Experiential Learning | July/August 2017

J U LY/A U G U S T 2 0 1 7

EXPERIENTIAL LEARNING

ON-DEMAND LEARNING | 16 Providing Continuous Support to Learners

THE POWER OF STORIES | 26 Personalizing the Learning Connection

INTERACTIVE VIDEO | 48 Putting Learners in the Middle of the Action

B U S I N E S S P E R S P E C T I V E S O N M A N A G I N G W O R L D - C L A S S T R A I N I N |G

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Welcome to the New Innovative

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PERSPECTIVES - K E N TAY LO R

THE QUICKER WE CAN FORMALLY MEASURE THIS CHANGE, THE QUICKER THE ADOPTION, AND THE BETTER THE LEARNING.

This edition of our magazine explores concepts that have the potential to form the experiences we encounter during a corporate learning program.

We all know and research supports that the act of doing improves our retention when learning. In the corporate context, these rich learning experiences are being replaced by self-paced unengaging training, resulting in a check in the box for training but little or no impact to the business we support.

Our goal should be to fight that trend, and look to improve the experiences contained in a learning initiative.

Not all methods discussed in this issue require technology to enable them. Sometimes they take the form of a story, a coaching session or a practice case with the support of a virtual instructor. In a special report, we explore how artificial intelligence, virtual and augmented reality and machine learning will impact the future of corporate learning.

The core challenge and opportunity we are faced with is how to effectively include these experiences in our programs to impact the learning, and ultimately the performance of our employees. We need to be able to

demonstrate that investing in better experiences for the learner improves business results.

I believe that most organizations have figured out how to embrace virtual instructor-led learning in support of many of their current offerings.

The technology has evolved to the point where the learner’s experience is positive when taking programs through this modality. The speed with which new delivery options multiply, we are going to need to structure our thinking around what experiences match best with what types of skill development. We can accelerate the adoption of the most effective experience enhancing tools by measuring the change in the program’s impact from the use of the tools. The quicker we can formally measure this change, the quicker the adoption, and the better the learning.

As a community, we need to share both our successes and failures. We at Training Industry hope to be the enabler for sharing those stories and would love to hear your thoughts about the point of views shared in the magazine.

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 10

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ISSUE 4

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JULY/AUGUST 2017

FEATURES

16 ON-DEMAND LEARNING

16 20 24 26 30 41 44 48 52

26 THE POWER OF STORIES

48 INTERACTIVE VIDEO

ONLINE. ON-DEMAND. BUT NOT ON THEIR OWN!

By Julie Winkle Giulioni & Karen Voloshin

A new mindset is required to make the most of what on-demand learning has to offer.

MILLENNIALS AND MICROLEARNING

By Daila Boufford

Utilize microlearning to reduce learner frustration and increase engagement.

FINDING THE VALUE IN INFORMAL LEARNING

By Sarah Danzl

Building a culture that values learning from all sources can empower employee growth.

THE POWER OF STORIES: PERSONALIZING THE LEARNING CONNECTION

By Terrence Gargiulo

Use story-based communication skills for a more effective and powerful learning experience.

USING AN OBSERVATION & FEEDBACK MODEL FOR LEADERSHIP DEVELOPMENT

By Jeanne Armentrout and Tara Wiedeman

L&D can use observation and thoughtful feedback to help leaders master key skills.

4D MODEL: THE 4 DIMENSIONS OF BUILDING LEARNING EXPERIENCES

By Crystalle Ramey

Help SMEs understand your vision and build effective learning experiences.

REIMAGINE YOUR LEARNING AND TRAINING … VIRTUALLY

By Guido Helmerhorst

The current state of technology enables us to consider another way to improve engagement.

FOUR BENEFITS OF INTERACTIVE VIDEO FOR LEARNING

By Matthew Murray

Form a better understanding of interactive video to put learners in the middle of the action.

SALES TRANSFORMATION THROUGH ENGAGING ONLINE LEARNING EXPERIENCES Sanjay Advani and Catie Bull

Keep up with the changing times by using engaging online sales enablement training.

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THOUGHT LEADERS

03 09 11 13

PERSPECTIVES

By Ken Taylor

We must change our way of thinking to improve learning experiences.

GUEST EDITOR

By Michael Cannon

L&D’s job isn’t done until there’s sustained performance improvement.

SCIENCE OF LEARNING

By Srini Pillay, M.D.

Learning by doing is a powerful way to change our brains.

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BUILDING LEADERS

By Sam Shriver & Marshall Goldsmith

When it comes to training efforts, knowing isn’t the same as doing.

SECRETS OF SOURCING

By Doug Harward

Learning through experience cannot be achieved without deliberate practice.

GEN WHY

By Michelle Eggleston

Employee success comes from a mix of formal and informal learning.

DIVERSITY & INCLUSION

By Dr. Shawn Andrews

Today’s diverse workforce is hungry for hands-on experience.

INFO EXCHANGE 34 I SPECIAL REPORT

Leading L&D companies share how technology is shaping the future of corporate learning.

56 I CASEBOOK

The U.S. Coast Guard explores experiences beyond the classroom for optimal learning.

58 I GLOBAL OUTLOOK

Learning effectiveness increases when training is offered in the learner’s first language.

60 I MEASURING IMPACT

Maximize business results by understanding how to avoid the top training evaluation mistakes.

66 I CLOSING DEALS

Gnowbe created a mobile experiential learning platform to improve product and data analytics.

67 I COMPANY NEWS

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

68 I WHAT’S ONLINE

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

69 I TRAINING TALK

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

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A B O U T OUR TEAM

STAFF CHIEF EXECUTIVE OFFICER

ASSOCIATE EDITOR

Doug Harward dharward@trainingindustry.com

Stephani Mager smager@trainingindustry.com

EDITOR IN CHIEF & PRESIDENT

DESIGNER

Ken Taylor ktaylor@trainingindustry.com

Heather Schwendner hschwendner@trainingindustry.com

EDITORIAL DIRECTOR

ADVERTISING SALES

sales@trainingindustry.com

Michelle Eggleston meggleston@trainingindustry.com EDITOR

SUBSCRIPTIONS

Taryn Oesch toesch@trainingindustry.com

ELECTRONIC:

EDITORIAL BOARD Barbara Jordan

Dr. Shawn Andrews Founder & CEO Andrews Research International

Group Vice President, Global Learning & Development Sims Metal Management

Derek Cunard, LPC Chief People Officer Pinnacle Automotive Hospitality Services

Karen Kocher Chief Learning Officer Cigna

Vince Eugenio, Ph.D., HCS, CCMC Senior Leader, Talent Development Boys and Girls Clubs of America

Meredith Lubitz

Carol Gajus, Ph.D. Director, Stores and Military Executive Development Programs Macy’s Corporate Nancy Gustafson Workforce Learning and Development Manager American Red Cross Lorna Hagen Vice President, People Operations OnDeck Laura Moraros

John Hovell Senior Manager, Learning Operations and Technology BAE Systems Kaliym Islam Vice President Depository Trust & Clearing Corp.

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GUEST EDITOR MICHAEL CANNON

THE REAL LEARNING CURVE, EXPERIENTIAL LEARNING, AND L&D’S RESPONSIBILITY

After a golf lesson, my handicap dropped from 11 to 5. One piano lesson prepared me for the recital. I participated in a sales bootcamp, and now I’m trained and ready to hit the streets.

Everyone recognizes the folly of the first two statements. And yet, in the world of corporate L&D, the approach reflected in the third statement is far too common.

Need to be a better presenter? Take a presentation skills class. Need to improve your negotiation skills? Take a negotiation class. Just promoted to management?

Take a new manager class.

The concept of needing more than just formal training isn’t new. Models, such as The Center for Creative Leadership’s 70:20:10, Dan Pontefract’s Pervasive Learning, and Bersin by Deloitte’s Continuous Learning, address the need for experiential and social learning. I would like to share my views on some tough questions.

WHY DO CORPORATE LEARNING PROGRAMS STILL RELY HEAVILY ON FORMAL TRAINING? It’s what we know how to design, develop and deliver. It’s what our business stakeholders and learners understand and expect, and what we

think we know how to measure. We also have some level of control over the training environment.

WHOSE JOB IS IT TO ENSURE EXPERIENTIAL AND SOCIAL LEARNING ARE IMPLEMENTED? It’s our job! Our job as learning professionals is not training; our real job is to sustain behavior change and improve performance. If we could give every employee a pill to improve performance, we would. Since no such pill exists, we rely on L&D interventions.

However, unless they consistently include more than formal training, they will not produce sustained behavior change, and we will not have done our job.

WHAT IS OUR BARE MINIMUM RESPONSIBILITY? 1. Explain to business leaders that performance improvement will only happen if they support L&D interventions that include on-the-job practice, feedback, reflection and peerto-peer support (i.e., experiential and social learning).

2. Set realistic expectations for learners by explaining the Real Learning Curve (Figure 1). Constantly explain that

formal training (e.g., e-learning) is only the beginning of the learning process. Without a commitment to ongoing practice, reflection and acting on feedback, new skills cannot be developed. Ensure learners understand it’s normal that the first time applying a new skill results in reduced performance.

3. Don’t just tell participants to apply formal learning or develop their own “after class action plan.” If this is all we do, we are abdicating our responsibilities as learning professionals. Develop and fight for programs that include designed experiences and reinforcement outside the classroom that guide learners through the experiential and social phases of learning.

The bare minimum steps are difficult.

At Red Hat, we’ve been on the journey for over two years, and still have some distance to go. Like most learning organizations, we don’t have direct authority to force business leader support or employee commitment to experiential and social learning.

Nonetheless, I believe we have to ensure it happens. Otherwise, there won’t be sustained behavior change or performance improvement. And without that, what values have we actually delivered?

Michael Cannon joined Red Hat in March 2015 as the senior director of Red Hat University, where he leads a global team of 40+ L&D professionals responsible for leadership development, technical development, sales development and professional development. Email Michael.

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CONGRATULATIONS

TOP 20 CONTENT DEVELOPMENT COMPANIES

Check Out Our 2017 Content Development Watch List The Top 20 Content Development Companies are a service provided by Training Industry, Inc. Due to the diversity of services offered, no attempt is made to rank the “Top 20s.”

SCIENCE OF LEARNING SRINI PILLAY, M.D.

APPLYING

THE SCIENCE OF

EXPERIENTIAL LEARNING Whenever we learn, our brain changes.

One powerful way to change our brains is learning by doing, or experiential learning. This type of learning allows for immediate feedback from our actions through rewards or punishments. As a result, we may decide whether to proceed or choose another path to our goals.

Experiential learning makes our brains emit various signals. In general, they respond to error, and as we integrate information, they predict error.

Optimal experiential learning requires a sensitivity to both response and prediction, with a simultaneous capacity to course-correct when necessary. Our brains become better at prediction and course correction when we learn to update our assumptions. An interconnected network of brain regions executes these various functions.

SCIENTIFIC PRINCIPLES AND PRACTICAL APPLICATION 1. Experiential learning is not generalizable. When we teach individuals by using examples or symbolic situations (e.g., learning to skydive to demonstrate how to take more risks at work), it rarely transfers to the actual situation at work. Various experiments have confirmed that learning is specific to the situation in which it occurs.

Recommendation: When you design a workshop, the experience should be like the actual situation.

2. Some forms of experiential learning do transfer.

Certain video game experiences defy the general rule that training must be specific. When people are trained

on a video game, for example, they experience improvements in many aspects of thinking, such as tracking multiple objects at once or filtering out distractions.

Recommendation: Do not assume a video game is generalizable; consult with an expert to see if it is.

MINDFULNESS WILL HELP UNLOCK LEARNING POTENTIAL.

forming predictions based on available data. This function is activated when you stimulate the brain by taking your mind off focused tasks. It gives the brain a chance to combine information, make associations, and deduce or infer what might happen.

Recommendation: Build specific periods of un-focus into your day. Whether it is a nap or mind-wandering, un-focusing will allow your brain to become a better prediction machine, and you will feel more self-connected.

3. Use anxiety and mindfulness judiciously when learning from experience. In the brain, error signals are best managed mindfully so that we can register what we are doing wrong without becoming derailed by judging ourselves. Although a certain amount of anxiety can be helpful, too much will derail you from your goals.

5. Pay attention to subtle body signals.

Experiential learning can also be learning from subtle body signals. A “gut feeling” or some undefinable, yet palpable signal, may be important. This is embodied cognition, and it assumes that the body is not separate from the mind, but is a constituent of it.

Recommendation: Mindfulness will help unlock learning potential. There are two kinds of helpful mindfulness: meditative mindfulness and socio-cognitive mindfulness Meditative mindfulness requires anchoring the mind to the present moment with awareness and acceptance by focusing on one’s breathing. In contrast, socio-cognitive mindfulness involves categorizing situations, being aware of the social situation from multiple perspectives, and reflecting on the context of the new learning.

Recommendation: Pay attention to subtle body signals. Pause, investigate and consider what might be going on. It will help you take advantage of subtle, yet important aspects of experiential learning.

4. Prepare your prediction networks. This is possible by giving your brain a rest from too much focus. Your brain is constantly calculating the future by

For any experiential learning, first assess whether the learned skills are transferable. Then, make time for mindfulness, un-focusing and assessing body signals to take full advantage of the sense and response, prediction and intuitive capabilities of your brain.

Dr. Srini Pillay is the CEO of NeuroBusiness Group. He is also assistant professor (part-time) at Harvard Medical School and teaches in the executive education programs at Harvard Business School and Duke CE. Email Srini.

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DIVERSITY AND INCLUSION DR. SHAWN ANDREWS

HUNGRY FOR

HANDS-ON EXPERIENCE Experiential learning is the process of learning through experience. It’s been around since about 350 B.C. when Aristotle wrote in the Nicomachean Ethics, “for the things we have to learn before we can do them, we learn by doing them.” The concept of experiential learning is synonymous with other forms of active learning such as hands-on learning, adventure learning or cooperative learning. Active learning differs significantly from passive or didactic learning, and it’s the preferred method today, especially among millennials and Generation Z. Several large-scale studies have shown that millennials are hungry for hands-on experience. In Deloitte’s 2016 millennial study, they collected the views of nearly 7,700 millennials working fulltime and representing 29 countries.

Forty-four percent of millennials (23 million people) say if given the choice, they would like to leave their current employers in the next two years, and two-thirds (35 million people) expect to leave by 2020. A perceived lack of leadership skill development and feelings of being overlooked are compounded by larger issues around work-life balance, the desire for flexibility and a conflict of values. For employers, this exodus of talent will be a major issue moving forward.

As a professor for MBA students (mostly millennials), one exercise that we do early in the semester assesses their job satisfaction motivators. Since no job is perfect, we often make tradeoffs: one job may pay well, but provide

limited opportunities for advancement; another may offer work we enjoy, but have poor benefits. Out of 21 job factors, I ask them to rank-order their top five attributes. In over 100 students, career development and advancement opportunities consistently rank in the top five.

The need for hands-on experience shows in other areas as well. Compared to older generations, millennials tend to donate, volunteer, campaign and be more actively engaged with social, environmental, or political affairs more often. At a recent conference, I met Kathy, CEO of an upstart software company based in San Francisco. Her 12 employees are all millennials. She shared with me that after a week of travel, she returned to the office one Friday afternoon to find the entire staff gone. After a few text messages, she learned that they collectively decided to leave work early to donate blood.

Of course, she couldn’t be upset at this behavior. It simply highlights the importance of social responsibility in their lives and their need to give back.

Not surprisingly, many millennials seek companies that demonstrate corporate social responsibility as well.

Older workers have complained about young people for generations, and in that regard, millennials aren’t any different than others. But what is different is that millennials’ unique expectations (like those for emotional support, coaching, feedback and mentoring relationships) are deeply experiential. Because of these needs,

all organizations should encourage coaching, feedback and mentoring.

Coaching brings everything together.

It converts learning into performance, builds continuity into a person’s job and shows how it is relevant to the organization’s success. Among millennials, over 80 percent are satisfied with this aspect of their working lives.

Those intending to stay with their organization for more than five years are twice as likely to have a mentor than not. In the millennials’ ideal workweek, there would be significantly more time devoted to coaching and mentoring, to the discussion of new ideas and ways of working, and on the development of their leadership skills.

COACHING BRINGS EVERYTHING TOGETHER. The unique preferences, attitudes and practices of millennials (and Gen Z behind them) present both change and opportunity for the future of work.

For training professionals, this is good news. More programs and focus on opportunities for hands-on experience will bode well for a global workplace that continues to grow more diverse every day.

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 is CEO of Andrews Research International.

Email Shawn.

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Learn more at trainingindustry.com/training.

BUILDING LEADERS SAM SHRIVER & MARSHALL GOLDSMITH

MAKING

COMMON SENSE, COMMON PRACTICE

It wasn’t long ago that “learning” in the world of human development was almost exclusively defined by the ability of a presenter or facilitator to tell a room full of participants something they didn’t know in a manner that commanded their attention. The objective was to “increase awareness,” then, almost as an afterthought, state a case for transferring what was learned in training into “the real world,” and hope for the best.

driven by proactive mechanisms of training-transfer and post-training reinforcement? And that roughly 10 percent of learning can be tied to the actual learning event itself? We know this, we get this, we’ve lived this! Despite all that, and according to recently published research by The Kirkpatrick Partners, roughly 90 percent of the design efforts associated with training remain event focused. How can this be?

Not surprisingly, performance in that regard was almost exclusively a function of how learners felt as they emerged from the experience:

LEADERS WHO PUT VISION INTO ACTION PROVIDE US WITH USEFUL PATHS TO FOLLOW.

“Thoroughly enjoyed myself.”

“Really learned a lot.”

That level of evaluative rigor still exists, but has been augmented significantly by the definitional upgrade of “learning” to mean something much more than “awareness” or “understanding.” Which is where some form of intellectual irony takes center stage. To explain, if the updated objectives of a learning journey are defined by outcomes like “behavior change” and “documentable impact,” the design of the learning needs to be fundamentally altered as well.

We think the answer lies in the realities associated with the results learning professionals are trying to deliver, and when you get right down to it, change is really difficult. Understanding a leadership model is one thing; however, sitting down across from an employee you have a long history with, and delivering an uncomfortable message is something altogether different.

Coming to terms with the logic behind the realities of “70:20:10” is one thing, but fundamentally altering the way your organization designs and delivers training is something altogether different.

Sounds simple enough, but how long have we in the training community been aware that 70 percent of learning is a function of norms or habits formed on the job? Or that 20 percent is

Thankfully, we have leaders in all walks of life who put vision into action and provide the rest of us with useful paths to follow. Consider the following paraphrased remarks from Eivind Slaaen,

“The facilitator made the time go by so quickly.”

senior vice president of human resources at Hilti, as he describes recent efforts by Hilti to more effectively integrate “the 70 with the 20 and the 10.” “... we took a long and highly critical look at the way we were conducting Orientation Training in particular. Traditionally, we would overwhelm a new-hire with ‘two three weeks of everything.’ Predictably, they would successfully complete our course, but forget what they had been taught when it came time for them to actually put that knowledge to use. We re-vamped the process to essentially sequence the training around on the job requirements (i.e., Start with the 70%, and integrate job requirements with the classroom or online component of the learning). For example, what would a new hire actually need to do in their first month, second month, etc.? Let’s provide them with on-thejob opportunities to learn and apply in the moment, reinforce it with peer exchanges and coaching, and ensure that we formally deliver only that which provides additional context to ensure the competency is gained. More importantly, let’s orchestrate a much more transparent connection between learning and doing before we move on.”

We had the following reaction when we considered Eivind’s overview: What a great example of turning common sense into common practice.

Marshall Goldsmith is the world authority in helping successful leaders get even better.

Sam Shriver is the senior vice president of commercial operations and product development at The Center for Leadership Studies. Email Marshall and Sam.

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ONLINE, ON-DEMAND, BUT NOT ON THEIR OWN.

BY JULIE WINKLE GIULIONI & KAREN VOLOSHIN

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THE LANDSCAPE CURRENTLY FACING LEARNING AND DEVELOPMENT PROFESSIONALS IS UNPRECEDENTED IN TERMS OF THE CHALLENGES AND OPPORTUNITIES IT PRESENTS. TODAY’S 24/7 GLOBAL WORKFORCE JUGGLES ESCALATING DEMANDS, DWINDLING RESOURCES AND INCREASINGLY FRAGMENTED WORKDAYS FILLED WITH COUNTLESS PRIORITIES, ACTIVITIES AND INTERRUPTIONS. THIS LEAVES JUST 1 PERCENT OF AN EMPLOYEE’S TIME FOR DEVELOPMENT, ACCORDING TO BERSIN BY DELOITTE. THIS SHRINKING WINDOW OF TIME FOR LEARNING SEEMS TO PARALLEL THE SHRINKING BUDGETS AVAILABLE FOR IT IN MANY ORGANIZATIONS. But it’s not just the business context that’s putting extreme pressure on learning.

It’s also the evolutionary dance that we’re engaged in with technology: the destructive cycle where high expectations for immediacy cultivates impatience, which fuels greater immediacy expectations.

To meet the need for speed, people are importing practices from their outside lives; for example, relying on technology via search engines and watching short YouTube videos to get their jobs done.

Meet and Teach Them Where They Are In response, L&D departments and training providers are evolving their delivery models from “push” to “pull” methods.

They are transitioning large volumes of traditional classroom-based content to flexible, technology-enabled enterprisewide platforms. These on-demand systems offer anywhere, anytime and any way access to self-tailoring learning experiences designed to meet individual needs.

Heather Hoerdemann, vice president of talent at Synopsys, recently reconceived leadership learning in her organization and is supporting it with an online platform. She says, “We no longer have the capacity to rely upon traditional models of development.

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everyone in the same way. So, we developed something scalable and sensitive to the time-crunched reality facing our leaders.”

The problem is that for many organizations, on-demand learning frequently leaves employees and leaders on their own without the support required to ensure that their time and the organization’s investment pays off.

ON-DEMAND LEARNING FREQUENTLY LEAVES EMPLOYEES AND LEADERS ON THEIR OWN WITHOUT THE NECESSARY SUPPORT.

For many organizations, the reality of this new learning isn’t living up to the hype.

It’s not uncommon to hear “We built it but they didn’t come,” “The information isn’t translating to behavior change,” or, “The community-building and peer-to-peer interaction promise isn’t materializing.”

Applying old thinking to a new model simply isn’t delivering the intended results for many. A new mindset and three high-impact practices are required: curate content, create context and cultivate connection.

Curate Content and Context: The Evolution of L&D While content is king, context is the power behind the throne; and together,

WHEN CURATION BECOMES CREATION Despite the exponential growth of online information, not everything can be curated. Heather Hoerdemann of Synopsys cautions, “Don’t discount the uniqueness of your organization or industry. You can’t expect to get everything off-the-shelf.”

Content development must supplement most content curation efforts.

Determine what’s distinctive about how your organization conducts business.

Identify critical messages to be delivered by your leaders, and select the models and stories that reflect your culture.

Then package them as additional learning elements to complement curated material.

And don’t forget about reflection and application planning. While some of what’s learned on-demand can be put to immediate use, other content gets set aside, or used in conjunction with other skills. As a result, it’s essential to build in opportunities for learners to reflect, capture insights, make connections and instigate knowledge transfer through intention setting and action planning.

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they’re at the core of effective, ondemand learning. As a result, today’s L&D professionals must focus on the “what,” and develop new competencies in sourcing, configuring, delivering and refreshing content. They must also focus on the “why,” helping learners connect the dots in a compelling way.

ensuring “authenticity, relevance, and cultural fit,” according to White.

According to Tulie White, executive director of global sales capability, insights and development at The Estée Lauder Companies, “It all starts with the learners – understanding precisely what they need – even if they don’t know to ask for it.” This level of familiarity with users enables learning to connect with real problems and challenges, creating a context for engagement.

Cultivate the Manager-Learner Connection

Rob Cahill, CEO of Jhana (a provider of bite-size, on-demand leadership development), encourages thinking “in terms of the job to be done. You create much more impactful, relevant learning if you focus on a single learner role – such as first-level managers – and design the content and experience for that specific role.”

Selecting high-quality content sources is key. While there are infinite sources of free content on the Internet, most organizations undertaking an ondemand initiative prefer the stability and predictability of reputable content providers. Whether free or fee-based, the content must be carefully vetted,

Then comes the important work of chunking (both for stand-alone and pathway-based options), organizing and deciding upon the most appropriate and actionable resources.

Learning is social, and understanding is enriched by sharing what is learned.

The retention and application of new knowledge expands through interactions with others. On-demand learning systems that generate the best results are ones that integrate the human connection. For many learners, the connection that matters most is the one they have with their managers, making active manager support a key success factor in the on-demand environment.

Hoerdemann suggests, “People won’t opt in to this way of learning by osmosis.

Learners need to be guided toward the resource. It’s important for managers to introduce it and position the benefits and importance to our company’s learning culture.”

Best-in-class companies are designated using three metrics: employee engagement, revenue per FTE and customer satisfaction rates. Studies conducted by the Aberdeen Group, a global research firm, reveal that best-

be excited. Create products they can’t help but love. Invite them to participate in the development process. Involve managers in pilots and take their feedback seriously. If they feel a part of it, they’ll naturally want to engage with employee learning.”

Even when involved, managers are often unclear about the part they can play in driving employee-owned, on-demand learning results. Making their role concrete and actionable boils down to helping them adopt three key practices: • Facilitate insights Insights are those aha! moments when everything clicks and becomes clear.

Insights drive behavior change. Managers can spark insights by asking, “What sticks with you most about the topic?” Or, “How does that fit with your role?” in-class companies are 73 percent more likely than others to ensure that after learning has occurred, employees have one-on-one meetings with their managers to discuss how to apply the learning to their roles.

Paradoxically, online platforms increase the likelihood that managers will relegate this responsibility to “the system,” and offer less support when more is needed.

Activate Authentic Manager Engagement What needs to happen to ensure the manager engagement that’s required to support results in this on-demand world? Janice Hall, senior VP of global sales capability center of excellence lead at The Estée Lauder Companies, explains, “Help the day-to-day manager

To keep it simple, The Estée Lauder Companies provides managers with streamlined micro-moment leader guides aligned with the learning. A one-page month at-a-glance schedule flags brief, high-impact interactions that can easily be integrated into ongoing conversations.

Synopsys embeds concise summaries of on-demand content throughout its HR systems. Easy access to this content helps managers co-create growth goals with employees, match learning activities to individual development needs, and offer regular coaching.

Practical tools like these make manager engagement with on-demand learning less daunting and more doable:

• Generate action Managers can prompt focused application of what’s learned. Simply asking, “Now what?” and, “Where and when can you use what you are learning?” can create momentum.

• Quick-hit videos or apps that demonstrate just-in-time coaching.

• Set an example One of the most powerful ways a manager can support on-demand learning is by modelling the expected behavior. Being vulnerable and openly sharing personal learnings, challenges and missteps promotes real change.

• Listings of on-the-job development experiences.

Clarity helps, but managers also need to see their support role as doable in the context of the demands they juggle. Hall advises, “It’s our job to help managers navigate the system; but more importantly, it’s about making it easy

THE COMMUNITY CONNECTION Today’s learners connect with others and exchange knowledge through an evergrowing number of channels. What can be done to jumpstart those connections and align them with the business’ needs? The Estée Lauder Companies is introducing community manager to the L&D function.

The community manager is a resource dedicated to engaging with and fostering connections among learners. White explains that this role “serves as an invisible hand, guiding and keeping people connected to their learning journey.”

for managers to follow up and coach to the learning.”

Community managers ensure learners are set up for success, encourage active participation and acknowledge individual and community progress. They are designated trouble-shooters who address barriers within the learning process and facilitate a first-rate experience. They monitor the pulse of the learners and cohorts, identifying common concerns and questions. They connect individuals with shared interests and raise challenges for community-generated solutions.

• On-the-job cues checklists to initiate learning conversations.

• Question menus that help facilitate insights and action.

What Next?

People must learn more and faster than ever before. On-demand learning has the potential to enable this missioncritical priority. But, what’s necessary to ensure that this approach delivers on its promise? Curate high-quality content tailored to learners and business challenges. Create context for learners with consistent messages about why learning matters and how it can be used. Cultivate connections between managers and employees and learners with learners. These three C’s guide the way to making the most of what ondemand learning has to offer.

Julie Winkle Giulioni is a learning strategist and co-author of “Help Them Grow or Watch Them Go.” Karen Voloshin is an awardwinning instructional designer and certified coach. Together they lead DesignArounds, a bi-coastal training, design and coaching firm. Email Julie and Karen.

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MILLENNIALS AND MICROLEARNING: MOVING FROM KNOWLEDGE RETENTION TO ACTION-FOCUSED OUTCOMES

BY Daila Boufford

W

ith workforce demands increasing, it has become more difficult for employees to set aside time to focus on career development. Oftentimes, our schedules do not allow for an hour-long presentation on the latest trends, but we can manage a quick Google search that will provide a concise bulleted list containing the same information in a fraction of the time.

Learning, in some cases, has become less about retention and more about immediate application. This is not to say that learner retention is a thing of the past. There are many instances when it is vital for learners to have a strong cognitive grasp on a specific body of knowledge. Microlearning will never replace all existing forms of education.

However, when used appropriately, microlearning can reduce learner frustration and decrease time for onthe-job application.

The millennial generation has been stereotyped as a job-hopping, technology-loving group that has a total disregard for traditional workplace norms. However, new research is finding that this generation isn’t so easy to classify. A millennial’s outlook on work, family and social interaction can be vastly different, depending on their age.

As such, it is important not to categorize them too quickly regarding their needs for learning and development.

Like their non-millennial colleagues, these individuals have little time. They

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are often trying to impress their boss and find satisfaction in their work, while still maintaining some type of work-life balance. They tend to enjoy a challenge and appreciate the excitement of learning new things. However, this generation tends to have a different view of how to manage the process of learning new things. They are masters of multi-tasking, and in order to reduce the “noise” of all the demands on their time, they tend to prioritize their tasks by asking “What’s in It for Me?” (WIIFM). This does not mean they are only focused on their personal agenda, but rather that they have had to develop a way to manage the demands of their time while still getting things done.

The WIIFM perspective allows them to weed out superfluous information that surrounds them and focus on the key nugget of information they need to perform their next task or activity. They are a generation of efficient learners, which many of us would do well to learn from. So, knowing this, how can we as learning and development (L&D) professionals leverage their intense desire to produce while still enabling them with the knowledge and skills they need to do the job?

To begin, let’s explore two use cases where microlearning could play a role

in your organization, for millennials and other learning audiences, who could benefit from the bite-sized approach to delivering content.

Microlearning can reduce learner frustration and decrease time for on-thejob application.

Use Case: Using Adaptive Learning Platforms to Facilitate Microlearning Have you ever attended a training program that spent the first hour or two going over information that you already knew? A facilitator might even

Creative Micro-Moments There are many fun ways to incorporate microlearning. One idea is to design a training program that uses a series of short video episodes featuring a central character. As the storyline develops, the character faces challenges that relate to core concepts in the content. You could create a super hero story, a murder mystery or even a spoof of The Office. The key point is to keep it fun, interesting and end the episode with a “hook” that will motivate the learner to tune in next time. Consider how you might bring the story to life outside of the online learning environment by creating memes, posters for the breakroom or other fun ideas!

acknowledge this at the beginning, saying that a general review of the content will be a good springboard for learning new information. However, how does the learner feel about that approach? Chances are they have become bored, disengaged and have turned off their “learning brain” before the facilitator even gets to the point of the training.

An adaptive approach seeks to minimize disengagement by assessing upfront what learners know and where they need to fill in their knowledge gaps. There are many ways an adaptive approach can be applied to training. For the purposes of this article, let’s focus on an online adaptive platform that allows trainers to quickly identify when the learner needs additional support. One adaptive platform assesses learner’s knowledge through assessment questions that are tied to granular learning objectives, focused on a specific nugget of content.

After a brief overview, the learner is immediately taken into the assessment activity. As learners move through the assessment, the platform’s algorithm determines which content the learner has mastered and which content might need further review. Learners that struggle with a particular area are then presented with micro-chunks of content that address the specific gap in their knowledge.

This is appealing to learners as they are not forced to read through large amounts of content that may not apply to the concept they don’t understand.

Applying microlearning in this format can keep learners engaged and reduces the total amount of time spent in the learning environment so that individuals can shift their focus back to performing

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their jobs. Micro-content can be shared in the form of PowerPoint slides, videos and interactive activities that are all designed to quickly eliminate confusion and enable the learner to master the skill being taught.

designing each activity to be a micro, standalone event, the learner no longer feels they are a captive audience, which reduces their frustration with the length of the course.

Use Case: Incorporating Multi-Media into Microlearning Efforts

Learners enjoy variety and tend to pay closer attention when learning activities vary in their cognitive demands.

Microlearning is not limited to video clips. Learners enjoy variety and tend to pay closer attention when learning activities vary in their cognitive demands.

Consider this example: A client has an existing training program that consists of a one-hour narrated PowerPoint presentation. The learning audience, mostly millennials, has provided feedback that the training is boring, takes too much time and is not meeting their needs as a team. To address these issues, the client has decided to pursue a microlearning approach. The learning designer creates a training program that incorporates short, bite-sized learning activities that are focused on specific core concepts of the course. A short video is used to introduce each section, and additional activities are created to help learners consider the content in real-life scenarios and apply it in a safe setting. Discussion boards within the learning cohort allow learners to interact with their peers and participate in roleplay exercises. Reflection questions challenge learners to apply critical thinking skills as they digest what they have learned and consider how it can be used on the job.

Finally, conversation prompts are created to facilitate one-on-one discussions between the learner and their manager.

Not only will this help to facilitate learning, it also serves to strengthen the relationship between the employee and their manager. Each activity is designed to take no more than 10 minutes, and can be completed when the learner has time in their schedule. An assessment is given at a pre-determined time to ensure learners have gone through the entire course. Breaking content down into multiple activities increases the total learning time. However, by

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These are just two examples of how microlearning could be used. Regardless of how you incorporate this approach, there are a few guidelines to consider for microlearning to be a success in your organization.

Time Limits

Keep the overall learning time for each activity to no more than 5-10 minutes, depending on the activity type. For example, for a reflection question that requires critical thinking to form a response, you should estimate about 10 minutes, depending on the complexity of the question. However, if you are creating a video clip, 10 minutes can seem like an eternity. It’s best to keep those activities to two to three minutes.

Tangible Outcomes

Be clear on what you expect learners to get out of the exercise, and provide

more background than just the learning objective. Give an example of how the learning can be applied on the job. Ask learners to consider how they will use the information while they are participating in the course.

Set Expectations Upfront

Clearly label each activity with the estimated time it will take the learner to complete the exercise. If the activity requires a specific learning environment or materials, be sure the learner is aware of this before they start the program.

Accessibility

Allow for easy access to the content and multiple viewings. Microlearning does not always facilitate knowledge retention, but it can be used to provide access to specific information at the time of need.

Alternative Solutions

Recognize when microlearning is not an appropriate solution. Although this method has many uses, there are times when it is not the best approach. If an in-depth training workshop is required for the initial introduction of content, consider using microlearning as a followup approach, to remind learners of key concepts covered during the course.

Microlearning is an effective approach when used appropriately. Even though content is bite-sized, it still requires careful planning, and a focus on the overall learner experience for it to be successful. The modern learner utilizes microlearning every day, whether they realize it or not. As L&D professionals, we have an opportunity to take advantage of this natural learning style to reduce frustration and increase engagement within our learning audience.

Daila Boufford is the manager of learning design at ansrsource. She has more than 15 years of professional experience in client service and research, content development and instructional design. Email Daila.

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LEARNING & DEVELOPMENT

FINDING THE VALUE IN INFORMAL LEARNING

BY SARAH DANZL

In the past, and perhaps even still, at some organizations, learning is designed to push the agenda of HR or compliance. That typically means instructor-led classes in a formal setting, an e-learning course on an unappealing topic, or training on a new tool.

But, if we take a step back and look at how these methods and themes compare to what our learners actually want, and how they naturally behave in 2017, there is likely a disconnect.

How do I know? We asked the workforce of numerous organizations what and how they are learning for work. We heard back from people at varying levels of expertise and hierarchy – 512 of them, to be exact.

We learned a lot. Employees follow the path of least resistance, and gravitate toward solutions that are quick and easy.

As a result, informal options (social and on-demand learning) account for the bulk of employees’ development. Just how much? Nearly 50 percent of people told us they search the internet, and 43 percent browse specific resources online when they need to learn something new for work.

That’s not to say that formal is obsolete, because 70 percent told us they take live, virtual or e-learning courses at least once a year.

What all of this tells us is that people are progressing every day, from a variety of sources. And they want to grow; 75 percent invested their own money

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(an average of $339) in career-related development over the last 12 months.

The most effective learning leaders are recognizing that they need both formal training and informal learning experiences, and that giving people an environment built around their needs as a learner will drive more learning activity.

Facilitating a continuous learning environment has benefits greater than just the L&D team. Xilinx found that when learning was exciting and easy to obtain, employees were more engaged and productive – a metric even other businesses could get behind.

It might come as a surprise, but employee engagement is nearly as important as the bottom line. Research from Gallup tied engaged employees to better customer ratings, productivity, sales and higher profitability. But only 13 percent of employees worldwide are engaged at work.

This means lots of waste. We know creating learning is time-consuming and expensive. When 87 percent of your learner’s aren’t engaged, wasted time, money and effort add up fast – to the tune of more than $24 million a year

for every 10,000 employees for a typical Fortune 500 company, according to CEB. Knowing that learning and growth opportunities are now directly tied to an organization’s employment brand, and that the majority of learning is done informally, how can organizations put more emphasis and find more value in informal learning?

1. M AKE SENSE OF THE CHAOS WITH CURATION. There is both an art and science to curation. At the most basic level, it means getting the right content to the right people at the right time. But for the curator, it’s the ability to find, assemble and filter the best quality resources into a relevant learning experience.

Curation empowers L&D teams in two ways: 1) the ability to produce more diverse learning options and modalities, and 2) saves money by reducing the need for creating costly formal training for each business need.

There are many ways to curate. It can be as simple as creating a document or pathway with the most relevant resources on a certain subject. Bookmarks on web browsers can serve as a “top hits” list.

And, at many organizations, it’s the L&D department centralizing the best resources in a few (hopefully less) places.

No matter how it happens, your learners are learning.

But more sophisticated organizations are sharing the curating responsibility with the learners. These organizations provide resources, but they also empower employees to discover and collect the best resources themselves. After all, as

the data above tells us, the workforce is the one inundated with content from a variety of sources. Who better to advise on what serves their needs best?

It’s important to note that curation applies to more than just content, like articles, videos, etc. Curation also applies to human interactions, like discussions with peers or mentors. And don’t forget the third type of curation: system-based recommendations. Think of Amazon’s, “you might like this too,” or Netflix’s, “because you watched this.” These are all ways to put the most relevant learning for each individual in front of the other resources.

2. R ECOGNIZE AND TRACK ALL LEARNING. The key to empowering your learners and increasing engagement is recognizing, facilitating and measuring what’s happening in-between the formal learning settings. This includes all the informal learning that is happening, whether it be reading an article, a conversation with a mentor or peer, attending an event or taking a course.

Because so much learning takes place informally, the majority is happening outside the view or control of L&D. Tracking all learning allows organizations to see what topics are of interest to workers, the organic growth and skill development happening with employees, ability to determine themes that need more formal attention, find unknown SMEs, and maybe even make better learning investments based on the most popular sources of content.

So, what should you track?

Oftentimes, there is still a need to know what has been consumed. But, Steve Boucher, vice president of global talent development for operations and technology at Mastercard, stunned listeners when he revealed that completions aren’t one of his KPIs; he is more worried about increased capability.

No matter how it happens, your learners are learning. The better measures of learning are using metrics such as usage,

recommendations to others and impact seen by the employee’s manager, as well as employee retention.

Having this data also allows organizations to personalize the experience, to automate recommendations and to connect learning to people’s growth.

3. FACILITATE SOCIAL AND COLLABORATIVE LEARNING EXPERIENCES, TOO. Learning today starts with social and search. Degreed research found that when workers need to learn something new, they are most likely to ask their boss, mentor (69 percent) or their colleagues (55 percent) for direction first. Then they take matters into their own hands. Almost half said they search the internet, and 43 percent browse specific resources online.

According to the 2015 Bersin Corporate Learning Factbook, the best L&D organizations are already delivering up to 13 percent more via coaching and collaboration.

The most forward-thinking organizations make all that self-driven learning more meaningful by being complimentary: engineering useful connections and interactions, giving real-time feedback and coaching, and providing tools that make the experience seamless and learner-driven.

These things are easier said than done, no doubt. Saying you value informal learning means more than making a course available on a mobile device.

It’s about building a culture that values learning from all sources, supported by an environment that treats the learner like a customer and makes the entire L&D experience smoother, more useful and more rewarding.

Sarah Danzl has nine years of experience in the learning space, leading marketing and communications efforts in both corporate and startup capacities. She currently leads the enterprise communications and content development efforts at Degreed. Email Sarah.

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THE POWER OF STORIES PERSONALIZING THE LEARNING CONNECTION

BY TERRENCE GARGIULO

“THE SHORTEST DISTANCE BETWEEN TWO PEOPLE IS A STORY.” | 26

Stories are the most efficient way of storing, retrieving and conveying information. Since stories require active participation from the listener, they are the most profound social form of human interaction, communication and learning. Telling stories for any organizational purpose only scratches the surface. Through my research and

LEARNING EVENTS NEED TO TRIGGER AND ELICIT STORIES FROM PARTICIPANTS. with story devices than with standard forms of discourse.

• Breaking a story up into smaller pieces throughout a learning event will help you anchor your learning and hold people’s attention.

• Scenarios can be used as mini virtual reality simulators to engage people in stimulating conversation.

Telling stories is the tip of the iceberg. We need to be able to listen for the stories, look for emerging patterns, and explore the contours of this terrain as meaning emerges. Search for context and the message behind the story. And, perhaps most central to our discussion: Learning events need to trigger and elicit stories from participants.

consulting, I have learned how to use stories as powerful vehicles for eliciting people’s experiences and knowledge, and helping people hear each other and themselves in deeper ways to promote reflection and learning in organizations.

Have you considered that …

• A learning event is an unfolding story.

• People craft stories to make sense of what they are learning.

• Stories are at the intersection of people’s synthesis of learning.

• Stories are tools for thinking.

• You can move through complex information more efficiently

Don’t be concerned if stories don’t get shared during a live event. If people are reflecting on stories, they’ll be making invaluable links to your key messages. Stories touch our imaginations. Real changes in behavior related to performance percolate in our imaginations before they ever become visible.

Stories that create engagement don’t need to be long, drawn-out dramas. Two or more smaller stories woven together can be more effective than one big story.

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FIGURE 1

T H E CO R E ELICITING

LISTENIN G OBSER VING

PROCE SS INDEXING REFLEC TING

SYNTHESIZING

I N T E R AC T I O N MODELING SELEC TING TELLING

Just as words mean different things to different people, stories are indexed with different “tags” in peoples’ heads.

The danger of limiting yourself to one big story is that you’re treating stories as encoded messages. Stories tickle, tease and invite participation. So, collaging two or more stories together increases the likelihood that your stories will resonate with your learners.

The same holds true for stories from others. In fact, they may not even feel like stories when you hear them. They might be a pointer to a story; a short phrase that acts as a placeholder to an experience. These can be probed and expanded upon during learning events, as time and circumstances permit.

during live, online learning events, meetings, project debriefs, mentoring and coaching programs.

• Give people timelines.

STORIES USED TO STIMULATE THE STORYTELLING OF OTHERS WILL YIELD THE BEST RESULTS.

Stories are always happening. Does your learning organization have a story bank?

Here are a couple of ideas to get started: Become mindful of stories; develop mechanisms for collecting stories from customers, employees, stakeholders, etc.; and offer people formal/structured and informal/unstructured opportunities to share stories.

• Invite veteran employees to special focus groups designed to elicit stories.

How do I get stories for my story bank?

• Mine your social media outlets regularly.

• Listen carefully to comments

• Hold story contests.

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• Provide story prompts to get people going; one story usually leads to another.

• Generate a good stream of questions.

• Show genuine interest and curiosity in others, their experiences, and how they formed their worldviews.

Stories map to one another; we create relationships and look for parallels between stories. In this way, stories are also building blocks for learning.

We learn by associating new pieces of information with existing ones. When experience remains isolated in a single domain, it is horribly inefficient. Roger Schank, founder of the Institute for the Learning Sciences at Northwestern University and Socratic Arts, asserts that intelligence is the ability to easily index our vast array of experiences, and make connections between old and new ones.

I feel we tend to confuse communication with learning. Most of us spend our time in organizations communicating in the explicit ways expected of us.

If we can’t say it straight, or make it immediately digestible, then we have

failed. Conversational forms of learning thrive on implicit communication, and stories are implicit. Although this may seem counter-intuitive, stories used to stimulate the storytelling of others will yield the best results.

TABLE 1

9 STORY-BASED COMMUNICATION SKILLS SKILL

DESCRIPTION

EXAMPLE BEHAVIORS

ELICITING

Asking effective questions. Finding ways to draw out meaningful and relevant information from others.

• I encourage others to share their personal and professional experiences.

• I seek to create a climate of sharing.

• I am willing to be vulnerable with others.

LISTENING

Invoking the imagination to enter a teller’s point of view in a deep way.

• I ask follow-up questions to clarify that I am understanding others.

• I try to see situations and experiences from the eyes of others.

OBSERVING

Practicing mindfulness to become aware of the implicit meaning in other people’s words and actions.

• I have a strong sense of my own strengths and weaknesses.

• I am sensitive to the energy, moods and thoughts of others.

• I purposefully review the details of my interactions with others.

INDEXING

Developing a flexible, vast, mental schema for retrieval of experiences and knowledge.

• I think about what I learned from my experience.

• I am aware of how my values, beliefs and attitudes shape my understanding of new information and experiences.

• I share past experiences with others to help them understand my worldview.

REFLECTING

Reviewing experiences with circumspection and extracting knowledge from them.

• I review my experiences to learn from them in new and different ways.

• I relive the thoughts and emotions of my experiences.

• I consider my experiences without judging or interpreting them.

SYNTHESIZING

Finding familiar patterns of information in new experiences, and creating connections with old ones.

• I see interrelationships between all my experiences.

• I use experiences to develop new wisdom and insight.

MODELING

Employing a variety of analogical techniques to bring an idea or concept alive. Being aware of one’s actions, and using them to create lasting impressions.

• I use or create analogies to help people connect with me.

• I acknowledge others for the contributions they make.

• I validate others’ experiences.

SELECTING

Picking appropriate words for the situation to clearly communicate experiences, concepts, ideas or feelings.

• I can find a relevant experience to add to the conversation.

• I can find experiences to share that communicate who I am and resonate with my listeners.

TELLING

Relaying information with authenticity.

Paint a vivid, engaging picture for listeners.

• I use anecdotes when I communicate.

• I vary the tone and volume of my voice.

• I allow others to interject their own thoughts and experiences during a conversation.

STORY-BASED COMMUNICATION SKILLS The model we use for building a story culture at Accenture and for our clients consists of three areas and nine skills (see Figure 1). The skills in the Core describe how we can become open, aware and sensitive to stories. The skills in the Process describe how we transform experiences into meaningful, reusable stories. The skills in Interaction describe how we use stories to communicate and connect with others. Good news: Everyone is a natural storyteller; people are naturally wired with this equipment.

Table 1 shows the nine skills and sample behaviors for each. Organizations can employ a variety of learning strategies to help people tap into the natural storytelling equipment.

SUMMARY Stories offer a wealth of opportunities for inciting insights in others. Stories are a powerful tool for learning because they can move people safely away from their comfort zones, and help them encounter something totally new. In this way, stories act as transporters. They are lowtech, virtual reality simulators capable of fabricating intricate worlds of discovery.

Every time a story is told, listeners enter the realm of the imagination.

The imagination is a sacred learning place that touches our hearts, emotions and minds. Stories are theaters of imagination where people can play with characters and plots to fashion new possibilities for themselves and cocreatively with others.

Terrence Gargiulo is the chief storyteller at Accenture. He is an author of eight books, an international speaker, organizational development consultant and facilitator specializing in the use of stories.

Email Terrence.

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USING AN OBSERVATION & FEEDBACK MODEL

FOR LEADERSHIP DEVELOPMENT

BY JEANNE ARMENTROUT & TARA WIEDEMAN EVERY DAY, WE USE OUR SENSES AND OBSERVATION SKILLS TO INTERACT WITH PEOPLE. TOUCH, SMELL, SIGHT, HEARING AND TASTE PROVIDE POWERFUL WAYS FOR US TO UNDERSTAND AND NAVIGATE DAILY. WE ALSO USE OUR OBSERVATION SKILLS TO MAKE SENSE OF OUR WORLD IN ORDER TO KNOW HOW TO PERFORM, ACT, BEHAVE AND ADJUST ACCORDINGLY.

Our senses and observation skills can provide us with powerful information that helps us understand the people we interact with and their emotions.

Through careful observation of both verbal and non-verbal cues, we can detect happiness, anger and sadness.

We can even observe subtler human behaviors like distress, interest or passion. These same senses and observation skills can be used as part of a robust leadership development program for new and seasoned leaders.

LEADERSHIP PROGRAMS Most leadership programs are based on competencies, and can include

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everything from classes to simulation.

As a business becomes more global and competitive, both human capital and leadership skills become important competitive advantages.

Organizations spend a great deal of money on their leadership programs in order to be top-performers. According to Forbes, spending on corporate training has grown to over $70 billion in the U.S. and $130 billion worldwide. Forbes reports that the top area of spending continues to be management and leadership training, and it is projected to remain at the top.

Leadership programming costs include fees for guest speakers, salaries for

instructional designers to develop content, books, technology to help administer programs, talent assessments, coaches and simulations (whether purchased or developed through internal resources). This partial list illustrates how costly leadership programs can become with no guarantee that they will achieve organizational objectives.

on the leader and incorporate all senses during the observations.

While always well-intended, many leadership programs lack a simple and fundamental strategy that can be used to further master leadership skills: simple observation and thoughtful, specific feedback. This method can be used in any day-to-day situation, either planned or in the moment to deepen and hone leadership skills in a more accelerated fashion than traditional methods.

OBSERVATION

BENEFITS OF OBSERVATION Observing a leader during their everyday activities reveals a variety of situations, stressors and behaviors. The observer can see leadership style, interactions with people, and detect skills that need practice and polish.

In addition, observation can identify leader strengths and expertise that are unique. The observer will want to encourage the leader to use their strengths often and identify where they translate into new situations. Observation can detect energy, passion and overall leadership effectiveness. Observation and feedback can be comparatively inexpensive and a more accessible tool for organizations. It may also yield some additional benefits such as leadership engagement and alignment.

PLANNING FOR OBSERVATION When planning for observation, the observer should identify situations that will best illustrate the skills or knowledge that require development.

Observation can include observing team meetings, client interactions, presentations, negotiations or difficult conversations. The key to success is devoting the time and energy to focus

It may be helpful to review the leader’s developmental plans and goals, assessment data, and any other information that helps you illuminate the leader’s motivations, style and level of self-awareness.

Depending on the skill being observed, the methods of observation will vary. For example, if a leader needs to improve their presentation skills, you will want to make note of their word choice, voice volume, cadence, articulation and stage presence. If observing change management skills, you will want to review their change plan and observe their ability to manage resistance and effective communication of messaging to others.

It may take several observations over time to see a full picture. In addition, it will take some time for the observer to analyze data, give meaning to the information, and develop feedback that is both actionable and value-added.

GIVING FEEDBACK Perhaps the greatest gift leaders are given is constructive feedback. Although not always wanted or appreciated, it is through feedback that leaders can continue to develop skills that are effective, and understand behaviors that are not effective or are career-limiting.

Once observers have completed their observations, they can use their hearts and minds to develop feedback that can be career changing for the leader.

It’s important that feedback be both candid and thoughtful. Feedback that states “what I see, hear and feel and how that impacts people and the business,” is powerful.

The right words, specific examples and clear expectations about what has been observed and what needs to change,

OBSERVATION AND FEEDBACK COMMUNICATE THE INVESTMENT AN ORGANIZATION HAS IN A LEADER AND THEIR SUCCESS. can be the difference between a leader who will not or cannot change and the next rising star.

THE POWER OF THE OBSERVATION AND FEEDBACK MODEL The Observations and Feedback Model (see Figure 1 on page 32) has long been used in a variety of fields where opportunities to observe and implement changes naturally present themselves in day-to-day situations. It continues to be an effective model, although it is often underutilized in leadership development.

Observations can identify even subtle behaviors that may enhance or limit a leader’s effectiveness. The observer must be skilled in giving feedback to share hard messages. The leader must be open to positive change and ready to receive the feedback. Each party is investing in a powerful communication model that will be meaningful for both.

Feedback must be specific. Telling the leader that they must communicate more effectively is too broad. Having them practice an oral presentation, and giving feedback on the cadence or word choice is much more specific. In addition, the time spent in observation and feedback communicates the investment the organization has in the leader and their willingness to ensure their success.

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FIGURE 1

OBSERVATION AND FEEDBACK MODEL

Skill identified and agreed upon with established measure of success.

Ensure skill is crucial to leader’s success.

Planning and choosing observation methods and opportunities

Assessment and reassessment

O ve r

Ti m

e Feedback & Conversations

Observation

O ve r Ti m e

Both leader and observer must be open, vulnerable and able to deliver thoughtful communication. And, both must understand that the results will not be easy or immediate. Building a skill takes support, repetition and practice.

CASE STUDY: PUTTING INTO PRACTICE A seasoned surgeon who has a reputation for “being mean to the staff” was recommended for coaching. In an operating environment, the surgeon is the leader of both the surgery and the surgical team.

Initially there was resistance to being “coached,” however, there was agreement to some exploration and initial assessments. The observation and feedback model was instrumental in both observing behaviors and getting buy-in from the surgeon. The observation entailed watching the surgeon in the operating room, during patient visits and with the staff in

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their working environment. Though observing in an operating room is a bit unusual, it revealed behaviors that needed modification.

The surgeon’s interactions with the staff members, and his verbal and non-verbal communication, lacked general respect and had negative tones. Through careful observation, the negativity in both his overt and subtle behaviors was obvious.

Once the coach revealed the playback of what was observed, the surgeon gained clarity around the impact of his behaviors. In time, and through additional observations, the surgeon was able to let go of disrespectful behaviors and begin to practice new ways of interaction.

The powers of observation and feedback are bringing daily consciousness to subtle behaviors that need refining.

Through multiple observations, the surgeon was able to gain continuous feedback over time and practice new

behaviors that were more respectful to team members.

CONCLUSION Organizations need leaders with strong leadership skills to handle complex work and achieve the organization’s vision and goals. Developing leaders significantly impacts both the bottom line and the organization’s ability to attract and retain top talent.

Observing leaders and providing feedback is just one strategy that organizations can use to invest in their leaders. While not a quick, easy or new concept, it is a tool that, if done appropriately, can pay dividends for your organization, leaders and employees.

Jeanne Armentrout is the executive vice president and chief administrative officer at Carilion Clinic. Tara Wiedeman is a senior director with Carilion Clinic, responsible for the Carilion Education and Organizational Development team. Email Jeanne and Tara.

BY

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KEN

TA Y L O R

WITH NEW ADVANCES IN ARTIFICIAL INTELLIGENCE (AI), AUGMENTED REALITY (AR), VIRTUAL REALITY (VR) AND MACHINE LEARNING, TECHNOLOGY IS TRANSFORMING THE TRAINING INDUSTRY AT AN ACCELERATED PACE. IT’S EASY TO GET CAUGHT UP IN THE HYPE OF NEW TECHNOLOGY WITHOUT FULLY UNDERSTANDING THE BENEFITS AND DRAWBACKS. EDUCATION NEEDS TO TAKE PLACE FOR BOTH INSTRUCTIONAL DESIGNERS AND LEARNING LEADERS TO UNDERSTAND THE ECONOMICS INVOLVED AND THE POTENTIAL VALUE FOR LEARNERS AND THE BUSINESS. Leveraging technology in the right way can help improve employee performance.

We know that the power of doing has a huge impact on skill development, and these new technologies can support that power.

The technologies allow us to move beyond basic skill development to employee performance improvement.

Their use can benefit learners by adding context, relevance and personalization to the learning experience.

These technologies have the potential to bring the learning to the employee.

They can make high-risk environments safe for learning. The classic example is the use of VR for flight simulation. If a pilot has difficulties or even crashes the plane, they can be provided with information on what went wrong to prevent the same sequence

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of events from occurring in real life. This type of environment enhances learning by providing a safe yet valuable experience.

We foresee that the investment in these emerging technologies will increase exponentially over the next few years, but it will be targeted. To better understand the impact that this investment will have on the training industry, we asked a group of leading learning and development companies to share their perspective on how learning delivery methods like AI, AR, VR and machine learning will shape the future of corporate learning. We hope that the perspectives shared in this report will provide a context for decision-making going forward, and offer a deeper understanding of how technology can add depth to learning.

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CAROL LEAMAN | CEO, AXONIFY

The evolution of technology applied to learning delivery methods has made the learning experience far more specific, personalized and measurable than it’s ever been. Not only can we keep the experience interesting and engaging for the learner, but we can now understand how to actually achieve what learning was intended to do: get a behavior change and business outcome through growth in knowledge. Using a variety of delivery modalities via software, and being able to measure their effectiveness deeply and granularly, has allowed us to optimize the experience for everyone. Now companies can leverage data that was previously impossible to get, adjust it automatically through machine learning, and get value for the learner and for the business that is orders of magnitude greater than at any time in history. Gone are the days of boring, one-size-fits all, static and unmeasurable investments in learning.

SIMON FOWLER | LEARNING TECHNOLOGY SPECIALIST, ACHIEVEFORUM

New experiential learning methods can help organizations improve the feedback experience required for skill development. A person’s ability to improve how they do their job and add more value to the organization depends on many factors, such as how quickly they receive feedback and in what form. Too often the gap between when someone performs a skill and when they receive feedback is too long. In addition, the nature of the feedback is often incomplete. Consider the case of a feedback form used in a role-play exercise. A person may write “too aggressive” on the form. The leader may not realize how they showed that. Richer and immediate feedback can be provided with tools such as facial recognition to detect a furrowed brow, voice analysis to detect tension, and wearables to detect posture. Adding interaction with virtual reality avatars can even further improve the immediacy and richness of feedback, accelerating self-awareness and skill development.

KATE PASTERFIELD | HEAD OF INNOVATION, SPONGE UK

The use of emerging technologies in learning has launched an era of unparalleled opportunity when it comes to developing full potential of employees. VR and AR will enable organizations to deliver more immersive learning experiences that have not been possible before. Creative professionals will look to this new tool to solve training problems in new ways, and because the technology is becoming better and cheaper, we’ll see it becoming more prevalent in the workplace.

Developing immersive VR experiences takes learning out into the streets. Using 360° filming techniques can give users a complete picture of who and what’s around them. This is real life learning like never before. Soon, haptics will be raising the bar further, allowing learners to experience touch, temperatures, pressure, spatial awareness and more within immersive learning environments.

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ANDREW HUGHES | PRESIDENT, DESIGNING DIGITALLY

Virtual reality is slowly increasing adaptation of full 3D immersion into training like we’ve never seen before. As we have migrated from out of the classroom to online, we’re now in an age where full training immersion is possible without a keyboard and mouse – you can use the tools you need for the job virtually, and be put into scenarios via the virtual training experience. It will only be a [matter] of time before costs come down and we’re able to use VR to provide hands-on training in any scenario we want to simulate instantly and immersively.

I will be there, with a headset on, waiting for L&D to join us!

SAYAN GUHA | SENIOR CONSULTANT, TECHNOLOGY AND INNOVATION, G-CUBE SOLUTIONS

Experiential learning is proven to be more effective in comprehension and retention compared to text or videobased content. Here’s a scenario: Robert is excited and apprehensive about his meeting today. It is a final phase pitch to the customer, and the deal could make a substantial dent in his quarterly targets. In the morning, he received an email from Tina.

“Hey Robert, All the best for your pitch today. I have collated a document set to enhance your pitch containing comparisons with our competitors, a video nugget on our USPs and a short write-up on the client. I hope they will help you.

Cheers, Tina” The meeting went well. The customer asked about the infrastructure peripheral costs which Robert was not fully prepared for. Thankfully he could connect with Tina over chat. She supplied him with the relevant documents as well as connected him to an expert within the organization over a conference call.

Tina is an AI Virtual Mentor for the 1000+ strong workforce of Robert’s organization. She is an extension of a system that integrates with the CRM, HR and KMS systems to gather data for its users. The scenario isn’t futuristic. NLP (Natural Language Processing) and machine learning are commonplace and available as a service. Rule-based engines and data analytics have been around for ages. The next generation of LMS would bring these together for a learning experience that is intuitive and enjoyable. And that future can be now.

CLARE DYGERT | MANAGER OF INSTRUC TIONAL DESIGN, SWEETRUSH JOHN-CARLOS LOZANO | CHIEF CREATIVE OFFICER, SWEETRUSH

These emerging learning delivery methods are helping us get closer to the ideal learning experience for target audiences to meet business and performance objectives.

The ability to create learning that is more physically and mentally immersive, or with more connection to the work environment, or more personalized, means we can keep their attention more fully, offer learning solutions that are more aligned with real-world work experience, and address each learner’s specific needs.

The next level we’re envisioning is these learning methods working in concert. Mixed reality (VR and AR) is already in its infancy. And imagine a VR experience with AI in which the characters you interact with in the virtual world monitor what you’re saying and your body language, and respond appropriately, giving you coaching in the moment. This opens up great possibilities for teaching topics that are challenging in standard e-learning – such as empathy – with subtlety and consistency.

JEREMY MILES | LEARNING SOLUTIONS ARCHITEC T, GP STRATEGIES

Augmented reality is evolving. Next generation technologies (known as AR 2.0) use depth-mapping techniques to scan real environments such as a car engine, a color printer, or even a patient in intensive care. This provides a 3D reference model that native AR software in your smartphone or tablet can use to overlay additional digital information. The result: an immersive experience that provides enhanced information about the environment you are actually standing in.

Just imagine standing on the site of Ground Zero, or the Berlin Wall, or a London Street, and being able to overlay historic images and information on the scene you are looking at. Or, open the hood of your car and watch a step-by-step guide on how to change the oil, overlaid on your engine. Or, walk around a patient and view the skeleton, muscles and organs.

These technologies are currently being incorporated, as standard, in next-generation smartphones, and the applications, described above, already exist. Imagine where you could take AR 2.0.

BOB SZOSTAK | PROGRAM MANAGER, RAY THEON PROFESSIONAL SERVICES

The influence of emerging delivery technology in the corporate learning space will ultimately depend on a few factors. First, the form and shape of learning will continue to largely depend on its acceptance and adoption by the class of rising learners. Regardless of method, organizations will continue to demand bottom line results and have a frontline role in the provision of time, monies and infrastructure for these efforts. That said, the biggest risk/reward factor is not the technology or its ability to add value to the user experience, but rather the extent to which learning professionals continue to understand, design, and stress the importance of learning systems, which make the most effective use of the new media to accomplish business, performance and learning objectives.

Now more than ever, with so many avenues available for deployment, there is a critical need for learning analysis and design. That effort will make all the difference between fun or engaging, and truly effective.

TAILORED LEARNING. MEASURABLE RESULTS.

RPS.com

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CAROLINE BRANT | DIREC TOR OF CLIENT SUCCESS, ZOOMI

FABIAN HERRERA | SWISSVBS

For years, corporate learning has failed the employee.

Now, the learning tech market is providing a new surge of excitement, enabling L&D to make a huge impact on learners and business outcomes. AR and VR are changing the way we experience learning. Machine learning and artificial intelligence reveal each individual’s cognitive and behavioral preferences as well as engagement. Not only can we see where learners are engaging with content, we can prove knowledge transfer, measure learning’s impact on business outcomes and truly individualize learning experiences with AI-based personalization of content.

Technology trends have actively influenced newer generations in terms of education. These so-called digital natives are reluctant to embrace old pedagogy. Instead, the eagerness of employees has forced organizations to replace passive learning with more interactive learning experiences.

The “learning by doing” paradigm is more appealing to generations who see constant and immediate feedback as the norm, just like in the video games they played as children.

Artificial intelligence can predict whether you will get your next assessment question right, based on your behaviors, cognition and engagement. It shows when a particular slide or snippet of video has a positive (or negative) impact on job performance. Breakthroughs like this are changing the game; the first organizations to embrace these technologies will see dramatic results both within L&D and the organization.

DOUG STEPHEN | SVP, CGS ENTERPRISE LEARNING

Cutting-edge learning delivery methods such as augmented reality (AR) and virtual reality (VR) have made digital, handson training more accessible to any organization’s workforce, no matter where an employee is located. Delivering learning via AR or VR enables organizations to enrich the content with real-world visuals, interaction and well-designed replicas. For example, if trainees need to learn how to run tests at a data center, delivering the content via AR enables employees to experience the environment without being on-site at the data center.

Additionally, as consumer preferences continue to evolve, delivering content via AR and VR will be crucial to keep learners engaged in a world where attention spans continue to shrink and users have come to expect the same digital, hands-on and interactive content they consume in their dayto-day lives.

Secondly, augmented reality has the power to enhance the world we perceive through our senses. Instructional designers are creating hybrid learning experiences that bridge the physical and the digital world. These experiences help employees process information by adding a virtual layer of information on top of manuals, charts, machinery and tools through the features of their mobile devices such as camera, gyroscope and GPS navigation.

Finally, millennials have been exposed to technology since they were very young. This over-stimulation has conditioned them to be more distracted, impatient and sometimes underwhelmed. These modern learners place a high value on engaging learning environments that are able to attract their attention. Virtual reality offers unique immersive training that directs their senses to the educational experience.

Realistic settings that simulate real-life scenarios can be used to develop skills where context, engagement and decisionmaking are imperative in the learning path.

GEORGE ELFOND | CEO, RALLY WARE

With the wider use of AI and ML, we’ll be able to deliver the right training to the right people at the right time. Smart systems will learn not only from the previous learning experience of an individual but also from external factors, such as changes in company’s workflows or employee’s personal characteristics. This will lead to a much bigger effect on talent development and on every company’s growth.

Potential benefits of AI and ML extend well beyond increased productivity. Companies that embrace these new technologies will quickly gain a more competitive edge with better-informed decision-making, greater operational efficiency, cost savings, and greater returns on their investment because: • With the ability to analyze volumes of data, AI would result in quicker and better decisions.

• Volumes of data would be aggregated and complex analytical tasks completed in minutes.

• Automating mundane tasks would free workers to spend more time on creative and innovative activities.

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TARA O’SULLIVAN | CHIEF CREATIVE OFFICER, SKILLSOFT RANDY BROWN | ARA VP, MANAGER VIRTUAL HEROES DIVISION

New experiential delivery methods for corporate learning provide the opportunity to massively expand the range, reality and relevance of today’s educational scenarios. By connecting artificial intelligence and deep learning back-end systems in real-time to significantly more engaging immersive learning experiences through augmented and virtual reality interfaces, much more topical, current and accurate learning will take place. Imagine training on today’s market data, or in a company’s current physical plant environment, and interacting with objects, environments, individuals, teams or your company’s systems through fully immersive representations instead of just flat screens interfaces. Imagine virtual experiential team training, or procedural scenarios overlaid through augmented reality onto your real-world environments. By connecting these advanced technologies to critical training objectives, true learning instead of rote memorization or training on obsolete materials will become the expected or even demanded approach to support future life-long learning methods.

GINA RICHTER | SENIOR STRATEGIST, CONDUENT

A great example of augmented reality is providing salespeople with details on a client, based on their location.

However, I don’t believe a majority of AR/VR is coming to an office near you anytime soon. The budgets and infrastructure to produce most of these types of simulated environments for a practical application is still cost prohibitive for most of us. However, I think AI is already changing the world of learning in two distinct ways. One is that many of the jobs that include repetitive type tasks are and will continue to be taken over by AI, and AI has already begun to curate learning for us through recommendations and daily learning feeds.

AI is also driving coaching scenarios through chat bots, as well as performance support within an organization where chat bots can point a new user to the right place for their need at the right time.

There is a lot of hype around AR, VR and gamification, but these are modalities, not learning strategies. These technologies augment the user’s worldview with contextual, relevant and actionable information.

The reason Skillsoft is investing is that neuroscience research tells us that purposeful, cognitive practice is as valuable as actual performance because the brain stores the information the same way. Skills embed into the brain through the overlapping circuitry engaged by recruiting resources from multiple parts of the brain. Simulations require the brain to use multiple skills simultaneously, facilitating actual application of knowledge. Users, and therefore organizations, benefit from improved retention rates that result from impactful multiple-sensory inputs and immersive learning simulations.

STEVE FIEHL | CHIEF INNOVATION OFFICER, CROSSKNOWLEDGE

One of the key forces disrupting the L&D world today is mass-personalization, and this is happening through the use of experiential learning. New technologies like artificial intelligence, machine learning, semantic web and voice-driven interfaces are turning the web into a personal assistant to anyone with an Internet connection. This has tremendously raised the bar of a learner’s expectations, who is no longer convinced or engaged by a one-sizefits-all to learning. To meet these high expectations, the L&D world has to leverage these new delivery methods, and start speaking to each learner individually. Today, and for the future, it’s essential to start relying on self-driven learning experiences to keep learners engaged. This starts with the real problems that employees face on a daily basis.

Thanks to big data, L&D departments can start providing individualized learning solutions, and thus create more vibrant, engaged learning communities.

Ken Taylor is president and editor in chief of Training Industry, Inc. Email Ken.

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4D MODEL

THE 4 DIMENSIONS OF BUILDING LEARNING EXPERIENCES

BY CRYSTALLE RAMEY

THERE ARE PLENTY OF INSTRUCTIONAL DESIGN MODELS TO CHOOSE FROM, SO WHY SHOULD YOU BOTHER WITH THIS ONE? IN MY TRAVELS, I’VE FOUND THAT MANY OF MY FELLOW LEARNING PROFESSIONALS HAVE DIFFICULTY DEMONSTRATING THEIR VALUE AND THE EFFORT REQUIRED TO CREATE EFFECTIVE LEARNING EXPERIENCES.

PROBLEM Unfortunately, the models currently available are too complex and difficult to explain. It’s too cumbersome to demonstrate in a moment why a microlearning program isn’t the right answer to someone who isn’t a learning matter expert (LME). Additionally, it’s not uncommon for the LME to have been thrust into learning by being a great subject matter expert (SME). “Hey – you know a lot about this “stuff,” go teach it!”

So, our SME in LME clothing says, “Yeah, a quick microlearning should get it done!”

Translation: “Sweet, I have some budget.

Let’s make a video.”

These two scenarios are repeated ad nauseam daily, and contribute largely to

corporate learning being undervalued versus a fulcrum point for strategic success. If the model you use is working for your learning team and your SMEs, and it allows you to demonstrate results to your organization – read no more. If you’re one of those struggling to get your leadership to say “Yes,” or your SMEs to build effective learning experiences, then I encourage you to read on.

SOLUTION What is 4D? It is a streamlined model that deconstructs the design/ development process so that learning professionals, subject matter experts, stakeholders and anyone else involved in constructing learning experiences can easily understand it. It is based on sound

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4D

FIGURE 1

e

DEFINE

DESIGN

EVALUATE (formative)

DEPLOY

DEVELOP

EVALUATE (summative)

learning principles, and is scalable to a single learning experience, or an entire curriculum.

BENEFITS • Schema Shared language.

• Reduces cognitive load Easy to explain and remember.

• Strategic planning Ensures alignment between LMEs, stakeholders and SMEs. • Managed expectations Clarifies roles and responsibilities between LMEs, stakeholders and SMEs. • Avoids scope creep Empowers the LME to hold SMEs accountable (gently) when the plan deviates.

• ROI The stakes and impacts are clear from the beginning.

• The proverbial “seat at the table” Elevates the learning professional’s role as a trusted advisor.

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WHERE IS EVALUATION? If the model were expressed as a formula, it would be 4De = LE (learning experience). Evaluation is assumed to be omnipresent. To keep the conversation simple, the formative and summative evaluation strategies are discussions held throughout the process. SMEs will experience formative evaluation, for example, as a review and approval checkpoint before moving to the next phase. Do you remember the difference between formative and summative evaluation? As Robert Stake explains it, “When the cook tastes the soup, that’s formative; When the guests taste the soup, that’s summative.”

HOW DOES IT WORK? When you decide that you are going to build a house, the first thing you do is envision what you need and want your house to have. Will it have two stories?

Granite counter tops? How many people are going to live there? How long do you plan to own the house? Building the wrong house is just as expensive as building the wrong learning solution.

Defining the learning vision is the first step in the process. Who are your

learners? What will the learners do differently because of the course? How will you measure learning (aka guests tasting the soup)? What will you need from your SMEs? When do you need to get this information out? Can you build the course in that amount of time?

TOOLS Conversation, Post-Its, Sharpies, Socratic Method, Microsoft Word or Bamboo Paper App F 1 e OUTPUT An approved outline listing the objectives, learner, high-level course flow/map and summative evaluation strategy after launch. (F1e = Formative evaluation checkpoint 1) After you have defined what you need and want in your house, you and your architect then meet to design and map out the specifications in a blueprint.

In learning, this is the detailed design document (DDD). This step aligns the objectives to the content, and the content to engagement and strategy.

It is blueprinted out regardless of the type of house you are building. You can build houses and learning all day without these blueprints. However, the process is smoother and the product

is better when this part of the process is not ignored. Whether your “house” is e-learning, video-based learning (VBL), materials such as infographics, instructor-led or virtual instructor led (ILT/VILT), it needs a blueprint. Many get so excited that they just jump straight to building the house. What happens when you put the plumbing in without consideration of the electrical work? A potentially shocking experience.

Be an architect. Review the blueprint and ask focused questions to close any gaps.

Blueprints are hard to read. Your SMEs and stakeholders won’t understand your “drawings,” so don’t throw it over the wall. Discuss reasoning, requirements and thinking, relating all conversation back to the wants and needs. If they agree, then move on. If they disagree, then ask questions to determine how this strays from the original vision. You may resolve their concerns, or you may need to change the design.

TOOLS Patience, research, source documentation and SME discussions to close gaps revealed in the DDD. F 2 e OUTPUT An approved DDD that maps out the solution and its intended results.

Now the real fun starts. Break ground and start to develop/build your house.

This is where your tools and skills deviate based on the medium. Are you developing your “house” using an array of e-learning tools? Microsoft Suite for ILT/ VILT? Adobe Suite (VBL)? It is important to use your blueprint when building to preserve the alignment to the originally defined vision; remember what you will be evaluating throughout and after you move into your house. If the first two phases were done thoroughly, you can be creative and focus on the visual and engaging aspects of your course.

The process deviates slightly once the learning experience is built, depending on if it is synchronous (together) or asynchronous (individual). There is usually an alpha and beta review, but how they are conducted varies.

For ILT/VILT, you may wish to meet with your SMEs to walk them through the materials to get a 3D perspective of what the course will look, feel and sound like to a learner. They can then provide justin-time feedback (this is the same as an e-learning alpha review). Make the initial edits and then send the activity guide, media and facilitator guide to them to thoroughly review the activities and answers for accuracy. The beta review is

BE AN ARCHITECT. REVIEW THE BLUEPRINT AND ASK FOCUSED QUESTIONS TO CLOSE ANY GAPS. when you receive and incorporate those edits, and then send it back out for the final glance over and approval. What does that step look like for e-learning?

TOOLS Fun, creative and using your tools of choice to build the course (Articulate, Captivate, Microsoft Office, Adobe Cloud, GoAnimate, etc.).

F 3 e OUTPUT Usually through two review cycles (alpha and beta) - an approved learning experience.

may involve facilitating pilot runs with a sample group of learners and train-thetrainer (and possibly train-the-producer for VILT) sessions. It may also involve ensuring the courses and sessions get mapped out and inputted into the LMS correctly. For asynchronous experiences, have SCORM wrapping and quality assurance testing in your LMS, recoding where necessary. Ensure that these courses are all mapped in a curriculum correctly (parent-child relationships are correct, testing is captured correctly, setting up your evaluations at the right spot, etc.).

This step is best served with a debrief checkpoint to see how things went, what can be improved and confirm everyone knows how, when and who will followthrough on the summative evaluation strategy. Proper deployment ensures that you gain efficiencies when you circle back to define your next project.

TOOLS Fortitude, following your defined plan, LMS and a Course QA Checklist. e

F4 OUTPUT Learners can access and take their learning experience effortlessly. You or your client will know how to measure success.

In sum, all models are only as effective as their application. This model is another tool that might make more sense to you, or it may provide additional clarity to the model you are currently using. There is no right or wrong model, so long as all the lightbulbs in the houses you build turn on and shine brightly.

Crystalle Ramey is the VP of learning development at Tortal Training. She is passionate about creating learning experiences that inspire behavioral change.

Email Crystalle.

We are almost done! Now you are ready to move into your house, or deploy your course. If your house is built and no one moves in, what was the point? Again, this step varies slightly depending on the type of house. Deploying an ILT/VILT

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REIMAGINE YOUR LEARNING AND TRAINING

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BY GUIDO HELMERHORST

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ORMAL, CLASSROOM TRAINING IS NUMBER ONE. ACCORDING TO THE LINKEDIN 2017 WORKPLACE LEARNING REPORT, 78 PERCENT OF RESPONDENTS SAID THAT THIS IS THE WAY THEIR EMPLOYEES LEARN. THE REASONS FOR THIS POPULARITY ARE VAST. ONLY, THERE IS ALSO A DARKER SIDE TO THIS; IT IS THE MINDSET OF SEEING NO OTHER ALTERNATIVE AND STICKING WITH “THE WAY WE HAVE BEEN DOING IT.” THIS OFTEN RESULTS IN UNENGAGED TRAINEES, IMPACTING BUSINESS PROCESSES, PLANNING LOADS AND INFLEXIBILITY IN THE WAY, AND TIME, WE TRAIN AND LEARN. Luckily, times are changing, and the moment has come that we can take a leap in improving this side of formal learning. Let's put instructors, classrooms, PowerPoints, e-learning, on-site, field trips, mobile phones, blended learning and engagement all into the “learning wash machine,” turn it on, and reimagine our learning and training – virtually.

ILT

VIRTUAL REALITY ENABLES US TO SURPASS THE BOUNDARIES OF PEOPLE, PLACE AND TIME.

Several elements of instructorled training (ILT) suit us well: the social character, the ability to convey and discuss perspectives and storytelling. The masterapprentice principle is as old as humanity itself, and is encrypted in our DNA. Add experimenting and play to it, and we are hooked.

This kind of training will always have its merits, however, given the changing characteristics of business, learners, society and technology, we have a responsibility to take these opportunities and rethink and reevaluate the effectiveness of this training model in current times.

SCALE The ILT model is effective, especially when dealing with a

smaller group of people where action (instruction) and reaction (learning) is happening in a quick feedback loop. In the world we live in now, this works when the group is in one location. But what happens when some members of that group are in another location, or have different needs?

ILT at different places and phases becomes less obvious. Add globally distributed teams and the question arises on how to organize a group of individuals who need training, so that the output of that group, and thus training, is coherent, reportable (i.e., for compliance reasons) and of lasting value?

In Clay Shirky’s TED Talk, “Institutions vs. collaboration,” he explains our modern response to this problem of coordination: We form institutions. In business terms, we would call this creating a training department with people whose sole responsibility is to make sure everyone else is properly trained and registered. As a trainee, you just show up, take the training and get back to work. Or, when you are ill, the result is tasking the training department with finding you another spot while balancing trainer, classroom and operational

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THE EFFECT

EFFECT

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availability (often resulting in you being able to take the training only a couple of months later).

SITUATIONAL The challenge of making training situational and contextual for trainees within a classroom setting is apparent and dealt with in various ways. Role-

one could argue that this is merely an attempt to solve a problem that is unsolvable. For example, getting a real situation into the classroom, or getting the class into a real-life situation and being able to practice with various elements, (e.g., emotions and contextual elements). Is the trainee then really able to immerse fully in learning and behavior in real life?

THE FLAWS

The result of a training program is based on three things, as we learned from the Kirkpatrick-Phillips Model: 1) reaction to the program; 2) learning the intended knowledge, skills or attitude; and 3) on-the-job application of what has been learned.

Figure 1 visualizes the effect of different learning elements. There is little integration between reaction, learning, contextual behavior, theory and practice.

A classroom setting will address learning and touch upon behavior, but the result (the thing the business manager will see as return on investment) takes time to reveal itself. Especially since the trainee has to put the learning into practice in his/her own context while dealing with the madness and distraction of everyday work. Furthermore, we all know that practice makes perfect, and the ability to keep re-echoing the learnings as time progresses improves retention.

THE SCARCITY The capacity of the classroom is very limited if we think about the people/ trainers, the physical location(s) and the time available for training. No matter how big the demand is, your supply is always limited and restricted to the boundaries of people, place and time.

All very understandable and human, but in this era of exponential growth and availability of resources that used to be scarce and not shared (information, beds and breakfast, taxis, opinions, etc.), one must think, isn't there another way?

THE CURRENT From a business perspective, it boils to two major difficulties with the STATE OF down classroom/instructor-led way of training.

TECHNOLOGY Training capacity is scarce, and the result and desired effect of the training takes ENABLES US a long time to reveal itself from within TO CONSIDER the trainee.

ANOTHER WAY THE TRAINING CENTER OF THE FUTURE TO IMPROVE WILL OWN NO ACTUAL TRAINING FACILITY ENGAGEMENT, Classroom/instructor-led training and industry at large. The same will happen to TRAINING real-life training exercises will change in businesses: training will become a tool one to come. Improving engagement, can utilize in a business process, instead EFFECT AND years demonstrating ROI and enhancing real- of disrupting that same process. Who will outcomes increase the ability to repeat unleash this power? Which company will AVAILABILITY. life and remove the capacity impediment. transform their training department from play, serious games or outdoor activities are being used to get some of the context (the real situation) into the learning arena. While these activities are sometimes beneficial for the trainee,

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Bringing the situation/context of the learning into the classroom, and bringing the classroom into the comfort of one's own living room makes a learning experience boundless, immersive and powerful, and will disrupt the training

a planning to a collaboration entity? What content will be developed to capture the hearts and minds of business managers and their trainees? The future will tell, but you can be the one shaping it.

VR SIMULATION HELPS KLM ENGINEERS ESCAPE IN AN EMERGENCY How do you train 300 engineers in an airline hangar where the operational show must go on and the engineers work in shifts? The institutional answer would be: Make a plan to put groups of engineers in a classroom training and plan a real-life exercise. What if one can build an emergency evacuation training based on real-life scenario’s in collaboration with the HSE experts and training department, and provide the training off peak, anytime, anywhere?

KLM Royal Dutch Airlines in close collaboration with Dutch startup Warp Industries, designed and built just that, enabling their engineers to train in their own hangar, with real colleagues, real firetrucks and the pressure to perform.

The ability to do experiential learning resulted in reportable (individual) trainee performance data and enhanced engagement through the use of gamification elements.

REIMAGINE LEARNING AND TRAINING The current state of technology enables us to consider another way to improve engagement, training effect and availability. The premise of learning on the job, of connecting the “10” and “70” in the 70-20-10 model has arrived and will change the way we think about classroom, instructor-led training. Virtual reality (VR) enables us to surpass the boundaries of people, place and time. It increases the result by making on-thejob training available anywhere, anytime with direct feedback and unprecedented trainee performance data.

WHAT DO YOU NEED? Experience. Go and experience all that is already out there. Don't experience only one thing, because the world of VR is broad and consists of many forms and possibilities. Becoming experienced is something you can do easily on your own. Buy a set of VR goggles, go to the app store and search for “VR.” Be sure to test animated VR as well as 360-video, filmed with a 360-camera. Next to that,

be very thoughtful of your needs. VR is still a means to an end; not the other way around.

EXPERIMENT When you immerse yourself, literally, in the universe that is called VR, you will probably end up with various ideas on how to apply this within your business/ training context. As always, there are many people jumping on this horse, and only a few who can really tame it, so be sure to surround yourself with professionals and experts who have already created training and learning content. Mastering this medium is not to be taken lightly; it requires various new and adapted skills, especially due to the immersive character and the profound impact it has on the user. It is really a “make it or break it” experience; once the trainee removes the headset out of frustration or nausea, you will have a hard time convincing him to put the goggles back on.

ADVANTAGES The advantages are, in my opinion, groundbreaking and disruptive for the world of learning and training. Being able to create immersive learning environments where people are in a situation, applying knowledge, exercising skills and getting immediate feedback are unprecedented, let alone the leap in performance reporting and analytics one can make. All of this can be gained with one’s own mobile phone or a more advanced VR headset like the HTC Vive or Oculus Rift, depending on business and user needs.

So, the next time a business executive has a challenge for which he or she needs, for example, 300 people trained in two weeks on new procedures or onsite do’s and don’ts, don't respond with limitations, but with abundance. You only need a smartphone, a VR headset and great content. It will remarkably impact your business’ bottom line as well as your trainees’ performance.

LARGE-SCALE LEARNING PROGRAMS have unique challenges Discover why the world’s most successful companies trust SweetRush with theirs.

7 GOLDS Brandon Hall 2016 • Best Sales Training Program for Extended Enterprise • Best Advance in Creating an Extended Enterprise Learning Program • Best Use of: - Games or Simulations for Learning - Social Collaborative Learning - Video - Mobile Learning - Performance Support

2 TOP 20s Training Industry 2017 • Content Development & Gamification

#1 - 2014-2015-2016! elearningindustry.com • Top 10 eLearning Content Development Companies (three years running)

Erin Krebs Director of Client Solutions Contact her! info@sweetrush.com You would make her day!

Guido Helmerhorst is the innovation manager at KLM Royal Dutch Airlines. He is focused on releasing the power of real virtual reality on scalable, flexible training and development for a more effective, human, mobile and engaging way of learning. Email Guido. www.sweetrush.com

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BY MATTHEW MURRAY

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“Sit back, relax and enjoy the show,” goes the old movie trailer maxim. But, like learning professionals, creators of visual media have long struggled to eliminate the passivity of the viewing experience. Sitting back can lead to disinterest, distraction and a desire for something more immersive. To combat this, we’ve seen a history of 3d, imax, surround sound and other attempts to engage and involve the viewer in what’s displaying on-screen. In 1977, the qube interactive cable tv system offered subscribers, “a chance to shout back at the world” through a push-button remote control. The “ability to interact with what is happening on the screen is why qube marks the beginning of the era of participatory as opposed to passive television,” claimed the short-lived operation.

The challenge for producers of visual media has become more pronounced recently with the emergence of mobile games, ubiquitous broadband and 4G, social media, and on-demand user experiences. People expect to be in control and to touch screens. They want to view media anywhere and on any device, to “lean forward” and participate, to engage with (or create) the story and decide what comes next.

Enter interactive video. For the sake of simplicity, we can define interactive video as an online visual experience that permits the user to click or touch the

image to trigger an action. That action can be loading a pop-up screen, opening a web page, or, more interestingly for visual storytellers, causing the video to jump to a predefined spot, or to immediately and seamlessly start playing a new video.

Interactive video can allow viewers to control “what to do next,” and watch the characters in the video respond to their decisions. This permits branching, playing out consequences of making choices, jumping to what interests you, and watching events unfold through the eyes of different characters. It puts

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you in the middle of the action and engages you to drive the experience.

(See sidebar below.)

Interactive video has several different uses. It is used extensively in online promotional/marketing (trailers for upcoming TV series and movies are popular). Recruiters and customer service providers have been quick to exploit the medium. Some of the most creative and innovative uses have been in music videos and the visual arts.

The opportunities to create engaging learning experiences are starting to be realized by training content providers and L&D organizations.

There are four primary benefits to interactive video that make it very attractive to those of in learning and development (L&D).

INTERACTIVE VIDEO PUTS YOU IN THE MIDDLE OF THE ACTION AND ENGAGES YOU TO DRIVE THE EXPERIENCE.

1 | CROSS-DEVICE With a few limitations, interactive video works well on most modern browsers and any device: PC, phone or tablet.

And, if you follow a few basic guidelines, the same video(s) can provide a consistent, powerful experience regardless of whether the learner is in front of a laptop in the office, or viewing a mobile device (with ear buds) on the bus. This makes the production process easier for you. You don’t need to worry about multiple versions or tweaking for different operating systems. Cell signals and Wi-Fi are generally strong enough nowadays to support full-screen mobile

video (most interactive video platforms still actually push media clips and commands to the user, instead of using real-time streaming media servers). And your learners will relish the freedom.

2 | PERSONALIZED Interactive video permits user-driven decision-making and a sense of user control. This can enable a more personalized learning experience and greater choice for the learner. Videos can be structured to permit learners to select based on their role, staff level

INTERACTIVE VIDEO ACTIONS • Select what to do next within a scene • Decide how to respond to a situation • Load a pop-up screen with additional information • Click on a character or icon to learn more

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• Provide feedback through a survey question

• Launch a web page or download a document/job aid

• Respond to a quiz question

• Skip or rewind the playback to a predetermined point

• Choose who to hear from next • Switch between subtitle languages

• Leave a time-based comment at a specific point

or knowledge gaps. According to the Brandon Hall Group, video learning is one of the top five critical items for effective personalized learning. In true self-directed fashion, viewers of interactive video can choose how deep they want to go with the content: stick to the main message or peruse side topics.

3 | ENGAGING Interactive video is immersive and can involve the learner in the content. Our busy learners are fickle, and will bail on your learning if it feels slow, uninteresting or passive. Industry statistics verify that interactive video experiences reduce user drop-off when compared to regular “flat” video. Story-driven approaches encourage exploration: branching, learning more in “layers” of content, or collecting knowledge items that are interspersed across the entirety of the journey. If done properly and effectively, you can get the best of both worlds – engaging characters and narrative, with opportunities to embed high-touch experiential learning through decisionbased consequences and outputs.

4 | FAST AND FLEXIBLE Out of all our learning modalities, video is very versatile. Video can stand on its own online as a microlearning asset. You can embed it in a classroom experience or a broader digital learning course. Your videos can serve as mini-simulations, or performance support aids. You’ll also find that most of the interactive video platforms provide cloud-based authoring tools that are user-friendly and require short ramp-up times.

Interactive videos can be elaborate, but they don’t need to be. Armed with a camera (or camera phone), basic video editing software, some hotspot icons and a decent design, you can DIY an interactive video in an afternoon.

The benefits to training professionals extend beyond these four. Some platforms support social features (such as sharing, commenting or rating) that provide a secondary, user-generated knowledge channel for learners. Most platforms generate robust, real-time viewer analytics that can provide fascinating insights and metrics into your learners’ behaviors and choices. A core benefit for marketers is conversion: to use interactive video to entice viewers to take an additional action (sign up, read more, purchase).

Training professionals can use a similar technique to encourage learners to continue their learning experience beyond the video (through downloads, follow-up activities, targeted recommendations, etc.).

CASE STUDY: PWC DIGITAL AWARENESS VIDEO Given all these advantages, is interactive video the answer to all your training needs? Not exactly. Depending on your organization and approach, there may be important budget and access considerations to consider. For instance, does your organization cover mobile data package costs? Video files can be very big, and many interactive video platforms use a method that pushes video files to the viewing device, instead of streaming it. “Choose your own path” videos can be very engaging, but they can require you to produce three or more times as much edited video as a traditional linear format.

For these reasons and more, the format lends itself well to shorter experiences that contain very visual content, clear characters and well-defined choice/ consequence situations. It’s especially effective for hybrid learning/messaging campaigns: recruiting trailers and new hire “organizational culture” pieces; externally-facing products and services overviews; or, strategy announcements and mindset shifting around change initiatives.

• Connect deep technical topics to engaging characters and stories.

• Balance the viewing experience with the interactive experience (no branching, but chances to jump off from the story and come back).

• Used a gamified element to motivate learners to explore and unlock a hidden ending.

• Constructed video to make updates simple, without reshooting the video.

• Conversion: pulls viewers into a more extensive learning experience around digital skills and additional PwC services.

If you determine that interactive video meets your training needs, there are some typical traps to avoid:

longer means more production for you, and higher attrition rates. Even interactive video faces rising viewer drop-off over time.

• Resist format temptation.

• Think small.

Stay on track with your main message and avoid unnecessary tangents and distractions. Just because you can, doesn’t mean you should.

• Keep it brief.

Today’s viewers welcome brevity. Going

HOW DO YOU MAKE AND DELIVER INTERACTIVE VIDEO? There are different types of interactive video, with varying features and levels of support from different providers.

Usually you will storyboard and create your video in the traditional way: design the flow and relationship between the segmented clips, then upload the videos to a hosting platform that supports interactivity, where you use the platform authoring tool to sort and arrange. This

PwC created an interactive video to demonstrate its role in the digital transformation and the impact of digital on people’s everyday lives. The interactive video approach enabled us to achieve several objectives:

can range from the free and simple – like YouTube, where you can add overlay annotations and a defined list of available actions (“Click here to subscribe to my channel!”) – to more sophisticated, thirdparty providers that offer cloud-based authoring tools to create animated and motion-sensitive hotspots, playback controls, JavaScript commands and video branches and paths.

Remember that your video (and hotspots) should play nicely on a small screen for people with big fingers.

The historical divisions between “watch” and “do,” messaging and learning, and formal and informal training have broken down. Passive is out, experiential and participatory are in. Interactive video represents an exciting, evolving new format that can connect directly with learners on an emotional level, and engage them in their own growth and development.

Matthew Murray is the U.S. Digital Learning Leader at PwC. Email Matthew.

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S A L E S T R A N S F O R M AT I O N

T H R O U G H E N GAG I N G O N L I N E L E A R N I N G E X P E R I E N C E S

By Sanjay Advani and Catie Bull

Fewer than half of sales organizations are satisfied with their training efforts, and a paltry fewer than 7 percent said their training exceeded expectations, according to CSO Insights. But you don’t need us to tell you that the world of business is changing fast in 2017, and that it’s been hard for sales teams to keep up. What we’ll go into detail about in this article is how both those problems can be transformed into successes with engaging online learning experiences.

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FIRST THINGS FIRST But first, let’s back up and define what selling means in today’s environment.

“It is harder to sell today than ever before,” says Byron Matthews, CEO of Miller Heiman Group, a sales management consulting company.

“We have seen a steady decline in sales performance over the past four years.

One of the primary reasons is that customers are demanding value in the sales process. It’s not good enough to just show up and ask questions, sellers need to show value through ‘selling.’”

What does that mean? Matthews continues, “This may come to light in helping clients see unrecognized problems, risks or helping navigate the

change they are trying to accomplish by developing business cases, case studies or implementation plans.”

“Bottom line,” concludes Matthews, “Selling is more precise than it ever has been and as a result, sales enablement— the capability that enables the seller at the right time to add value, or provide the right skill that allows them to execute in a way that differentiate themselves— couldn’t be more important.”

MICROSOFT: PROOF IN THE PUDDING Let’s look at Microsoft’s transformation in recent years, as an example. They’ve gone from selling on-premise software

to cloud-based software. They went from a salesforce that’s skilled at talking to primarily IT departments to one facing very different discussions with primarily business decision-makers. Those are big changes requiring a very different set of skills.

But Microsoft’s sales and marketing readiness team sees this as one of many recent positive changes in the world of sales. Chris Pirie, general manager of field readiness and learning at Microsoft, believes “Shifting buying cycles with more prepared customers who do their research before they talk to a salesperson is one of the most positive disruptors we’ve seen in the last few years.” He continues, “This is in addition to access to social networks like LinkedIn and data from those tools, the broad collection of data in CRM and the insights derived from that data, etcetera.”

All these changes, combined with the ambitious timeline and goals of Microsoft CEO Satya Nadella, meant that classroom-based training would simply take too long to transform Microsoft’s salesforce appropriately (over five years at their traditional training speed). That’s why Microsoft turned to online learning for answers, knowing that the move

to technology-enabled sales training would make their sales enablement faster. What they discovered is it has also turned out to be groundbreaking and transforming in more ways than one.

The move to technologyenabled sales training will make sales enablement faster.

Firstly, it’s driven up sales revenue quickly. Over $50 million in revenue has been directly attributed to the learnings in the course by 177 respondents of a survey after the first year of the program. And, that response group comprises less than 3 percent of the over 14,000 learners that have been through the MOOC-like experience to

date. Course completion rates are also high, averaging nearly 80 percent across the voluntary courses over the last two years. That’s an important metric when it comes to sellers who, of course, want to be spending all their time selling but spend 64 percent of it on other things, from lead-gen/research to meetings and admin, according to the 2016 Sales Performance Optimization Study.

As you might expect from such high completion rates, the satisfaction ratings have hovered around 99 percent as well.

Microsoft has also won a slew of industry awards based on the business impact of their suite of corporate MOOCs. But perhaps the most important aspect of moving their sales training online is that Microsoft now has a new humming engine of engaging online learning practices to call upon more broadly. The MOOC-like approach has expanded from general business strategy and financial acumen to other topics including digital transformation, public sector sales strategy and specific verticals.

HOW? But, how? With ruthless relevance, keeping the learner and the salesperson at the center.

Help me be more successful:

FOUR WAYS TO HOLD A SALESPERSON’S ATTENTION IN LEARNING

• Real-world application of the learning using actual client and prospect accounts to understand and apply the theories and methodologies, and then use it to sell!

• Contextualized examples

focused on the company’s markets and challenges, not just generic sales content alone.

• Social learning to connect sellers

across broad geographies with each other. For instance, a seller in Africa selling cloud products to railways with a seller in Latin America focused on the same vertical.

• Keep it challenging and rewarding with gamification, points, badges and the competitive spirit of leaderboards.

Content, whether it’s from a business school partner like INSEAD, Wharton or Kellogg, or internally-created, is given context with examples and insights specifically related to Microsoft’s products, markets and opportunities.

And, “what’s in it for me,” is clearly delineated throughout the experience.

Make it easy for me:

Short-form content with access anytime and anywhere, and with clear guidance

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Engaging online sales enablement training is not just the way of the future – it’s working now. and expectations both within the course and in marcoms surrounding the experience. For example, short videos, reference documents and discussion forums.

Challenge and reward me:

Points, badges, gamification and the competitive spirit of leaderboards.

Additionally, rigorous peer-graded realworld capstone assignments to boot.

DEMAND IS INCREASING Microsoft is just one example of the possibilities of sales enablement transformation. It’s been truly refreshing to see how many RFPs come through specifically asking about the digital components of enablement offerings.

There is also an increased expectation for experiential learning to be incorporated just as effectively (if not better) online as in-person. For example, applying learning to real-world scenarios and uploading a role-playing video for peer feedback, incorporating simulations, remote coaching, office hours and best-practice sharing.

Various components of the modern learning ecosystem can come into play at different stages of the learning experience. They can be put together in different combinations to best suit your sales organization and priorities.

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ANOTHER WAY OF BLENDING One health care technology company went with a blended learning approach to their new online sales enablement program. They assigned small cohorts of two to four sellers to regularly meet via web conference outside of the selfpaced online learning. By carefully mixing junior and senior salespeople, and integrating social learning and selfenhancing communities of practice, the company created a mentoring atmosphere that shared tacit knowledge with new salespeople, getting them onboard faster and more solidly. After all, salespeople, like most learners, trust their peers the most and tend to highly value their opinions and experiences.

EXPANDING THE LIMITS OF SALES ENABLEMENT It’s a mistake to limit your thinking about sales enablement to just the sales organization. The best sales transformations run across the enterprise.

Higher performing organizations have a disciplined sales enablement function, but also tend to enable broadly across the organization, including marketing, customer success and customer service (i.e., selling at every level of the customer lifecycle). Higher maturity and broader sales enablement tends to lead to 8.2 points higher revenue plan attainment, according to CSO Insights.

This is one reason why Telstra, Australia’s largest telecommunications company, started a partner accreditation program for both partner sellers and technical professionals who implement Telstra solutions for businesses. The results from the pilot have been striking, including an overall pilot participant Net Promoter Score of +63, which is on par with the best traditional face-to-face training.

Engaging online sales enablement training is not just the way of the future

– it’s the training of the present, and it’s working. There are so many options out there for engaging learning experiences. What an exciting time to be in sales transformation!

Sanjay Advani is vice president of marketing and alliances at Intrepid Learning, and Catie Bull is Intrepid’s marketing manager. Email Sanjay and Catie.

HOW DO I KEEP MY TRAINING HIGHLY ENGAGING IN AN ONLINE EXPERIENCE?

Experiential learning in context is the answer. Microsoft, for example, uses a “Missions” format where each week sellers complete an exercise related to the module’s focus by using one of their real client prospects. By the end of the learning experience, they’ll have built an entire client plan, for a prospect they can provide value to immediately.

Other examples of ways to tie learning to sales: • For blended learning with a group aspect, have members share a challenge or opportunity to work on a solution together, then submit their work individually, showing what the team came up with.

• Sales managers take coaching templates used in an online course and check back with their learners three months later, and again six months later, for reinforcement and improvement tracking.

• Observational checklists used to rate and grade inside sales on techniques and methodologies.

• Role-play, with learners recording videos of themselves pitching to an audience, uploaded to the online learning experience for peer and mentor feedback.

THINK & THINK & SPEAK SPEAK FOR FOR RESULTS RESULTS

TM TM

CASEBOOK

EXPERIENCES BEYOND THE CLASSROOM: OPTIMAL LEARNING EXPERIENCES

BY JASON M. SINISCALCHI, PH.D. AND EDWARD K. BEALE

“THE TRAINING EXPERIENCE DOES NOT BEGIN WHEN THE STUDENT FIRST ENTERS THE CLASSROOM, BUT ONCE THE STUDENT BECOMES AWARE OF A LEARNING OPPORTUNITY.”

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The Leadership Development Center (LDC) of the United States Coast Guard works to improve the leadership ability of all Coast Guard members. As its members increase in rank and responsibility, the LDC must fill the performance gap by helping them to better lead themselves, others and the Coast Guard. Ideally, students will correctly implement appropriate leadership theories, strategies or tactics from their training experience when a leadership challenge occurs on the job. The resultant return on investment is a type of Benefits-Based Management (BBM).

seat, and may be considered quantities).

Correspondingly, intangible classroom experiences are comprised of qualities, (e.g., attractiveness of a classroom).

Teaching should include increases in quality and quantity (tangible and intangible components) of instruction, students and faculty. There is evidence that successful experiences are dependent on the perceptions of these qualities. In other words, the intangible experiences may outweigh the tangible experiences, or, at minimum, are considered essential components when formulating an experience.

COMPONENTS OF EXPERIENCE

THE LEARNING EVENT

BBM is a production process model which proposes benefits as the outcome of experiences, and experiences are based on several inputs, including what and where one is doing something. In the realm of education and training, the what and where are often considered the lesson to be learned, or teaching intervention (what) and classroom environment (where). The expected outcome is understanding why something is (education), or how to do something (training). Similar to learning outcomes and task proficiency afforded from an intervention in the classroom (the why or how), the composition of positive experiences is influenced by expectations, perceptions and reflection.

We see the learning experience “unfold” over time, like a travel experience.

Therefore, if we consider the learning experience as a product to elicit positive learning outcomes of why or how, we may view the outcome to include: 1) A temporal component including factors pre- and post-classroom experience, and 2) A combination of specific tangible and intangible experiences. We can then begin to view an expanded construct of a learning event.

When eliciting positive outcomes, the perception part of the event can also be further subdivided into two classes of experiences: tangible and intangible.

Tangible classroom experiences are things one can touch, (e.g., sitting in a

ASSESSING COMPONENTS OF THE TRAINING EVENT To help assess the applicability of the expanded approach to training – accounting for experiences occurring both in and outside the classroom, and focusing on intangible experiences – students present for resident courses of two or more weeks at the LDC were asked what contributed to their learning experience.

The following themes emerged:

1 | PRESENTATION FORMAT MATTERS

4 | THE TRAINING ENVIRONMENT

“Cut back slightly on the level of PowerPoint presentations and allow for/push more class discussion.”

“The uniform shop was open! The food was excellent. I didn’t have to make my bed. The exchange is great. Drydock has Starbucks!

The classroom was high tech. Easy computer access in Munro. Lower field and the new annex look great.”

Educators should focus on learning exercises that provide students opportunities to engage and interact.

Keep slide-based presentations to a minimum. If they are still needed, focus on developing more visually stimulating, graphical slides that augment the information covered. Minimizing slidebased lectures maximizes opportunities to enhance social capital, social cohesion and interaction.

The “identity” of the learning experience can be established by the environment in which learning exists. This is important for classes taking place at learning or training centers when the experience extends beyond the classroom. To ensure an optimal learning environment, training centers must provide positive experiences in all aspects of training.

2 | EFFECTIVE INSTRUCTORS “I really appreciated the positive attitudes expressed by the full-time staff. [They] did a great job creating a positive learning environment. Truly felt like they were committed to my success as a student.”

5 | L EARNING OUTSIDE OF THE CLASSROOM

Instructors are like waiters. A bad waiter can make the overall impression of an otherwise great meal less favorable.

Conversely, they can make a bad meal better with a positive attitude. In the classroom, instructors can help make the dullest of material exciting, and keep students engaged. Part of being an effective instructor is understanding the needs of the audience.

Leaving the classroom enables two beneficial facets: offsite field trips and recreational exploration. Field trips can support classroom learning through opportunities for practical application of new skills. Learners experience by interacting with their environment, and observing and understanding relationships within their environment.

Only through interaction and immersion can all senses be fully utilized.

3 | A STUDENT’S BASIC NEEDS “The showers were not hot. They were freezing in the morning. Along with the bed situation, this caused for uncomfortable living situations.”

No higher-level learning can take place unless basic needs are met. Students need to have their basic needs accounted for to set the stage for optimal learning.

This includes the provision of adequate sleeping areas, computer access and food. Remember, if basic needs aren’t met, how can students focus their full attention on learning?

“I have never been to [the training site location] before. [I’ve enjoyed] the rental car and being able to get out and see the area.”

In addition to interacting with the environment, students can interact as a group, garnering a sense of togetherness and reinforcing social cohesion without the boundaries of a classroom. The physical state of “being away” allows opportunities for psychological restoration, which can increase student reception and improve information recall. Students should also be encouraged to venture into the community surrounding the training site after normal training hours to experience the local culture, geography and events. Such experiences can

make the overall training experience more vivid and afford opportunities for mental recovery.

6 | TIME MANAGEMENT “Please be respectful of our time. Holding us over during lunch periods and after the scheduled end time was not well-received.”

The best classes provide students training guidelines for breaks and seek consensus if running late. Student comments reinforce the impact of unexpected long training days on overall engagement, and therefore retention of material. Students have outside lives and needs that need to be considered to ensure optimal learning in the classroom or returning on time from out-of-class excursions.

IN CONCLUSION When we think of a learning event, we must consider the multitude of tangible and intangible experiences that go into developing a positive experience. Of particular importance are the intangible experiences which add quality (or lack thereof ) to the overall experience and learning outcomes. Only by taking a holistic approach to training can we assess and manage the out-of-class factors, which demonstrably influence the overall learning experience. The class does not end upon graduation, but continues through on-the-job performance, reflection and wordof-mouth. Before your next training session, remember there is more to the learning than just the classroom experience. If you treat your students as guests and promote your training as an experience, you may be amazed at the positive outcomes and ROI. Jason M. Siniscalchi, Ph.D., is a research social scientist at the U.S. Coast Guard Academy’s Leadership Development Center.

CDR Edward K. Beale is a former training branch chief at the U.S. Coast Guard Academy’s Leadership Development Center.

Email Jason and Edward.

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G L O B A L OUTLOOK

WHY YOU SHOULD BE OFFERING TRAINING IN OTHER LANGUAGES

BY MATTHEW CASEY, PH.D.

I know you’re probably thinking “My company is based in the United States, I don’t need to offer training in multiple languages.” That may very well be the case, but: • What if delivering training in the learner’s native language could save their life?

• What if accidents could be avoided because learners better understand the training?

• What if training costs could be lowered by learners returning to their jobs faster?

Many global organizations operate under the auspices that all business (written and spoken) should be conducted in English.

The term “Global English” describes this business practice: when business is expected to be conducted in English, even when it’s not the native tongue of the person(s) conducting the business.

Accordingly, organizations that practice Global English conduct training solely in English, irrespective of the learning audience, demographic or location (i.e., whether or not those attending training are native English speakers). However, one could argue that training conducted in the learner’s native language could be understood more quickly and more easily applied when back on the job.

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In Global English organizations, typically all communication, documentation and training are in English. Training nonnative English speakers in English can affect the delivery and outcome of the intended instruction.

finalized its data on worker fatalities for 2014 and found that workforce deaths were the highest in seven years. The BLS also went on to say that 100 percent of the fatalities were avoidable.

For example, at a global professional services firm, technical computer training for non-native English speakers took longer than native Englishspeaking classes because the trainers had to present their curricula more slowly to ensure comprehension, answer questions and repeat themselves.

The increased delivery time had real implications. It delayed learners from getting back to their jobs, and limited the amount of training topics covered during each session. As a result, training costs increased because of the need to schedule additional training sessions, which also required trainer’s and learner’s time. These additional costs likely wouldn’t have incurred if the training had been offered in the learners’ native language, since native English speakers were able to complete training in the allotted time, whereas non-native English speakers typically were not.

To further explore real-world implications of offering training in the native language of the learner, four case studies will be presented.

Increased cost and time definitely impact a company’s bottom line, but perhaps the implications for training solely in English are more impactful when safety training is being delivered. The Bureau of Labor Statistics (BLS) recently

CASE STUDIES

FOOD SAFETY TRAINING

Background The training program was developed in English and translated into Spanish.

Problem The numbers of non-English speaking laborers (often immigrants) employed in meatpacking and food manufacturing industries will continue to grow. These immigrants are many times unable to communicate in English. Their inability to read, write or speak in English makes it particularly difficult for them to perform their jobs effectively.

Solution Training was administered to 1,265 adult learners. Assessments were conducted by comparing scores before and immediately following training.

Impact • Scores concerning food safety knowledge and food handling

MISINTERPRETATION CAN LEAD TO LOWER PRODUCTIVITY, LOST REVENUE AND MORE SERIOUSLY, INJURY AND LOSS OF LIFE. behavior improved dramatically when training was conducted in the learners’ native language.

• Spanish-speaking participants averaged an impressive 96.60 percent on post-training scores.

• Demonstrates identical food safety training programs are most successful when presented in native language.

WENNER BREAD

Background Wenner Bread Products implemented a Safety and Health Management System and took other steps to address language and cultural barriers in its workplace.

Problem Language and cultural barriers contributed to on-the-job accidents and injuries. One of the company’s greatest difficulties was that safety training and other information was shared solely through verbal translation.

Solution Separate Spanish-language safety orientations are offered for all new hires and made available in English and Spanish, including: all educational, operational and regulatory information; daily and weekly safety briefings; weekly safety tips; and monthly safety committee meeting minutes.

Problem As part of the design of the loss prevention program, actuaries provided disturbing predictions regarding injuries and deaths that could be anticipated based on the size and type of construction projects being considered for the expansion program.

Additionally, the construction industry in North Texas has a large number of Spanishspeaking workers. These workers were experiencing a high number of fatalities and injuries at construction projects.

employ more Hispanic workers. However, many of these potential workers lacked proper safety training.

Solution A mandatory 40-hour safety training program.

Impact • Estimated 30 percent decrease in injuries at its job sites.

• Classes were presented in English and Spanish.

• Improved employee relations and greater client satisfaction.

• Students choose which language class they would attend.

SUMMARY

• Spanish classes had half day verbal terminology for basic construction tool names and terms in English.

The results of these case studies are clear.

Comprehension increases when learners can give their complete attention to the content in their native language without first needing to mentally translate the information into their first language. The learner is focused on the subject matter, not on trying to interpret the material.

Misinterpretation can lead to lower productivity, lost revenue and more seriously, injury and loss of life.

• English classes taught verbal terminology for basic construction tool names in Spanish.

Impact • Zero fatalities over the fiveyear construction period.

• Recordable and lost time rates were significantly below both state and national averages.

Impact • Substantial decrease in injuries and illnesses.

• Lost time rate of 0.42/200,000 hours (compared to average of 3.60/200,000 nationally and 2.4/200,000 statewide).

• Average injury and illness incident rate for the last 10 years was 5.1, compared to the industry average of 6.5.

• Recordable (incident) rate of 3.68/200,000 hours (compared to average of 6.80/200,000 nationally and 4.3/200,000 statewide).

• Improved labor relations with its Spanish-speaking workers.

TORCON, INC.

• Significant increase in productivity and product quality.

DFW AIRPORT

Background As part of an overall insurance and loss prevention program, a bilingual and mandatory 40-hour safety training program was created to improve job-site safety for over 14,000 workers.

Background Torcon, Inc.’s bi-lingual communication and safety training program has contributed to an estimated 30 percent decrease in injuries at the company’s job sites, as well as improved employee relations and greater client satisfaction.

Problem To stay competitive in the construction industry, the company decided to

Solution Site safety orientation and materials were developed in both English and Spanish, including health and safety posters, emergency evacuation procedures and safety training videos.

In addition, all contractors must conduct weekly bi-lingual safety meetings.

The Occupational Safety and Health Administration (OSHA) estimates that language barriers are a contributing factor in 25 percent of job-related accidents. These case studies prove that providing training in a learner’s native language increases comprehension and has the potential to decrease accidents.

By offering training in a learner’s first language, learner comprehension is increased, safety-related accidents can be reduced, worker absences can be reduced as a result of fewer accidents, injuries can be reduced on the job and countless hours of time can be saved by learners and trainers. Learner satisfaction also increases by offering training in a learner’s first language. Global English is quickly becoming a business practice of times passed.

Dr. Matthew Casey is Chief Learning Solutions Officer at Akorbi. Email Matthew.

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MEASURING I M P A C T

TOP TRAINING EVALUATION MISTAKES AND HOW TO AVOID THEM

BY JAMES D. KIRKPATRICK & WENDY KAYSER KIRKPATRICK

Susan was proud to teach the flagship leadership development program that had taken so much time and effort to build.

At the end of the class, she launched the company’s electronically administered, standardized post-program evaluation.

And 90 days later, she used the same system to launch an automated follow-up survey. At the end of the year, she looked at the results the program had delivered.

and a viable succession plan needed to be built. The organization was already monitoring employee satisfaction in direct reports of newer managers, customer satisfaction of those served by those departments, and turnover of both managers and direct reports. They believed this focus would keep the company strong, and support sales and profitability goals in the long run.

If you use this common, yet flawed approach to training evaluation, you have made several mistakes that will cost you valuable data, reduce your program results and potentially threaten your job. It is not as difficult as some believe to avoid these common errors.

Once targeted program outcomes at the highest level possible are identified, think about what really needs to occur on the job to produce good results. For example, what should new managers do on the job to create customer and employee satisfaction, and contribute to sales and profitability?

This needs to be detailed in specific and measurable terms.

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WAITING TO EVALUATE UNTIL AFTER A PROGRAM HAS LAUNCHED

Many training professionals mistakenly design, develop and deliver a training program, and only then start to think about how they will evaluate its effectiveness.

Using this approach nearly guarantees that there will be little or no value to report.

To avoid this mistake, programs should begin with a focus on the high-level organizational results you need to support or accomplish.

This automatically focuses efforts on what is most important. Consider which organizational metrics you plan to influence, and articulate how this will contribute to the overall success of your organization.

For example, Susan’s leadership development program was requested because numerous key managers in the organization are nearing retirement age,

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Then, and only then, consider what training or other support is required for the targeted group to perform well on the job. What you may find is that traditional training is only part of a performance and support package, including things like coaching, job aids, process changes and a recognition program. Finally, think about what training format and environment will be conducive to imparting the required skills successfully.

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V IEWING ALL TRAINING PROGRAMS AS EQUAL

All training programs are not created equal, and only those that are the most mission critical for an organization should have a comprehensive evaluation plan created and implemented for them. From there,

TRADITIONAL TRAINING IS ONLY PART OF A PERFORMANCE AND SUPPORT PACKAGE. the less impact a program has on the bottom line or mission accomplishment, the less that should be invested in evaluation at any level.

During the program planning phase, think about each program through the lens of how it could contribute to your organization’s most important outcomes. If you are not able to easily articulate how the program contributes organizationally, then it is probably not a good candidate for a robust evaluation plan. Think about what data would be useful to you, the training professional, and what information stakeholders might want to see, if any, and focus evaluation efforts on those items.

In the case of a leadership development program, the possible outcomes could be significant to the company. So, good thought and planning should be put into how progress and outcomes will be monitored and reported throughout the program. As an added benefit, regular monitoring allows for corrections along the way, maximizing program success and results.

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S PENDING RESOURCES TO EVALUATE TRAINING ONLY

On-the-job performance is the most important thing to evaluate for mission-critical training. Without onthe-job application, training has no hope of contributing to organizational results, and therefore is of little value to the organization.

Save resources for post-program evaluation by building evaluation of the training into the design of a program.

Nearly any activity and interaction during training could be tracked and reported as validation of knowledge and skill.

To evaluate customer satisfaction with your programs, focus on formative methods that are implemented during

the training. Then, formally evaluate the few key items you plan to analyze and use, or report to stakeholders.

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R ELYING SOLELY ON STANDARDIZED SURVEYS

Some believe in the existence of a miracle survey that will give you all the training evaluation data you need. Don’t buy it.

Surveys, particularly those administered and tabulated electronically, are a wonderfully efficient means of gathering data. However, response rates tend to be low, and there is a limit to the types of information that can be gathered.

It is so easy to disseminate these surveys that they are often launched after every program, no matter how large or small.

The questions are not customized to the program or data, and people quickly pick up on the garbage in, garbage out cycle. This creates survey fatigue, and makes it harder to gather meaningful data for any program.

For mission-critical programs, gather both quantitative (numeric) and qualitative (descriptive) data. Open-ended survey questions can gather quantitative data to some degree, but adding another evaluation method provides more data.

For example, a post-program survey could be administered, and results analyzed. If a particular trend is identified, a sampling of program participants could be interviewed and asked open-ended questions on a key topic.

Build touch points into your training programs for facilitators to solicit feedback, and ask your facilitators for their feedback via a survey or interview after the program.

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NOT USING COLLECTED DATA

When you survey a group of individuals, you are making an implicit agreement

with them that you will act upon their aggregated feedback. Continuing to ask for feedback when the participants can clearly see that you are doing nothing with it will quickly create the expectation that nothing will change, and they will stop giving it.

Timely review of evaluation data is also important. Instead of simply measuring and reporting what happened, review the data as you receive it, and respond proactively to what is (or is not) happening. Make positive changes to maximize performance and outcomes.

Publicize how the data is being used to support on-the-job performance and key organizational results.

For your next major initiative, create an evaluation plan with touch points during and after the training. A training professional at a hospital chain found that early adoption of the safety practices she taught was low. She spoke with nurses and observed their behavior in the hospital and made subsequent program modifications, and implementation levels improved. She commented that her stakeholders were more impressed about the initial failure and the recovery plan than they were with the stories of things that went well from the beginning.

By keeping stakeholders apprised of program progress, she earned their trust and support.

Expect and plan for program modifications during and after training, and use data to guide how to maximize performance and results. You will create and demonstrate value to your organization, and earn stakeholder respect as a trusted business advisor.

Jim and Wendy Kirkpatrick are co-authors of Kirkpatrick’s Four Levels of Training Evaluation. Together they run Kirkpatrick Partners, a company dedicated to helping training professionals create and demonstrate program value. Email the authors.

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#TICE2018

“This was one of the most practical, exciting conferences I’ve attended. There are many areas of my own work where I’d like to implement learnings from the workshops and keynotes.”

- Customer Operations Training Manager, TICE 2017

SAVE THE DATE

JUNE 26-28, 2018 // RALEIGH, NC Stay in the Know! Be the first to know about registration, speaking opportunities and sponsorships. Learn more at TICE2018.com.

SECRETS OF SOURCING DOUG HARWARD

DELIBERATE PRACTICE IS THE BASIS FOR

EXPERIENTIAL LEARNING

There are many tools and techniques at our disposal to enhance the learning experience. Each have their advantages, disadvantages and a place in education and corporate training. Understanding why experiential learning is such an important approach will better help you in determining which tool may be best for your situation.

INTUITION TELLS US THAT EXPERIENCE IS THE BEST WAY TO LEARN SOMETHING. Let’s begin with the theory behind experiential learning. Intuition tells us that experience is the best way to learn something, and we can’t truly master a skill without doing it. This is so intuitive that it has been the foundation of corporate training since the industrial revolution. On-the-job training (OJT) has been the training modality of choice for many companies, and has been recognized in the research behind the 70:20:10 model – where 70 percent of knowledge comes from on-the-job experience, and only 10 percent comes from formal training. Unfortunately, many training organizations focus their efforts on the formal classroom experience, leaving on-the-job training to be a somewhat ad hoc exercise where the worker learns on their own what to do and what not to do to be successful.

Understanding why experience is the best way to learn has been the life work

of Dr. Anders Ericcson of Florida State University. In 1991, Ericcson published the article “The Role of Deliberate Practice in the Acquisition of Expert Performance.” Ericsson’s research was so profound that it formed the basis of a very popular book by Malcolm Gladwell, “Outliers.” In his book, Gladwell took the theory of deliberate practice and generalized it by saying that for someone to truly master a skill, they must perform that skill for at least 10,000 hours.

Ericcson somewhat agreed with the idea that it takes a lot of practice to master a skill, but never owned up to the notion that 10,000 hours was the magical number for every skill and learner. While Ericsson did conclude from his research that mastering a skill came from performing the skill a lot, mastery comes from what he refers to as deliberate practice. Deliberate practice is done through experience with a designed approach, getting continuous feedback from a mentor or coach, and doing it in a mindful way that is not intended to be fun, but in a way that the learner’s limits are challenged. Ericsson called these elements the six facets of deliberate practice and they form the principles of how we should think about experiential learning.

In today’s intended approach to experiential learning, it can be as simple as on-the-job training structured in a way that gets the learner to a desired level of proficiency as quickly and efficiently as possible. It can also be as sophisticated

as using tools and technologies that deliver learning content in a form that simulates the job or skill.

CHOOSING THE RIGHT TRAINING APPROACH There are many considerations to evaluate when determining what approach is best for your organization. Here are three basic factors.

• Level of proprietary content.

The characteristics of your learning audience need to be considered. Are the skills they need highly proprietary or are they available on the open market? If proprietary, experiential learning could be a valuable strategy as employees can only learn from the experience they will gain from your organization.

• Critical nature of the skills.

Are the skills your workers need of high consequence? Meaning, if they make a mistake, the consequence of failure is very high and costly. If so, the use of artificial intelligence and adaptive tools may be a great way to ensure accuracy in understanding a worker’s true level of competence.

• Availability of technology.

Is technology readily available so you can leverage the experiential tools? If so, you may already have the infrastructure you need to make it easier to deploy experiential tools.

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

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Recycled & Reused

Repurposing Training Content for Digital Delivery.

Read the Report

GEN WHY MICHELLE EGGLESTON

AMPLIFYING KNOWLEDGE

THROUGH EXPERIENCE Experiential learning, or learning by doing, amplifies knowledge retention by putting the learner in the center of the action – whether in the context of the workflow, a virtual simulation or working through a game-based learning scenario. It is through this application of knowledge that learners develop problem-solving skills to navigate the challenges they face on the job.

As Ebbinghaus’ Forgetting Curve shows us, 90 percent of learning will be lost within one week of training if the skills and knowledge are not reinforced or applied directly to the job. To protect training dollars from being wasted, organizations must have a strategy in place to ensure learners are immediately applying new skills in the workplace.

Experiential learning activities can reinforce skills and information learned in a formal training program.

TECHNOLOGY-ENABLED EXPERIENCE Not surprisingly, millennials are the most digitally ready segment of the workforce, according to Training Industry research.

Having grown up in a technologically charged world, this generation is the most comfortable with technology and finds it easy to navigate. As millennials gain majority in the workplace, organizations are turning to technology to engage employees in training.

But technology isn’t just fun and engaging for millennials. Learning through short videos, games and mobile devices are engaging options for all employees. Many organizations are investing in technology-enabled learning experiences to onboard

employees. The food service industry uses games to teach employees about portion size and products. The aviation industry uses simulations to train pilots and prepare them for crisis situations.

And the software industry is providing virtual labs to IT professionals to learn new programs before implementation.

There are many opportunities to leverage technology in training to drive behavior change in a safe and controlled environment. Organizations need to identify and select the most appropriate delivery method for their desired outcome.

EXPERIENCE SANS TECHNOLOGY Experiential learning is not limited to technology-enabled activities. Learning by doing occurs through mentoring, storytelling, on-the-job training, apprenticeships and job shadowing. For example, I worked for a few summers at a glass factory during college. Before starting work, I attended a week-long instructor-led onboarding program. A large portion of the training was focused on glass defects that I would encounter on the job. As a bottle inspector, I would be sitting in front of a light bulb on a conveyor line, throwing out damaged bottles. I was a form of quality control.

During the training, we viewed pictures of various defects, as well as real examples of flawed bottles to feel and analyze. I was also provided a laminated job aid of the various defects to keep as a reference tool.

After completing the classroom training, I started work as an inspector. The training provided me with a foundational

knowledge of the defects I would be looking for, but did not account for the short amount of time I would be given to inspect each bottle. The conveyor moved quickly – much faster than I was anticipating. If I stopped the conveyor to further inspect bottles, the line would become backed up. In manufacturing, there isn’t an off switch – the bottles keep coming.

REINFORCEMENT NEEDS TO BE ACCOUNTED FOR WHEN DEVELOPING A TRAINING STRATEGY. Through the help of other employees and my supervisor, I learned tricks and tips to quickly inspect bottles. By having the ability to learn in my actual work environment, I reinforced the information I learned in formal training, while experiencing the real-life variables of speed and time.

ACCOUNTING FOR THE FULL EXPERIENCE It is the combination of formal and informal learning activities that prepares employees to successfully navigate the complexities of their job.

Reinforcement is a critical component of training that needs to be accounted for when developing a training strategy.

By integrating experience into training, organizations can amplify knowledge and drive behavior change.

Michelle Eggleston is the editorial director at Training Industry, Inc. Email Michelle.

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CLOSING D E A L S

“LEARN-THINK-APPLY-SHARE”

GNOWBE RAISES $1.7 MILLION FOR LEARNING APPLICATION PLATFORM

BY TARYN OESCH

At this point, it’s well established that modalities like microlearning and social learning are here to stay. Research shows that they’re effective in helping employees not only learn but retain information and skills. Another trend that’s become a reality is mobile learning; with the number of global smartphone users projected to grow to 6.1 billion by 2020, mobile devices are a great way to reach learners anytime, anywhere.

and engagement rates eight to ten times higher than those for traditional e-learning products. By engaging employees during “dead” time (waiting for transportation, between meetings, while commuting, etc.), mobile learning can increase productivity and communication. Kang says it also allows organizations to “scale training to thousands at [a] fraction of in-person costs.”

Founded in 2015 by entrepreneur SoYoung Kang, Gnowbe is a company that’s combining those trends with a microlearning app that supports bite-sized, peer-to-peer learning and practice as well as game elements like rewards and leaderboards. In May, the company announced $1.7 million in seed funding from Coent Ventures, 500 Startups, POEMS Ventures, Koh Boon Hwee (chairman of Credence Partners) and Holly Liu (founder of mobile gaming company Kabam).

Gnowbe stands for “grow knowledge into being” and is based on the belief that only through application can learning truly happen. “One can read 20 books on leadership and still be a terrible leader,” Kang says. “A good leader practices the principles and applies [them].” Gnowbe calls this process “Learn-Think-ApplyShare,” based on Jack Mezirow’s theory of transformative learning.

Kang reports in an email that the money will be used to hire sales and marketing employees and developers to improve Gnowbe’s product and data analytics. In fact, the company is betatesting a product called “Gnowbefy for Curators” in the Apple store. The goal of this mobile content creation tool is to enable anyone (“literally even a sevenyear-old”) to create experiential learning programs on a mobile device.

THE BENEFITS OF MOBILE EXPERIENTIAL LEARNING Kang says clients have reported over 90 percent of learners think Gnowbe is “fun,” “effective” and “convenient,”

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1. Learn through videos, microlearning, articles, podcasts and other sources.

2. Think critically by reflecting and making meaning out of what was learned.

3. Apply new knowledge through practice and, ultimately, behavior change.

4. Share what was learned with a peer community, further deepening understanding.

“Imagine your employees thanking you for an awesome program [instead of ] dragging their feet because they are ‘forced’ to sit in a one-day program?

It’s possible,” Kang says. To ensure

application, the app provides challenges and actions for learners to do away from their device, then asks them to verify that they completed them. For leadership development, for example, an action might be for the participants to upload a selfie of themselves having a conversation with one of their employees about his or her motivations.

GNOWBE STANDS FOR “GROW KNOWLEDGE INTO BEING” AND IS BASED ON THE BELIEF THAT ONLY THROUGH APPLICATION CAN LEARNING TRULY HAPPEN. WHAT’S NEXT? In addition to developing the new Gnowbefy for Curators, Kang says the company is “growing through strategic partnerships with corporates and large training institutions to really take learning to the next level.” They’ve already worked with KPMG Digital Village in six countries to implement “learn-by-doing” mobile training. Kang says the companies that “catch the mobile wave … will be at the forefront to create a competitive advantage,” especially with the increasing numbers of digital natives entering the workforce, who want to learn – and use their phones – constantly.

Taryn Oesch is an editor at Training Industry, Inc. Email Taryn.

C O M PA N Y N E W S

ACQ UI S I T I O N S A N D PA RTN E R SHIPS Callidus Software, a global leader in cloud-based sales, marketing, learning and customer experience solutions, announced today that it has acquired Learning Heroes, an innovative and disruptive provider of education content that has been saving the world from boring e-learning. The acquisition enhances the CallidusCloud Litmos Mobile Learning Platform, adding over 150 e-learning modules and 1,000 blended learning resources.

International Institute for Learning (IIL), a global training provider, acquired Orbital Training and Consulting. This allows IIL to bolster its professional services and better serve its European clients. Orbital has worked on many successful corporate innovation projects by building understanding, planning and management in systematic and robust ways. This acquisition aligns with IIL’s core values, “Intelligence, Integrity and Innovation.”

Relias Learning, a trusted partner in online analytics, assessments, and learning for the healthcare market, announced the acquisition of Boise, ID-based WhiteCloud Analytics. When combined with Relias’ learning and assessments tools, analytics is more powerful. Relias can now offer clients targeted end-to-end solutions that blend delivery of care analytics with adaptive learning to provide for the improvement of measurable outcomes, as well as increased ROI.

Marlin Equity Partners acquired NYSE Governance Services, Inc. from Intercontinental Exchange, Inc. and renamed it as True Office Learning. True Office is a leading provider of analyticsrich, interactive e-learning software and services, specializing in GRC. Its cloud-based adaptive training and analytics platform connects e-learning to advanced behavioral data, enabling organizations to rapidly build and deliver solutions utilizing analytics to drive better business outcomes.

Franklin Covey Co., a global firm specializing in organizational performance improvement, acquired Robert Gregory Partners, an executive coaching firm based in Dublin, Ohio, with offices in New York and Los Angeles, to provide add-on coaching services for FranklinCovey content and solutions delivered through the FranklinCovey All Access PassTM.

Xactly, a leading provider of cloudbased incentive solutions, is to be acquired by Vista Equity Partners, a leading private equity firm focused on investments in software, data and technology-enabled businesses.

Affiliates of Vista will acquire all outstanding shares of Xactly common stock for a total value of approximately $564 million.

INDUSTRY NE WS A PROFESSIONAL DEVELOPMENT PROGRAM DESIGNED TO HELP WOMEN THRIVE Creative + Talent + Partners, a leading employee-training company, in partnership with Verbal Courage, a coaching and training company for women, is launching Empowership, a comprehensive researchdriven professional development program designed to help women across all industries. It provides companies and individuals with twelve months of development tools, personalized content, group coaching, as well as access to an exclusive “Women of Wisdom” mentorship community led by 25 top women executives.

VALIDATE COURSES AGAINST QUALITY BENCHMARKS The Learning and Performance Institute released its new independent

endorsement program for courses, training materials and learning programs.

Learning Programme Endorsement (LPE) combines a set of rigorous standards developed through leading members of the learning community, and external review by experienced LPI assessors, to identify key factors that determine quality in the design and delivery of learning programs and services.

NEW DIGITAL LEADERSHIP ACCELERATION PLATFORM DDI is bringing leadership development to your fingertips with the release of its new cloud-based digital leadership acceleration platform. The platform revolutionizes the corporate learning experience by providing a single online portal from which learners and trainers can access learning materials and tools anytime, anywhere, using any device.

CUSTOMIZABLE COURSEWARE TRAINING PACKAGE eLearning Brothers is offering a new package called Customizable Courseware. It is a fully designed and developed training package that includes the eLearning source files, classroom materials and PowerPoint presentations.

The eLearning team gets the source files in all of the major authoring tools, and the classroom materials for instructorled training (ILT) are bundled with the eLearning. No other company offers this package.

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

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WHAT’S O N L I N E T R A I N I N G I N D U S T R Y. C O M

ARTICLES EXPERIENTIAL LEARNING VERSUS IMMERSIVE LEARNING | By Mohsin Memon Learn the differences between developing skills and enabling a behavioral shift.

BASEBALL’S TRAINING LESSONS FOR BUSINESSES: 3 STEPS TO A SUCCESSFUL PROFESSIONAL DEVELOPMENT PROGRAM | By Tim Hird Constant change and diversity in training styles can evolve your professional development program.

7 WAYS VR AND TRAINING BOTS CAN TRANSFORM SALES TRAINING | By Sarika Khanna Creating an affordable, real-life experience for sales training can enhance skills and productivity.

5 HIDDEN GEMS EMPLOYEES BRING BACK TO THE WORKPLACE BY MENTORING | By Patty Alper Mentoring creates on-the-job experiences that leave the mentee with new perceptions and skills.

BLOGS

RESEARCH

WEBINARS

LEARNING IN

LEADING KNOWLEDGE

MULTI-MODAL

VIRTUAL REALITY

WORKERS AND THE

LEARNING

LEADS TO FASTER

POWER OF EXPERTISE

By The Center for Leadership Studies and Training Industry, Inc.

FOR 21ST-CENTURY

21ST-CENTURY

ALIGNING SALES

MAKING THE

ONBOARDING

COMPETENCIES IN L&D

By Richardson and Training Industry, Inc.

REACTION TIME AND BETTER PERFORMANCE

By Danny Belch

IN A SEASONAL ENVIRONMENT

By Jayson Maxwell

LEADERS

BUSINESS CASE FOR VIRTUAL ONBOARDING

FOLLOW US

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TRAINING T A L K

5

WAYS TO LEARN

INDUSTRY

PO

What portion of your company’s training is currently delivered online?

14%

THROUGH EXPERIENCE

1 | STORYTELLING

S 41%

22%

I ntegrating stories into workplace conversation can increase engagement and retention.

23% N=184

0-25% 26-50% 51-75% 76-100%

2 | VIRTUAL REALITY

B ecome immersed in a virtual reality game for a more engaging learning experience.

3 | SOCIAL LEARNING

L earn from the behaviors and values of others during casual or work conversations.

What are the most important attributes of a learning library?

10% 11%

4 | ON-THE-JOB TRAINING

Benefit from in-themoment learning during everyday work tasks.

23%

56%

5 | SIMULATIONS

W orking through real-life scenarios in a no-risk virtual environment can increase behavior change.

N=124

Quality of courses offered Accessible on any device Breadth of course catalog Quality of course authors

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