OBSESSED WITH FINDING A BETTER WAY. To create the best workplace and ensure all processes are functioning properly, it is vital to thoughtfully compile feedback from team members by asking one important question: How can we make this better? Quicken Loans’ answer is found in the ISM “Obsessed with finding a better way,” which speaks to the company’s commitment to constant improvement. As Quicken Loans grew, operations became more advanced. In an effort to find ways to streamline processes and create a better approach, the company created the Mousetrap team. This group of team members is focused on collecting and assessing cheeses (ideas) submitted to the Cheese Factory (the company’s digital portal for ideas) by team members for new ways to improve practices. “The Cheese Factory empowers team members to make our business better,” says Heather Lovier, the creator and former leader of the Mousetrap, now Senior Vice President of Client Experience. With ideas ranging from the kind of information provided to mortgage bankers through their workflow computer dashboards to offering microwave popcorn and slushies in the office kitchens, the

Mousetrap takes ideas and suggestions provided by team members, researches their necessity and viability, and then aids in the idea’s actualization. WE’LL FIGURE IT OUT. The ever-changing financial marketplace presents constant upheaval to the regulatory and compliance requirements imposed upon mortgage lenders. The Quicken Loans’ ISM “We’ll figure it out” squarely focuses on overcoming those challenges. As a team member with over a decade of tenure at Quicken Loans, Jaret Budd and his teammates have experienced their fair share of industry changes. In his current role as Director of Operations Training, Budd’s team is often presented with the need to teach new skills and processes that must be implemented quickly. “Things are constantly changing,” says Budd. “We focus on the problem and keep working until we find the solution. We don’t have the luxury to wait.” INNOVATION IS REWARDED. EXECUTION IS WORSHIPPED. One of the reasons for Quicken Loans’ success is due in large part to the organization’s willingness to do new things. Tim Birkmeier leads Quicken Loans’ mortgage banker team and says his favorite ISM is “Innovation is rewarded. Execution is worshipped.” “As a leader, you have an obligation to those that call your organization home to stay ahead of the curve. If you get left behind in the way of innovation, you’re putting their job security at risk,” says Birkmeier. “Everybody has ideas, but the reason we succeed is our commitment to put those ideas into action.” IT’S NOT ABOUT WHO IS RIGHT. IT’S ABOUT WHAT IS RIGHT. As companies grow, it’s not unusual for those in leadership roles to become protective of their turf. Power may be

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attached to headcounts and ideas and feedback can be frowned upon because they disturb the stability of the status quo. The culture at Quicken Loans actively resists this approach with the ISM “It’s not about who is right. It’s about what is right.” “I realize that my perspective may be a little stale. You can’t be so arrogant to think that you have all of the ideas,” says Scott Holden, Regional Vice President of Mortgage Banking. Holden, a 10-year veteran at the company holds weekly roundtable conversations with new team members to get their input. “Some of our best ideas come from them,” he adds. EVERY CLIENT. EVERY TIME. NO EXCEPTIONS. NO EXCUSES. Let’s revisit the scenario introduced at the beginning of the article with the Client Care Specialist finishing up her conversation with the client. “I just want to make sure I have the correct dates,” the Specialist says. “You’re traveling to your nephew John’s graduation on the Third and you’ll return on the Fifth.” She listens to the response and types some additional notes into her computer. “Great,” she says. “I’ve noted on your account that you’ll be unavailable that weekend and while we were on the phone I was able to message our Closing Team. I can get them on the phone with us now so we can reschedule.” The client’s appreciation is audible through the headset. The Specialist smiles, “Not a problem at all. Congratulations on having a doctor in the family!” Wendell W. Robinson, Jr. is the team leader of training at Quicken Loans. He is a former political speechwriter and marketing consultant. Email Wendell.

G LO B A L

OUTLOOK

BY LOUISE KORVER

DEVELOPING GLOBAL LEADERS ON-THE-JOB GLOBAL LEADERSHIP DEVELOPMENT

In the past, most organizations developed global leadership skills by expatriating or through globally cross-functional teams. That is yesterday’s solution. These types of assignments are for the few, not the many, who are expected to perform effectively in a challenging multicultural environment. Global development initiatives should be available to leaders at all levels, since the work of most employees is global today.

WE MAY NOT REALIZE IT, BUT WE ARE ASKING LEADERS TO ACT WITH HIGH LEVELS OF COGNITIVE ABILITY TO MANAGE THE COMPLEXITY AND CONSTANT CHANGE THAT ARE TYPICAL IN GLOBAL BUSINESS.

To be successful globally, leaders need to lead at scale – and that requires cognitive, behavioral and emotional development. A review of the global business and leadership literatures identifies over 50 different models of global competence and most have similarities in the intra- and interpersonal skills areas: self-awareness, empathy, openness, ability to develop trust, and respect for differences. Global skills develop along a learning path that includes knowledge, skills and abilities,

but the secret sauce is the all-important development of consciousness and the capabilities we refer to as managing complexity. In order to move forward in VUCA (volatile, uncertain, complex, and ambiguous) conditions – real or perceived – we all need to think through what to do with greater skill. Research in the field of cognitive psychology has helped us combine general management skills and practices with the development of cognitive reasoning and critical thinking by looking at the business skills as part of a horizontal curriculum of topics. The cognitive and emotional capacity to help people gain perspective from complex experiences follows a stage theory that is hierarchical. Think about it as a ladder. The bottom line is that leaders operating in a global context need to operate on multiple levels at the same time, which includes self-management in a multicultural context using different

leadership skills, negotiation skills and business rules. It is no longer possible to be “in charge,” and traditional leadership training lacks the sophistication to achieve these higher levels of conscious awareness. We may not realize it, but we are also asking them to act with high levels of cognitive ability to manage the complexity and constant change that are typical in global business. Many executives land in roles that require expertise in cross-cultural sensitivity and an attitude of openness and acceptance of cultural diversity. Few leaders have sufficient strength to be resourceful in global roles without specific development. It’s important to understand that to develop a global leader, you need to develop the whole person – values, beliefs, mindset, thinking, and behavior, as well as their business context which is strategic, constantly changing, and full of risks. In a recent study of 1,867 global leaders from 134 industries with an average age of 43, three critical competencies (respecting beliefs, instilling trust, and navigating ambiguity) had a mean of only 2.86 on a 5-point scale. By any measure, these vital competencies make the difference in being able to align and drive business strategy. Dealing with these cultural issues will be a mandate for at least the next 10 years. WHAT SKILLS SHOULD WE INVEST IN? So, which skills are important and how do you development them? How can a leader develop in so many different competencies at once? And, where do you start? Here are five recommendations: 1 | Embed learning in primary education. UNC Kenan-Flagler Business School (UNC) is modeling the way. Beginning this fall, the UNC Kenan-Flagler Global Education Initiative is embedding global education across its entire business curriculum and co-curricular offerings, whether on campus or abroad, with four expected outcomes: • The ability to understand, analyze and apply business practices that are

specific to at least one functional area in business (i.e., marketing, finance, general management). • The ability to identify, explain and demonstrate business, logistical, intercultural and self-awareness knowledge in global contexts. • The ability to identify, associate and implement reflection, empathy, adaptability, collaboration and communication skills in cross-cultural interactions. • The ability to recognize, exemplify and demonstrate attitudes — flexibility, openness, respectfulness, resiliency and introspection — that are conducive to positive global business interactions. 2 | Adopt a new global leadership model, or add global dimensions to your existing model. A study of the differences in performance across a large population of executives with profit and loss responsibilities resulted in a new global leadership competency model that combines global leadership characteristics with the cognitive changes necessary to operate in complex multinational operating conditions. 3 | Build immersion leadership simulations. Time bound client requirements often require leaders to develop skills more quickly so they can work in a new way due to business responsibilities. So, if you need to support an executive through rapid development of global skills, total immersion is the best solution. In the case of Bank of America, a country-specific simulation was developed to support a significant, multi-year initiative that involved hundreds of people. 4 | Add global action learning projects to programs. Ericsson uses a group-centered approach that is excellent for developing teams of emerging leaders. The program includes a six-day module of living and working in another country as part of a “World Action Team.” This program draws the red thread and weaves together the three dimensions of developing leaders: knowing yourself, knowing the world, and knowing the company’s strategy.

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5 | Use globally-specific executive coaching. Other short-burst development solutions include cognitive behavioral coaching (CBC). When a global leader feels “I cannot afford to make a mistake in this meeting,” or says, “I have a general dislike for people from this culture,” I use CBC. Built on the ABCDE model (Neenan, 2008), this coaching approach uses specific homework, experiments, task assignments, debriefing and guided reflection to accelerate the client through critically important performances. Over time, the client becomes his/her own coach and can mentor others. HOW TO ALIGN & SUSTAIN DEVELOPMENT Global competitiveness is a strategic imperative. Businesses are global in many different ways – from multicultural employees to their supply chains, international joint ventures, and multinational customer relationships. Most employees find it challenging to work in cross-cultural teams and often report difficulty in understanding and interpreting their job assignments when working for global leaders for whom English is a second language or from those who have a regional dialect. Despite these difficulties, leaders are required to find solutions in ambiguous and volatile operating conditions when there are not any clear answers and many options have high levels of risk. How can organizations develop practices that support leaders in developing cognitive, technical practice, competencies and attitudes necessary right now? What are the options for developing global leadership capabilities in a role that is not offshore? Benchmark your mobility, diversity and leadership initiatives to drive your company’s strategic advantage using these suggested ways to develop global leaders and accelerate development of executives in globally important strategic roles. Louise Korver is the managing partner of Global Executive Development Partners, LLC., and is an expert in executive development. Email Louise.

FROM WHERE I SIT

- DOU G HA RWA R D

SUSTAINMENT RUNS THROUGH THE FABRIC OF EVERYTHING WE DO.

In a recent study by Training Industry, we wanted to understand what the most common challenges were that training leaders faced in deploying training to employees. The ability to sustain the impact of training surfaced as one of the top challenges (see Figure 1 on page 55). This issue of sustainment is one that I believe runs through the fabric of everything we do. If we are not able to ensure that training translates into improved performance on the job, then our ability to ensure consistent performance across all learners will not be achieved, and our executive’s perceptions of the value we add will be strained. Conversations with many training managers have confirmed that this issue is all too familiar. The good news is there are ways we can deal with it. But we have to get back to the basics for how we design and deliver training. One of the basics that we can look to is that of reinforcement – or in more common terms, practice. And to better understand this principle, let’s look at another research study that was published more than 130 years ago.

In 1885, Hermann Ebbinghaus conducted a study to better understand the impact of retention of information – or in other words, how fast a learner forgets information after the initial learning experience. His hypothesis stated that without repetitious reinforcement of the learned information following the consumption of the information, the learner will forget it at an exponential rate. He called this the forgetting curve. Essentially, if training does not provide for repetition and practice of the desired skills, then the learner will forget the information taught at an exponential rate when leaving the classroom – or more importantly, when they return to the job. And if the information is forgotten at an increasingly fast rate, then how can we expect the learner to apply the knowledge to the job? The answer is, we can’t. And this is why we are under so much pressure from our executives and constituents to find better ways to provide training and to sustain the training postclassroom experience.

MOST IMPORTANT CHALLENGES WHEN DEPLOYING TRAINING

Training consistency across departments and regions Lack of leadership support/ prioritization of training Sustaining the impact of training (post-training) Securing an internal learning and development champion for initiatives Learner cancellation/attendance for instructor-led training Problems defining proper evaluation metrics Concerns ensuring that training content is relevant Shortage of dedicated training facilities/rooms

10%

15%

20%

25%

FIGURE 1

So what can we do to improve the level of sustainment and ultimately impact the performance of our learners on the job? First, we should build repetition, or practice, into the training experience. The more the learner practices the desired behavior then consistency in performance increases, and the support of our constituents should increase as they see that training is making a difference. The problem is that building practice into training can be expensive. It increases the length of the training program, and ultimately the time learners are in the classroom and away from the job. And this goes against what our constituents want. We all feel the ongoing pressure to reduce the cost of training and time learners are away from the job. This brings us to the second important change we must make. We all know that learning isn’t isolated to the classroom. The 70-20-10 model teaches us that approximately 90 percent of learning occurs outside of the classroom. Our opportunity is to provide solutions

30%

35%

40%

45%

50% N=222

that extend the learning experience by reinforcing content to the learner when they return to the job. This approach has been coined as “learning boosts.” What I find exciting is there are many new tools, technologies and methodologies being introduced that allow us to extend the learning experience and ensure the learner continues to develop skills when going back to the job. We call this new market segment the reinforcement market. Many of these tools are taking advantage of the idea that we all have a mobile device on us at all times, and we can deliver boosts through the use of learning apps. An example of how a reinforcement tool, or learning app, works is to look at something as simple as what Dictionary.com does to teach subscribers how to improve their vocabulary. Every day Dictionary.com delivers a “word of the day” to the mobile device. This approach boosts the subscriber’s exposure to new words, ultimately increasing their vocabulary.

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Now, relate this to corporate training. Assume your training objective is to increase your salesforce’s knowledge of product information so they can answer questions more accurately and faster. By sending daily knowledge boosts to the sales professionals, you help improve their knowledge and retention of critical product information – ultimately improving their performance on the job and with customers. From where I sit, we are at the very beginning of a new frontier for our profession. One that allows us to extend the learning experience beyond the classroom, and to better utilize the technologies and tools we have right at our fingertips. Doug Harward is CEO of Training Industry, Inc. and a former learning leader in the hightech industry. Email Doug.

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.

“The CPTM certification has opened my eyes to the importance of strategic planning as well as keeping my eyes on the goals of the business.”

“Time well-spent on my continued development as a training professional.”

“The best program I’ve taken.”

“I consider this to be the best investment I have ever made on continuing education and professional development.”

“I was surprised the program was so tailored to me at my level.”

“Real-world best practices that I can put to use immediately.”

“CPTM made me a more valuable resource for my company and my customers.”

“CPTM elevated me to the status of being a true learning leader.”

“I would recommend it to anyone within a training team.”

“The CPTM program validated what I’ve learned over more than 20 years as a learning professional, but more importantly, it enhanced my knowledge of the industry and improved my skills.”

“The practicum was fantastic. We had some really great discussions, and we’re still connected.”

“The opportunity to benchmark my experiences with colleagues from across a broad section of the profession is invaluable.”

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

LEADERSHIP 2.0

WHY DO WE

WAIT to TRAIN

OUR MANAGERS?

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

Companies rarely think about providing training to people making the transition into their first leadership position until the individual actually settles into their new role—or later. For example, the average tenure of people enrolling in our new first-time manager training program is two years. And research by Jack Zenger has found that most managers do not receive training until they have been in a leadership role for almost 10 years.

That’s a shame, considering how much better things could be for everyone if leaders would receive the training they need when they step into a new job on day one.

Don’t hold your best people back. In fact, don’t hold anyone back. Why not train everybody who desires it? The people who raise their hand and asked to be included in leadership training are the people who end up being the best leaders in your organization. Show everyone you value them and are willing to invest in their development.

WHY DO WE WAIT?

DON’T DELAY

This is much too long of a delay and it underestimates just how difficult it is to manage the work of others. As a result, CEB research has found that 60 percent of new managers underperform in their first two years, with negative consequences for both new manager and direct reports. Harvard business professor and leadership author Linda A. Hill asserts that without training, new leaders who do survive their first two years often end up with negative leadership habits that impede their effectiveness for the rest of their careers.

So why don’t organizations train new leaders earlier in their careers? Michael Ownbey, who heads up our online learning practice, believes it may be a holdover from the past when training was cost prohibitive and organizations would only invest in people who were definitely going to remain with the company. Organizations have become comfortable with the idea of reserving training until people have been in their role for awhile, similar to what Jack Zenger’s research identified. And although this may have made some sense in the past when training was a two- or three-day classroom event, the arrival of blended and virtual options has dramatically reduced the cost involved.

It is estimated that more than two million millennials step into their first leadership role each year. This generation is very interested in learning and developing managerial skills they need to succeed. Organizational focus should be on helping first-time managers learn effective leadership skills before they take on management positions. That first year is critical. The skills people learn in their first year of management can be a foundation for success — or the lack of it — for the rest of their career.

We’ve all seen the impact of poor leadership habits and are familiar with how difficult it is to change behavior once it has become habituated. Research we conducted with more than 400 human resource and training professionals found gaps of 20 to 30 percent between what people wanted from their leaders and what they were experiencing in key areas such as performance planning, dayto-day-coaching, performance review,

Organizations are making a big mistake if they delay training people — especially high potential younger leaders. People hungry for growth are unwilling to sit on their hands and bide their time. If your organization is like ours, your best and brightest have already asked for additional training and growth opportunities. That’s a good sign. Companies that deny access to training are discouraging potential new leaders.

DON’T HOLD YOUR BEST PEOPLE BACK.

growth, and development. The people polled said their managers were falling short in all of these areas.

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We can do better than allowing 60 percent of our new managers to underperform. With inclusive policies that identify and provide people with the training they need, we can greatly improve this statistic to the benefit of the new manager, their direct reports, and organizations as a whole. Let’s get started today! 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. 57

CONGRATULATIONS

TOP 20 TRAINING OUTSOURCING COMPANIES

CGS

Enterprising Together

Check Out Our 2016 Training Outsourcing Watch List The Top 20 Training Outsourcing 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

IS KNOWLEDGE

OVERRATED? - ART KOHN, P H.D.

All of us believe in knowledge. And when we teach a seminar or deliver an online module, we are confident that someday, somewhere, our students will find the new information valuable. In the modern age, however, we may need to reconsider whether "training for knowledge" is really helping our organization. When you deploy a training program, what is your real objective? For example, do you want people to "understand effective leadership" or do you want them to lead effectively? Do you want firemen to be able to "describe the techniques for extinguishing fires" or do you want them to be able to put out fires? And do you want people to "master the rules of compliance" or do you want them to comply?

KNOWLEDGE USUALLY DOES NOT CHANGE PEOPLE'S BEHAVIOR. Stated simply, our real objective is not to "impart knowledge." Instead, our objective should be to get people to behave in ways that will help our companies and organizations. If changing people's behavior is our real goal, is imparting knowledge at least a means to an end? That is, does providing knowledge cause people to behave differently? Surprisingly, the answer here is "no, knowledge rarely causes behavior change."

For example, I worked in Zimbabwe for many years, trying to get people to modify their sexual practices in order to avoid contracting HIV. Our team educated people about the risks of HIV, how the virus spreads, and ways to avoid contracting it. Despite this knowledge, it did not change their behavior at all. And as a result, we did not mitigate the epidemic. Other examples include people who know about the risks of tobacco, but continue to smoke. And people who know a lot about nutrition, but continue to eat an unhealthy diet. The simple fact is that knowledge usually does not change people's behavior. DOES TRAINING EVER HELP? So does teaching new information ever make our companies more profitable? The answer is "Yes, but only under specific conditions, and you have to know your audience." For example, I once consulted with a regional home improvement retailer. They provided their associates with extensive product knowledge training and they enjoyed a dramatic uplift in sales. When these associates knew more, customers trusted them and bought a lot more products. In contrast, I also consulted with a trendy sportswear retailer. They provided their employees with extensive training and within six months their employees had become product experts on fabrics, design, and manufacturing. And you know what? This training drove a zero uplift in sales. All of this product

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knowledge was wasted because, frankly, the customers were inspired by the brand's wow factor and not by any details of the products. With this company, the only training that increased corporate profits were courses that taught associates new ways to promote the trendy brand. Finally, consider a large discount department store, the kind that sells everything you could want at low prices. When we provided their associates with increased product knowledge, there was no uplift in sales. And when we trained their associates on â&#x20AC;&#x153;brand spirit," again there was no uplift in sales. In fact, the only training that produced any uplift in sales was "courtesy training." When they taught their employees to be more gracious, to escort the customer to particular isles, and to compliment the customer's children, this training resulted in a significant uplift in sales. CONCLUSIONS FOR A MODERN WORLD In the modern world, traditional training may be overrated. Knowledge rarely produces behavior change and most of the world's information is only a click away. And while developing employees is important, enthusiasm and courtesy often increase profits more than knowledge.

Dr. Art Kohn is an internationally honored, cognitive psychologist who studies the processes of teaching and learning. Email Art. 59

MEASURING

I M PAC T

IS YOUR BUSINESS ACUMEN SHOWING? WHY NOT? BY AJAY PANGARKAR, CTDP, CMA, & TERESA KIRKWOOD, CTDP

Learning and development (L&D) managers must be able to translate how learning efforts relate to business expectations. If you expect to build credibility within your organization, then it is time to start showing your business credentials. L&D managers often ask, “What do we need to know?” Less than actually going back to obtaining a business degree, identifying the most relevant business topics relating to learning is overwhelming and, at times, intimidating.

2 | The mission is your learning strategy “cheat sheet.” An explicit mission provides insight to the priority business activities. Essentially, your leaders are giving you the answers on what business areas they expect to see performance improve.

Your role is not to become a business expert, but a learning expert. But to effectively interact with the needs of your organization, you must be business literate or, as we like to say, business savvy. The good news is that you are not alone. Others in various internal business activities face the same challenge.

Most of your budget and efforts should investigate a) the areas of improvement within each business area, and b) how your contributions will improve employee performance. This will help you to effectively allocate resources to business areas that drive operational growth. Focus on the mission and you will not go wrong.

While there are a myriad of business topics to know, let’s focus on the ones that you must know and apply quickly.

FINANCIAL LITERACY

STRATEGIC LITERACY Don’t panic. Being strategic is actually good news for L&D. Why? Your company mission is the one thing that matters most to leadership. Everything operationally drives to achieving the mission. Be aware of this when interacting with business leaders, but especially as you move up the hierarchy. There are two reasons for being strategically aware: 60

1 | Strategy is how your organization achieves its mission. The path for every work/job objective will (must) eventually contribute to achieving it. It is easy to conclude, then, why leaders preoccupy themselves with strategy.

Every organization, even non-profit ones, is under tremendous pressure to produce positive financial results. For leaders, it is about stakeholder “accountability” or how your efforts contribute to helping primary business activities achieve profitability. In recent years, many L&D methodologies have attempted to financially account (or measure) training’s impact. But business leaders don’t expect training to have a direct financial correlation with financial results.

First, leaders see training as a cost center. This doesn’t mean L&D is less important. It means that training, as with other internal business roles, support profit-center activities. Cost centers are accountable. The difference is that training (a cost center) must demonstrate improving profit-center performance. Second, training is an expense. Leaders will never see this differently. Let’s get into their heads (hint, it’s from an accounting context). Training occurs for a specific period and results from future periods can’t be proven tangibly. Think of it this way: A training activity is similar to how leaders treat marketing efforts (another cost center). Like training, when marketing conducts an advertising campaign, sales increase for the specific advertising period. Naturally, sales will also occur post the advertising campaign but how to prove this? You can’t. It is the same for training. It is often assumed that leaders equate “expensing” training with the validity of the learning effort. This is false. Intuitively, leaders recognize that past training efforts contribute to future improvements. This is not the same as how they want you to account for it financially. There is one exception to the “training seen as an expense” rule. In recent years, technologies in L&D grew significantly. Leaders consider purchases for LMS’, e-learning hardware/software, laptops, tablets, as capital investments. They evaluate theses types of purchases by how they will contribute to longterm growth. Capital investments do not contribute directly to profitability but act as “tools” to facilitate it. Think of it this way: Evaluate an LMS investment in the same manner leaders evaluate constructing a building or purchasing equipment. MARKETING LITERACY A former boss taught us to “sell what people want; not what you want to sell.” Sage advice in business and life (trust us, try it with your spouse). In L&D, we try too hard to convince internal buyers

(leaders and employees) why training will work and what it will do rather than what they expect as business outcomes. Why do so many worthy L&D initiatives fail? It is the same reason as why so many of the best products no longer exist (remember Betamax?). People want to convince other people that their solution is substantial. But what buyers want is a solution to their problem, not how good your solution works. Those in L&D call this Level 4 evaluation or business impact. Essentially, accounting doesn’t tell leaders how well they create financial statements. Marketing doesn’t shout about the nuances of campaigns. Production doesn’t insist on showing how products are made. So, why does training insist on explaining learning methodologies to achieving training results? Just show business (Level 4) results. Your leaders don’t need or want to know the details unless they ask. For some reason, L&D managers believe that business leaders focus solely on financial results. Yes, leaders concern themselves with financial performance, but they also recognize what it takes to drive strong financial results. And that is by building effective internal processes that leverage knowledge and the capability of employees.

IF YOU EXPECT TO BUILD CREDIBILITY WITHIN YOUR ORGANIZATION, THEN IT IS TIME TO START SHOWING YOUR BUSINESS CREDENTIALS.

L&D managers must show their business acumen. Identify your leaders’ business objectives, align and work with other internal business activities, and focus on integrative learning solutions rather than proving the methodology. It’s time for L&D to be seen as an operational business partner rather than a functional after-thought.

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

AVNET EXPANDS SERVICES

WITH EXITCERTIFIED ACQUISITION - TARYN OESCH

Avnet, an IT products and services company, is expanding its services to become a more comprehensive technology provider. In 2012, the company acquired Magirus Group, a European distributor, and used Magirus’ training capabilities to expand its own small customer training segment. Soon afterward, IBM chose Avnet as one of four IBM Global Training Providers, and in 2015, Avnet was named the number four company in the InformationWeek Elite 100 for its training initiatives. Avnet created a Web portal for its training solutions (Avnet Academy), providing an easier way for customers to locate and enroll in training, provide feedback, and communicate with experts. Earlier this year, Avnet announced its acquisition of ExitCertified, a supplier of certified IT training in North America, simultaneously doubling Avnet’s training resources in North America and expanding ExitCertified’s offerings beyond North America. This acquisition is the first time a global technology distributor has acquired an IT training company, signaling the importance of incorporating training with other technology services.

CERTIFICATION PROGRAMS CAN MEAN A MORE SKILLED WORKFORCE AND ENHANCED CAREER DEVELOPMENT. Mike Hurst, senior vice president of Avnet Global Services, told Training Industry Magazine that Avnet sees “an increasing

skills gap in the industry brought on by the speed of change in technology. As a result, our broad portfolio of education solutions provides critical value in helping our ecosystem take advantage of the changing technology landscape.” Hees Ham, owner of ExitCertified and now vice president of Avnet Education Solutions – North America, agrees: “The pace of change in the IT industry continues to accelerate,” and ExitCertified provides Avnet’s customers “with an expanded offering of award-winning courses on in-demand topics around today’s high-growth technologies, such as big data, cloud, security, and converged and hyper-converged solutions. Avnet customers are also able to leverage our iMVP virtual platform, which gives them a more immersive and engaging learning experience by bringing them directly into the classroom virtually with full two-way audio and video.” This virtual component was an important motivation behind the acquisition, according to Hurst. With more and more employees working remotely, virtual training is becoming more important. What’s more, the ExitCertified platform uses virtual instructor-led training to incorporate the “human element,” bringing what some might see as the best of both worlds into its offerings. In-house employee development is becoming increasingly important as organizations in a variety of industries outside IT increase their investments in such areas as software development, IT support, cybersecurity and data analytics. When these companies increase their inhouse IT, they require more in-house IT skills, making “the further development of tech talent in-house…a strategic

imperative,” according to CompTIA’s 2016 IT Industry Outlook. Developing internal IT talent also decreases hiring costs, especially in a market in which the demand for IT skills is higher than it’s ever been. Furthermore, according to CIO, as that demand continues to increase more quickly than the influx of new professionals into the IT workforce, “organizations will have to increase their internal training programs in order to build talent internally.” Certifications like the ones offered by ExitCertified likewise provide a competitive advantage for IT professionals and the companies that employ them. In general, certification programs can mean a more skilled workforce and enhanced career development, particularly as a bridge between higher education and the workplace. In particular, certifications are valuable in the IT field. According to the IT Certification Council, as technology continues to advance, IT certifications “will increase in value, demand, and international adoption.” Certifications can bridge the skills gap between untrained but college-educated professionals and available IT jobs, and companies will continue to use these programs for their internal talent development. Between its certified IT courses and its e-learning platform, ExitCertified was a strategic addition to Avnet’s portfolio. By combining tech products and services with its expanding training offerings, Avnet is working toward becoming a full-service company in the IT space. 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 NIIT has entered into two strategic agreements in China – with Guiyang Municipal Government and Guizhou Professional College of Electronics in Gui’An New District – to develop a pool of next generation IT professionals in big data and analytics. Through these partnerships NIIT aims to develop the Human Capital in line with China’s vision to promote Guizhou province as the hub of big data industry in China and the world. Fast Lane Canada announces global IT security training partnership with NotSoSecure. Fast Lane will work with NotSoSecure to provide its suite of training classes across the globe. The new partnership will allow Fast Lane to deliver a wide range of advanced IT security training courses. The strategic partnership is designed to address the rapidly growing demand for IT security training and to provide lab-based training.

GP Strategies Corporation announced that Lockheed Martin’s Aerospace & Defense business has awarded two threeyear contracts to GP Strategies to be its learning services partner and provide training consulting, instructional design, course development and training administrative services. GP Strategies will help Lockheed Martin by providing consistency, best practices and thought leadership within the learning and development department. Allego, the leading mobile-video justin-time (JIT) sales learning platform, announced that it has a strategic partnership with Matrix Achievement Group to deliver JIT mobile video coaching capabilities to Matrix’s clients worldwide. Matrix uses the Allego platform to deliver mobile video coaching to improve sales enablement and training for its clients.

Pearson and Flatiron School Partner to provide “coding bootcamp” training solution to help students acquire skills that increase their employability. Through the partnership, learners will have access to a full-time, 800-hour training program in high-demand software development skills that precisely simulate a professional coder’s environment. Mobify, a mobile customer engagement leader, announced the acquisition of Pathful, provider of advanced machine learning-based technology for behaviorbased targeting. Pathful machine algorithms are able to generate and analyze 25 times the data of Google Analytics for unparalleled on-page insights. The technology is being integrated with Mobify’s Mobile Customer Engagement Platform, enabling retailers to acquire and qualify customers by understanding the entire customer journey.

INDUSTRY NE WS LANGUAGE TRAINING IMPROVES CONFIDENCE AND CAREER PROSPECTS FOR MILLENNIALS Rosetta Stone Inc. released the findings of its 2016 Business Impact, which surveyed more than 5,400 corporate users of its language learning product, representing more than 900 companies. The results showed that over half of millennial respondents say language training has improved their career prospects and positively affects employer perception. Also, 80 percent of millennials noted improved confidence as a result of language training. NEW RESEARCH ON DEVELOPING MANAGERS AS COACHES BlessingWhite, a division of GP Strategies Corporation, announced the release of

The Coaching Conundrum 2016 Report on developing coaching skills amongst managers in organizations. Key findings include managers’ top barriers to coaching include time constrainsts, not having all the answers and age differences. Managers are more willing to coach if they’ve been coached themselves. THE BROOKS GROUP WINS CONTRACT TO SUPPORT THE MARINE CORPS The Brooks Group secured a $6 million contract with the U.S. Marine Corps to train recruiters over a three-year period. The contract will support the National Training Team and more than 4000 recruiters assigned to the Marine Corps Recruiting Command. The Brooks Group will deliver services in the areas of curriculum design, instructional development, and instructor led facilitation.

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SURVEY UNCOVERS MISALIGNMENT ON REWARDS AND MOTIVATIONS There is mounting evidence that optimal performance comes from the alignment of an executive’s personal values with the organization’s culture and the role’s responsibilities, yet few executives or organizations have made the adjustments necessary to take advantage of this synergy, according to a global survey of senior executives conducted by Egon Zehnder.

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ARTICLES USING PREDICTIVE ANALYTICS TO BETTER TRAIN AND RETAIN YOUR EMPLOYEES | By Jim Walker Companies need to rethink their training needs to foster personal career growth. 7 TIPS FOR PRODUCTIVE CONTENT DISCOVERY SESSIONS | By Ruby Spencer Content discovery sessions are an essential part of the training development process. THE ROLE OF SALES LEADERSHIP IN DRIVING CHANGE ON THE FRONT LINE | By Michelle Vazzana Help front-line managers establish the right rhythm of coaching conversations. THE GOOD, BAD AND UGLY OF EMPLOYEE TRAINING | By Brigg Patten A strong emphasis on training provides an efficient path to improving employee productivity.

BLOGS

RESEARCH

WEBINARS

UNDERSTANDING

THE EVOLUTION

NETFLIX YOUR LEARNING:

THE THREE LEVELS

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

HOW TO CREATE

OF COMMUNICATION By Evan Hackel

ENGAGING LEARNING FOR A PICKY AUDIENCE

WINNING THE TALENT THREE GUIDELINES

INFLUENCED BY OTHERS: BASES

MANAGEMENT GAME:

TO CONSIDER

OF POWER ACROSS GENERATIONS By The Center for Leadership Studies and Training Industry, Inc.

A COMPETITIVE

AS A CLO By Sharon Sloane

GAMIFICATION AS DIFFERENTIATOR

TRAINING T

HANDS-ON

INDUSTRY

What method of measuring learning impact post-training is most effective?

8% 11%

LEARNING TECHNIQUES 1 | C ROSS TRAINING This method allows employees to experience other jobs, which not only enhances employee skillsets but also provides backup for various positions.

2 | COACHING This informal experience creates a dialogue and allows employees to ask questions and receive feedback related to their work performance.

54% 27% N = 37 Job/in-role observation Delayed assessment (knowledge retention) Observation in role play/simulation Immediate assessment

What leadership activity do you feel your supervisors are most effective at providing?

17%

3 |ROUNDTABLE DISCUSSIONS Offer collaborative discussions that encourage innovative thinking across generations.

17%

4 |STORYTELLING Incorporating stories into the daily workflow can increase engagement and knowledge recall. This is extremely effective for leaders when delivering information.

40% 26% N = 47

Leading/managing the work of other employees on the team Advocating for my department with other managers/leaders Leading/managing my work Facilitating my professional development

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