2012 salary survey 2012 salary survey
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www.trainingmag.com<br />
REPORT: Training<br />
Expenditures<br />
E Fall 6.5%<br />
Learning to<br />
g Be Lean<br />
Training Without<br />
g Borders<br />
t<br />
PLUS:<br />
$35<br />
NOVEMBER/<br />
DECEMBER<br />
<strong>2012</strong><br />
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20 2<br />
NOVEMBER/DECEMBER <strong>2012</strong> | $35<br />
MORE<br />
LESS<br />
FOR<br />
<strong>2012</strong> SALARY SURVEY<br />
Average trainer salaries<br />
plunge $8,000; 43 percent<br />
feel their pay is low relative<br />
to responsibilities<br />
<strong>2012</strong> SALARY SURVEY
FEATUR A ES<br />
20<br />
34<br />
42<br />
www.trainingmag.com<br />
<br />
2O12 Training Industry Report<br />
Training g magazine’s exclusive analysis of f the U.S. training<br />
industry, featuring g <strong>2012</strong> training g expenditures, budgetary<br />
allocations, delivery y methods, and trainingg priorities.<br />
More For Less<br />
Training’ss <strong>2012</strong> Salary y Surveyy<br />
reveals average trainer<br />
salaries plunged $8,000 in 2011-<strong>2012</strong>.<br />
Training g Withoutt<br />
Borders<br />
Curricula a andd<br />
lesson<br />
planss hatched d at<br />
the e home e office e can<br />
succeed d withh<br />
overseas<br />
audiences—provided<br />
the e rightt<br />
strategyy<br />
and<br />
cultural l adjustments<br />
are e made.<br />
BY MARGERY R Y WEINSTEIN<br />
NOVEMBER/DECEMBER<br />
/ <strong>2012</strong> VOLUME 49, NUMBER 6<br />
48 Learning To Be Lean<br />
LEAN Six x Sigma requires hands-on, resultsoriented<br />
training. As a trainer, you have to build<br />
a foundation by y showing whyy it matters and how<br />
it’s relevant. BY GAIL DUTTON<br />
51 Strategies For Success<br />
Training g magazine taps <strong>2012</strong> Trainingg Top 125<br />
winners and d Top 10 Hall l of f Famers to provide<br />
their r learningg<br />
and d development t bestt<br />
practices<br />
in each h issue. Here, , we look k at t strategies for<br />
communication/customerr service, , employee<br />
retention, , and d sales training.<br />
DEPA P RTMENTS<br />
2 Online TOC Web-only content<br />
4 Editor’s Note Askk and You Shall Receive<br />
BY LORRI FREIFELD<br />
6 Training Today News, stats, and business<br />
intel BY LORRI FREIFELD<br />
10 Soapbox The Information Battlefield<br />
BY NAT A E KELLY L<br />
14 How-To o Powerr<br />
Up Your r Brainstorming<br />
BY Y ROSS<br />
TTA RTELL, PH.D.<br />
18 World View Focus on Nigeria<br />
BY Y LEXI<br />
RIFAA F AT<br />
58 Best Practices Fostering g a Global Mindset<br />
BY NEAL GOODMAN<br />
59 Training magazine Events Exploring<br />
Three Impossibility Frontiers: Mind, Body,<br />
and Soul BY Y TONY<br />
Y O’DRISCOLL<br />
60 Trainerr Talk Thee 30-Yearr<br />
View<br />
BYY BOB PIKE<br />
62 Talent t Tips Oops! Learning g from Our r Mistakes<br />
BY Y ROY<br />
SAUNDERSON<br />
64 Lastt Word Fear...A A Retention Nightmare<br />
BYY JEFF<br />
KORT K ES<br />
<br />
<br />
<br />
<br />
<br />
<br />
www.trainingmag.com<br />
34<br />
42<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 1
online contents<br />
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On www.trainingmag.com, the online<br />
home of Training magazine, you’ll find<br />
these Web-only articles. Send your<br />
feedback to lorri@trainingmag.com.<br />
Understanding g the Value of Development to Your Workforce<br />
Employee development programs increase employee engagement<br />
now and will provide long-term value for your organization.<br />
http://trainingmag.com/content/understanding-value-developmentyour-workforce<br />
Transforming g Innovators in the Workspace<br />
Innovation is as much about t personal development t as it t is about tem- ployee development. And it’s a combination of f learning and application.<br />
http://trainingmag.com/content/transforming-innovators-workspace<br />
Doingg More with More in the Retail Industry<br />
Investing in employees and promoting the human connection reaps<br />
significant t rewards in retail.<br />
http://trainingmag.com/content/doing-more-more-retail-industry<br />
Simulation Leads to Success in High-Consequence Training<br />
Simulation training helps to standardize responses, improve<br />
communication, and react t effectively y to situation variation.<br />
http://trainingmag.com/content/simulation-leads-success-highconsequence-training<br />
Developing g Leaders in Emergingg Markets<br />
Start t your talent t management t process at t the recruitment t stage if f you<br />
want t to be successful in emerging markets such as India.<br />
http://trainingmag.com/content/developing-leaders-emerging-markets<br />
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2 | NOVEMBER/DECEMBER <strong>2012</strong> training www.trainingmag.com
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eeditor e ditor’ss<br />
note<br />
Ask k and You Shall Receive<br />
Basedd onn<br />
the e cover r linee<br />
of f this s issue, I’m m sure e youu<br />
havee<br />
figured d outt<br />
thatt<br />
thee<br />
head-<br />
line e of f myy<br />
Editor’s s Notee<br />
doess<br />
nott<br />
refer r to asking g forr<br />
andd<br />
receiving g a raise. Indeed,<br />
with h average e trainingg<br />
salaries s takingg<br />
a nearly y $8,000 nosedive e and d overall ltrain- ingg expenditures dipping g 6.5 percent t inn<br />
<strong>2012</strong>, according g to Training g magazine’s annual<br />
Salary y Survey y (p. 34) and d Industry y Reportt<br />
(p. 20), the e outlook k appears gloomy.<br />
But t theree<br />
are e a few w brightt<br />
spots: Overall, training g payrolll<br />
increased<br />
by y $5 billion, and d onn<br />
average, companies spent t $1,059 per r learner r this<br />
year r compared d with h $749 per r learner r inn<br />
2011. Andd evenn<br />
though htrain- ing g expenditures mightt have e declined, it t doesn’t t necessarily y mean<br />
there e is less training. In n somee<br />
cases, it t means organizations have<br />
learned d howw<br />
to train n more e efficiently y andd<br />
cost-effectively.<br />
That’s where e the e headlinee<br />
to my y column n comes in. I recently<br />
received d ann<br />
e-maill<br />
fromm<br />
trainingg<br />
professionall<br />
Michael l Marr, who<br />
wanted d to share e a tip with Training g readers. He e wrote:<br />
“I am m sure e throughout t yourr<br />
trainingg<br />
career r youu<br />
havee<br />
beenn<br />
inn<br />
a<br />
meeting g orr<br />
stopped d inn<br />
thee<br />
hallway y andd<br />
asked d if f you u cann<br />
create e learning g content t to help<br />
improve e a particular r departmentt<br />
opportunity y orr<br />
‘hot t topic c off<br />
thee<br />
day.’ You u may y have<br />
enthusiasticallyy answered, ‘Yes, we’dd love e to help!’ After r all, we’re e the e trainingg<br />
experts<br />
att creatingg<br />
training g content, right?<br />
Wait! Don’t t say, ‘Yes,’ so fast. Besides asking g forr<br />
a meeting g to discuss return n onn<br />
expec-<br />
tations, one e off<br />
your r firstt<br />
questions should d be, ‘Who are e the e end-users andd willl<br />
I have<br />
access to them m when n designingg<br />
the e content?’<br />
There e is an n easy y way y to demonstrate e thee<br />
value e of f soliciting g end-user r feedback k going<br />
on n rightt<br />
noww<br />
att<br />
your r local l coffee e shop. Baristas are e busyy<br />
conjuring g up multiplee caffeine-<br />
infused d drinks with h a ferocious steam m engine e whilee<br />
smilingg<br />
att<br />
you u andd<br />
helping g others<br />
in n thee<br />
process. But t what’s the e mostt<br />
importantt<br />
partt<br />
off<br />
theirr<br />
job? Askingg the e customer<br />
what t theyy<br />
want. Can n youu<br />
imagine e iff<br />
youu<br />
walkedd<br />
into your r favorite e coffeee<br />
shop to order<br />
yourr usual l skinnyy<br />
hazelnutt<br />
latte, but t instead, the e barista a just t plunked d down n a regular<br />
decaf? It t is the e samee<br />
with h ourr<br />
end-users. Therein n lies the e lesson n of f thee<br />
barista: Endusers<br />
will l telll<br />
you u what t theyy<br />
need, but t thee<br />
first t step is soliciting g their r feedback.”<br />
Michael’s advice e likewise e is at t thee<br />
crux x off<br />
thee<br />
otherr<br />
two feature e articles in n this issue,<br />
“Training g Without t Borders” (p. 42) and d “Learning g To Be e Lean” (p. 48).<br />
Speakingg of f gettingg<br />
feedback, I am m happy y to welcome e to Training g magazine’s<br />
Editorial l Advisory y Boardd<br />
Annn<br />
Schulte, director/globall practice e leader, Learningg &<br />
Development, Procter r & Gamble, and d Ross Tartell, manager, Learningg & Development<br />
– North h America, GE E Capital l Reall<br />
Estate. I thank k them m and d alll<br />
ourr<br />
advisory y board<br />
members for r theirr<br />
editorial l feedback, article e andd<br />
sourcee<br />
suggestions, andd assistancee<br />
in<br />
judging g ourr<br />
award d programs throughout t thee<br />
year.<br />
Last t but t not t least, I thank k you, Training g readers, for r all l the e feedback k andd<br />
suggestions<br />
you u providedd<br />
to me e inn<br />
<strong>2012</strong>. I look k forward d to the e dialoguee<br />
continuing g inn<br />
2013. Best<br />
wishes for r a happy, healthy y holiday y season! I hope e to see e you u Februaryy<br />
18-20 at t our<br />
Training g 2013 Conference e & Expo in n Orlando (www.trainingconference.com).<br />
Lorri Freifeld Freif ld<br />
lorri@trainingmag.com<br />
TRAINING EDITORIAL ADVISORY BOARD<br />
Raymond D. Green, CEO, Paradigm m Learning, Inc.<br />
Bruce I. Jones, Programming Director,<br />
Disney y Institute<br />
Nancy y J. Lewis, former CLO and VP, ITT<br />
Corporation, and former VP, Learning, IBM<br />
Ann Schulte, Director/Global Practice Leader,<br />
Procter r &<br />
Gamble<br />
Ross Tartell, Manager, Learning & Development<br />
- North America, GE E Capital l Reall<br />
Estate<br />
TRAINING TOP 10 HALL OF FAME<br />
Brent t Bloom, Senior Director, Global Talent &<br />
Development, KLA-Tencor r Corporation<br />
Cyndi Bruce, Executive Director, KPMG<br />
Business s Schooll<br />
– U.S.<br />
Jim Federico, Senior Director, Platforms &<br />
Operations, Microsoft t Corporation<br />
Gordon Fuller, Global Design & Development<br />
Leader, IBM M Centerr<br />
forr<br />
Advanced d Learning<br />
David Gauci, Director, Worldwide Talent &<br />
Organization Capability, Pfizer r Inc.<br />
Craig Gill, National Director, Leadership and<br />
Professional Development, Deloitte Servicess LP<br />
Daniel J. Goepp, Managing Director, Learning<br />
& Development, PricewaterhouseCoopers, LLP<br />
Vicente Gonzalez, Learning and<br />
Development, Booz z Allen Hamilton<br />
Donald Keller, Chief Learning Officer and VP,<br />
Global Education & Development,<br />
SCC C Softt<br />
Computer<br />
Diana Oreck, VP, Leadership Center,<br />
The e Ritz-Carlton n Hotell<br />
Company<br />
Kevin Wilde, VP, CLO, General l Mills, Inc.<br />
<strong>2012</strong> TOP 10 YOUNG TRAINERS<br />
Bruce Baumgarten, AAA A University<br />
Executive, AAA A NCNUU<br />
Insurance Exchange<br />
Josh Bodiford, Manager, Learning<br />
Development, Cerner r Corporation<br />
Minette Chan, Training Program Manager,<br />
Ooyala<br />
Stephen D. Evans, Training Manager, URS<br />
D’Anna Flowers, IT Training Manager,<br />
Accretive Health, Inc.<br />
Jason Forrest, Chief Sales Officer,<br />
J Forrest t Group<br />
Katie Mulka, Director, Training,<br />
Quicken Loans<br />
Anil Santhapuri, Former Assistant Manager,<br />
Human Resources, CGI I Information Systems<br />
and d Management t Consultants s Private Limited<br />
James Sokolowski, Director, Global Learning<br />
and Leadership Development,<br />
Savvis, a CenturyLink k Company<br />
Danielle Tomlinson, Senior Director,<br />
Global Training, Red d Hat<br />
4 | NOVEMBER/DECEMBER <strong>2012</strong> training www.trainingmag.com
news, stats, & business intel by Lorri Freifeld<br />
Products & Services >> Evolvingg From Engaged to Entangled >> Tech Talk p. 8<br />
Job Assistance Boosts Salary<br />
matchedd orr<br />
got t a higher r <strong>salary</strong> y thann<br />
inn<br />
theirr<br />
former rposi- tion, according g to the e study. Off the e moree<br />
than n 6,500 laid-off<br />
employees, for r instance, who benefited d from m the e firm’ss<br />
job<br />
search h programs s andd<br />
found d neww<br />
employmentt<br />
during g the<br />
first t eight t months s off<br />
<strong>2012</strong>, 73 percent t matched d orr<br />
obtained d a<br />
<strong>salary</strong> y higher r thann<br />
theyy<br />
had d inn<br />
their r former r position.<br />
The same pattern, moreover, heldd true since at t least t 2008,<br />
according g to the firm.<br />
Accordingg to Monika a Morrow, senior r vicee<br />
president t of<br />
Program participants who matched or<br />
exceeded <strong>salary</strong> in their new position:<br />
YEAR PERCENTAGE POPULATION<br />
JOBLESS WORKERS WHO RECEIVE professional l job search h assistance are<br />
much h more likely y to receive the same or r higherr<br />
<strong>salary</strong> y in a neww<br />
position<br />
than those who do not, according g to a studyy<br />
by y Rightt<br />
Management, the<br />
talent t andd<br />
careerr<br />
managementt<br />
expert t within ManpowerGroup.<br />
Right t Management t reviewed d data a on n moree<br />
than n 82,000 individuals<br />
throughout t Northh<br />
America a who since e 2008 received d outplacementt<br />
services<br />
<strong>2012</strong>*<br />
2011<br />
2010<br />
2009<br />
2008<br />
*first t eightt<br />
months<br />
73<br />
74<br />
75<br />
70<br />
69<br />
6,596<br />
10,554<br />
17,083<br />
29,112<br />
18,792<br />
and d obtained d a neww<br />
position. Nearly y three-quarterss<br />
of f the e job seekers s either Career r Management t for r Rightt<br />
Management, there e aree<br />
many<br />
reasons why those getting outplace-<br />
Productivity Coach’s Corner<br />
ment t help more e often n end d up in n better<br />
circumstances. “The e leading goutplace- By Jason W. Womack, MEd, MA<br />
ment t firmss<br />
providee<br />
a rich h varietyy<br />
of<br />
www.womackcompany.com | www.twitter.com/jasonwomack | Jason@WomackCompany.com services s to their r clients, including gindi- How to Create Lasting Change<br />
HERE ARE MY Y SUGGESTIONS about t howw<br />
to make change last:<br />
1. Look k at t what t you are doing g now.<br />
2. Make a decision to change one thing.<br />
An excellent t wayy<br />
to improve yourr currentt<br />
situation is to initially y acceptt<br />
things the<br />
way y they y are. When you know w where you are, you Give yourself f time to work on the one change<br />
then can make thoughtful adjustments.<br />
you’ve selected for a specific amount t off<br />
time.<br />
vidual l coaching, job market t research,<br />
guidance on positioning, technology-enabled<br />
resources, guidance in<br />
person-to-person n networking, as s well<br />
as coaching on interviewing, <strong>salary</strong><br />
negotiation n and d personal l branding g via<br />
social l networks.”<br />
Only y byy<br />
identifying whatt is not t working can If f itt<br />
is a small decision—perhaps drinking water Morrow w does acknowledge that tindi- you then make a decision about t what t needs to instead of f soda during meals (so you stay viduals benefitingg from outplacement<br />
be changed. Making a decision is critical. The better hydrated and, therefore, can think more services may y enjoy y otherr<br />
advantages<br />
power r of f deciding removes ambiguity. You Y design clearly) —maybe a week of f concentrated effort in the job market. “Often candidates<br />
yourr life every y time you make a decision, large<br />
and small. “Do I have whipped cream on my y hot<br />
chocolate?” “Do I give myself f an extra cushion of<br />
time so I am not t late to that t importantt<br />
meeting or<br />
do I make justt one more quick k stop?”<br />
is all you’ll need.<br />
In fact, what I’ve learned is that t iff<br />
you focus<br />
on the new w behavior r every y day, you can decide<br />
in about t five days whether r or r nott<br />
you should<br />
continue doing that t behavior.<br />
come into our r programs from mwell- known n or r respected d companies or r they<br />
may y have e quality y work k experience e or<br />
skill l sets, which h cann<br />
givee<br />
themm<br />
ann<br />
edge<br />
in n the e job search h process.”<br />
TO SUBMIT NEWS, research, or other Training Today tidbits, contact<br />
Editor-in-Chief Lorri Freifeld at lorri@trainingmag.com or 516.524.3504.<br />
6 | NOVEMBER/DECEMBER <strong>2012</strong> training www.trainingmag.com
Social Media at t<br />
Work<br />
SOME 75 PERCENT T of f 1,100 U.S. employees<br />
<strong>survey</strong>ed d byy<br />
SilkRoad d reported d accessing<br />
social l mediaa<br />
att<br />
leastt<br />
once a dayy<br />
from their<br />
personall mobile devices while at t work—<br />
regardless of f their r companies’ social lme- dia a policy. Other findings from Silk-<br />
Road’s “Social Media and Workplace<br />
<strong>2012</strong> Report” include:<br />
• Most t companies allow w some e typee<br />
off<br />
access<br />
to o social media at t work: Some 43 percent<br />
of respondents’ organizations have<br />
completely y open social l media a access;<br />
24 percent t have monitored d access; and<br />
16 percent t saidd<br />
they y have no access.<br />
• Twitter r is the e most t popular r social media site<br />
accessed at t work: Some 70 percentt use<br />
Twitter r and d 65 percentt use Facebook,<br />
while onlyy 19 percentt use corporate<br />
intranets. Less than 10 percentt use<br />
Jive, Salesforce Chatter, or r Yammer.<br />
• Companies’ efforts to guide employee<br />
use e off<br />
social technologyy aree<br />
mixed: Only<br />
23 percent t received d a specific c social<br />
What Is “Tin Can”?<br />
By Dr. Kristy Murray, Director, ADL Initiative, and Aaron E. Silvers,<br />
Community Manager r for r ADL and a contractor r with Problem Solutions<br />
After r 15 years of f e-learning shaped largely y by y a technology y known as the Sharable Content<br />
Object t Reference Model, or r SCORM for r short, <strong>2012</strong> has seen the debut t off<br />
a new w technology<br />
called Experience API or r commonly y referred to as “Tin Can.” This is the first t technology y being<br />
developed under r the Advanced Distributed Learning (ADL) Initiative’s Training &<br />
Learning<br />
Architecture (TLA). The TLA A is an umbrella term encompassing all technologies designed to<br />
create a rich environment t for r online training and learning. The four r pillars of f the TLA A are:<br />
1. Experience Tracking<br />
2. Learner r Profiles<br />
3. Content t Brokering<br />
4. Competencyy Infrastructure<br />
Version 0.95 of f the Experience API was released in September <strong>2012</strong>; Version 1.0 is<br />
expected to be released in April 2013. System and authoring tool vendors alreadyy are<br />
implementing the API into their products.<br />
To read the complete article, visit http://trainingmag.com/content/what-experience-api.<br />
For more information, visit http://tincan.adlnet.gov.<br />
www.trainingmag.com<br />
media policy from their employer,<br />
and the same percentage reported<br />
havingg no policyy at t all. Some 17 percent<br />
t were issuedd informall<br />
guidelines,<br />
and less than 10 percent received<br />
social l media a training.<br />
• Employees use e personal mobile e devices<br />
frequently y duringg<br />
workk<br />
hours to o access<br />
social media: Some 60 percent t check<br />
social l mediaa<br />
multiple times throughout<br />
t the day y on their r mobile devices; 75<br />
percent t checkk<br />
once a dayy<br />
orr<br />
more.<br />
Partnerships&Alliances<br />
P<br />
>> IMC C AG, a provider r of f e-learningg<br />
and<br />
talent t managementt<br />
solutions, will implement<br />
its CLIX X learning g management t system (LMS)<br />
at Category y Management Knowledge<br />
Group (CMKG), a category management<br />
training provider r for r the consumer<br />
packaged goods and retail industries.<br />
>> eCornell will provide leadership<br />
development t training g to high-potential<br />
managers at Mobiltel, a supplier r of<br />
telecommunications services in Bulgaria.<br />
Mobiltel’s internal Leadership Development<br />
Program is designed to put t into practice the<br />
five principles of f a broader r organizational<br />
redesign initiative: customer r centricity, time<br />
to market, value-based growth, cost t control,<br />
and innovation.<br />
>> Global performance e improvement<br />
solutions provider GP Strategies Corporation<br />
completed its acquisition of BlessingWhite,<br />
a provider r off<br />
leadership development t and<br />
employeee engagementt<br />
solutions.<br />
>> Asure Software, Inc., a workplace<br />
management t software provider, and<br />
Brivo Systems LLC, a provider r of f cloud<br />
applications for r security y management,<br />
formed a partnership that t integrates<br />
Brivo’s ACS WebService software with the<br />
AsureSpace Resource Schedulerr solution.<br />
Their r integrated solution allows users to<br />
check k into existing g workspace reservations<br />
made in Resource Scheduler r simplyy<br />
by<br />
swipingg theirr<br />
Brivo security y card when<br />
accessing g the corresponding g building.<br />
>> University y off<br />
Phoenixx<br />
and the American<br />
Petroleum Institute created an alliance that<br />
will provide new educational opportunities<br />
for r current t and potential oil and gas workers<br />
interested in continuingg theirr<br />
education.<br />
University y of f Phoenix x consulted with API<br />
and GP Strategies Corporation to create a<br />
Credit t Recommendation Guide that t includes<br />
API University’s Mechanical Maintenance,<br />
Electrical Maintenance, and Industrial Math<br />
& Science Certificates.<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 7
Products&Services<br />
>> Peoplefluent, a human capital<br />
management technology company,<br />
unveiled its updated Social<br />
HCM Product Suite. It features<br />
an enhanced end-to-end Talent<br />
Management suite and delivers<br />
a comprehensive and interactive<br />
enterprise social networking strategy<br />
to organizations.<br />
>> Bersin & Associates, a provider<br />
of membership programs that deliver<br />
research-based best practices in<br />
Human Resources (HR), talent, and<br />
learning, introduced BersinInsights,<br />
a personalized, integrated, and<br />
scalable platform that crossreferences<br />
and links its store of<br />
research-based models, tools,<br />
information, and people strategies.<br />
This allows members to quickly<br />
find answers, design solutions,<br />
benchmark programs, explore vendor<br />
solutions, and continue learning<br />
more on a topic.<br />
>> To help measure and assess the<br />
deployment of learning and thereby<br />
help prove ROI, management<br />
and global collaboration training<br />
consultancy TMA World developed<br />
an online assessment tool,<br />
Deployment Plus. It measures<br />
integrated ROI by targeting learning<br />
to a specific skills gap and capturing<br />
improvements in capability, increases<br />
in deployment, and specific<br />
deployment evidence. The tool can<br />
be used in conjunction with TMA<br />
World’s curriculum and also thirdparty<br />
training solutions.<br />
>> Columbia Business School<br />
Executive Education launched its<br />
first online executive education<br />
program in partnership with the<br />
Institute for Personal Leadership<br />
(IPL). The inaugural program,<br />
Personal Leadership Online, is<br />
offered in two versions—the<br />
Essentials Edition and Executive<br />
Edition—running from 10 to 12<br />
weeks and priced at $989 and<br />
$1,899, respectively.<br />
Evolving g from Engaged to Entangled<br />
HOW DO ORGANIZATIONS develop the<br />
commitment and loyalty from their<br />
employees that propel performance beyond<br />
normal to extraordinaryy on a daily<br />
basis? What makes one organization an<br />
award winner and another scrambling to<br />
survive? What in the organization leads<br />
employees to do the best theyy can?<br />
The answer:<br />
nomenon in<br />
organizational<br />
entanglement—a<br />
which employee<br />
commitment to<br />
phe-<br />
and<br />
each<br />
that has led to entanglement. What do<br />
they y sayy<br />
it takes to become entangled?<br />
person, system, and component of f the • Leaders who do extraordinary y things<br />
organization is so deeplyy ensnared in the • Building an ethical organization<br />
company’s mission, vision, values, and • Focusing all the human capital<br />
goals that success is the only y option. “It’s • Using process to guide performance<br />
My Company Too! How Entangled • Increasing an individual’s self-efficacy<br />
Companies Move Beyond Employee En- • Giving employees freedom and responsigagement<br />
for Remarkable Results” by bilityy within a culture of f discipline<br />
Dr. Kenneth R. Thompson, Dr. Ramon • Hardwiring discretionary y thinking and<br />
L. Benedetto, and Thomas J. Walter with actions<br />
Molly y Meyer features eight organizations • Guiding the transformation to remark-<br />
that boast transformational leadership able performance<br />
>> Infoteria Corporation introduced<br />
the Handbook k content manager<br />
for r iPads, iPhones, and Android<br />
devices. Handbook k binds together r any<br />
combination of f content—documents,<br />
spreadsheets, videos, photos, PDF files,<br />
Web links, and more—for r presentations,<br />
business meetings, sharing with<br />
colleagues or r clients, or r just for r personal<br />
use. Handbook k lets users assemble,<br />
publish, and/or r present collections of<br />
files in both online and offline settings.<br />
>> Indecomm Global Services, a<br />
business process outsourcing company,<br />
designed and developed an automated<br />
portal for r tracking and reporting the<br />
training of f implanting physicians and<br />
operative staff f for r Edwards Lifesciences,<br />
a global leaderr in the science of f heart<br />
valves and hemodynamic monitoring.<br />
This portal was needed to ensure that<br />
only trained implanting physicians and<br />
operative staff f were using the device.<br />
>> Lumesse launched the latest version<br />
of f its cloud-based learning management<br />
system (LMS), Learning Gateway<br />
6.0. The LMS allows organizations<br />
to create specific learner r portals for<br />
each audience. Users can change and<br />
update the portal as they go to build a<br />
personalized learner r experience without<br />
the need forr programming skills.<br />
>> EMS (Education Management<br />
Solutions), a global provider r of f integrated<br />
clinical simulation management t solutions<br />
for r higher r education and health-care<br />
training g centers, unveiled SIMOneHD, a<br />
new off-the-shelf f software and hardware<br />
solution for r one-room simulation training<br />
spaces. SIMOneHD allows users<br />
to: review live or r recorded video for<br />
debriefing/feedback k sessions; capture<br />
vital signs feeds from simulators in<br />
tandem with a learner r log g during g training<br />
events; and conduct t learner r assessments<br />
and generate reports.<br />
8 | NOVEMBER/DECEMBER <strong>2012</strong> training www.trainingmag.com
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©<strong>2012</strong> SME_7726
soapbox s<br />
Nate Kelly y is a senior<br />
strategistt att<br />
Cerner<br />
Corporation. He was<br />
named a 2011 Top<br />
10 Youngg Trainer r by<br />
Training magazine.<br />
10 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
The Information Battlefield<br />
Trainers who combine technology with application of Malcolm Knowles’ adultlearning<br />
characteristics have a strategic advantage in capturing their learners’<br />
attention in an environment of information overload. BY NATE KELLY<br />
In 1970, Malcolm Knowles identified d sixx<br />
char-<br />
acteristics of adult learners that became—<br />
andd remain—the backbone of f manyy<br />
Train-<br />
ing g departments’ learning g strategy. In today’s<br />
learning environment, which resembles more<br />
of f an information battlefieldd than a classroom,<br />
those characteristics mightt be the most t important<br />
weapons trainers can wield d as theyy compete for r the<br />
time andd attention of f would-be learners.<br />
First, let’s examine e the e information n battlefield.<br />
Your r students, live e or r online, are e inundatedd<br />
withh<br />
in-<br />
formation. Think k about t it. How w muchh<br />
information<br />
has competed d forr<br />
your r attentionn<br />
today? Between<br />
your r smartt<br />
phone, laptop computer, radio, TV,<br />
tablet t PC, and d printt<br />
media, how w muchh<br />
informa-<br />
tion n didd<br />
youu<br />
purposefullyy<br />
consume? On n top of f that,<br />
how w manyy<br />
radio, print, billboard, television, and<br />
Web-based d advertisements foughtt to capture e your<br />
attention? How w much h moree<br />
information n couldd<br />
you<br />
possiblyy consume?<br />
How w does this information overload manifest<br />
as classroom distractions? For live classroom<br />
sessions, constant t e-mails, calls, and texts compete<br />
for your students’ attention. When courses<br />
are delivered online, there are infinitely y more<br />
attention grabbers, includingg instantt<br />
messaging<br />
and the allure of f the Web browser.<br />
The information battlefield lines have been<br />
drawn, andd as communication n technology yinnova- tion n moves forward d att<br />
break-neck k speed, the e fight<br />
will l onlyy<br />
gett<br />
moree<br />
intense. Learning gprofession- als, therefore, are e inn<br />
a contestt<br />
to capture e attention<br />
and d effectively y pass much-needed d knowledgee<br />
and<br />
information to their constituents. Traditionally,<br />
many y learningg<br />
professionals have e reliedd<br />
onn<br />
Knowles’<br />
adult-learning characteristics to design training<br />
that t captures learners’ focus andd ensures important<br />
information n is disseminated d andd<br />
putt<br />
into practice.<br />
Let’s review w three e of f Knowles’ adult-learningg char-<br />
acteristics to ensure e thatt<br />
wee<br />
aree<br />
competing g with<br />
modern n approaches andd tools in n ann<br />
effort t to win n the<br />
information n battlee<br />
andd<br />
further r ourr<br />
organizations’<br />
strategicc initiatives.<br />
1. Learning g Characteristic: Adults are autonomous<br />
and self-directed.<br />
What t iff<br />
your r homework k were the lesson and d your<br />
classwork k were the practice? Organizations such h as<br />
the Khan Academy y (www.khanacademy.org) are<br />
flip-flopping g the traditional l learning g paradigm in<br />
this manner. Throughh simple, easy-to-understand<br />
videos, theyy are showingg thatt<br />
someone can learn<br />
the basic c conceptuall<br />
frameworks of f complex x ideas<br />
on their r own. Class time then can be usedd on<br />
learn-by-doingg exercises with h experts there to help<br />
self-directed learners when needed. Learners<br />
benefit t from one-to-one trainingg orr<br />
smalll<br />
group<br />
training g in the classroom, att the time theyy need<br />
help. The availabilityy off<br />
affordable screen capture<br />
software and d digitall<br />
video cameras means learning<br />
professionals now w have the opportunityy to deliver<br />
lessons in consumable chunks outside the classroom.<br />
Is your r organization taking g advantage of f this<br />
technology? Would d yourr<br />
learners be more engaged<br />
and d focusedd<br />
iff<br />
theyy<br />
hadd<br />
the abilityy to control l the<br />
pace of f theirr<br />
lessons?<br />
2. Learning g Characteristic: Adults are practical.<br />
Adults want t to be able to apply y what t theyy<br />
learn<br />
to what t theyy<br />
do. If f adultt<br />
learners cannot t make<br />
the connection between the information presented<br />
duringg class and the work k theyy<br />
do, it t is likely<br />
you will lose their focus. Technology y is makingg it<br />
possible to address the importance and practical<br />
nature of f training, before training g begins. Send<br />
short t videos (ideally y two minutes or less) about<br />
how w lessons can be applied to day-to-day y work k in<br />
advance of f a training g exercise. These videos can be<br />
simple. For instance, you might t ask k a respected individual<br />
to discuss the goal of f trainingg<br />
and how w it<br />
should be applied to work k in an interview w setting<br />
and capture it t on video. By y focusingg<br />
on the learners’<br />
motivation to learn and tying g the trainingg to<br />
their daily y work, you ensure learners begin training<br />
g with an understanding g off<br />
whyy<br />
theyy<br />
should be<br />
focused on the material.<br />
3. Learning g Characteristic: Adults are relevancyoriented.<br />
Perhaps the e bestt<br />
way y to ensure e youu<br />
havee<br />
learners’<br />
attention n is to deliverr lessons that t aree<br />
tailoredd<br />
to exactly<br />
y what t they y need, when n they y need d them. Whatt iff<br />
a<br />
system m could, basedd on n your r performance, offer rles- sons that t are e relevantt<br />
to you u att<br />
thatt<br />
moment? Sound<br />
futuristic? It t is happening g now w in n other r industries.<br />
www.trainingmag.com
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I want<br />
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Satisfy career dreams to reach<br />
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CareerGenius is an organizational tool that develops a self-directed workforce.<br />
By measuring employees’ current skills and comparing them to specific job roles,<br />
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soapbox s<br />
Netflix x (www.netflix.com) suggests movies based<br />
on n categorization n and d past t selection. Retailers send<br />
coupons or r suggest t products basedd onn<br />
dataa<br />
received<br />
through h their r affinityy<br />
card d programs. These ecompa- nies are e leveragingg<br />
dataa<br />
to make e their r servicee<br />
more<br />
convenient t and d increasingg<br />
sales. Theyy aree<br />
capturing<br />
your r attentionn<br />
with h what t is most t relevant t to you u and<br />
at t thee<br />
momentt<br />
youu<br />
aree<br />
positionedd<br />
to use e it. Many<br />
organizations collect t performance e data. The e next<br />
step, however r challenging, is to transform m thatt<br />
data<br />
into information n thatt<br />
can n improve e performance.<br />
Learning g organizations already y aree<br />
considering g the<br />
possibilities of f true e workflow-relevant t learning. In<br />
the e battlee<br />
for r attentionn<br />
andd<br />
focus, the e ultimatee<br />
weap-<br />
on n for r learning g professionals is contextuallyy relevant<br />
information n deliveredd<br />
att<br />
thee<br />
point t and d timee<br />
off<br />
need.<br />
Aree there e supportt<br />
systems or r processes in n which h your<br />
organization n might t be e ablee<br />
to embed d just-in-time<br />
learning g basedd<br />
onn<br />
performance?<br />
THE BATTLE PLAN<br />
The battle for the time and attention of our<br />
constituents will become more intense as technology<br />
y advances. At t the same time, organizational<br />
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hhow<br />
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Power r Up Your r Brainstorming<br />
Traditional brainstorming has been around for decades. But new<br />
variations have developed on the old brainstorming theme—try one<br />
the next time ideas need to flow. BY Y ROSS TARTELL, PH.D.<br />
You<br />
Y<br />
need new w ideas. The pressure is on and<br />
the competition is tougher than ever. When<br />
the rate of f external change exceeds the rate<br />
of f internal change, it’s time to power up your<br />
brainstorming to generate creative ideas.<br />
Traditional l brainstorming g has been n around d for<br />
decades. But t neww<br />
variations have e developedd<br />
on n the<br />
old d brainstorming g theme. Here e aree<br />
threee<br />
examples I<br />
have e foundd<br />
useful. Tryy onee<br />
off<br />
these e approaches the<br />
next t time e ideas need d to flow:<br />
BRAINWAVING: Works well with a quiet or<br />
Ross Tartell, Ph.D., is<br />
introverted group.<br />
Learning & Development<br />
When n people e like e to think k for r a feww<br />
minutes, their<br />
Manager r – North<br />
ideas can n get t lostt<br />
in n a traditional l brainstorming gses- America for r GE Capital<br />
sion, orr their r pace e cann<br />
sloww<br />
the e forward d motionn<br />
off<br />
the<br />
Real Estate. He group. Brainwaving g gives them m a chancee<br />
to contrib-<br />
is also an adjunct ute e and d keeps the e entiree<br />
group “on n thee<br />
same e page.”<br />
associate professor Here’s how:<br />
of f Psychology and 1. Discuss the focus question so participants are<br />
Education at Columbia clear about direction, topic, and context.<br />
University. Dr. Tartell 2. Write the focus question at the top of f a lined<br />
has expertise in the page of f paper—make one page for each person in<br />
areas of f learning the group.<br />
3. Ask k each person to write down one idea, then<br />
and development,<br />
pass the paper to his or her right.<br />
talent planning,<br />
and organizational<br />
development. He<br />
received his M.B.A.<br />
in Management and<br />
his Ph.D. in Social<br />
Psychology from<br />
Columbia University.<br />
When the rate of f external<br />
change exceeds the rate of<br />
internal change, it’s time to<br />
power r up your r brainstorming<br />
to generate creative ideas.<br />
4. The next person can add a new w idea or build<br />
on a previous idea on the page.<br />
5. Continue until the brainwaving worksheet<br />
returns to its originator.<br />
6. Pass around the completed sheets one last<br />
time so everyone can see the final list.<br />
7. If f you have 10 people, you suddenly y have 100<br />
ideas!<br />
8. Consolidate to reduce redundancyy and select<br />
the best ideas for follow-up.<br />
AFFINITY Y DIAGRAM: Categorizes ideas by<br />
theme for further action.<br />
The level of f interaction and engagement in this<br />
technique helps build consensus and commitment.<br />
Use this with groups as large as 20 people.<br />
Here’s how:<br />
1. Discuss the focus question.<br />
2. Have each individual work k privatelyy<br />
and<br />
write three or four ideas on separate Post-its that<br />
are at least 4 x 6 in size.<br />
3. Place all the Post-its so everyone can see all<br />
the ideas.<br />
4. Ask k participants to group the ideas into logical<br />
categories; add additional ideas if f necessary.<br />
5. Name each group of f ideas.<br />
6. Each grouping becomes an area for action,<br />
with each idea providing detail for your focused<br />
and actionable themes.<br />
WEBINAR ROUND ROBIN: Brings brainstorming<br />
into the Internet era.<br />
Many y meetings are e now w Web based. But t how w do you<br />
brainstorm m in n a Web-based d environment? To use e this<br />
technique, you’ll l needd<br />
meeting g software e withh<br />
a<br />
“chat”<br />
function n that t willl<br />
alloww<br />
you u to “cut t andd<br />
paste.”<br />
Here’s how:<br />
1. Explain the focus question, clearly yiden- tifying the topic and context.<br />
2. Have each person type their idea into<br />
“chat” and send it to everyone, so it is visible<br />
to all.<br />
3. Read each entry y aloud—quickly—and<br />
encourage participants to come up with<br />
more ideas. To increase participant motivation,<br />
you might impose a deadline or set a<br />
target number of f ideas.<br />
4. After r thee<br />
brainstorming g is complete, cut<br />
and d paste e alll<br />
thee<br />
ideas into a spreadsheett<br />
so the e data<br />
can n bee<br />
manipulatedd<br />
easilyy<br />
andd<br />
prepared d forr<br />
action.<br />
An n excellentt<br />
referencee<br />
onn<br />
brainstorming g is Brian<br />
Colee Miller’s book, “Quick k Brainstormingg<br />
Activities<br />
for r Busyy<br />
Managers.”<br />
As the e world d becomes more e complex x andd<br />
thee<br />
rate<br />
of f changee<br />
accelerates, innovation n andd<br />
neww<br />
ideas are<br />
the e lifebloodd<br />
off<br />
survival. Use e thesee<br />
techniques to<br />
power r up your r brainstorming g andd<br />
charge e up the<br />
creativity y so critical l to your r future. t<br />
14 | NOVEMBER/DECEMBER <strong>2012</strong> training www.trainingmag.com
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Focus on Nigeria<br />
Nigerians respond well to an interactive training style where students<br />
are encouraged to comment and ask questions. BY LEXI RIFAAT<br />
The historyy off<br />
whatt<br />
is now w Nigeriaa<br />
goes back<br />
thousands of f years, with h evidence indicating<br />
that t people have lived d in this area a off<br />
Africa<br />
since at t leastt<br />
9,000 B.C. Since gaining g its independence<br />
from Great t Britain in 1960, Nigeria a has been<br />
ruled d byy<br />
a series of f militaryy<br />
coups interrupted d by<br />
brief f periods of f democraticc<br />
rule. Now w a young<br />
democracy y withh<br />
aa<br />
veryy<br />
recentt<br />
constitution, Nigerians<br />
are still l dealingg<br />
withh<br />
manyy<br />
years of f politicall<br />
and<br />
social l confusion.<br />
Education, and d higherr<br />
education in particular,<br />
is heldd in great t regard d in Nigeria. In social l and<br />
professional l contexts, displaying g and dacknowledg- ing g degrees and d credentials are important t ways of<br />
showingg mutual l respect. Wealthier r Nigerians are<br />
often well l educated, with h degrees from many yfor- eign universities.<br />
TRAINING IN NIGERIA<br />
Because education is highlyy valued, many y Nigerians<br />
are interestedd in training g andd<br />
eagerr<br />
to learn. They<br />
generallyy have high h regard d forr<br />
foreign trainers and<br />
consultants who have expertise in various subjects.<br />
Nigerians respond d well l to an interactive training<br />
style where students are encouraged d to comment<br />
andd askk<br />
questions. In a more formal l situation with<br />
a larger r audience, introductions with h lengthy yex- pressions of f gratitude are commonplace, especially<br />
if f people of f highh<br />
status are present. Also in this scenario,<br />
junior r employees may y be more reluctant t to<br />
speak k up. However, in less formal l settings, trainers<br />
can expect t a more free-flowing g style with h active<br />
Training Tips<br />
• Take an interactive approach to all training<br />
programs by encouraging participation.<br />
• English-language trainers should keep<br />
in mind that accents can be tricky for<br />
everyone, so be patient and clarify often to<br />
ensure understanding. Remember to slow<br />
down when speaking, avoid idioms, and<br />
repeat key points.<br />
• Use visual aids during your presentation and<br />
supply written material prior to the meeting.<br />
participation by y theirr<br />
Nigerian students.<br />
Although h Nigerians in business generally y have<br />
a good d commandd<br />
off<br />
English, when presenting g to<br />
a Nigerian audience, keep in mindd thatt<br />
there are<br />
many y differentt<br />
accents, some of f which h mayy<br />
be difficult<br />
t to understand. The use of f visuall<br />
aids can help<br />
effectively y communicate your r pointt<br />
and d often is<br />
appreciated. PowerPoint t presentations are widely<br />
acceptedd in business settings in Nigeria.<br />
FORMALITY<br />
Nigerian society y is status oriented. Such h factors<br />
as one’s title, age, status, and d credentials are key<br />
in determining g thatt<br />
person’s place within a given<br />
hierarchy. The culture has a strong g emphasis on<br />
formality, protocol, and d courtesy, so it t is important<br />
to treat t everyone—especially y senior-level l people—<br />
with h respect. This includes using g honoraryy<br />
and<br />
polite titles, as well l as professionall titles.<br />
COMMUNICATION AND<br />
BUILDING RELATIONSHIPS<br />
The influence of f a person’s family y andd<br />
tribe is<br />
importantt in Nigerian culture, so there tends to be<br />
a great t deal l off<br />
emphasis on personal l relationships.<br />
Showingg an interestt in your r Nigerian counterparts<br />
andd theirr<br />
personall<br />
lives is important t in developing<br />
good relationships and trust between one<br />
another.<br />
As a result t of f being g a relationship-orientedd<br />
cul-<br />
ture, much h information alreadyy is known about<br />
the people with h whom one lives and d works, so<br />
communication may y rely y more heavilyy on context<br />
with h minimal l verbal l information exchanged. Also,<br />
when talking g with h a foreign business associate,<br />
Nigerians may y be more indirect t in theirr commu-<br />
nication, putting g emphasis on what t someone wants<br />
to hear r rather r than what t theyy<br />
believe to be true.<br />
Payingg attention to nonverbal l cues andd situational<br />
factors such h as a person’s level l off<br />
enthusiasm may<br />
help determine whether r a response is merelyy polite<br />
or r sincerelyy<br />
meant.<br />
Nigerians have a strongg<br />
sense of f loyalty y to their<br />
group as a whole and d to its individuall members.<br />
Patience and d persistence are key y ingredients in<br />
establishing g long-term credibility y andd<br />
trust. t<br />
18 | NOVEMBER/DECEMBER <strong>2012</strong>training www.trainingmag.com
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Now in its 31st year, The Industry Report<br />
is recognized as the training industry’s<br />
most trusted source of data on budgets,<br />
staffing, and programs. This year, the<br />
study was conducted by an outside<br />
research firm in May/June <strong>2012</strong>, when<br />
members from the Training magazine<br />
database were e-mailed an invitation<br />
to participate in an online <strong>survey</strong>. Only<br />
U.S.-based corporations and educational<br />
institutions with 100 or more employees<br />
were included in the analysis. Agencies of<br />
the state, local, and federal government<br />
were not included in the analysis.<br />
The data represents a cross-section of<br />
industries and company sizes.<br />
SURVEY RESPONDENTS<br />
Small companies 32%<br />
(100-999 employees)<br />
Midsize 39%<br />
(1,000-9,999 employees)<br />
Large 29%<br />
(10,000 or more employees)<br />
Total T respondents<br />
913<br />
Note that the figures in this report<br />
are weighted by company size and<br />
industry according to a Dun & Bradstreet<br />
database available through Hoovers of<br />
U.S. companies. Since small companies<br />
dominate the U.S. market, in terms of<br />
sheer numbers, these organizations receive<br />
a heavier weighting, so that the data<br />
accurately reflects the U.S. market.<br />
20 | NOVEMBER/DECEMBER <strong>2012</strong> training<br />
Industrial Classifications<br />
Respondent profile by industry (weighted per Dun & Bradstreet).<br />
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<br />
About Survey Respondents:<br />
• 47% are managers or above in the organization<br />
• 26% are developers or instructional designers<br />
• 23% are mid- to low-level (based on title selection) associates<br />
• 47% determine the need for purchasing products and services<br />
• 17% set the budget<br />
• 19% manage request for proposals/bids<br />
• 60% recommend the purchase<br />
• 15% have the final purchase decision<br />
www.trainingmag.com
After rebounding last year, the<br />
training industry hit a bump in the<br />
road in <strong>2012</strong> as it followed the<br />
downward economic trend that<br />
dogged the U.S.: Total <strong>2012</strong> U.S.<br />
training expenditures—including<br />
payroll and spending on external<br />
products and services—fell 6.5<br />
percent to $55.8 billion. Some 65<br />
percent of organizations either saw<br />
their training budget remain the<br />
same or decrease in <strong>2012</strong>. Training<br />
payroll increased substantially, from<br />
$31.3 billion to $36.4 billion, but<br />
spending on outside products and<br />
services decreased $1.7 billion to<br />
$7.4 billion.<br />
The training budget figure<br />
was calculated by projecting<br />
the average training budget to a<br />
weighted universe of companies,<br />
using a Dun & Bradstreet database<br />
available through Hoovers of U.S.<br />
organizations with more than 100<br />
employees. It is interesting to note<br />
that although small companies<br />
have the smallest annual budgets,<br />
there are so many of them that they<br />
account for 62 percent of the total<br />
budget for training expenditures.<br />
www.trainingmag.com<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
<br />
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<br />
<br />
DEFINITIONS<br />
Expenditures 2007-<strong>2012</strong><br />
<br />
<br />
<br />
Total T training spending: All training-related expenditures for the year,<br />
including training budgets, technology spending, and staff salaries.<br />
Training staff payroll: The annual payroll for all staff personnel assigned<br />
to the training function.<br />
Outside products and services: Annual spending on external vendors<br />
and consultants, including all products, services, technologies, off-theshelf<br />
and custom content, and consulting services.<br />
Average of Total Annual Budget<br />
<br />
<br />
<br />
<br />
<br />
Organization Type T Large Midsize Small Grand Total T<br />
Association N/A N/A $310,000 $310,00<br />
Education $1,214,286 $360,534 $180,000 $504,359<br />
Government/Military $8,410,000 $1,477,961 $488,824 $2,595,090<br />
Manufacturer/Distributor $7,191,235 $2,095,411 $364,586 $2,655,951<br />
Nonprofit $8,850,000 $5,029,692 $170,765 $3,049,676<br />
Retail/Wholesale $21,643,629 $1,262,000 $139,417 $6,785,673<br />
Services $15,590,480 $1,908,745 $280,947 $3,625,323<br />
Avg. Across Sizes $11,307,406 $1,990,918 $294,532 $3,190,202<br />
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training NOVEMBER/DECEMBER <strong>2012</strong> | 21
Assessment & Analysis Testing<br />
Audience Response Systems<br />
Audio and Web Conferencing Products & Systems<br />
Authoring Tools/Systems<br />
Business Skills<br />
Certification<br />
Classroom Tools & Systems<br />
Consulting<br />
Content Development<br />
Courseware Design<br />
Customer Relationship Management<br />
Enterprise Learning Systems<br />
Games & Simulations<br />
Knowledge Management Tools/Systems<br />
Learning Management Systems<br />
Mobile Learning<br />
Online Learning Tools & Systems<br />
Support/On-Demand Learning Tools & Systems<br />
Presentation Software & Tools<br />
Talent Management Tools & Systems<br />
Training Management Administration<br />
Translation & Localization<br />
Web 2.0<br />
Average training expenditures for r large companies decreased<br />
from $12.7 million in 2011 to $11.3 million in <strong>2012</strong>, but<br />
midsize and small companies saw slight increases (from<br />
$1.8 million to $2 million for r midsize organizations and from<br />
$256,082 to $294,532 for r small companies).<br />
Some 29 percent of f organizations said they increased staff<br />
from the year r before (the same as in 2011), while 51 percent<br />
said the level remained the same (down from 55 percent in<br />
2011). Some 20 percent said it was lower, vs. 16 percent in<br />
2011. Retailers/wholesalers have the largest personnel costs<br />
at an average of f $1.8 million. Across all organization types,<br />
larger r companies spend roughly six x times as much as midsize<br />
ones, and midsize companies spend approximately four r times<br />
as much as small ones. The average payroll figure for r large<br />
companies was $4.7 million; for r midsize organizations, it<br />
Types of Training Products and Services<br />
Intended to Purchase Next Year<br />
4%<br />
8%<br />
8%<br />
7%<br />
8%<br />
9%<br />
0 5 10 15 20 25 30 35 40<br />
was $763,549; for r small companies, it was $187,354. The<br />
overall average forr all companies was $1.2 million.<br />
For r those who reported an increase in their r training staff, the<br />
average increase was eight people, two more than in 2011.<br />
For r those who reported a decrease in their r staff, the average<br />
decrease was 18 people—doubling the figure from last year.<br />
Other r training expenditures plunged to $12 billion from<br />
$19.3 billion in 2011. Such expenditures can include<br />
travel, training facilities, and equipment. On average,<br />
organizations spent 18 percent of f theirr<br />
budget or r $556,719<br />
on learning tools and technologies. Large and small education<br />
organizations spent the highest portion of f their r budgets on<br />
tools and technology (34 to 35 percent). Large nonprofits<br />
and midsize retail/wholesale organizations spent the smallest<br />
percentage of f their r training budget on tools and technology<br />
22 | NOVEMBER/DECEMBER <strong>2012</strong>training www.trainingmag.com<br />
11%<br />
14%<br />
16%<br />
16%<br />
18%<br />
19%<br />
20%<br />
20%<br />
22%<br />
24%<br />
25%<br />
25%<br />
25%<br />
28%<br />
29%<br />
35%<br />
38%
Training Expenditures per Learner 2010-<strong>2012</strong><br />
All Companies<br />
Small (100 to 999<br />
employees)<br />
Midsize (1,000 to<br />
9,999 employees)<br />
Large (10,000 or<br />
more employees)<br />
All Companies<br />
Small (100 to 999<br />
employees)<br />
Midsize (1,000 to<br />
9,999 employees)<br />
Large (10,000 or<br />
more employees)<br />
www.trainingmag.com<br />
$375<br />
$749<br />
$702<br />
$761<br />
$671<br />
$1,041<br />
$1,059<br />
$1,076<br />
$922<br />
$1,115<br />
$864<br />
$1,104<br />
0 200 400 600 800 1000 1200<br />
Hours of Training per Employee 2011-<strong>2012</strong><br />
37<br />
37<br />
35<br />
39<br />
41<br />
43<br />
45<br />
0 10 20 30 40 50<br />
(7 and 11 percent, respectively). Looking ahead, 38 percent<br />
of f organizations plan to purchase online learning tools<br />
and systems in the coming year, while 35 percent said<br />
they will buy authoring tools/systems, followed by learning<br />
management systems (29 percent) and classroom tools and<br />
systems (28 percent). These numbers are virtually the same<br />
as last year. Intent to purchase assessment and analysis<br />
testing decreased from 23 percent in 2011 to 16 percent in<br />
<strong>2012</strong>.<br />
Overall, on average, companies spent $1,059 per r learner<br />
this year r compared with $749 per r learner r in 2011. With the<br />
exception of f midsize service organizations, manufacturers/<br />
distributors across all sizes spend more per r learnerr<br />
than<br />
other r organizations. Economy of f scale is evident as larger<br />
organizations tend to spend less per r learner r than midsize or<br />
49<br />
<br />
<br />
<br />
<br />
<br />
small companies.<br />
On average, employees receive 41 hours of f training per r year,<br />
two hours more than last year. Small education organizations<br />
have the largest average number r off<br />
hours at 100, followed by<br />
large manufacturers/distributors at 72 hours.<br />
Companies continue to devote the bulk k off<br />
their r training<br />
expenditures toward training non-exempt employees (44<br />
percent, up from 41 percent in 2011). Training for r exempt<br />
non-managers inched up a bit from 25 percent to 27 percent<br />
in <strong>2012</strong>.<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 23
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
15<br />
12<br />
9<br />
6<br />
3<br />
0<br />
Training Expenditure Allocations—<br />
Who Gets Trained?<br />
10%<br />
24%<br />
<br />
<br />
27%<br />
Staff per 1,000 Learners<br />
<br />
12.3<br />
<br />
<br />
<br />
10.3<br />
<br />
<br />
<br />
<br />
<br />
12.5<br />
<br />
<br />
44%<br />
<br />
<br />
<br />
14.7<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
20 17.5<br />
24 | NOVEMBER/DECEMBER <strong>2012</strong>training www.trainingmag.com<br />
15<br />
10<br />
5<br />
0<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Staff per 1,000 Learners<br />
<br />
<br />
<br />
<br />
26.3<br />
18.6<br />
40.6<br />
15.2<br />
Staff per 1,000 Learners<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
23.4<br />
21.7<br />
Is the Number of<br />
Training-Related Staff Higher<br />
or Lower Than Last Year?
The majority of companies—43<br />
percent—said their training budget<br />
remained the same, while 35 percent<br />
said it went up and 22 percent said it<br />
decreased. This is not much different<br />
from last year, when 32 percent said<br />
their budget went up and 25 percent<br />
said it went down. Government/<br />
military organizations showed the<br />
greatest tendency for training budget<br />
cuts, while retailers/wholesalers and<br />
manufacturers/distributors showed<br />
the largest gains. In the small<br />
organizations, almost three times<br />
as many showed an increase than<br />
showed a decrease. Most companies<br />
with a budget increase also increased<br />
the number of learners served.<br />
Some 38 percent of organizations<br />
reported increases in the 1 to 5<br />
percent range, while 36.4 percent<br />
saw increases in the 6 to 15 percent<br />
range. Most respondents who<br />
reported an increase in their training<br />
budgets attributed it to the following<br />
reasons:<br />
• Increase in the scope of their training<br />
programs (56 percent; down from 77<br />
percent in 2011)<br />
• More learners served (52 percent;<br />
down from 62 percent last year)<br />
• Added training staff (49 percent;<br />
down from 52 percent)<br />
Like last year, the majority (31<br />
percent) of respondents reported budget<br />
decreases between 6 and 15 percent.<br />
Some 53 percent chose “other” as the<br />
reason for the decrease, citing “overall<br />
budget cuts,” “reduced income,” and<br />
“cost containment,” among others. This<br />
was followed by:<br />
www.trainingmag.com<br />
Manufacturer/Distributor<br />
Services<br />
Retail/Wholesale<br />
Government/Military<br />
Education<br />
Association<br />
Nonprofit<br />
What Happened to Your<br />
Training Budget This Year?<br />
0%<br />
0%<br />
<br />
<br />
11%<br />
20%<br />
16%<br />
<br />
<br />
<br />
24%<br />
27%<br />
34%<br />
26%<br />
26%<br />
29%<br />
22%<br />
36%<br />
46%<br />
42%<br />
39%<br />
39%<br />
<br />
<br />
Budget Change by Industry<br />
48%<br />
49%<br />
47%<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
100%<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 25
• Budget adjustments to reflect lower costs<br />
(46 percent; down from 50 percent last<br />
year)<br />
• Staff reductions (45 percent; down from<br />
48 percent)<br />
• Attended fewer outside learning events (40<br />
percent; down from 42 percent)<br />
Like last year, the highest percentage<br />
of organizations (28 percent) said<br />
management/supervisory training will<br />
receive more funding than the year before.<br />
On average, organizations plan to allocate<br />
the most funding to professional/industryspecific<br />
training ($1.8 million), followed<br />
by management/supervisory training at<br />
$635,535 and mandatory/compliance<br />
training ($505,038).<br />
The most important priorities for training<br />
in terms of allocating resources in <strong>2012</strong><br />
are: increasing the effectiveness of training<br />
programs and reducing costs/improving<br />
efficiency (both at 26 percent; the former<br />
was at 28 percent last year and the latter at<br />
23 percent), followed by increasing learner<br />
usage of training programs (at 15 percent).<br />
Like last year, learning infrastructure/<br />
technology initiatives and obtaining revenue<br />
through external training remain the lowest<br />
priorities.<br />
Added Training Staff<br />
Increased Number of Learners Served<br />
Increased Scope of Training<br />
Attended More Outside Learning Events (conferences/seminars)<br />
Increased Outside Trainer/Consultant Investment<br />
Purchased New Technologies/Equipment<br />
Budget Adjusted to Reflect Higher Costs<br />
Other<br />
26 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
How Much Did Your Training Budget Increase?<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 5 10 15 20 25 30 35 40<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 5 10 15 20 25 30 35 40<br />
<br />
<br />
<br />
<br />
<br />
0 5 10 15 20 25 30 35 40<br />
<br />
<br />
<br />
<br />
<br />
0 10 20 30 40 50<br />
Why Did Your Budget Increase?<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 10 20 30 40 50 60<br />
www.trainingmag.com
How Much Did Your Training Budget Decrease?<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
www.trainingmag.com<br />
21%<br />
24%<br />
24%<br />
0 5 10 15 20 25 30 35<br />
<br />
11%<br />
11%<br />
0 10 20 30 40 50<br />
<br />
18%<br />
26%<br />
28%<br />
28%<br />
0 5 10 15 20 25 30<br />
<br />
17%<br />
24%<br />
27%<br />
0 5 10 15 20 25 30 35<br />
Reduced Training Staff<br />
Decreased Number of Learners Served<br />
Decreased Scope of Training<br />
Attended Fewer r Outside Learning g Events (conferences/seminars)<br />
Decreased Outside Trainer/Consultant Investment<br />
Budget Adjusted to Reflect Lower Costs<br />
Other<br />
31%<br />
32%<br />
32%<br />
46%<br />
Why Did Your Budget Decrease?<br />
25%<br />
31%<br />
29%<br />
40%<br />
45%<br />
46%<br />
53%<br />
0 10 20 30 40 50 60<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 27
Executive Development<br />
Management/Supervisory Training<br />
Interpersonal Skills (e.g., communication, teamwork)<br />
IT/Systems Training (e.g., enterprise software)<br />
Desktop Application Training<br />
Customer Service Training<br />
Sales Training<br />
Mandatory or Compliance Training<br />
Profession/Industry-Specific (engineering, accounting, etc.)<br />
<br />
Technology usage for training delivery showed a slight<br />
uptick in <strong>2012</strong>, although 45.2 percent of training hours are<br />
delivered by a stand-and-deliver instructor in a classroom<br />
setting. That figure is up a bit from the 41.6 percent<br />
reported last year and nearly back to the 47 percent reported<br />
in 2009.<br />
• 27 percent of hours are delivered with blended learning<br />
techniques, up a bit from 24 percent last year.<br />
• 24.7 percent of hours are delivered via online or<br />
computer-based technologies, up slightly from 21.9<br />
percent last year.<br />
Projected Funding for Learning Areas Next Year<br />
Small (10 to 999 employees)<br />
Midsize (1,000 to 9,999 employees)<br />
28 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
Large (10,000 or more employees)<br />
16% 51% 9% 24%<br />
28% 54% 10% 8%<br />
18% 60% 11% 11%<br />
18% 57% 10% 15%<br />
12% 61% 14% 13%<br />
17% 57% 10% 16%<br />
18% 39% 6% 37%<br />
18% 70% 6% 6%<br />
10% 61% 7% 22%<br />
0 20 40 60 80 100<br />
<br />
• 1.1 percent of training hours are delivered via mobile<br />
devices, just about the same as last year.<br />
Small and midsize companies continue to rely on<br />
instructor-led delivery methods more so than large<br />
companies: 47 percent vs. 38 percent. Blended learning is<br />
fairly even across companies of all sizes, ranging between<br />
25 and 29 percent. Large companies appear to be focusing<br />
on online or computer-based methods (28 percent vs. an<br />
average of 23 percent for small and midsize companies).<br />
Mandatory or compliance training continues to be done<br />
mostly online, with 74 percent of organizations doing at<br />
Training Delivery Methods by Company Size <strong>2012</strong><br />
<br />
<br />
<br />
<br />
<br />
<br />
www.trainingmag.com
least some of it online and 23 percent entirely online (up<br />
from 18 percent last year). Online training also often is<br />
used for desktop application training (58 percent) and IT/<br />
systems application training (58 percent). Online training<br />
is least used for executive development (28 percent) and<br />
management/supervisory, interpersonal skills, and sales<br />
training (all at 42 percent).<br />
Of the learning technologies presented, the most often used<br />
include:<br />
• Learning Management System (LMS) (73 percent, up from<br />
67 percent)<br />
• Virtual classroom/Webcasting/video broadcasting (70<br />
percent, down from 76 percent last year). Some<br />
Executive Development<br />
Management/Supervisory Training<br />
Interpersonal Skills (e.g., communication)<br />
IT/Systems Training (e.g., enterprise software)<br />
Desktop Application Training<br />
Customer Service Training<br />
Sales Training<br />
Mandatory or Compliance Training<br />
Profession/Industry-Specific (e.g., engineering)<br />
<br />
<br />
<br />
<br />
<br />
<br />
www.trainingmag.com<br />
Online Method Use for Types of Training<br />
50 percent use it for 10 to 49 percent of their training<br />
programs.<br />
• Rapid e-learning tool (56 percent vs. 50 percent last year).<br />
This replaced usage of an application simulation tool as<br />
the third most often used tool in <strong>2012</strong>.<br />
The delivery methods least often used for training remain<br />
the same as last year:<br />
• Podcasting at 17 percent (vs. 21 percent last year)<br />
• Online Performance Support (EPSS) or knowledge<br />
management system at 23 percent (same as last year)<br />
• Learning Content Management System (LCMS) at 22<br />
percent (down from 26 percent last year)<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 29
Podcasting<br />
Online Performance Supportt orr<br />
Knowledge Management t System<br />
Rapid E-Learning Tool (PowerPoint conversion tool)<br />
Application Simulation Tool<br />
Virtual Classroom/Webcasting/Video Broadcasting<br />
Learning Content Management System (LCMS)<br />
Learning Management System (LMS)<br />
Learning Technologies Current Usage <br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
Podcasting<br />
<br />
<br />
Online Performance Supportt orr<br />
Knowledge Management t System <br />
Rapid E-Learning Tool (PowerPoint conversion tool) <br />
<br />
Application Simulation Tool <br />
Virtual Classroom/Webcasting/Video Broadcasting <br />
<br />
Learning Content Management System (LCMS) <br />
<br />
Learning Management System (LMS) <br />
Podcasting<br />
Online Performance Supportt orr<br />
Knowledge Management t System<br />
Rapid E-Learning Tool (PowerPoint conversion tool)<br />
Application Simulation Tool<br />
Virtual Classroom/Webcasting/Video Broadcasting<br />
Learning Content Management System (LCMS)<br />
Learning Management System (LMS)<br />
Podcasting<br />
Online Performance Supportt orr<br />
Knowledge Management t System<br />
Rapid E-Learning Tool (PowerPoint conversion tool)<br />
Application Simulation Tool<br />
Virtual Classroom/Webcasting/Video Broadcasting<br />
Learning Content Management System (LCMS)<br />
Learning Management System (LMS)<br />
30 | NOVEMBER/DECEMBER <strong>2012</strong> training<br />
0 20 40 60 80 100<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
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<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
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<strong>2012</strong> saw a very slight dip in the average expenditure for<br />
training outsourcing: $592,679, down from $606,563 in<br />
2011. Like last year, an average of 23 percent of the total<br />
training budget was spent on outsourcing. Small and large<br />
companies tended to have slightly higher percentages than<br />
midsize companies.<br />
On average, 23 percent of companies mostly or completely<br />
outsource LMS operations/hosting (vs. 18 percent last year).<br />
LMS administration and learner support, however, continue<br />
to be mostly handled in-house, with only a small amount<br />
outsourced.<br />
• Outsourcing LMS operations/hosting increased to 55<br />
percent from 40 percent in 2011.<br />
• Instruction/facilitation again is the most often<br />
considered for some degree of outsourcing, up from<br />
www.trainingmag.com<br />
47 percent last year to 49 percent this year.<br />
As with <strong>2012</strong>, the level of outsourcing is expected to stay<br />
relatively steady in 2013—some 81 percent of organizations<br />
said they expect to stay the same in the outsourcing area.<br />
And the percentage of companies expecting to increase use<br />
is almost exactly offset by those organizations expecting to<br />
decrease outsourcing for the same functions. On balance,<br />
midsize companies may outsource slightly more across<br />
the board, especially for LMS operations/hosting and<br />
administration. Large companies will stay the same overall,<br />
but may outsource more custom content development.<br />
The area with the least outsourcing this year, LMS<br />
administration, anticipates slightly more outsourcing vs.<br />
slightly less (8 percent vs. 6 percent), although 46 percent<br />
said they have no intention of outsourcing that function.<br />
<br />
<br />
<br />
<br />
<br />
<br />
Instruction/Facilitation<br />
LMS Administration (registration, upload data)<br />
LMS Operations/Hosting<br />
Learner Support<br />
Custom Content Development<br />
Extent of Outsourcing <br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 31
Instruction/Facilitation<br />
LMS Administration (registration, upload data)<br />
LMS Operations/Hosting<br />
Learner Support<br />
Custom Content Development<br />
Instruction/Facilitation<br />
LMS Administration (registration, upload data)<br />
LMS Operations/Hosting<br />
Learner Support<br />
Custom Content Development<br />
Instruction/Facilitation<br />
LMS Administration (registration, upload data)<br />
LMS Operations/Hosting<br />
Learner Support<br />
Custom Content Development<br />
Extent of Outsourcing <br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
<br />
<br />
<br />
<br />
32 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
<br />
<br />
<br />
www.trainingmag.com
www.trainingmag.com<br />
Instruction/Facilitation<br />
LMS Administration (registration, upload data)<br />
LMS Operations/Hosting<br />
Learner Support<br />
Custom Content Development<br />
Instruction/Facilitation<br />
LMS Administration (registration, upload data)<br />
LMS Operations/Hosting<br />
Learner Support<br />
Custom Content Development<br />
Instruction/Facilitation<br />
LMS Administration (registration, upload data)<br />
LMS Operations/Hosting<br />
Learner Support<br />
Custom Content Development<br />
Instruction/Facilitation<br />
LMS Administration (registration, upload data)<br />
LMS Operations/Hosting<br />
Learner Support<br />
Custom Content Development<br />
Projected Use of Outsourcing <br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
0 20 40 60 80 100<br />
<br />
<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 33
EXCLUSIVE<br />
SALARY<br />
SURVEY<br />
MORE<br />
FOR<br />
LESS<br />
Average training salaries plunge<br />
$8,000 in 2011-<strong>2012</strong>.<br />
34 | NOVEMBER/DECEMBER <strong>2012</strong>training www.trainingmag.com
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$8 $ ,000 00 to an average g of $75 75,657 57 in 201 011- 1 20 <strong>2012</strong> 12, acc ccor ordi di ding ng to Tr Trai aini ning ngg mag agaz azin ine’ e s AAnn<br />
nnua ual SSal<br />
alar ary SSur<br />
urve vey<br />
of 11,2<br />
,281 81 rrea<br />
eade ders rs. The he aave<br />
vera rage ge iinc<br />
ncre reas ase iin<br />
ssal<br />
alar ary iin<br />
tthe<br />
he las<br />
ast 112<br />
m mmon<br />
on onth th ths ( (no no not i iinc<br />
nc nclu lu ludi di d ng a ppro<br />
ro romo moti tion on oor<br />
ch chan an ange ge oof<br />
o eemp<br />
mp m lo loye ye y r) ros os ose sli li ligh gh g tl tly to 2.81 8 per erce cent nt n in 2011- 1 20 <strong>2012</strong> 12, up from 2.57 perce cent nt in 201 010- 0 20 2011 11.<br />
So Some me 43 per erce c nt of res espo pond nden ents ts ssai<br />
aid the heir i salar ary wwas<br />
as low ow rel elat ativ ive to the heir ir rres<br />
espo pons nsib ibil ilit itie ies, s, wwhi<br />
hile le aano<br />
noth ther er<br />
49 p<br />
p er e ce cent nt n ssai<br />
aid i it<br />
was w as eequ<br />
qu quit i ab able le. OOnl<br />
nly 7 pper<br />
erce cent nt bbel<br />
elie ieve ve tthe<br />
hey aare<br />
re wwel<br />
ell ppai<br />
aid rrel<br />
elat ativ ive tto<br />
the heir ir res espo pons nsibili-<br />
ti ties es. SSom<br />
om ome 5 551<br />
per p er erce ce cent nt of o rres<br />
espo pond nden en e ts s<br />
sai ai aid t tthe<br />
he hey rec r ec ecei ei eive ve ved a bon on onus us llas<br />
as a t y yea<br />
ear, r, r aand<br />
nd 555<br />
pper<br />
erce cent nt are re eli ligi gibl ble for or one ne thi his yea ear. r<br />
The average cash bonus was $ $9,53 536, 6, dow<br />
o n f ffro<br />
rom $ $11 11 11,2 ,272 2 72 i iin<br />
2 2201<br />
01 010- 0- 0-20 20 2011 11 11.<br />
De Desp spite the steep decrease in average trainer salaries, onl n y 3.2 2 per perce<br />
cent nt ssai<br />
ai aid eemp<br />
mp m lo l ye yers rs aask<br />
sk sked ed t tthe<br />
he hem to t ttak<br />
ake a ppay<br />
ay cut<br />
ve vers rsus us 6 .6 6 pper<br />
p er erce ce cent nt in 2 2201<br />
01 010- 0- 0 20 2 11 11. SSom<br />
o e 50 percent of respondents said their organ a izat atio ion ccut<br />
ut b bbud<br />
ud udge ge gets ts in tthe<br />
t he l llas<br />
as ast 12<br />
mo mont nths, 4 perce c nt less than in 201 010- 0-20 2011 11 11. TTra<br />
rave ve vel w wwas<br />
as s<br />
sla la l sh s ed by 43 percent of respondents vs. 49 per erce cent nt iin<br />
201<br />
010- 0- 0<br />
20 2011 11 11. SSom<br />
ome 21 2 per<br />
erce ce cent nt fro<br />
roze ze z sal alar arie ies vvs.<br />
s. 330<br />
pper<br />
erce cent in 201 010- 0-20 20 2011 11 11. A AAnd<br />
nd 9 99.7<br />
.7 p pper<br />
er erce ce c nt n eli l minated bonuses compared<br />
wi with th 11. 1.4 per erce cent nt tthe<br />
he yyea<br />
ear bbef<br />
efor ore. e. EEmp<br />
mplo loye yee lay layof<br />
offs fs rem remai<br />
ai aine ned vir irtu tual ally ly tthe<br />
he ssam<br />
ame at a 24 per perce<br />
ce cent nt nt.<br />
Most t trainingg<br />
professiona nals ls con conti<br />
tinu nue tto<br />
enj<br />
njoy oyy wha hatt<br />
the theyy<br />
do ffor<br />
orr a liv i in i g, g wit ith 73. 73.6<br />
pper<br />
er e ce cent ntt say ayin ingg<br />
the heyy<br />
wou ou ould ld ldn’ n’tt<br />
ccho<br />
ho hoos os ose aan<br />
a n<br />
ot o he herr ccar<br />
ar aree ee eerr<br />
iff<br />
the<br />
h y cou ould ld do it t all over r again. Off those who ho pre prefe<br />
fe ferr rred ed oth other<br />
er r car caree<br />
eers rs, aans<br />
nswe w rs ran ange ged fro from<br />
genet g etic icis ist, hor horti<br />
ticu cult lt ltur urist,<br />
optomet etri r st st, and nd com ompu pu pute te terr ppro<br />
ro rogr gr gram am amme me merr<br />
to a aacr<br />
crobat, bail bondsman, pastryy che hef, and<br />
dru<br />
rumm mmer er r in a rroc<br />
ockkandd<br />
ro roll ll ban band.<br />
d.<br />
.<br />
Training Salaries by Region<br />
Regional Average<br />
2011 Regional Average<br />
Executive-level management<br />
Executive-level training/HRD manager<br />
Training department manager (+5 Trainers)<br />
Training department manager (1-5 Trainers)<br />
One-person training department<br />
Information technology training manager<br />
Classroom instructor/trainer<br />
Instructional designer<br />
CBT/Web/multimedia programmer/<br />
designer/manager<br />
Management/career/organizational<br />
development specialist<br />
Independent consultant or other “outside”<br />
provider of training/HRD goods and services<br />
Personnel manager/specialist<br />
Line or staff manager other than<br />
training/HRD, personnel or IT<br />
Professor/teacher/other education<br />
www.trainingmag.com<br />
PACIFIC MOUNTAIN CENTRAL GREAT LAKES NORTHEAST SOUTHEAST CANADA<br />
$84,571<br />
$89,158<br />
$120,250<br />
$120,425<br />
$102,702<br />
$88,614<br />
$71,125<br />
$88,667<br />
$73,279<br />
$79,688<br />
$84,167<br />
$83,200<br />
$87,750<br />
$55,975<br />
$116,000<br />
$42,500<br />
$67,734<br />
$79,394<br />
$56,000<br />
$112,429<br />
$99,044<br />
$79,466<br />
$55,386<br />
$62,250<br />
$54,646<br />
$60,499<br />
$57,510<br />
$72,600<br />
$78,500<br />
$41,500<br />
$72,000<br />
$70,000<br />
$70,857<br />
$79,201<br />
$106,667<br />
$117,300<br />
$80,012<br />
$82,334<br />
$59,647<br />
$74,500<br />
$56,689<br />
$65,149<br />
$63,215<br />
$71,031<br />
$91,716<br />
$53,125<br />
$106,250<br />
$87,544<br />
$70,482<br />
$78,385<br />
$86,625<br />
$96,344<br />
$86,214<br />
$86,535<br />
$58,085<br />
$94,677<br />
$58,933<br />
$67,256<br />
$59,750<br />
$77,914<br />
$64,750<br />
$70,119<br />
$73,188<br />
$59,056<br />
$84,985<br />
$94,358<br />
$171,250<br />
$99,769<br />
$112,463<br />
$88,633<br />
$73,554<br />
$86,266<br />
$71,032<br />
$73,256<br />
$87,214<br />
$82,797<br />
$83,000<br />
$76,500<br />
$69,600<br />
$63,383<br />
$76,287<br />
$83,421<br />
$99,500<br />
$101,605<br />
$91,956<br />
$85,292<br />
$56,353<br />
$90,232<br />
$61,925<br />
$67,917<br />
$62,533<br />
$67,123<br />
$92,009<br />
$74,316<br />
$96,106<br />
$131,021<br />
$74,013<br />
$87,567<br />
$72,500<br />
$81,000<br />
$82,167<br />
$86,443<br />
$77,900<br />
$80,000<br />
$56,474<br />
$58,475<br />
$101,500<br />
$76,417<br />
$77,000<br />
$65,000<br />
N/A /<br />
$85,000<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 35
EXCLUSIVE<br />
SALARY<br />
SURVEY<br />
Executive-level management (e.g., CEO, CLO, CIO) $119,767 $127,202 $90,063 $93,000<br />
Executive-level training/HRD manager - other<br />
training managers report to you $104,470 $124,811 $94,700 $86,500<br />
Training department manager - more than five<br />
full-time trainers/learning specialists report to you $93,084 $98,614 $118,400 $74,211<br />
Training department manager - between one<br />
and five full-time trainers/learning specialists $85,036 $86,301 $76,550 $74,995<br />
report to you<br />
One-person training department $62,390 $71,512 $50,171 $59,298<br />
Information technology training manager $88,921 $85,165 $45,000 $60,500<br />
Classroom instructor/trainer $61,741 $65,653 $69,156 $50,710<br />
Instructional designer $68,676 $74,691 $60,781 $62,161<br />
CBT/Web/multimedia programmer/designer/manager $70,933 $81,009 $64,500 $52,667<br />
Management/career/organizational development<br />
specialist $73,897 $81,675 $61,250 $70,245<br />
Independent consultant or other “outside”<br />
provider of training/HRD goods and services $85,623 $96,888 $96,682 $78,500<br />
Personnel manager/specialist $60,815 $73,492 $55,038 $58,035<br />
Line or staff manager other than training/HRD,<br />
personnel or IT (e.g., sales, operations, manufacturing) $85,702 $80,296 $68,083 $104,893<br />
Professor/teacher/other education $75,573 $76,684 $28,750 $61,333<br />
Industry<br />
Fewer<br />
2011 Overall than 100<br />
Job Category Overall Average Average employees 100-499<br />
Average Salary $75,657 $84,142 $71,905 $65,527<br />
Manufacturing $84,656 $90,540 $65,570 $78,419<br />
Retail/wholesale/distribution $68,799 $86,969 $61,583 $58,177<br />
Finance/banking/real estate/insurance $77,647 $79,740 $71,920 $67,546<br />
Business services/hospitality $80,677 $93,911 $76,250 $71,911<br />
Communications $68,832 $79,452 $55,000 $68,481<br />
Transportation/utilities $76,549 $94,015 $60,125 $65,878<br />
Health/medical services $76,888 $87,140 $67,532 $57,676<br />
Educational services/academic institution $66,846 $71,553 $75,090 $55,539<br />
Government/military $74,810 $84,693 $68,485 $67,517<br />
Consulting $83,942 $95,169 $83,161 $87,630<br />
Supplier to the training industry $77,738 $83,219 $70,683 $67,337<br />
Gross Sales/Fees<br />
Less than $1 million $70,382 $74,505 $72,843 $62,278<br />
$1 million to $49.9 million $68,157 $76,832 $72,510 $63,679<br />
$50 million to $399.9 million $73,372 $84,011 $53,000 $73,315<br />
$400 million to $999.9 million $76,763 $80,996 $69,000 $72,911<br />
$1 billion to $9.9 billion $82,894 $97,150 $39,000 $58,779<br />
$10 billion or more $91,573 $102,302 N/A N/A<br />
Education<br />
No college degree $65,620 $67,354 $58,655 $58,428<br />
Associate’s degree $62,365 $68,396 $45,305 $58,534<br />
Bachelor’s degree $72,573 $80,800 $72,676 $66,849<br />
Master’s degree $80,501 $92,227 $74,069 $67,749<br />
Doctoral degree $98,431 $99,922 $105,500 $60,331<br />
Years of Experience<br />
3 years or less $59,323 $70,881 $50,332 $56,833<br />
4 to 7 years $67,448 $76,285 $68,405 $63,355<br />
8 to 12 years $74,804 $78,581 $73,074 $68,384<br />
13 years or more $85,542 $92,815 $82,107 $70,990<br />
36 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
www.trainingmag.com
1,000- 2,500- 10,000- 25,000 50,000<br />
500-749 750-999 2,499 9,999 24,999 49,999 or more<br />
$70,543 $70,063 $73,285 $76,598 $79,414 $85,346 $86,309<br />
$190,000 N/A $146,500 $159,250 $189,500 $294,000 N/A<br />
$105,750 N/A $91,293 $110,738 $88,449 $122,389 $120,782<br />
$88,500 $58,445 $78,625 $91,949 $102,808 $102,600 $114,278<br />
$72,177 $70,134 $90,219 $81,551 $89,054 $90,059 $110,758<br />
$58,645 $66,457 $65,505 $73,825 $66,248 $69,844 $76,526<br />
$116,000 $115,833 $66,000 $84,996 $87,660 $134,000 $87,133<br />
$65,839 $59,650 $57,242 $62,929 $64,385 $63,288 $66,813<br />
$59,887 $74,078 $67,627 $65,492 $71,906 $71,460 $79,506<br />
N/A N/A $52,550 $70,409 $80,800 $86,833 $77,209<br />
N/A $58,000 $66,404 $70,475 $84,625 $79,000 $87,744<br />
N/A N/A $98,600 $72,778 $74,250 $84,667 $87,625<br />
$51,125 N/A $70,111 $66,500 $73,500 N/A $55,750<br />
$34,500 $68,500 $93,667 $88,700 $70,000 N/A $94,150<br />
$83,000 $60,000 $70,000 $101,495 $67,500 N/A N/A<br />
$71,786 $65,833 $72,261 $76,078 $94,238 $111,671 $96,467<br />
$82,795 $45,250 $71,066 $77,146 $70,641 $70,167 $69,161<br />
$76,787 $123,400 $70,113 $79,352 $84,765 $73,801 $87,670<br />
$66,643 $81,831 $91,535 $74,006 $66,064 $99,833 $90,665<br />
N/A $64,700 $50,000 $64,357 $82,548 $61,429 $70,888<br />
$73,750 $75,250 $70,415 $80,408 $83,322 $54,864 $87,357<br />
$69,500 $58,567 $66,033 $81,279 $77,401 $84,033 $91,661<br />
$64,477 $59,480 $65,856 $68,338 $68,357 $114,667 $76,400<br />
$56,830 $56,516 $75,455 $73,334 $84,249 $98,604 $92,757<br />
$106,000 $59,000 $84,000 $84,650 $72,500 $80,000 $91,633<br />
$76,735 $79,375 $89,000 $85,895 $61,167 $112,963 $72,859<br />
N/A $17,500 $104,800 $71,000 $54,650 N/A N/A<br />
$67,918 $75,449 $67,516 $67,098 $82,903 $66,750 $65,263<br />
$75,966 $69,929 $76,663 $73,757 $66,950 $71,799 $68,360<br />
$79,667 $54,000 $81,323 $77,164 $72,194 $76,628 $71,960<br />
$72,167 $73,000 $72,702 $86,033 $84,671 $89,032 $83,552<br />
N/A $39,000 $71,088 $85,879 $92,159 $101,918 $91,392<br />
$54,264 $84,486 $57,708 $72,426 $73,444 $51,232 $71,007<br />
$58,453 $71,667 $56,788 $73,106 $58,436 $73,000 $69,250<br />
$66,811 $69,088 $72,691 $69,532 $78,646 $83,483 $79,186<br />
$72,664 $63,575 $79,220 $81,566 $82,177 $93,783 $93,651<br />
$98,617 $73,500 $94,984 $101,295 $112,660 $86,967 $112,844<br />
$43,877 $62,600 $58,943 $63,110 $67,709 $62,085 $71,066<br />
$58,730 $57,290 $63,340 $72,142 $69,739 $76,089 $65,616<br />
$67,617 $61,060 $71,636 $76,019 $77,811 $82,918 $83,539<br />
$91,622 $82,817 $82,099 $82,495 $87,547 $102,369 $101,415<br />
www.trainingmag.com training NOVEMBER/DECEMBER <strong>2012</strong> | 37
EXCLUSIVE<br />
SALARY<br />
SURVEY<br />
Training Salaries by Number of Employees Trained<br />
NUMBER OF EMPLOYEES<br />
IN ORGANIZATION<br />
Less than 100<br />
100 - 499 (average)<br />
100 - 249<br />
250 - 499<br />
500 - 749<br />
750 - 999<br />
1,000 - 2,499<br />
2,500 - 9,999 (average)<br />
2,500 - 4,999<br />
5,000 - 9,999<br />
10,000 - 24,999<br />
25,000 - 49,999<br />
50,000 or more<br />
38 | NOVEMBER/DECEMBER <strong>2012</strong> training<br />
0 20000 40000 60000 80000 100000<br />
Salaries by Gender<br />
Executive-level<br />
management<br />
Executive-level training/<br />
HRD manager<br />
Department manager<br />
(+5 trainers)<br />
Department manager<br />
(1-5 trainers)<br />
One-person<br />
department<br />
Classroom<br />
instructor<br />
IT training<br />
manager<br />
Instructional<br />
designer<br />
CBT/Web/multimedia<br />
designer/manager<br />
Career/<br />
OD specialist<br />
Consultant<br />
Personnel manager/<br />
specialist<br />
Staff manager other<br />
than training/HRD<br />
Professor/<br />
teacher/educator<br />
$71,956<br />
$64,938<br />
$63,992<br />
$65,885<br />
$68,084<br />
$71,868<br />
$76,074<br />
$82,189<br />
$80,570<br />
$83,809<br />
$81,273<br />
$83,038<br />
$91,764<br />
FEMALE<br />
MALE<br />
$59,047<br />
$69,288<br />
$60,544<br />
$63,181<br />
$60,830<br />
$60,781<br />
$86,333<br />
$86,801<br />
$83,171<br />
$88,180<br />
$82,013<br />
$67,626<br />
$71,608<br />
$70,204<br />
$72,131<br />
$72,269<br />
$76,800<br />
$83,523<br />
$65,544<br />
$85,986<br />
$85,236<br />
$83,778<br />
$99,435<br />
$96,545<br />
$100,763<br />
$101,482<br />
$113,486<br />
$149,857<br />
0 30000 60000 90000 120000 150000<br />
www.trainingmag.com
EXCLUSIVE<br />
SALARY<br />
SURVEY<br />
Salaries by Age<br />
35 years<br />
or younger<br />
36 to<br />
43 years<br />
44 to<br />
49 years<br />
50 years<br />
or older<br />
$49,000<br />
$64,250<br />
$68,320<br />
$72,155<br />
$56,825<br />
$55,533<br />
$62,424<br />
$58,818<br />
$58,450<br />
$58,940<br />
$55,250<br />
$55,000<br />
$49,125<br />
$59,667<br />
$58,305<br />
$57,888<br />
$87,900<br />
$95,472<br />
$89,601<br />
$78,254<br />
$79,175<br />
$67,947<br />
$67,171<br />
$76,945<br />
$75,833<br />
$60,286<br />
$65,400<br />
$62,500<br />
$66,916<br />
$64,662<br />
$62,021<br />
$60,000<br />
$61,701<br />
$66,401<br />
$67,952<br />
$72,752<br />
$77,591<br />
$79,364<br />
$94,438<br />
$85,300<br />
$80,500<br />
$91,167<br />
$94,375<br />
$98,901<br />
$91,523<br />
$73,607<br />
$80,625<br />
$75,820<br />
$90,070<br />
$83,651<br />
$95,637<br />
Executive-level management<br />
Executive-level training/ HRD manager<br />
Department manager (more than 5 trainers)<br />
Department manager (1-5 trainers)<br />
One-person department<br />
Classroom instructor<br />
IT training manager<br />
Instructional designer<br />
CBT/Web/multimedia designer/manager<br />
Career/OD Specialist<br />
Consultant<br />
Personnel manager/specialist<br />
Staff manager otherthan training/HRD<br />
Professor/teacher/educator<br />
$107,500<br />
$109,228<br />
$103,957<br />
$124,800<br />
$130,553<br />
0 30000 60000 90000 120000 150000<br />
40 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
www.trainingmag.com
Training<br />
Without<br />
Borders<br />
42 | NOVEMBER/DECEMBER <strong>2012</strong>training www.trainingmag.com
www.trainingmag.com<br />
Curricula and lesson plans<br />
hatched at the home<br />
office can succeed witth<br />
overseas audiences—<br />
provided the right strattegy<br />
and cultural adjustments<br />
are made. BY MARGERY WEINSTEIN<br />
Like many companies, your organization likely is<br />
expanding to international markets with overseas<br />
employees or affiliated workers who need training.<br />
Before you worry about developing learning plans<br />
and coontent<br />
for each market from scratch, consider what<br />
three <strong>2012</strong><br />
Training Top 125 winners do to make their train-<br />
ing maaterials<br />
ready for overseas learners. With the right plan<br />
and enoough<br />
flexibility and cultural understanding, your core<br />
traininng<br />
messages can cross oceans and continents.<br />
CONSISTENT LESSONS,<br />
CULTURALLY RELEVANT DELIVERY<br />
“At Cerrner,<br />
our technical training curriculum transcends many<br />
differennt<br />
cultures and geographies, but when it comes to soft skills<br />
or profeessional<br />
development courses, the content may need to be<br />
tailoredd<br />
to meet different cultural needs,” says Amy Moll, program<br />
manageer,<br />
Catalyst Leadership Development, Cerner. “As a global<br />
companny,<br />
we strive to create content that meets the needs of our<br />
associattes<br />
in all geographies, but we also have an understanding<br />
that thee<br />
content must be consistent to ensure all Cerner associates<br />
receive the t same message and acquire the same knowledge, even if<br />
th that meeans<br />
the training may look or feel different.”<br />
For exxample,<br />
Moll notes that based on previous experience, the<br />
companny<br />
has found that its global Cerner associates are more will-<br />
ing to geet<br />
involved in training events and participate in the activities<br />
when thhey<br />
are more relevant to their geography. “It is important to<br />
use cultturally<br />
relevant scenarios, case studies, and activities to show<br />
our assoociates<br />
that we are willing to tailor our training based on<br />
their loccation<br />
and not force the same scenarios or case studies used<br />
in the U.S.,” U Moll explains.<br />
Lindseey<br />
Whittaker, senior manager, Catalyst Business Relationshipps,<br />
Cerner, says that in addition to cultural and language<br />
differennces,<br />
local law must be considered. “Our learning partners<br />
and faciilitators<br />
always need to take into account local employment<br />
laws, whhich<br />
can be different in each country. Different countries<br />
have diffferent<br />
expectations of the length of a working day with local<br />
laws, suuch<br />
as the European Union’s Working Time Directive, regu-<br />
lating thhe<br />
number of hours associates can be expected to work in a<br />
day or week. w Our managers in all different geographies need to be<br />
aware off<br />
the differences that are specific to their regions, and this in-<br />
formatio on can be tailored in our management training offerings.”<br />
To ens sure the content is relevant to the overseas audience of learners,<br />
Mooll<br />
and Whittaker recommend getting non-U.S. associates<br />
involvedd<br />
in the process of developing the content. “The best way is<br />
to involv<br />
ve learning partners from other countries in the design and<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 43
TrainingWithoutBorders<br />
development of the learning events—and get them involved<br />
early in the process. That way, you can design a<br />
course to meet the needs of all markets rather than having<br />
to adapt later.”<br />
The issues may not just be cultural, they may be<br />
practical, adds Whittaker. “In our global locations,<br />
courses may need to run effectively with much<br />
smaller audiences, in smaller spaces, without the<br />
benefit of break-out rooms, and virtually where<br />
associates are spread out over a wide geography. If<br />
you start the design process with a global mindset,<br />
the programs or courses will be easier to implement<br />
outside of the U.S. and ‘testing’ the materials will be<br />
less cumbersome.”<br />
Whittaker recommends having a big-picture strategy<br />
in place before giving the final approval for an overseas<br />
rollout. “Prior to finalizing the course or program, create<br />
a rollout plan that includes how you plan to ramp up<br />
facilitators in each global location. It is also a good idea<br />
to offer a global pilot to obtain feedback from local associates.<br />
This gives you the opportunity to make necessary<br />
changes before the course is rolled out in the U.S. and globally.”<br />
MAKE THE MESSAGE<br />
TRANSLATE—LITERALLY<br />
Learners outside of headquarters often require translation of the<br />
material, but companies can fail to recognize the importance<br />
of more “subtle” language differences, says Carolyn Ryffel, director,<br />
Global Training Consultant Network & Curriculum<br />
Design, Intercultural and Language Solutions, Cartus. “Be sure<br />
TIPS FOR TRAINERS<br />
By Ancella Livers, Creative Leadership Center<br />
Taking U.S.-based training methods to a global audience can be a tricky<br />
business. Techniques you’ve honed may not work. Your best jokes may<br />
fall flat and your conversations may take turns you had never considered.<br />
So what do you do? When you’re facilitating development to a global<br />
audience, it’s best to get into learning mode and stay there. Taking U.S.<br />
training to other parts of the world isn’t for the faint of heart, but it can be<br />
fun and rewarding. Just remember a few tips:<br />
1. DO RESEARCH ON THE COUNTRY R ’S CULTU L RAL NORMS. Having<br />
an understanding of the culture will help you recognize which of<br />
your techniques might work and which might not.<br />
2. MAKE A FRIEND.<br />
If possible, cultivate an internal confidante who<br />
can help you navigate the cultural dynamics.<br />
3. READ YO Y UR ENVIRONMENT. Be conscious of your environment<br />
when you suggest an activity or bring up a point. You won’t always<br />
know in advance how your methods will be understood, so be aware<br />
as you present so you can modify your behaviors in the moment.<br />
4. BE WILLING TO INCORPORATE LOCAL ELEMENTS AND/OR D<br />
PERSPECTIVES INTO YO Y UR TRAINING METHODS. While you<br />
may be the expert, be open to trying a different technique to get the<br />
larger message across.<br />
5. HOLD YO Y UR TRUTHS LIGHTLY L Y. Ideas, concepts, even<br />
methodologies you utilize may not resonate when you are out of the<br />
CONTENT FOR OVERSEAS LEARNERS 101<br />
Getting started on developing content for learners in countries where your company<br />
is expanding can be intimidating. Here are key tips from Mara Swan, EVP of<br />
Global Strategy & Talent, international training services provider ManpowerGroup:<br />
• Adopt a fixed and flexible training framework. Make sure you know what has<br />
to be done the same to drive business performance versus what is the same<br />
because it feels comfortable to U.S.-based learning and development professionals.<br />
This will allow other cultures to see we have a shared culture.<br />
• Ensure that training tone and content aligns with company culture, values<br />
and vision, and mission—all of which will help you be more globally correct<br />
since many times company culture trumps local culture.<br />
• Ensure up front that you involve people who know the country either in the<br />
design phase or review of the design. Pilot if you are unsure and then adapt<br />
it prior to full rollout.<br />
• Acknowledge that you have cultural biases and continually test them to ensure<br />
you don’t do something that negates the training.<br />
• Test the boundaries—people are changing, and sometimes what was once<br />
a cultural norm no longer is. This will allow you to create more innovative<br />
training techniques and keep learning interesting and fun.<br />
the proper version/form of the language is being used,” she says,<br />
noting the following:<br />
• Chinese—for People’s Republic of China—simplified characters<br />
of Putongwa; Taiwan is OK with Putongwa, but they have<br />
their own, which uses the older versions of the characters.<br />
• Portuguese—Brazilian Portuguese is different from what’s<br />
used in Portugal.<br />
• Spanish—for Latin America, there is a “middle ground” American<br />
Spanish (using vocabulary understood by all countries),<br />
country. Be prepared if practices need to be tweaked or changed to<br />
fit your participants’ perspectives or circumstances.<br />
6. FLOW WITH YO Y UR AUDIENCE. Your participants may not take<br />
conversations down the paths you’re expecting. Before guiding<br />
them in the direction you wish to go, make sure you understand the<br />
cultural and organizational context in which you’re training. It may<br />
be you who needs to change.<br />
7. BE CAREFUL WITH HUMOR. Humor can easily backfire.<br />
8. DON’T DOWNPLAY YO Y UR EXPERTISE. Many times, those of us in<br />
the U.S. want to back away from our expertise and take on an “aw,<br />
shucks” approach. However, some cultures want an expert and if<br />
you don’t claim your expertise, you have reduced your value.<br />
9. TIME MAY BE FLUID. Just because you think an activity should<br />
take a certain amount of time doesn’t mean it will. Depending upon<br />
where you are, time can be a fairly fluid component. Some places<br />
are succinct, while in others, you may not begin your presentation<br />
until an hour after you were to have finished—and no one but you<br />
seems bothered. So simply relax and adjust to those around you.<br />
10. BE RESPECTFUL. More than anything, be respectful of the<br />
culture of your participants. If there is something in your presentation<br />
you know has the potential of being offensive—certain kinds of<br />
images, expressions, activities—ask someone about it first and be<br />
willing to excise the problem.<br />
44 | NOVEMBER/DECEMBER <strong>2012</strong>training www.trainingmag.com
TrainingWithoutBorders<br />
andd it t iss<br />
different t fromm<br />
thee<br />
Spanishh<br />
inn<br />
Spain.<br />
• English—British h orr<br />
American? It t makess<br />
a difference QUICK TIPS<br />
and, for r printed d materials, also affects s thee<br />
paperr<br />
size. Cerner, Cartus, and Verizon are international companies that know what it<br />
“Some e conceptss<br />
aree<br />
so specific c thatt<br />
they y needd<br />
to stay takes to develop effective curricula for overseas learners. Here are their<br />
in n thee<br />
original l language e (often, English),” says s Ryffel. top tips:<br />
“Also, for r a language e such h as s Chinese, there e cann<br />
be • Use culturally y relevant t scenarios, case studies, and activities to showw em-<br />
endless s debatess<br />
of f whatt<br />
thee<br />
correctt<br />
translation n is; one ployees you are willing g to tailor r your r trainingg<br />
based on their r location and not<br />
company y I know w off<br />
decided d nott<br />
to translate e anything force the same scenarios orr case studies used in the U.S.<br />
justt to avoidd such h discussions. Andd be e suree<br />
to use e the • Take into account t local employment t laws, which can be differentt in each<br />
name e of f the e country y inn<br />
thee<br />
wayy<br />
thatt<br />
is s thatt<br />
country’s country. For r example, legal lengths of f workdays vary y by y country.<br />
preference—or r iff<br />
it’ss<br />
a political l minefield, avoid dput- • Remember r the finer r points of f language translations, such as the difference<br />
tingg itt<br />
inn<br />
writing.”<br />
between British and American English and the difference between the writ-<br />
Along g with h thee<br />
languagee<br />
andd<br />
learning g content, the ten characters used in the People’s Republic of China and in Taiwan.<br />
trainingg environmentt<br />
andd<br />
set-up must t bee<br />
culturally • Consider r thatt<br />
learners in other r countries may y nott<br />
be comfortable with the<br />
sensitive. Ryffel l says s to research h howw<br />
those e youu<br />
aree<br />
de- same formatt of f discussion practiced in the U.S. For r example, it t mayy<br />
make<br />
velopingg contentt<br />
for r aree<br />
comfortablee<br />
receiving g training. some learners uncomfortable to admitt a point t the trainer r made did not t make<br />
“Bee mindfull<br />
off<br />
the e hierarchy; it t affects s howw<br />
training sense to them because they y knoww<br />
itt<br />
will cause the trainer r to lose face with<br />
groupss aree<br />
organized d andd<br />
thee<br />
timing g of f related d events,” the rest t off<br />
the class.<br />
she e advises. “Maintain n a ‘safe’ environment—in n many • Get t broad participation from the overseas organization for r which you are<br />
cultures, making g mistakes s is s nott<br />
viewedd<br />
as s a<br />
learning developing g the content. Find out t directly y from those learners their r needs and<br />
opportunity y butt<br />
rather r ann<br />
opportunityy<br />
to lose e face; then test t outt<br />
the material with some of f those learners and local trainers.<br />
checkk understanding g inn<br />
multiple e ways. Asking g ‘Do you<br />
understand?’ can n result t inn<br />
loss s off<br />
face—nott<br />
for r the e one<br />
Doingg so will help create the global mindset t that t is key y to success.<br />
who didn’t t understand d something, but t forr<br />
the e trainerr<br />
who didn’t Sunderman. “When n thee<br />
approach h iss<br />
a company-wide e balance e of<br />
explainn itt<br />
adequately.”<br />
internal l andd<br />
externall<br />
training g resourcess<br />
drivenn<br />
by y thee<br />
demandss<br />
of<br />
Also, she e says, make e suree<br />
you u knoww<br />
howw<br />
to establish h credibility the e content, the e companyy<br />
sendss<br />
the e messagee<br />
thatt<br />
itt<br />
iss<br />
a globall<br />
com-<br />
for r yourself f andd<br />
for r thee<br />
program; sometimes, experience e iss<br />
most pany y basedd<br />
inn<br />
thee<br />
U.S. That t iss<br />
a muchh<br />
more e engaging g stance.”<br />
important, while e other r times, it’s s degrees, credentials, etc. “Finally, Verizon n is careful l to check k backk<br />
to see e iff<br />
thee<br />
overseas programs<br />
learn n howw<br />
the e education nsystemm operates. Often, your rparticipants’<br />
are e deliveringg<br />
onn<br />
companyy<br />
expectations. The e process of f assessing<br />
schooling g was s rigid; the e teacherr<br />
wass<br />
the e authority, andd thee<br />
stu- the e success of f ann<br />
overseas course e andd<br />
thenn<br />
makingg<br />
adjustments<br />
dents’ responsibility y wass<br />
to learn n thee<br />
onee<br />
correctt<br />
answer—usually is not t so differentt fromm<br />
assessing g U.S.-based d courses. “Today,<br />
throughh rotee<br />
learning. This s might t informm<br />
someone’s s educational the e time e itt<br />
takes to determine e iff<br />
a learningg<br />
program m is working<br />
expectations. Remember, your r goall<br />
is s to inspire e confidence e ass<br />
a knows no geographicc boundaries. If f business impact, measure-<br />
credible e authority y andd<br />
lett<br />
peoplee<br />
work k inn<br />
their r ownn<br />
language, even ment t approach, and d dataa<br />
sources have e beenn<br />
identifiedd<br />
as part t of<br />
if f youu<br />
don’t t understand d it. If f necessaryy<br />
orr<br />
helpful, occasionally the e development t process, then n geography y is not t inn<br />
play. Distance<br />
organize e smalll<br />
group discussions s around d a common n language.” and d languagee<br />
will l complicate e post-hoc c ‘save-the-day’ measurement<br />
t off<br />
learning g programs,” Sunderman n notes. “Whether r going<br />
TAKE CARE WHEN OUTSOURCING<br />
around d thee<br />
corner r orr<br />
aroundd<br />
thee<br />
world, it t is hard d to make e up for<br />
Some e companies find d the e demands of f creating g orr<br />
delivering poor r business impact t assessmentt<br />
planning. Likewise, the eprob- content t forr<br />
overseas learners so daunting g thatt<br />
they y needd<br />
third- lem m driving g thee<br />
need d forr<br />
adjustments to training g oncee<br />
delivery<br />
party y help. But t organizations going g that t route e shouldd<br />
proceed has begunn cann<br />
bee<br />
traced d back k to analysis, andd to a lesser r degree,<br />
with h caution, says Michael l F. Sunderman, executive e director, design. If f a product t has 30 features in n onee<br />
country, but t onlyy<br />
29<br />
Verizon n Training g and d Development. “Having g a consistentt<br />
prac- when n soldd<br />
inn<br />
anotherr<br />
country, don’t t expect t thee<br />
learners to simply<br />
ticee wheree<br />
a U.S.-based d company y develops and d delivers content figuree outt<br />
whatt<br />
doesn’t t applyy<br />
to them. Localization n says that t all<br />
for r U.S. locations but t outsources deliveryy inn<br />
other r countries has aspects of f thee<br />
training g havee<br />
to be e prepared d to providee thee<br />
best<br />
both h learningg<br />
and d corporatee<br />
culture e implications,” Sunderman learning g experience e inn<br />
the e locationn<br />
it t is delivered. This means<br />
points out. “From m a learningg<br />
standpoint, the e outsourcerr<br />
needs language, content t scope, cultural l linkage, and d delivery y mode.”<br />
to be e well l versed d inn<br />
thee<br />
culturee<br />
off<br />
thee<br />
companyy<br />
andd<br />
its learning Sunderman n recommends embracingg thee<br />
globall<br />
mindsett<br />
orr<br />
atti-<br />
programs to operate e as an n extensionn<br />
off<br />
the e company’s learning tude, andd thenn<br />
communicating g thatt<br />
attitude e to overseas learners.<br />
resources. Otherwise, you u aree<br />
leftt<br />
withh<br />
in-languagee<br />
contentt<br />
and “Money y cann<br />
bee<br />
spentt<br />
up front t onn<br />
makingg<br />
training g relevantt<br />
and<br />
out-of-sync c context.”<br />
accessible e to each h learningg<br />
community, or r thee<br />
moneyy<br />
can n be<br />
When n you u work k withh<br />
ann<br />
overseas s outsourcee<br />
partner, you u still spentt overr<br />
time e onn<br />
lostt<br />
productivity y andd<br />
correctingg<br />
errors from<br />
facee cultural l sensitivity y challenges. “Perhaps s thee<br />
moree<br />
significant miscommunications,” he e says. “Perhaps more e important t aree<br />
the<br />
factor r is s thee<br />
cultural l qualitiess<br />
the e companyy<br />
iss<br />
tryingg<br />
to convey. intangible e returns on n localizationn<br />
investments. Having gemploy- Usingg employees s inn<br />
the e U.S. andd contractorss<br />
elsewheree<br />
sayss<br />
we ees and customers who believe your company y is focused on<br />
are e a U.S. company y thatt<br />
doess<br />
businesss<br />
inn<br />
otherr<br />
countries,” says their success…priceless.” t .<br />
46 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
www.trainingmag.com
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Learning<br />
48 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
To Be<br />
LEAN<br />
LEAN Six Sigma<br />
x requires hands-on, results-oriented training.<br />
As a trainer, you have to build a foundation by y showing why y it<br />
matters and how w it’s relevant. BY GAIL DUTTON<br />
“IF IT’S NOT ADDING VALUE, ELIMINATE IT,” SAYS JUAN AMADOR, director off LEAN<br />
Six x Sigma a att<br />
Underwriters Laboratories (UL). That’s the idea a behindd<br />
LEANN<br />
Sixx<br />
Sigma,<br />
but t although h leadership often “gets it,” selling g the idea a to employees can be challenging.<br />
There are several l misconceptions about t the approach. When LEAN N Six x Sigmaa<br />
was<br />
introduced d att<br />
UL, “people thought t it t was the flavor r off<br />
the month,” Amador r says. To<br />
counter r thatt<br />
perception, ensure leadership thoroughly y understands the concepts andd is<br />
committed d to continuous improvement. The CEO also promised d no one wouldd lose his<br />
or r her r job because of f it. That t increased d buy-in, so the process could d gett<br />
the bestt results<br />
possible. UL L also hadd to overcome the perception thatt LEAN N Six x Sigma a was onlyy for<br />
manufacturing g environments. “We had d to show w it t worked d andd<br />
translate manufacturing<br />
examples to UL L processes.”<br />
“The urge to jump to solutions is a common<br />
temptation,” says Donald Baker, Ph.D., executive<br />
director, The John D. Hromi Center for Quality<br />
y and Applied Statistics, Rochester Institute of<br />
Technology. At t Crouse Hospital in Syracuse, NY,<br />
“projectt leaders often complained, ‘I can’t t believe it<br />
takes so long.’ Yet, when they y bringg<br />
in a LEAN Six<br />
Sigma a blackk<br />
belt, the project t takes off,” according<br />
to Michael Jorolemon, DO, senior qualityy officer<br />
for emergency y medicine for Crouse Hospital. Accordingg<br />
to Dr. Baker, who worked with Crouse<br />
Hospital on the project, “The structured improvement<br />
t process of f Define, Measure, Analyze,<br />
Improve, and Control (DMAIC) leads to a more<br />
holistic, sustainable, and preventive solution.”<br />
Project t leaders tend to allocate insufficient t time<br />
to work k on the projectt outside the training g classes,<br />
leadingg to one of f the most t common implementation<br />
mistakes: not t establishingg<br />
an organizational<br />
structure to support t the program, Dr. Baker says.<br />
“This includes selectingg a champion to coordinate,<br />
assign, and monitor projects, and a<br />
steering<br />
www.trainingmag.com<br />
ta g agco
www.trainingmag.com<br />
ta g agco<br />
committee to establish policies andd<br />
to evaluate and celebrate<br />
team successes.”<br />
That structure should include a method to identify which<br />
individuals will be trained at which<br />
level. “As a general rule,<br />
we recommend that 1 percent off<br />
the employees be trained<br />
as black belts, 10 percent as green g belts, 20 percent as<br />
yellow belts, and the remainder as a white belts. Training for<br />
the leadership team and sponsorrs<br />
also can be added,” Dr.<br />
Baker says.<br />
After about a year, “many organizations<br />
go through a ‘Valley<br />
of Despair,’ and people start pushing back,” Dr. Baker<br />
notes. He advises, “Solicit feeedback,<br />
make course cor-<br />
rections, and then hit the accelerator a even harder to<br />
make it out of the valley.” It also helps to maintain a<br />
database of projects in proogress<br />
and completed that<br />
is open to anyone in the organization, so they can<br />
build on prior experiencees.<br />
EVOLUTION<br />
Crouse Hospital used LEAN L Six Sigma in house<br />
before expanding it to 155<br />
emergency management<br />
service (EMS) agencies in five fi counties in April <strong>2012</strong>.<br />
It approached training on a project basis, developing<br />
five teams. They focused on prompt care, transporta-<br />
tion improvement, handoff, myyocardial<br />
infarction (heart<br />
attack) treatment, and EMS prottocols<br />
to improve patient<br />
care from the field to the catheter labb<br />
and hospital.<br />
By addressing the root of the problemm,<br />
by July, “EMS offload time<br />
from stretcher to bed had been cut ffrom<br />
20 minutes (although<br />
waits of one to two hours were nott<br />
atypical) to approximately<br />
six minutes, thus freeing EMS crrew<br />
for other emergencies.”<br />
The time from the door to the beeginning<br />
of angioplasty procedures<br />
has dropped to as few as 20 minutes, beating the<br />
national goal of 90 minutes, Drr.<br />
Jorolemon says.<br />
Experts from Rochester Insttitute<br />
of Technology’s Center<br />
for Excellence Personnel trained<br />
personnel for one day<br />
per week. “During their timee<br />
outside class, participants<br />
worked on their specific projects.<br />
When the projects are<br />
complete, they can use the methodology as a project<br />
manager and sustain the impprovements”<br />
and extend the<br />
philosophy throughout theirr<br />
own organizations.<br />
UL started its LEAN Sixx<br />
Sigma process in 2005,<br />
dedicating two days of a thhree-day<br />
global meeting to<br />
LEAN simulations. “At thiis<br />
point,” Amador says, “it<br />
was all about awareness. Ouur<br />
leaders chose to use this<br />
method, and used value-strream<br />
mapping of our pro-<br />
cesses to show all of our emmployees<br />
around the world<br />
the actual processes and saay,<br />
‘Can you believe we’re<br />
actually doing this?!’”<br />
UL also taught the languagge<br />
of change. That one-day<br />
green belt training focused on o Kaizen events. “We still<br />
teach the language of channge,<br />
but we are moving to<br />
LEAN leadership, so they<br />
lead an environment of<br />
daily improvement,” Amador A says. “Today, near-<br />
ly half of UL’s 10,0000<br />
employees have had some<br />
degree of LEAN trraining,”<br />
At Menlo World dwide Logistics, “we worked<br />
with several methhodologies<br />
and practices to<br />
training NOVEMBER/DECEMBER NOVEM <strong>2012</strong> | 49
LEAN<br />
drive continuous improvement between 2000 and 2005,” says<br />
Anthony Oliverio, VP for Supply Chain Services. “When the<br />
organization got serious about choosing a single methodology,<br />
we chose LEAN as our standard operating philosophy.<br />
We then defined a change management strategy and determined<br />
how to navigate obstacles and set goals in major<br />
areas—including some with immediate results.”<br />
Inmar, which operates collaborative commerce networks,<br />
began LEAN Six Sigma as an outgrowth of its 5S (sort, set<br />
in order, shine, standardize, and sustain) program to make<br />
ADAPTING LEAN SIX SIGMA LEARNING DESIGN<br />
By John Best, Master Champion and LSS Blended Learning Expert,<br />
The Quality Group (www.thequalitygroup.net)<br />
Today’s LEAN Six Sigma (LSS) training professionals are under immense<br />
pressure to be more effective and efficient in improving performance and<br />
business excellence, often with reduced training budgets. Advances in<br />
technology have changed the learning landscape dramatically, allowing for a<br />
highly effective model: blended learning.<br />
Innovations such as browser-based solutions, e-learning modules, and<br />
interactive project simulations offer new training options. LSS blended learning<br />
integrates self-paced online modules, both pre- and post-class, with live handson<br />
classroom elements to achieve better outcomes, faster, at a lower cost.<br />
The U.S. Department of Defense (DoD) is known for its innovative methods<br />
to keep America safe, and protect its “warfighters.” Driven by Dr. Charles<br />
Brandon, the director for The Continuous Process Improvement and LEAN<br />
Six Sigma (CPI/LSS) Program Office, the DoD has become a recognized<br />
LSS training and implementation innovator. In 2011, working with IBM<br />
Global Services and The Quality Group, Dr. Brandon implemented the firstever<br />
blended LSS Green Belt learning program, augmenting his traditional<br />
live-only training. Says Dr. Brandon, “We are focused every day on finding<br />
opportunities to not only increase DoD process efficiencies and effectiveness<br />
but to improve the performance of the department as a whole in all Business<br />
Mission Areas (BMAs).”<br />
So how does one accomplish the mission of blended learning for LEAN Six<br />
Sigma?<br />
1. Create a “pull” system for learning by treating students as adults, providing<br />
them learner-centric access to quality e-modules and making them<br />
accountable.<br />
2. Enable instructors to thrive as coaches and mentors. A combination<br />
of media allows better knowledge transfer, and instructors can greatly<br />
decrease time to proficiency.<br />
3. Make it fun, relevant, and hands-on so students experience a valueadded,<br />
not “time-wasted,” experience. Capstone simulations improve<br />
knowledge transfer, resulting in better ROI for your training investment.<br />
Rapid and measurable ROI from LSS initiatives is imperative for success.<br />
According to Dr. Rob Golhofer, the IBM lead on the DoD implementation, “The<br />
blended Green Belt training program has produced the fastest and highest-<br />
impact improvement projects compared to live-only Green Belt training.”<br />
Process improvement is more critical than ever to an organization’s ability<br />
to succeed. A blended learning design allows LEAN Six Sigma instructors to<br />
add more value by inculcating LSS throughout the organization. Better LSS<br />
training increases ROI on actual projects, and is more sustainable over time.<br />
50 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
workplace optimization easy to understand. “We’re a process-<br />
intensive business, so it’s commonsense to apply these tools.<br />
In our experience, employees are happier when the organization<br />
runs well,” notes Steve Dollase, EVP of Strategy.<br />
EXPECTATIONS<br />
“If you don’t have a goal, you don’t have a plan,” Dollase<br />
notes. Inmar sets goals related to net present dollar savings<br />
from LEAN. Without metrics, he says, success simply can’t<br />
be determined.<br />
At UL, leadership expects continual improve-<br />
ments, but lets employees set the goals. “Our<br />
employees are empowered to innovate,” Amador<br />
says. As such, employees are encouraged<br />
to solve issues daily, “not just for big projects.”<br />
When employees decided to cut turnaround<br />
time by half, they ended up cutting it by 60<br />
percent.<br />
BUY-IN<br />
LEAN Six Sigma requires hands-on, resultsoriented<br />
training. People have to make a difference.<br />
As a trainer, you have to build a foundation<br />
by showing why it matters and how it’s relevant.<br />
One of the challenges is to explain that change is<br />
necessary for the continued success of the organization.<br />
Success depends upon keeping people<br />
energized, and that requires follow-through.<br />
“Top leadership buy-in and transparency are<br />
essential,” Oliverio stresses. “Employees understand<br />
the process. They’re empowered, so<br />
there’s no fear around making changes and<br />
recommendations. We weave continuous improvement<br />
into the organization’s core value.”<br />
METRICS<br />
Like other successful LEAN companies, Meno<br />
measures its outcomes. “Teams should identify<br />
the key objectives in implementing LEAN<br />
Six Sigma and how these are to be measured.<br />
Data on these key indicators must be gathered<br />
and reviewed regularly to identify further opportunities<br />
for improvements,” Dr. Baker<br />
says. Certified financial improvements are one<br />
measure of success. Others include improved<br />
customer and employee satisfaction, better<br />
turnaround time, higher efficiency, and the<br />
ability to work on more projects.<br />
LEAN Six Sigma is continuous process improvement.<br />
“It will never be completed because<br />
things always change,” Dollase says. “There will<br />
be new technology, new clients, a new business<br />
environment, etc. The side benefit is that employees<br />
start to understand that change is essential.<br />
It’s not just something to be endured.” t<br />
www.trainingmag.com
Discover r has always taken significant pride in the<br />
quality y off<br />
its customer r service. When other r financial<br />
service companies outsourced support jobs and<br />
off-shored call centers, Discover r remained committed to<br />
providing g all support services with exclusively y domestic call<br />
center r employees because we felt this approach considerably<br />
improved the customer r experience. Discover r consistently<br />
has been rated among g the top financial services companies<br />
when it comes to customer r service, and, according g to a 2011<br />
annual benchmarking g <strong>survey</strong>, Discover r led the industry y in<br />
overall customer r interaction. While these accomplishments are<br />
impressive, Discover r is not satisfied with merely y leading g credit<br />
card companies; we aspire to lead all service providers across<br />
all industries. In late 2011, Discover r rolled out its iShine<br />
servicing g strategy, empowering g its call center r employees and<br />
aligning g its call strategy y to its brand personality y of f providing<br />
a “friendly, helpful, and refreshing” customer r experience.<br />
The new w servicing g strategy y placed a premium on allowing g call<br />
center r employees to listen to customers and take the most<br />
appropriate action to fulfill their r needs. In response, Discover’s<br />
Training g Centerr<br />
off<br />
Excellence, the organization responsible<br />
for r all call center r training, had to rethink k how w it prepared<br />
Discover’s customer r service employees to provide this level of<br />
differentiated customer r service experience.<br />
DiscoverServiceAcademy Debuts<br />
In late 2011, the Training g Centerr<br />
of f Excellence rewrote and reorganized<br />
its Customer r Service Employee New w Hire program,<br />
replacing g sixx<br />
weeks of f classroom training g with the 13-week<br />
DiscoverServiceAcademy. This new w program combines on-thejob<br />
experiences with in-depth classroom and interactive online<br />
L&D Best Practices<br />
STRATEGIES<br />
FORSUCCESS<br />
Training magazine taps <strong>2012</strong> Training Top<br />
g 125 winners and Top 10 Hall of f Famers<br />
to provide their r learning g and development t bestt<br />
practices in each issue. Here, we lookk at<br />
strategies forr communication/customer r service, employee retention, and sales training.<br />
Communication/Customer Service<br />
By Jon Kaplan, Director, Training Center of Excellence, Discover Financial Services<br />
www.trainingmag.com<br />
training, providing g customerr<br />
service employees with top-notch<br />
communication and customer r service skills. The new w program<br />
puts a premium on helping g customerr<br />
service employees listen<br />
compassionately, build customer r rapport, and identify y and act<br />
upon customer r needs.<br />
Discover’s ServiceAcademy y provides participants meaningful<br />
opportunities to practice critical listening g skills.<br />
Participants listen to recorded calls, identify y keyy<br />
customer<br />
needs, and practice finding g creative solutions to the challenges<br />
our customers face. Participants build improved verbal<br />
communication by y developing g a phone persona, learning g how<br />
to be friendly y and helpful, and refreshing g on every y call.<br />
The DiscoverServiceAcademy provides participants with<br />
in-depth coaching and rigorous call monitoring. Participants<br />
spend approximately 40 percent of their time in a small<br />
team, taking calls with a dedicated coach focused on<br />
improving participants’ listening and verbal communication<br />
skills. Each participant receives a set of “communication<br />
effectiveness” scores based on random call monitoring.<br />
These evaluations help inform and improve the individualized<br />
coaching and remediation we provide.<br />
Results<br />
We have been encouraged with the results of our<br />
efforts. In a <strong>2012</strong> benchmarking study, Discover posted a<br />
20-basis-point increase in the Live Phone Representative<br />
score over our existing excellent rating from 2011. There<br />
were many initiatives across Discover that allowed the<br />
company to stay at the forefront of customer service, but<br />
our new ServiceAcademy was a significant contributor to<br />
this effort.<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 51
L&D Best Practices<br />
Employee Retention<br />
By Judy y Whitcomb, SPHR, Vice President, Human Resources and Organizational Development, Vi<br />
Chances are you have visited or helped a greatgrandparent,<br />
grandparent, aunt, uncle, or parent<br />
move into a retirement community. While not<br />
everyone’s image of a senior-living community is a positive<br />
one, Vi is different: The communities; the programs; the<br />
services; the amenities; and especially the highly tenured,<br />
engaged, and talented employees serving Vi’s residents,<br />
make Vi a standout. Vi (pronounced vee) is the Latin root<br />
for the word, “life.” The name was chosen because it<br />
captures the positive opportunities to live a more engaging<br />
and fulfilling life as an older adult.<br />
Established in 1987 as Classic Residence by Hyatt,<br />
Vi was founded by Penny Pritzker, whose family started<br />
Hyatt Hotels. Penny believed the company could leverage<br />
Hyatt’s hospitality expertise in the retirement living<br />
industry to better cater to the needs and lifestyle of older<br />
adults. Today, celebrating its 25-year anniversary, Vi is a<br />
national leader in providing quality residential communities,<br />
services, and programs to enrich the lives of older<br />
adults. For individuals contemplating a move to a senior<br />
living community, there are two key issues to consider.<br />
1. The tenure of the community’s employees<br />
2. The training and development employees receive from<br />
the company<br />
Attracting, retaining, and engaging top talent is a priority<br />
for Vi because the company recognizes that engaged employees<br />
produce quality results and are more productive,<br />
innovative, and loyal, which, in turn, leads to customer<br />
satisfaction. Vi also recognizes and has proven that welltrained<br />
and engaged employees have a significant impact<br />
on Vi’s resident satisfaction and employee retention rates.<br />
Since the inception of a comprehensive corporate<br />
university more than five years ago with a strategic plan<br />
around investments in an online university, certification<br />
programs, customer service training, and leadership<br />
and management development programs, Vi’s focus on<br />
employee development has paid off significantly. The link<br />
between employee engagement and customer satisfaction<br />
is evident in Vi’s <strong>2012</strong> customer satisfaction <strong>survey</strong><br />
where customer satisfaction scores grew from 86.5 percent<br />
two years ago to 93.6 percent in <strong>2012</strong>. In addition,<br />
Vi’s engagement of its customers has grown significantly.<br />
52 | NOVEMBER/DECEMBER <strong>2012</strong> training www.trainingmag.com
Two years ago, 82.6 percent of Vi’s residents would recommend<br />
the company compared to 94.7 percent today.<br />
Part of Vi’s success in driving business results is the<br />
strong partnership between the Human Resources and<br />
Learning Team with their internal customers. “We began<br />
to make real strides when we realized that no single department<br />
owns a problem, nor the solution. Once we got<br />
beyond the emotion and ownership of certain challenges<br />
or past failures, we were able to examine root causes<br />
and develop solutions we all could support,” says Bill<br />
Sciortino, senior vice president – Operations at Vi. “We<br />
sent a different message to our corporate and community<br />
leaders when they saw that HR doesn’t own training, HR<br />
doesn’t own retention or employee relations...we all do.<br />
We set the expectation that all leaders will have effective<br />
discussions with their staff to ensure our people get the<br />
benefit of our many training programs, and that we’ll hold<br />
them accountable if they’re not continuously evaluating<br />
and developing our talent. As a result, we have realized a<br />
significant benefit in improved employee satisfaction and<br />
retention of top performers.”<br />
Building Bench Strength<br />
To attract and retain front-line staff seeking to move into<br />
leadership roles within the company, Vi introduced a<br />
Management Development Program four years ago. Each<br />
year, a select number of front-line employees and emerging<br />
managers apply and are selected to participate in this<br />
year-long program. Individuals chosen for this program<br />
engage in mentoring, classroom training, online learning<br />
assignments, Webinars, access to the Harvard Business<br />
Library, and reading assignments. In addition, Vi<br />
developed a custom Management Development Program<br />
online learning site for participants to take advantage of<br />
programs and learning plans specific to new and emerging<br />
managers.<br />
The projects and assignments used to develop leadership<br />
competencies and business skills are one of the<br />
highlights of the Management Development Program.<br />
Participants across the company have worked on assignments<br />
and projects to increase resident satisfaction,<br />
sales, employee engagement, and other business results.<br />
For instance, participants in the program this past April<br />
launched Vi’s new recognition program, which already<br />
has yielded five times the number of employee nominations<br />
than with the previous program. Vi’s Management<br />
Development Program participants also were responsible<br />
for developing and executing strategies to encourage<br />
participation in Vi’s employee engagement <strong>survey</strong>. As a<br />
result of these efforts, Vi realized record-high employee<br />
www.trainingmag.com<br />
engagement <strong>survey</strong> participation results of 98 percent in<br />
<strong>2012</strong>.<br />
“Our employees tell us that one of the highlights of the<br />
Vi employee experience is our Management Development<br />
Program,” says Vi HR Director in Highlands Ranch Naomi<br />
Karavouzis. “Our program includes monthly learning sessions<br />
focused around different managerial skills such as<br />
hiring the best and budgeting, and are led by our leaders.<br />
The program ends with a final project where participants<br />
are responsible for identifying a challenge or opportunity,<br />
taking baseline metrics, researching solutions, implementing<br />
strategies, managing a budget, presenting their<br />
project to a large audience, and conducting peer-to-peer<br />
evaluation on their performance. This program has been<br />
a tremendous success, with 25 percent of participants<br />
moving into a higher-level position within one year of<br />
completing the program.”<br />
More than 400 employees have participated in Vi’s<br />
Management Development Program over the last four<br />
years. During this same time, internal promotions<br />
have grown to nearly 25 percent. Vi believes its focus<br />
on employee development has paid off in the form of<br />
employee loyalty and engagement. Turnover rates in the<br />
senior-living industry average more than 30 percent—<br />
some studies show attrition as high as 45 to 70 percent<br />
compared to Vi’s turnover rate of 22 percent in 2011.<br />
Average length of employee service at Vi is strong at 5.5<br />
years.<br />
Retaining Key Employees at Vi<br />
Quality care is a cornerstone of Vi’s value proposition<br />
to its customers. More than one-third of the company’s<br />
employees are nurses. To attract and retain front-line<br />
nursing talent, Vi offers 500-plus free professional<br />
education courses to its staff. However, in 2010, Vi<br />
recognized a greater focus needed to be placed on retaining<br />
top nursing leader talent because of a large uptick in<br />
nurse-leader attrition. At Vi, retention of nurse-leaders<br />
had never been an issue. Given Vi’s strong service<br />
culture, high employee engagement, and strong resident<br />
satisfaction, Vi conducted a needs analysis leveraging<br />
data from exit interviews, interviews of existing staff,<br />
and focus groups to identify the cause of the attrition. Vi<br />
determined that while the company hired nursing leaders<br />
with strong technical and clinical skills, many of them<br />
rose through the ranks from a nurse to a leader of nurses<br />
without a deliberate approach to identification of leadership<br />
competency gaps and development. As a result, Vi<br />
struggled with retention of nurse-leaders because many<br />
individuals felt unprepared to lead.<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 53
L&D Best Practices<br />
Based on this finding, Vi determined it needed a comprehensive<br />
and sustainable leadership development program<br />
for nurse-leaders, as well as for high-potential nurses.<br />
Program objectives included: improving nurse-leader retention<br />
by 50 percent, developing participants’ skills in leading<br />
others, creating a clear understanding of roles/responsibilities,<br />
and developing a sustainable network of resident care<br />
leaders to onboard and mentor new leaders.<br />
Leadership Institute Program Highlights<br />
Nurse-leaders participating in Vi’s one-year Leadership<br />
Institute Program engage in a variety of assessments,<br />
professional coaching and mentoring, action learning,<br />
and assignments. Participants also attend a week-long<br />
discovery program designed around Vi’s leadership competencies.<br />
The classroom experience gives participants<br />
concrete tools to improve knowledge, skills, abilities, and<br />
behaviors. Participants engage in live case studies, group<br />
discussion, peer coaching, and experiential learning. Additionally,<br />
every member of Vi’s executive management team<br />
leads discussions on Vi’s leadership competencies to set<br />
Sales Training<br />
Byy Lou Tedrick, SVP-Workforce Development, Verizon<br />
Know w thyself” will get you through life, but “know w thy<br />
products” will get you the sale. That’s a tall order r at<br />
Verizon, given the vast range of devices, applications,<br />
and business solutions the company’s wireless network can<br />
support. But they y represent one of the biggest opportunities<br />
to generate increased revenue. To take advantage of that<br />
opportunity, Verizon needed a sales organization well-versed<br />
in the company’s products and services—so well-versed<br />
that our r salespeople would have the ability y to easilyy discern<br />
a customer’s unmet wants and needs, and then skillfully<br />
connect on those two crucial points.<br />
In May 2011, John Stratton, then-COO for Verizon Wireless,<br />
challenged the sales organization to rise to that level<br />
of expertise. That meant mastering a different kind of selling<br />
and upgrading the sales skills across the company’s<br />
more than 27,000 sales professionals. To lead the sales<br />
transformation effort, Stratton selected Matt Carr, director<br />
of retail stores for the New York Metro Region, as the new<br />
director of Sales Team Development.<br />
54 | NOVEMBER/DECEMBER <strong>2012</strong> training<br />
expectations and reinforce key concepts. Each program<br />
participant receives tools, resources, and executive coaching<br />
to develop and execute an action plan for integrating<br />
program concepts into a personal development plan.<br />
“Success starts from a company that is invested and<br />
believes in its leaders,” says Vi Director of Nursing<br />
Christine Bernal. “Vi’s Leadership Institute has helped<br />
my self-awareness and affirms my strengths as a leader.<br />
As a result of this program, I am a more confident and<br />
courageous leader.”<br />
To sustain and reinforce learning and focus on executing<br />
on an individual’s leadership development plan, Vi<br />
conducts collaboration calls/Webinars with program<br />
participants and their managers. Each participant also<br />
completes quarterly learning assignments. Nine months<br />
after participants complete their development plan, they<br />
participate in another assessment to measure how aware<br />
they are of their development needs and how much<br />
progress has been made toward focusing on these needs.<br />
Since implementing this program in 2011, Vi has realized<br />
0 percent nurse-leader voluntary attrition.<br />
The Design and Development Process<br />
One of Carr’s first initiatives was to develop and implement<br />
a new solution sales process for the Retail Channel,<br />
along with an accompanying new solution sales skills<br />
curriculum. For that, Carr turned to me as the staff vice<br />
president of Wireless Workforce Development. I then<br />
selected a small team of curriculum developers devoted to<br />
developing a Wireless solution sales skills curriculum. Carr<br />
also created an advisory core team of region presidents,<br />
retail directors, and the senior Learning & Development<br />
(L&D) leaders. Their charge: apply their collective expertise<br />
to approve the new sales process; select a third-party<br />
sales training vendor; approve the new solution sales<br />
curriculum; and serve as the champions for change with<br />
the sales and L&D communities.<br />
With the advisory y and curriculum development teams in<br />
place, Carr’s next order of business was to go directly y to<br />
the employees in the field to learn and get their input. Carr<br />
directed the Wireless curriculum development team to<br />
www.trainingmag.com
conduct multiple focus groups with high performers from<br />
all levels of the Wireless retail organization, including frontline<br />
representatives, store managers, district managers,<br />
and directors. The team gained insight into what separated<br />
high performers from their peers and led to successful<br />
sales, as well as positive feedback from customers. The<br />
observable behaviors of these high-<br />
performing employees became the basis<br />
for the new solutions sales process and the<br />
new skill set needed to transform the sales<br />
force.<br />
The Learning Solution<br />
After reviewing several well-regarded,<br />
third-party sales training and businesstransformation<br />
providers, Carr, the<br />
advisory core team, and the curriculum<br />
development team selected Wilson<br />
Learning to assist with the development<br />
of two customized programs: Earn the<br />
Right (ETR), a two-day program for<br />
front-line retail representatives, and Coaching to Earn<br />
the Right (CETR), a one-day companion course for retail<br />
leaders. The name, “Earn the Right,” came directly from<br />
the high-performing representatives who repeatedly<br />
talked about the critical need to build a relationship with<br />
their customers before “earning the right” to uncover<br />
their customers’ needs and recommend a solution.<br />
ETR centers on the unique, observable behaviors of<br />
high-performing sales representatives:<br />
• Earn the right to move forward<br />
• Take the time to get it right<br />
• Understand how customers use technology<br />
• Personalize the solution for every customer<br />
• Practice, practice, practice<br />
Short videos showcase high-performing representatives<br />
sharing best practices and tips and modeling effective<br />
customer interactions. Participants complete numerous<br />
activities and practice rounds called “skills drills” that push<br />
them to try new skills outside of their comfort zone and<br />
to give each other targeted, constructive feedback. To underscore<br />
that ETR was a new way of selling, the workshop<br />
was purposely designed to be different from other Wireless<br />
learning experiences, with trainers spending minimal time<br />
in “lecture mode” and instead leading discussions, facilitating<br />
activities, coaching skill drills, and leading debriefs<br />
designed to reinforce the new way of selling.<br />
CETR teaches retail leaders how to reinforce the ETR<br />
approach by coaching their employees on the observable<br />
www.trainingmag.com<br />
behaviors that drive success rather than coaching to<br />
metrics. Retail leaders were required to take ETR, then<br />
CETR. Through CETR, leaders learn how to use coaching<br />
observations and performance reports to identify the<br />
opportunities that would have the most impact for each<br />
representative and to address those opportunities with<br />
Short videos showcase high-performing<br />
representatives sharing best practices<br />
and tips and modeling effective customer<br />
interactions. Participants complete numerous<br />
activities and practice rounds called “skills<br />
drills” that push them to try new skills<br />
outside of their comfort zone and to give<br />
each other targeted, constructive feedback.<br />
effective coaching conversations. Leaders practice their<br />
coaching skills using video scenarios of representatives<br />
interacting with customers. To assist with on-the-job<br />
reinforcement, the curriculum development team created<br />
a library of customer scenarios for skill drills and<br />
short refresher modules—all housed in a new online<br />
Coaching Portal.<br />
Implementation<br />
Throughout the development process, which included<br />
an alpha pilot in October 2011 of focus group members<br />
and the advisory core team, the participants provided<br />
valuable feedback on the overall design of ETR and<br />
CETR. In November, beta pilot programs for ETR<br />
and CETR were conducted in five regions across the<br />
country. Entire districts tested the two courses and a<br />
top-down implementation strategy, which led to final<br />
course content and delivery refinements. The curriculum<br />
development team then implemented trainer<br />
certification for 250 trainers who attended a beta pilot<br />
program delivered by one of 30 lead trainers. After the<br />
pilot program, the trainers were required to work in a<br />
retail store during December—the company’s busiest<br />
season—to get first-hand experience in applying the new<br />
sales process and skills. The ETR rollout started with<br />
senior sales executives in December 2011. Executives’<br />
firsthand experience with ETR built excitement and sent<br />
a strong leadership support message. Full deployment of<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 55
L&D Best Practices<br />
the programs began in February <strong>2012</strong>. Byy the end of June,<br />
more than 1,000 workshops were delivered to 20,000-plus<br />
sales professionals, and the program was integrated into<br />
retail new w hire training.<br />
Results and Next Steps<br />
This sales-skills transformation initiative represented a significant<br />
investment in our sales professionals. Preliminary<br />
results from pilot groups showed a 41 percent return on<br />
investment. In April <strong>2012</strong>, Verizon was No. 1 in the J.D.<br />
Power Wireless Purchase Experience Study, which found<br />
improvements in the sales organization’s execution on<br />
customer experience and satisfaction. Based on the initial<br />
success in retail, versions of ETR and CETR have been<br />
developed and deployed in our indirect sales and telesales<br />
channels.<br />
To ensure that ETR becomes embedded in our culture<br />
as a way of doing business, Marni Walden, current COO<br />
of Verizon Wireless, tasked an ETR “Tiger Team” of<br />
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high-performing representatives, store managers, district<br />
managers, key marketing and sales operations leaders,<br />
and members of the L&D team to look at all non-training<br />
opportunities to integrate ETR concepts into our business<br />
practices. This cross-functional team addresses aspects as<br />
diverse as compensation structure, hiring profiles for frontline<br />
representatives, new hire training integration, quarterly<br />
reinforcement, and the point-of-sales process. A separate<br />
ETR Content Governance Team, led by the curriculum<br />
development team, meets quarterly to review proposed<br />
ETR enhancements and changes that keep ETR evergreen,<br />
yet focused on the original objectives and concepts that<br />
make it successful.<br />
This initiative is a great example of how powerful the<br />
partnership among business leaders, front-line employees,<br />
and L&D can be on the development and delivery of effective<br />
learning solutions. And it’s established a precedent<br />
for how we are approaching all new skills-transformation<br />
requests going forward.<br />
www.trainingmag.com<br />
56 | NOVEMBER/DECEMBER <strong>2012</strong> training www.trainingmag.com<br />
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Hard Hard Hard Hard Hard Hard Har Haard Skil Skil Skil Skil Skil Skil Skilllls ls ls ls l vs. vs vs<br />
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aining ning
est b est practices<br />
Fostering g a Global Mindset<br />
Relevant t trainingg<br />
and experiential learning g geared toward developingg the e global<br />
mindset t of f each employee, and ultimately y off<br />
the e wholee<br />
organization, is a crucial<br />
function of f the e Training g department. BY Y SIRIN KÖPRÜCÜ AND NEAL GOODMAN,<br />
The business world has been witnessing significant<br />
changes in the last 10 years, and<br />
there is no doubt there are more to come.<br />
Global foreign direct investment deals outbound<br />
from emerging economies are expected to multiplyy<br />
over the next 15 years, making foreign direct<br />
Sirin Köprücü (left) is investment a major source of f business financing,<br />
a senior r associate e with even in the U.S. Trade-to-GDP ratios are rising<br />
significantly in many OECD countries. Tech-<br />
Global Dynamics, Inc., a<br />
nology y continues to reduce geographic distance,<br />
training g and development<br />
enabling more globally y integrated enterprises to<br />
firm specializingg in<br />
emerge. As a result, organizations—ranging from<br />
globalization, cultural<br />
entrepreneurial to multinational corporations—<br />
intelligence, effective increasinglyy seekk<br />
professionals who can navigate<br />
virtual workplaces, and the complexities of f international business and<br />
diversity y and inclusion. develop credibility y among people of f different cultural<br />
backgrounds.<br />
Neal Goodman, Ph.D.,<br />
is president t off<br />
Global EMBRACING CHANGE<br />
Dynamics, Inc. He In his article “U.S. Entrepreneurs Needd a True<br />
can be e reached at Global l Mindset,” published d in The e Huffington Post,<br />
Ted d Zoller, VP of f Entrepreneurship at t Ewingg<br />
Mar-<br />
305.682.7883 and at<br />
ion Kauffman Foundation, writes, “The U.S. is by<br />
ngoodman@global-<br />
nature more insular than other countries with<br />
dynamics.com. For r more<br />
respect t to new w ventures.” He cites the size of f the<br />
information, visit www.<br />
U.S. domestic c market t as one reason. “…whereas in<br />
global-dynamics.com. smaller r countries such h as Denmark k andd<br />
Sweden,<br />
or r in large but t poorerr<br />
countries, firms with h high<br />
ambitions have long g had d to look k to international<br />
markets to remain competitive, as their r domestic<br />
Organizations increasingly<br />
seek k professionals who can<br />
navigate the complexities of<br />
international business.<br />
markets couldn’t t sustain them.”<br />
He points out t how w the relative geographic and cultural<br />
isolation of f the U.S. can be another challenge.<br />
Most t importantly, he emphasizes the importance<br />
of f being g able to seek k innovation in diverse perspectives<br />
and diverse locations rather than finding<br />
creative ways to carryy a U.S.-born idea a elsewhere.<br />
L PH.D.<br />
Multinational l corporations s also acknowledgee the<br />
changing g markett<br />
conditions, realize e the eopportuni- ties s that t advancedd<br />
technology y offers s today, andd feel<br />
the e need d to change.<br />
In a keynote speechh deliveredd<br />
in 2011, IBM CEO<br />
Samuel l J. Palmisano said, “It t is so easy y to stick k with<br />
things that t have made you u a successful l company y or<br />
institution—a a winningg<br />
product, a profitable business<br />
model. It’s even easier r to stick k with h what’s made<br />
you u successful l as a professional—whatt<br />
gott<br />
you u to<br />
where you u are. Yet t one of f the core responsibilities<br />
of f leadership is to understandd when it’s time to<br />
change—the organization and d yourself.”<br />
Multinational l corporations s recognize e thee<br />
opportu-<br />
nitiess inn<br />
beingg<br />
ablee<br />
to span n boundaries s byy<br />
increasing<br />
accurate e informationn<br />
flow w withh<br />
neww<br />
technologies; the<br />
opportunities s that t comee<br />
withh<br />
collaborative e thinking;<br />
and d thee<br />
opportunitiess<br />
thatt<br />
come e throughh<br />
long-term<br />
orientation n and d developingg<br />
people e and d systemss<br />
that<br />
innovate.<br />
NOW IS THE TIME<br />
On the brightt side, it t has rarelyy been so excitingg to<br />
be a leader in the historyy off<br />
business. This is the<br />
time to expand minds to the ways of f the world and<br />
become curious like a child, to be able to relate to<br />
people with different t perspectives with confidence<br />
and in a trustworthy y manner, and to take advantage<br />
of f excitingg<br />
technology y to know w and navigate<br />
global business complexities with finesse.<br />
This is the time to operate with a global<br />
mindsett while celebratingg one’s own roots and<br />
values. With a global mindset, today’s business<br />
leaders have the chance to bringg innovation,<br />
economic c sustainability, and peace not t onlyy<br />
to<br />
their geographic areas but t to all societies they<br />
can engage in their business endeavors. As<br />
the <strong>2012</strong> Edelman Trust t Barometer indicates,<br />
business leaders have the chance to bridge the<br />
gap of f growing g mistrustt<br />
in societies.<br />
Needless to say, relevant t trainingg<br />
andd<br />
experiential<br />
learning g gearedd<br />
towardd<br />
developingg<br />
the global lmind- sett of f eachh<br />
employee, and d ultimately y of f the whole<br />
organization, has become a keyy<br />
trainingg<br />
fieldd<br />
and<br />
will l equip organizations with h the essential lcapabili- ties to innovate, engage, and d prosper r in these exciting<br />
times of f the 21st t century. t<br />
58 | NOVEMBER/DECEMBER <strong>2012</strong>training www.trainingmag.com
Exploring g Three Impossibilityy Frontiers:<br />
Mind, , Body, , and Soul<br />
As Walt Disney said, “It’s fun to do the impossible”—especially when it<br />
comes to building individual and organizational capability. By Tony O’Driscoll<br />
A<br />
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UPCOMING EVENTS<br />
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www.trainingmag.com<br />
Tony y O’Driscoll is an<br />
executive director r att<br />
Duke<br />
Corporate Education.<br />
His most t recentt<br />
book,<br />
“Learning g in 3-D: Bringing g a<br />
New w Dimension to Enterprise Learningg and<br />
Collaboration,” explores how w emergingg<br />
Web<br />
technologies are transformingg the learning<br />
landscape within organizations.<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 59
trainer t talk<br />
Bob b Pike, CSP, CPAE,<br />
is s known as s thee<br />
“trainer’s<br />
trainer.” He e iss<br />
thee<br />
author<br />
of f moree<br />
than 30 books,<br />
including g “Creative<br />
Training g Techniques<br />
Handbook.” You can<br />
followw him on Twitter<br />
and Facebook k using<br />
bobpikectt.<br />
60 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
The 30-Yearr View<br />
Looking at all the things USA Today predicts for the next 30 years with<br />
respect to learning, it seems they are all here, right now, in the corporate<br />
world. It’s up to us to apply them. BY BOB PIKE CSP, CPAE<br />
USA Today recently celebrated its 30th U birthday. That edition of f the newspaper<br />
contained both a backward view w for 30<br />
years and a forward view. I read with a great deal<br />
of f interest the forward view—especially y when it<br />
started talking about education.<br />
In a nutshell, the predictions are:<br />
1. Grades will l be left t behind.<br />
2. Learning g willl<br />
be tailored.<br />
3. Learning g willl<br />
be highh tech.<br />
4. Learning g willl<br />
be fun.<br />
5. Learning g willl<br />
never r stop.<br />
6. The human element t willl<br />
remain important.<br />
With the exception of f grades being g leftt<br />
behind,<br />
the predictions parallel what t I’ve been teaching<br />
with “Creative Training Techniques” for<br />
more than 40 years—which is that t we need to be<br />
instructor led, but participant centered. (By<br />
the way, I would agree that t grades could be left<br />
behind if f we started to measure retention and<br />
application of f whatt<br />
was learned in real life. In<br />
other words, learningg for living—rather r than<br />
learningg in order to pass.)<br />
Training is a process, not an event. And the<br />
purpose of f training—especially y in organizations<br />
—is to get results.<br />
LEARNING WILL BE TAILORED<br />
I agree that we need to tailor the learning. However,<br />
the learning must be tailored to both the<br />
needs of f the organization and how w each person<br />
learns best.<br />
Time and time again, we see that very y little<br />
corporate training is based on analyzing the<br />
five other faster, cheaper performance solutions<br />
first:<br />
1. Making sure the systems involved support<br />
the results we want.<br />
2. Making sure our policies and procedures<br />
support the results we want, rather than punishing<br />
the desired behaviors.<br />
3. Making sure we have the right recruiting<br />
measures in place.<br />
4. Making sure we are putting the right people<br />
in the right jobs.<br />
5. Making sure we make just-in-time coaching<br />
available.<br />
We also know w from our own research that<br />
more than 75 percent of f participants learn better<br />
with other people than by y themselves. They<br />
learn better when theyy are interacting with other<br />
participants and the content to be learned,<br />
whether in the classroom or online, than when<br />
listening to another lecture—no matter how<br />
well delivered.<br />
LEARNING WILL BE HIGH TECH<br />
The corporate training I do has always been<br />
high tech. In the 1970s, we used videotape<br />
feedback k as soon as it became available.<br />
At some of f the earliest Training Director’s<br />
Forums I hosted, we used responder technology<br />
y (OK, so it was wired—but at the time, it<br />
was state of f the art!). In the 1980s, I was an<br />
early adopter of Videoshow, which created<br />
and displayed PowerPoint-like animated presentations<br />
before personal computers were<br />
even available. In the ’80s and ’90s, I was an<br />
early y adopter of f GameShoww<br />
Pro, and we used<br />
games to help learning in the classroom. At<br />
my y presentations at Training 2013 (including<br />
this year’s edition of f the Training Director’s<br />
Forum), you will experience the latest responder<br />
technology y from Turning Point and<br />
the use of f QR R codes to enhance learning—<br />
both during and after the live sessions. Our<br />
e-learning programs and Webinars maximize<br />
interaction with both the content and with<br />
other participants. In corporate training, the<br />
future is now—if f you want it to be. I’m not the<br />
only y one saying this: Training gurus have been<br />
talking about this and organizing conferences<br />
and other events around the topic for decades.<br />
Training magazine hosted Learning 3.0 in<br />
Chicago in October, where the latest and greatest<br />
in learning technology y was showcased. But<br />
it cannot be technology y for the sake of ftech- nology. Rather it has to be because it enhances<br />
the learning process—and accelerates getting<br />
results on the job.<br />
www.trainingmag.com
LEARNING WILL BE FUN<br />
This is actually Pike’s third law of adult learning:<br />
Learning is directly proportional to the<br />
amount of fun you have. Today we live in the<br />
world of entertainment. When I was growing<br />
up in the 1950s, we had three TV channels.<br />
Today, we have dozens, if not hundreds, and access<br />
to all kinds of entertainment through the<br />
Internet. This has led to shorter attention spans<br />
and the demand that we keep people involved<br />
and engaged—or they simply will change channels.<br />
The average high school student in the<br />
U.S. graduates from high school having spent<br />
14,000 hours in class but more than 19,000<br />
hours watching television. But it doesn’t have to<br />
be fun or r learning—it can be fun<br />
and d learning. At Training 2013, I<br />
will co-lead a three-day session<br />
with two of my colleagues, Thiagi<br />
and Sharon Bowman. I guarantee<br />
there will be fun and learning<br />
each and every day!<br />
LEARNING WILL NEVER STOP<br />
In the 1980s, Buckminster Fuller<br />
was one of the first to talk about<br />
something called “The Knowledge<br />
Doubling Curve.” Basically, it<br />
measures recorded human information.<br />
All of mankind’s recorded<br />
information up until 1800 represents<br />
one unit of knowledge. From<br />
1800 to 1900, two units of knowledge;<br />
from 1900 to 1950, three units<br />
of knowledge; from 1950 to 1975,<br />
four units of knowledge; from<br />
1975 to 1987, five units of knowledge;<br />
from 1987 to 1993, six units of knowledge.<br />
Today, various experts claim knowledge doubles<br />
every 18 months. IBM says knowledge doubles<br />
every 11 hours if you include everything posted<br />
on the Internet (although I would suggest that<br />
everything posted is not necessarily knowledge<br />
and not particularly useful!). In 2010, more than<br />
328,000 books were published in the U.S. alone.<br />
How many did you read? The point is that just<br />
as learning is never going to stop, the need to<br />
be selective in what we learn is more important<br />
than ever. Just because a subject matter expert<br />
(SME) knows it doesn’t mean every participant<br />
needs to know it. We need to pay more attention<br />
to dividing content into Need to Know, Nice to<br />
Know, and Where to Go.<br />
www.trainingmag.com<br />
THE HUMAN ELEMENT<br />
WILL REMAIN IMPORTANT<br />
John Naisbitt was talking about this in the<br />
1980s in his “Megatrends” book when he wrote<br />
about the need for high tech, high touch. The<br />
more technology we have and the more we rely<br />
on it, the more important it is for people to feel<br />
connected with one another. We all need to feel<br />
important and to believe we matter to each other.<br />
William James, often called the “Father of<br />
American Psychology,” said the greatest need<br />
of every human being is the need for appreciation.<br />
Think about it for a minute. Are you over<br />
appreciated? At home, work, and in your community,<br />
do you get too much recognition and<br />
Learning is never going to stop,<br />
so the need to be selective in<br />
what we learn is more important<br />
than ever. Just because a subject<br />
matter expert (SME) knows it<br />
doesn’t mean every participant<br />
needs to know it. We need to<br />
pay more attention to dividing<br />
content into Need to Know,<br />
Nice to Know, and Where to Go.<br />
appreciation? Do you just want it to stop? Probably<br />
not. But then look at it this way: Would<br />
the people around you say you give too much<br />
recognition and appreciation to others? Again,<br />
the answer is “Probably not.” Why not spend<br />
just the next 30 days giving more deliberate,<br />
well-considered recognition and appreciation<br />
to those around you?<br />
When I look at all the things USA Today<br />
predicts for the next 30 years with respect to<br />
learning, I have to say they are all here, right<br />
now, in the corporate world. It’s up to us to<br />
apply them. Until next time—add value and<br />
make a difference. See you February 18-20 in<br />
Orlando at the Training 2013 Conference &<br />
Expo.<br />
training NOVEMBER/DECEMBER <strong>2012</strong> | 61
talent t talent t tips<br />
Royy Saunderson is<br />
author r off<br />
“GIVING<br />
the e Real Recognition<br />
Way” and president<br />
off thee<br />
Recognition<br />
Managementt Institute, a<br />
consulting g and training<br />
firm specializingg in<br />
helping g companies “get<br />
recognition right.” Its<br />
focus is on showing<br />
leaders howw to give e real<br />
recognition to create<br />
positive e relationships,<br />
better r workplaces, and<br />
real results. For r more<br />
information, contact<br />
RoySaunderson@<br />
Rideau.com or r visit<br />
www.Rideau.com.<br />
62 | NOVEMBER/DECEMBER <strong>2012</strong>training<br />
Oops! Learning<br />
from p g<br />
Our Mistakes<br />
We can learn invaluable insights individuallyy and collectively y from our r failures<br />
and unwanted mistakes at t work. BY ROY SAUNDERSON<br />
When dealingg withh<br />
mistakes at t work, I<br />
always thinkof a classic IBM story<br />
that t demonstrates the attitude Ihope all<br />
leaders will l have whenever r we make those painful<br />
errors in ourr jobs. Imagine beingg a mid-level lex- ecutive at t IBM andd makingg<br />
a multimillion-dollar<br />
mistake. Apparently, the executive immediately<br />
approachedd then-CEO Thomas J. Watson, Jr., and<br />
tendered d his resignation. Watson refusedd to fire<br />
him, saying g he had d justt<br />
spentt<br />
millions of f dollars<br />
educatingg him, so whyy wouldd<br />
he let t him go now?<br />
Failure is simply y the outcome from any y activity<br />
that t doesn’tt<br />
produce the desired results we expected.<br />
Some mistakes we can kick k ourselves for<br />
afterward because hindsight t shows we could have<br />
avoided them. Other situations are truly yunavoid- able and are simply y the consequential negative<br />
outcomes from takingg risks and experimenting.<br />
However, most t organizations don’t t exactlyy<br />
excel<br />
at t learningg<br />
from failure andd therein lies a bigg<br />
lesson<br />
to be learnedd forr<br />
dealingg<br />
withh<br />
mistakes. Paul l J.H.<br />
Schoemaker r andd<br />
Robert t E. Guntherr in theirr article,<br />
“The Wisdom of f Deliberate Mistakes” (Harvard<br />
Business Review, June 2006) note: “Although<br />
organizations needd to make mistakes in orderr to<br />
improve, they y go to great t lengths to avoidd anything<br />
resemblingg an error. That’s because most tcompa- nies are designedd forr<br />
optimum performance rather<br />
than learning, andd mistakes are seen as defects that<br />
needd to be minimized.”<br />
STEPS TO TAKE<br />
If f we listen to what t authorr<br />
Jim Collins saidd att<br />
are- cent t ASTD conference, then “the onlyy mistakes<br />
you u can learn from are the ones you u survive.” So<br />
assuming g youu<br />
have survived d a recentt<br />
individual<br />
or r team-generatedd<br />
mistake or r failure, what t can we<br />
learn andd howw<br />
do we go about t doing g that?<br />
WE CANNOT BE AFRAID OF MISTAKES.<br />
Any y timee<br />
youu<br />
take e a progressive e andd<br />
innovative<br />
stance e onn<br />
a problem m orr<br />
ideaa<br />
andd<br />
startt<br />
creatively<br />
experimenting, you u inevitablyy<br />
willl<br />
makee<br />
mistakes.<br />
It’s the e price e of f admission n whenn<br />
youu<br />
wantt<br />
to see e if<br />
a theory, model, or r process is goingg to work k or r not.<br />
But t wee<br />
cannott<br />
be e afraidd<br />
to share e with h leaders and<br />
colleagues what t we e have e discovered—goodd<br />
orr<br />
bad.<br />
One e off<br />
W. Edwards Deming’s 14 points was “Drive<br />
out t fear.” He e stated: “Many y employees are e afraid d to<br />
ask k questions or r takee<br />
a position, even n when n theyy<br />
do<br />
not t understandd<br />
whatt<br />
thee<br />
job is or r whatt<br />
is rightt or<br />
wrong. People e willl<br />
continue e to do things the e wrong<br />
way, or r nott<br />
do them m at t all. The e economic c loss from<br />
fear r is appalling. It t is necessary y forr<br />
betterr<br />
quality<br />
and d productivity y that t peoplee<br />
feell<br />
secure.”<br />
Getting g people e to feel l moree<br />
securee<br />
to make emis- takes requires all l of f us to be e vulnerablee<br />
andd<br />
open, so<br />
we e willl<br />
eliminate e acts of f deniall<br />
and d blamingg<br />
others.<br />
It t requires solid d ownership of f anyy<br />
andd<br />
all l outcomes,<br />
so peoplee won’tt<br />
hide e thee<br />
mistakes or r evidencee<br />
that<br />
identify y wheree<br />
errors were e madee<br />
andd<br />
by y whom.<br />
Leaders must t communicate e andd<br />
acknowledge e that<br />
if f a companyy<br />
truly y wants to be e progressivee<br />
andd<br />
in-<br />
novative, mistakes will l be e a naturall<br />
by-product t of<br />
such h a strategy. We e needd<br />
to be e moree<br />
openn<br />
andd<br />
trans-<br />
parent t aboutt<br />
mistakes, share e whatt<br />
we’ve e learned,<br />
and d figuree<br />
outt<br />
how, if f possible, to prevent t thesee<br />
in<br />
the e future. We e also need d to encourage e continual<br />
learningg andd<br />
development t alongg<br />
thee<br />
journey.<br />
SET UP A LEARNING<br />
PROCESS FOR MISTAKES.<br />
It t has been n wiselyy<br />
said d thatt<br />
if f we e aree<br />
prepared, we e will<br />
not t fear. Similarly, we e needd<br />
to be e prepared d for rmis- takes to occur r becausee<br />
they y will l and d should. Then n we<br />
must t ask k ourselves if f we e aree<br />
readyy<br />
to learn n fromm<br />
them.<br />
Schoemaker r and d Guntherr<br />
go so far r ass<br />
to advocate<br />
makingg mistakes s knowinglyy<br />
becausee<br />
mostt<br />
innova-<br />
tion n stays s withinn<br />
thee<br />
comfort t zone e of f experimenters’<br />
initial l assumptions s anyway. Their r suggestedd<br />
process<br />
for r helping g decision-makers s processs<br />
betweenn<br />
smart<br />
mistakes s and d dumb ones s is:<br />
1. Identify y assumptions.<br />
2. Select t assumptions for r testing.<br />
www.trainingmag.com
3. Rank the assumptions.<br />
4. Execute the mistake.<br />
5. Learn from the process.<br />
It is essential to create open lines of communication<br />
through sit-down discussions and candid<br />
written reports to gather insights on why people<br />
felt an outcome went wrong. It’s an opportunity to<br />
explore what could be done differently next time.<br />
And it is a chance to see the decision-making flow<br />
to review how individuals—leaders and implementers—can<br />
make better decisions in the future.<br />
CELEBRATE MISTAKES—REALLY!<br />
Commenting on some expensive mistakes made at<br />
Microsoft, Bill Gates once said, “In the corporate<br />
world, when someone makes a mistake, everyone<br />
runs for cover. At Microsoft, I try to put an end to that<br />
kind of thinking. It’s fine to celebrate success, but it’s<br />
more important to heed the lessons of failure. How<br />
a company deals with mistakes suggests how well it<br />
will bring out the best ideas and talents of its people,<br />
and how effectively it will respond to change.”<br />
We tend to only recognize, reward, and celebrate<br />
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the “best-of-the-best” success or highest achievement<br />
in organizations. However, if we really want<br />
to encourage and reinforce real innovation and solid<br />
growth and improvements, we should acknowledge<br />
mistakes by sharing and broadcasting the lessons<br />
learned and the accompanying stories instead of<br />
keeping these points of wisdom to an elite few.<br />
Take the classic example from Dr. Spence Silver, a<br />
3M Company adhesive tape engineer. In striving to<br />
find an adhesive with a strong bond, he developed<br />
a product that resulted with weak adhesion. Innovation<br />
is what 3M is all about, and it is a company<br />
that learns from its mistakes. So Silver shared his<br />
results with his fellow coworkers to see what could<br />
be salvaged, learned, or improved. One colleague,<br />
Arthur Fry, was a member of his church choir and<br />
had always wanted to bookmark hymn pages with<br />
something that would not fall out of the hymnal.<br />
You’ve probably heard this story before and know<br />
the outcome is the creation of the Post-it Note and<br />
all its ancillary spinoff products.<br />
Now go and get a Post-it Note and write on it:<br />
“Make Mistakes and Learn.” t<br />
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training NOVEMBER/DECEMBER <strong>2012</strong> | 63
llast l ast word<br />
Jeff Kortes is the<br />
president of Human<br />
Asset Management<br />
LLC, a Human<br />
Resource consulting<br />
firm specializing in<br />
executive search,<br />
retention, and<br />
leadership training.<br />
He also is the author<br />
of “No Nonsense<br />
Retention…Painless<br />
Strategies to Retain<br />
Your Best People.”<br />
Call 414.421.9626 to<br />
inquire about booking<br />
his “No Nonsense<br />
Retention” program<br />
and you will receive<br />
his book as a gift<br />
(limited time offer).<br />
For information, visit<br />
www.jeffkortes.com.<br />
Fear... A Retention Nightmare<br />
When you educate your people, you eliminate speculation, uncertainty, and selfserving<br />
communication—and reduce several major sources of fear. BY JEFF KORTES<br />
In the last t severall<br />
weeks, managers I work k with<br />
have toldd me people in their r organizations are<br />
still l fearful l despite the fact t that t theyy<br />
have seen<br />
an improvement t in business in the last t year. So<br />
what t is driving g this fear?<br />
1. Uncertainty y aboutt<br />
the organization’s direction<br />
andd the potential l impactt<br />
on a person’s position.<br />
2. Punishingg people for r makingg<br />
mistakes when<br />
theyy take initiative.<br />
3. A boss or r other r senior r leaderr<br />
who uses fear r as a<br />
tool l to run his or r her r area a off<br />
influence.<br />
In all l cases, the result t tends to be the creation of<br />
an aversion to risk k taking. Everyone is afraid d to say<br />
or r do what t theyy<br />
needd<br />
to in orderr to do the best t job<br />
possible. They y play y itt<br />
safe. Then one day, everyone<br />
wakes up and d finds they y can’tt<br />
keep good d people or<br />
the business is in a deathh<br />
spiral.<br />
Uncertainty y aboutt<br />
thee<br />
organization’s s directionn<br />
is<br />
thee easiestt<br />
to deall with. The e answer: Communicate<br />
with h your r people. Now w wasn’t t that t easy? A well-<br />
When you get t information out t and<br />
educate e yourr<br />
people, you virtually<br />
will shut t down the e negative e influence<br />
of f the e internal grapevine. Even if you<br />
are e onlyy<br />
a supervisor r orr<br />
manager, you<br />
can do most t of f these e things in your<br />
“sphere e of f<br />
influence.”<br />
thought-outt communication n strategyy<br />
is the e best t way<br />
to effectivelyy drive e communication. Don’t t do itt inn<br />
a<br />
haphazard d way. Sit t down, strategize, and d develop a<br />
well-layeredd approach h using g multiplee<br />
typess<br />
off<br />
com-<br />
munication. By y doingg<br />
so, you u make e sure e everyone<br />
hears s thee<br />
messagee<br />
multiplee<br />
timess<br />
and d inn<br />
different<br />
media. Use e thee<br />
following g listt<br />
andd<br />
youu<br />
will l coverr<br />
95<br />
percent t of f whatt<br />
needss<br />
to be e covered d withoutt<br />
havingg<br />
a<br />
big g fancy y systemm<br />
thatt<br />
looks s greatt<br />
but t wastes s time e and<br />
probably y doesn’t t get t throughh<br />
to employees s anyway:<br />
• Managers and d leaders at t alll<br />
levels need d to get t out<br />
in the cube factoryy or r on the plantt floorr<br />
andd<br />
start<br />
talking g withh<br />
people daily. You u willl<br />
hearr<br />
concerns<br />
andd be able to address them.<br />
• Have an open door, r so people come in and d ask<br />
questions.<br />
• Hold d departmental l meetings s that t providee<br />
acon- sistent t message, a forum m for r ideas, andd a placee<br />
to<br />
bringg up concerns s aboutt<br />
how w the e departmentt<br />
is<br />
functioning.<br />
• Develop regular postings and updates using<br />
e-mail, company y intranet, or r written notices.<br />
A quickk<br />
notee<br />
on n meetings: Everyone e thinks s that<br />
when n I mention n meetings s I am m referringg<br />
to long,<br />
drawn-out t events. Only y iff<br />
you u lett<br />
them m be e long g and<br />
drawn n out! They y can n range e from m five e minutes s to an<br />
hour, depending g on n whatt<br />
you u wantt<br />
to accomplish.<br />
Frankly, 90 percent t off<br />
the e meetings s thatt<br />
lastt<br />
an n hour<br />
or r moree<br />
aree<br />
just t peoplee<br />
rambling g on, in n my yexperi- ence. Keep them m short, sweet, andd to the e point. The<br />
goal l of f every y meeting g should d be<br />
educating people and generating<br />
g actionss<br />
that t drive e results. Information<br />
and education will<br />
eliminate e fear—andd<br />
drivee<br />
un-<br />
derstandingg of f what t it t takes s for<br />
thee business s to succeed. Both h of<br />
which h reduce e turnoverr<br />
and dim- f<br />
prove e how w thee<br />
businesss<br />
operates,<br />
as s well. Retention n doess<br />
nott<br />
exist<br />
in n a vacuum…it t helps s to drive<br />
organizational l success!<br />
This s is s thee<br />
meat t andd<br />
potatoes.<br />
Anything beyond these two<br />
points s is s pure e gravy. When n you<br />
get t information n outt<br />
and d educate<br />
your r people, you u virtually y willl<br />
shut t down n thee<br />
negative<br />
influence e off<br />
the e internall<br />
grapevine. By y doing g so, you<br />
eliminate e speculation, uncertainty, and d self-serving<br />
communication. When n you u do that, you u significantly<br />
reduce e severall<br />
major r sourcess<br />
off<br />
fear. The e beautiful<br />
thingg about t this s approach: Even n iff<br />
you u aree<br />
only y a<br />
supervisor r or r manager, you u cann<br />
do most t of f these<br />
things s inn<br />
your r “sphere e of f influence.” So even n if f the<br />
organization n chooses s not t to do some e off<br />
these e things,<br />
you u can n still l makee<br />
ann<br />
impact. t<br />
64 | NOVEMBER/DECEMBER <strong>2012</strong> training www.trainingmag.com
What’s white and read all over?<br />
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Training magazine’s 36th Annual<br />
Conference ............................ February 18–20<br />
Expo ................................... February 18–19<br />
Certificate Programs .................. February 15–17<br />
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2 Rediscover the Wonder of Learning<br />
This One’s for YOU!<br />
Sometimes I think k we get so bogged down in the<br />
intricacies of f daily y life—both work k and personal—that<br />
we forget about the wonder of f learning. As learners, we<br />
allow w the immense satisfaction of f furthering our own<br />
personal development to get lost in everyday y routine. And as<br />
trainers, an ever-increasing workload often buries our passion<br />
and creativity. So I was thrilled when I found out that the<br />
Training 2013 Conference & Expo would be held at a Walt<br />
Disney y World resort. Aside from the fact that my y husband and<br />
I are absolute kids at heart (plus I get to wear my y version of f a<br />
princess dress to the Training Top 125 gala), what better place<br />
to rediscover the magic of f learning?<br />
So this Training Conference & Expo is all about YOU!:<br />
“The Training<br />
Conference is a must<br />
for all training professionals<br />
who are serious<br />
about expanding their<br />
knowledge.”<br />
<br />
will maximize your professional<br />
development opportunities and hone<br />
your skills. You can choose from<br />
breakout sessions, featured<br />
sessions, hands-on clinics,<br />
in-depth certificate programs,<br />
case studies offering best<br />
practices, site tours, and more!<br />
Terry Gray, Training <br />
Specialist, URS world-class trainers—Bob Pike,<br />
Sharon Bowman, and Sivasailam<br />
Thiagarajan—will join together to<br />
offer you a can’t-miss certificate program on<br />
designing and delivering instructor-led training.<br />
<br />
“foundational track”—attend the required number of<br />
sessions and you’ll receive a special “Total Trainer<br />
Program” certificate of f attendance (see page 16).<br />
Training g magazine’s Training<br />
<br />
Michael Abrashoff, who will offer management techniques<br />
from “The Best Damn Ship in the Navy.”<br />
Table of Contents<br />
Special Events ..................3<br />
Keynotes & Sunrise Session ........4-5<br />
Certificate Programs ..............6-9<br />
..........9<br />
. . . . . . . . . . . . . . . . 10-11<br />
Hands-On Clinics ................12-13<br />
“Great speakers.<br />
Great sessions.<br />
Great organization.<br />
Great use of my time!”<br />
Scott Nutter<br />
General Manager<br />
<br />
Conference & Expo Schedule .......14<br />
The Expo . .....................15<br />
Breakout Sessions ............... 16-29<br />
Tours & How To Register ..........30<br />
Venue & Hotel ..................31<br />
................32<br />
Lorri Freifeld<br />
Editor-in-Chief<br />
Training g magazine<br />
Here are some more magical moments you<br />
won’t want to miss—appropriatelyy tied to<br />
the lands off the Magic Kingdom (sorry, I just<br />
couldn’t resist):<br />
Fantasyland: While we may y not be whistling while<br />
we work, that’s not to say y happiness isn’t possible in our<br />
<br />
creates Culture Books that use happiness as a business<br />
model for Zappos.com, and Matt Harding, who dances with<br />
people around the world as he spreads a message of f joy,<br />
communication, and humanism.<br />
Tomorrowland: Robots take center stage during the keynote<br />
<br />
Hospital’s Nicholson Center for Surgical Advancement.<br />
Then futurist Rayy Kurzweil explores how w to create a mind<br />
by y reverse-engineering the brain.<br />
Adventureland: The hunt is on! Track k down 2013 Training<br />
Top 125 winners—you’ll know w them byy the Top 125 pins on<br />
their lapels—and ask k them to tell you in two minutes or less<br />
their most successful best practice of f the year. Hint: You’ll<br />
find a gaggle of f them in the ballroom before the Tuesday<br />
morning keynote.<br />
Frontierland: Hit the Expo floor to find new w product and<br />
service pioneers, plus training trailblazers such as the<br />
winners of f the special Training Top 125 Best Practice and<br />
Outstanding Initiative Awards and the Top Young Trainers.<br />
Of f course, all work k and no playy is definitely y not a good thing.<br />
<br />
<br />
<br />
“An event<br />
I hope you will join me on this<br />
magical journey. A dash off Pixie that is packed full of<br />
Dust and awayy we go…<br />
takeaways to help you<br />
take your learning to<br />
a new level.”<br />
Team<br />
Discounts<br />
<br />
Instructional Designer<br />
<br />
<br />
Groups of 3 or more are<br />
eligible for a team discount.<br />
Contact Staff@<br />
TrainingMagEvents.com
A Tour de Force<br />
Different Side of Disney<br />
THURSDAY, FEBRUARY Y 21<br />
9:00 am –12:00 pm<br />
Go behind the scenes on a special tour<br />
to find out what keeps the Disneyy magic<br />
humming along. Additional l fee. See e page<br />
30 0 for r details.<br />
Simulation Stimulation<br />
THURSDAY, FEBRUARY Y 21<br />
9:00 am –2:00 pm<br />
Leave your avatar at the hotel and<br />
take an exclusive, in-person tour of<br />
the University y off<br />
Central Florida’s<br />
Institute for Simulation and Training.<br />
Additional l fee. See e page e 30 0 for r details.<br />
Netwalk for Success<br />
MONDAY-WEDNESDAY › See page 14<br />
Make sure you hit your stride right away<br />
at Training 2013. Join Carolyn Balling and<br />
other conference-goers on a networking<br />
walk k around the Coronado Springs resort.<br />
You’ll get a free pedometer (limited limited<br />
supply—be one of f the first to<br />
participate). Balling has been a<br />
coach with the Leukemia &<br />
Lymphoma Society’s Team in<br />
Training program since<br />
1999, where she’s coached<br />
1,010 marathoners across<br />
finish lines (and completed 26<br />
marathons on her own).<br />
Step to it!<br />
Welcome, First-Timers!<br />
Special Events 3<br />
SUNDAY, FEBRUARY Y 17 › 4:15 –4:45 pm<br />
Want to make this conference the best learning experience ever? Conference presenter<br />
Sharon Bowman and other experienced attendees will walk k you through some “need-toknow”<br />
material that will help you get the most from your conference experience. Form<br />
your own conference mastermind group<br />
of f neww<br />
friends and colleagues and share<br />
the best of f your collective takeaways<br />
throughout the event. Ready, set, grow!<br />
Get Pike’d Up for TDF<br />
SUNDAY, FEBRUARY Y 17 › 9:00 am –4:00 pm<br />
The Training Directors’ Forum (TDF) is back k and better than ever! Co-located<br />
with Training 2013 and led byy master trainer Bob Pike, this premier networking<br />
event for in-house training professionals provides the opportunity y to exchange<br />
ideas and insights with folks who face the same challenges. Plus, Captain<br />
Michael Abrashofff reveals how w he transformed performance on the Navy’s<br />
USS Benfold—and how w you can<br />
do the same in your organization.<br />
Anchors aweigh!<br />
See e pagee<br />
9 for r details.<br />
Monday Night Meet-Up Mixer<br />
MONDAY, M FEBRUARY Y 18 › 6:00 pm until...<br />
A.J. A Ripin, a leader in mobile learning, will lead you in exploring<br />
th he night life of f Disney’s Pleasure Island. Join him for a fun<br />
evening e as you tackle the Training trivia game, enjoy y some taps<br />
and a toasting, and see what transpires! And, the first drink’s on us!<br />
Space S is limited. Pre-registration recommended (during<br />
online o registration or via the Attendee Service Center).<br />
Attend for a chance to win great prizes<br />
including free Training Live + Online<br />
Certificate registrations.<br />
Wake-Up Call<br />
for Your Mind<br />
TUESDAY, FEBRUARY Y 19<br />
7:00 –7:45 am<br />
Take a quick k critical thinking styles<br />
assessment and find out which styles<br />
are your strongest and how w to improve<br />
the weaker ones. You’ll receive a<br />
personalized development report, and<br />
find out how w identifying your preferred<br />
thinking styles can improve your<br />
problem-solving and decision-making<br />
skills. Think k big!<br />
Dine & Ride<br />
Receive a FREE Disney<br />
Theme Park k Ticket and a<br />
$25 Disney y Dining Card!<br />
You must be a paid 3-Day<br />
Training 2013 Conference<br />
attendee and book k hotel<br />
rooms for both Sunday<br />
and Mondayy at Disney’s<br />
Coronado Springs Resort<br />
through Connections<br />
Housing. See e pagee<br />
31<br />
for r details.<br />
Log on to TrainingConference.com to register today!
4 Keynotes<br />
A Holistic Experience:<br />
Mind, Body, and Soul—we want your Training 2013<br />
experience to satisfy all your learning and development<br />
needs, plus pique your curiosity and stimulate new ideas.<br />
As such, our keynote speakers will delve into a diverse set<br />
of topics, from reverse-engineering the brain to building a<br />
body of talent and cultivating happiness. So abandon your<br />
preconceived notions and just imagine the possibilities. As<br />
Walt Disney said, “It’s kind of fun to do the impossible.”<br />
The Mind<br />
Monday, Februaryy 18 › 10:30 – 11:455<br />
am<br />
Forbes describes futurist<br />
Ray Kurzweil as “the ultimate<br />
thinking machine,” while<br />
Inc. magazine calls him the<br />
“rightful heir to Thomas<br />
Edison.” His inventions<br />
include many firsts—the CCD<br />
flat-bed scanner, omni-font<br />
optical character recognition, a<br />
print-to-speech reading machine<br />
for the blind, text-to-speech<br />
synthesizer, a music synthesizer capable of recreating<br />
the grand piano and other orchestral instruments,<br />
and commercially marketed large-vocabulary speech<br />
recognition. Ray has written four national bestselling<br />
books including The Singularity y is Near: When Humans<br />
Transcend d Biology,<br />
a New w Yorkk<br />
Times bestseller. In<br />
his latest book, How w to Create a Mind: The Secret t of<br />
Human Thought t Revealed, Ray explores how to reverseengineer<br />
the brain to understand how it works and then<br />
Tuesday, Februaryy 19 › 7:00 – 7:45 5 am<br />
Judy Chartrand, Chief Scientist, Pearson TalentLens<br />
Training magazine and TalentLens, a Pearson business,<br />
are partnering on an exclusive research project on<br />
critical thinking styles in the training industry. This<br />
is your opportunity to participate in a one-of-a-kind<br />
development opportunity: Session attendees can take a<br />
thinking styles assessment prior to the conference and<br />
receive a personalized development report. During the<br />
Sunrise Session, Chartrand will provide an overview of the<br />
seven critical thinking styles and help you interpret your<br />
Training 2013 Conference & Expo<br />
Business, technologyy and<br />
learning expert—Tony y O’Driscoll—<br />
will l curate this keynote series,<br />
helping you get t the most t of f these<br />
thought-provoking speakers.<br />
Tony y is Executive Director r at<br />
Duke Corporate Education.<br />
use that knowledge to create even more intelligent<br />
machines. He also looks at how the line between<br />
humans and machines will blur as humans continue<br />
incorporating more technology, and machines attain<br />
human-level intelligence.<br />
Roger Smith, chief technology officer for Florida<br />
Hospital’s Nicholson Center for Surgical Advancement,<br />
is no stranger to machines. He leads a team of<br />
researchers in applying simulation, robotic, and<br />
communication technologies to the education and<br />
training of 10,000 physicians, surgeons, and allied<br />
health professionals around the globe. Learn how Roger<br />
is answering important questions about training robotic<br />
surgeons to proficiency, creating a national curriculum<br />
in robotic surgery, measuring the<br />
effectiveness of simulation<br />
devices, and enabling<br />
telesurgery in metropolitan<br />
areas. His most recent book<br />
Innovation for r Innovators<br />
explores multiple techniques<br />
for personal and corporate<br />
innovation.<br />
What Were You Thinking? — Sunrise Session!<br />
own results. Identifying your preferred thinking styles<br />
can improve your problem-solving and decision-making<br />
abilities. Explore how your preferred styles affect your<br />
choices and training styles, and learn how to strengthen<br />
your weaker styles and implement change. Complete<br />
the assessment in just 10-15 minutes by visiting:<br />
http://www.thinkwatson.com/training13<br />
Pick up your report at the TalentLens booth (#406) on<br />
Monday, February 18. If you can’t make it on Monday,<br />
printed reports will be available at the session, but please<br />
come early.
Mind, Body, Soul<br />
The Body<br />
Tuesday, Februaryy 19 › 9:15 – 10:30 am<br />
Jonah Hill played a character based on him in the<br />
movie, Moneyball, but Training 2013 has the real deal:<br />
New York Mets Vice President of Player Development<br />
and Scouting, Paul DePodesta steps up to the plate to<br />
talk about the innovative strategies he used to build<br />
a winning baseball team, as well as<br />
the application these strategies<br />
have in the training world.<br />
A Harvard graduate with<br />
a degree in economics,<br />
Paul has made a career of<br />
evaluating, measuring, and<br />
assigning value to talent.<br />
As the assistant general<br />
manager for the Oakland<br />
Athletics from 1999 to 2003,<br />
The Soul<br />
Tuesday, Februaryy 19 › 2:00 – 3:15 5 pm<br />
Happiness and work are rarely synonymous these<br />
days, but they should be, believes<br />
Jenn Lim, who created the<br />
first Culture Book for online<br />
shoe and clothing retailer<br />
Zappos.com in 2005 and<br />
has produced them ever<br />
since. The Culture Book has<br />
become a global symbol<br />
of how companies can<br />
successfully use happiness as<br />
a business model that increases<br />
productivity and profitability. The most<br />
successful companies recognize they have to bust out<br />
of the cubicles, fling open the doors of corner offices,<br />
and cultivate an environment of trust and transparency.<br />
Jenn will show how we can transform our world into a<br />
happier, inspiring place through the decisions we make<br />
and the actions we take.<br />
Matt Harding takes happiness to a new level with his<br />
Dance of Joy. At 26, Matt quit his job as a video game<br />
designer and spent his life savings on a trip around<br />
5<br />
Paul worked with General Manager Billy Beane to<br />
overhaul the team’s management and talent systems.<br />
As a result, the A’s—coming off six losing seasons with<br />
one of the lowest payrolls—tied for the best winning<br />
percentage in baseball during Paul’s tenure.<br />
One of the keys to building a<br />
successful team is networking.<br />
That’s why we are devoting time<br />
at the beginning of this keynote<br />
to give you the opportunity to<br />
meet some of the 2013 Training<br />
Top 125 Winners. They’ll be<br />
sporting Top 125 lapel pins, so be sure to introduce<br />
yourself and exchange contact information. While<br />
you’re at it, ask them to share a best practice or training<br />
tip you can take back to your organization.<br />
the world. He took a friend’s suggestion to perform<br />
his funky dance moves in the places he visited and put<br />
videos of them on his blog. They found their way onto<br />
YouTube in 2005, and his “Where the Hell Is Matt?”<br />
video became an instant Internet smash. He’s made<br />
three more videos in the meantime, recruiting folks all<br />
around the world to boogie with him. Matt teaches us<br />
that the path laid in front of us isn’t the only one we<br />
can choose and that you can get better at most things<br />
just by doing them over and over again. Where the Hell<br />
is Matt? With us in Orlando! Join us as we leap into the<br />
unknown where learning collaborates with serendipity.<br />
on to to register today!
6 Certificate Programs<br />
3-DAY CERTIFICATE PROGRAMS<br />
3<br />
Friday, F February F y 15 –<br />
Sunday, February F y 17<br />
9:00 am – 4:00 pm<br />
P01 DESIGNING AND DELIVERING<br />
INSTRUCTOR-LED TRAINING<br />
CERTIFICATE PROGRAM<br />
DAY ONE:<br />
Creative Training Techniques and<br />
Participant-Centered Models<br />
Bob Pike, Author, Creative<br />
Techniquess Handbook<br />
Learn how w to create a high-impact,<br />
high-retention, high-application<br />
environment where everyone learns<br />
because of f their total involvement. Discover how<br />
to achieve 90% retention, cut design time by<br />
50%, and increase transfer by y 75% with easy-toapply<br />
y techniques that create results and can be<br />
immediately y applied to your programs. Learn to:<br />
<br />
training.<br />
<br />
your current courses into high-impact,<br />
learner-centered courses.<br />
<br />
variety.<br />
<br />
all your training.<br />
<br />
participants will love to use.<br />
<br />
your training results.<br />
DAY TWO:<br />
Making Training Stick<br />
by y Applying Brain Science<br />
Sharon Bowman, Author, Training<br />
fromm thee<br />
BACK K off<br />
thee<br />
Room<br />
Toss out outdated training<br />
assumptions and explore the most<br />
current “cognitive neuroscience”<br />
that explains how w humans naturally y and normally<br />
<br />
in your own classroom and eLearning<br />
instruction. You will:<br />
<br />
brain research every y time you train, regardless<br />
of f the complexity y off<br />
the topic, size of f the<br />
group, or level of f the learners.<br />
Training 2013 Conference & Expo<br />
Training <br />
<br />
practiced techniques, and sound theories you need to become (and remain!) a top performer<br />
<br />
<br />
TRAIN<br />
WITH THE<br />
MASTERS<br />
Learn from the Best of<br />
a variety y of the Best: Three world-class<br />
brain science trainers deliver one<br />
elements using can’t-miss, content-rich<br />
your own<br />
certificate program.<br />
training topics, and<br />
dramatically y increase<br />
learners’ attention, retention, and engagement.<br />
<br />
easy-to-use, brain-based training strategies.<br />
<br />
resources to enhance your instruction, both<br />
in the classroom and online.<br />
BONUS! <br />
book, Using g Brain Sciencee too<br />
Makee<br />
Training g Stick.<br />
DAY THREE:<br />
Designing and Conducting<br />
Training Games and Activities<br />
Sivasailam Thiagarajan, Author,<br />
More e Jolts! ! Activitiess<br />
too<br />
Wakee<br />
Up<br />
and d Engagee<br />
Your r Participants<br />
<br />
games and activities but anxious<br />
about losing control, wasting time, and being<br />
<br />
field experience and research, Thiagi will share<br />
important secrets for effective training<br />
facilitation. Learn about:<br />
<br />
handouts to life.<br />
<br />
materials and methods to reflect the realities<br />
of f the workplace.<br />
<br />
concepts.<br />
<br />
training (including pace, intensity, competition,<br />
and playfulness) and how w to select, maintain,<br />
and balance appropriate levels of f each.<br />
<br />
for linking the training game or activityy to<br />
the workplace reality.<br />
<br />
from experience.<br />
This certificate program is designed for<br />
trainers, facilitators, and designers with all levels<br />
of f experience.<br />
NOTE: Attend this certificate plus 5<br />
foundational track k sessions and receive a<br />
special “Total Trainer” certificate signed by<br />
Lorri Freifeld, Trainingg magazine’s Editor-in-<br />
Chief. See e pagee<br />
166<br />
for r details.<br />
3-DAY CERTIFICATE PROGRAMS<br />
3<br />
FFriday, February F y 15 –<br />
Sunday, February F y 17<br />
9:00 am – 4:00 pm<br />
P02 BUILDING LEARNING WITH<br />
ADOBE CAPTIVATE 6<br />
CERTIFICATE PROGRAM<br />
Joe Ganci, President,<br />
eLearning Joe<br />
<br />
<br />
eLearning development world by<br />
<br />
and take advantage of f its latest features. Over<br />
the course of f two days, you will build a real<br />
eLearning lesson that you’ll be able to take<br />
back k with you and customize to your needs.<br />
How w cool is that? You'll build a lesson that<br />
includes a soft skills sample that also includes a<br />
software simulation built in a brand new w way.<br />
<br />
great new w ideas and approaches! Learn to:<br />
<br />
<br />
buttons and text entry y boxes.<br />
<br />
buttons.<br />
<br />
characters as mentors.<br />
<br />
interactions.<br />
<br />
<br />
<br />
upload to YouTube.<br />
<br />
negative scoring.<br />
<br />
No more boring training. With a little effort and<br />
guidance, you will be able to use and repurpose<br />
<br />
prepared to learn and have fun!<br />
LAPTOP<br />
REQUIRED<br />
<br />
<br />
version installed.<br />
This certificate is designed for those wishing<br />
to learn to develop eLearning. Managers<br />
will benefit from seeing the creation and<br />
development processes so they y mayy<br />
accurately<br />
estimate course development time and cost.
P03 INSTRUCTIONAL DESIGN<br />
FUNDAMENTALS<br />
CERTIFICATE PROGRAM<br />
Louyse Dawe, Senior Consultant,<br />
Friesen, Kaye and Associates<br />
Discover the keys to creating<br />
interactive and engaging training<br />
that ensures learner success—<br />
whether in the classroom, online, or a<br />
combination of both. Take home electronic job<br />
aids and a detailed support manual to help you<br />
apply what you learned when you are back on<br />
the job. Through expert presentation, practical<br />
exercises, group discussions, and real-world<br />
examples, you’ll learn to:<br />
<br />
systematic learning process, and a variety of<br />
processing methods to maximize retention.<br />
<br />
<br />
and organizational needs, and plan the design<br />
and development of training materials to meet<br />
those needs.<br />
<br />
instructional strategy to support performance<br />
improvement for the target population.<br />
<br />
<br />
and feedback methods.<br />
<br />
strategies to close any performance gaps.<br />
<br />
encourage retention, and test for<br />
understanding.<br />
<br />
online designs.<br />
<br />
training design meets the organizational<br />
needs.<br />
This certificate is designed for beginning<br />
instructional designers and subject matter<br />
experts who are responsible for creating,<br />
revising, or converting classroom or online<br />
learning.<br />
Register for a Certificate Program<br />
and receive a FREE<br />
signed copy of<br />
How to Create a<br />
Mind: The Secret<br />
of Human<br />
Thought<br />
Revealed by<br />
Ray Kurzweil<br />
P04 MANAGING THE<br />
TRAINING FUNCTION<br />
CERTIFICATE PROGRAM<br />
Jean Barbazette,<br />
Founder;<br />
Maria Chilcote,<br />
Managing Partner,<br />
The Training Clinic<br />
With the right practices, any training program<br />
can accelerate performance while delivering<br />
economic benefits...and as a focused and<br />
practical manager of a training function, you can<br />
lead the charge within your own organization.<br />
Learn to:<br />
<br />
priorities statement.<br />
<br />
and identify areas for improvement.<br />
<br />
consulting process.<br />
<br />
determine training needs.<br />
<br />
performance improvement.<br />
<br />
work successfully with line managers.<br />
<br />
improvement plan.<br />
<br />
function.<br />
<br />
training staff.<br />
<br />
<br />
monitor a training budget.<br />
<br />
<br />
BONUS! You’ll receive the Training Manager’s<br />
Tool Kit containing a Training Department<br />
<br />
<br />
<br />
<br />
800.937.4698.<br />
LAPTOP<br />
RECOMMENDED<br />
This certificate is designed for<br />
training managers, training<br />
coordinators, and “departments<br />
of one” who run a training function for an<br />
organization or business unit, or those interested<br />
in joining their ranks.<br />
Certificate Programs 7<br />
2-DAY CERTIFICATE PROGRAMS<br />
2<br />
Saturday, February 16–<br />
Sunday, February 17<br />
9:00 am – 4:00 pm<br />
P05 ASSESSING AND<br />
EVALUATING TRAINING<br />
CERTIFICATE PROGRAM<br />
Judith Hale, Author, The<br />
Performance Consultant’s Fieldbook:<br />
Tools and Techniques for Improving<br />
Organizations and People<br />
This certificate is full of practical<br />
<br />
training can add value and then show that it did.<br />
<br />
training can support other performance<br />
with how to identify the metrics clients will use<br />
<br />
concludes with how to demonstrate training’s<br />
contribution. You will work through two case<br />
studies that illustrate how the tools were used by<br />
other organizations followed by discussions and<br />
debriefs on how to apply what was covered to<br />
<br />
illustrate assessing and evaluating training’s<br />
need and contributions to shorten the time to<br />
proficiency, improve supervisors’ skills, support<br />
the roll out of a new technology, and change<br />
leadership behaviors. You will get more than two<br />
dozen performance aids to help you:<br />
<br />
<br />
measurable terms.<br />
<br />
training delivery methods.<br />
<br />
a larger initiative.<br />
<br />
training and information disguised as training.<br />
<br />
<br />
and <strong>survey</strong> tools.<br />
<br />
ways to measure adoption.<br />
<br />
recurring metrics to measure training’s impact.<br />
This certificate is designed for professionals<br />
responsible for managing training programs and<br />
budgets.<br />
Upgrade Your Conference Registration with a Pre-Conference<br />
Certificate Program or the Co-located Training Directors’<br />
Forum. Lunch and refreshment breaks are included each day.<br />
See page 32 for fees.<br />
Log on to TrainingConference.com to register today!
8 Certificate Programs<br />
2-DAY CERTIFICATE PROGRAMS<br />
2<br />
Saturday, February F 16 –<br />
Sunday, February F 17<br />
9:00 am – 4:00 pm<br />
P06 ADVANCED<br />
INSTRUCTIONAL DESIGN<br />
CERTIFICATE PROGRAM<br />
Darryl Sink, President,<br />
Darryl L. Sink & Associates, Inc.<br />
Effective training demonstrates<br />
transfer of the skills and information<br />
learned to the workplace. For that to<br />
happen, your program design must be sound.<br />
Discover how to use advanced instructional<br />
design approaches, learning theories, and<br />
techniques so you can better design or redesign<br />
an instructional program to include more<br />
engaging, interactive, and authentic learning<br />
activities.<br />
You will experience how to create and use case<br />
studies for problem solving; simulations for<br />
process learning; role-plays for interpersonal<br />
skills; and instructional game-like activities for<br />
reinforcement, motivation, and engagement. This<br />
will help your audiences focus on the job-related<br />
objectives of your training program.<br />
Bring an existing or new course that has good<br />
content and see how to turn it into a great<br />
learning experience. You’ll:<br />
<br />
theories (i.e., behavioral, cognitive, social, and<br />
constructivist) into systematic instructional<br />
design and development models, such as the<br />
ADDIE model.<br />
<br />
approaches as models to redesign or design a<br />
course applying a variety of appropriate<br />
instructional strategies and techniques.<br />
<br />
to speed up the development and<br />
implementation of advanced instructional<br />
design techniques and activities.<br />
<br />
authentic learning activities.<br />
This certificate is designed for instructional<br />
designers with an understanding of the<br />
fundamentals of design who wish to take their<br />
instructional design and development skills<br />
to the next level.<br />
Upgrade Your Conference<br />
Registration with a<br />
Pre-Conference Certificate<br />
Program or the Co-located<br />
Training Directors’ Forum.<br />
See page 32 for fees.<br />
Training 2013 Conference & Expo<br />
P07 DEVELOPING ELEARNING<br />
STORIES AND SCENARIOS<br />
USING STORYLINE<br />
CERTIFICATE PROGRAM<br />
Ray Jimenez, Author,<br />
3-Minute eLearning<br />
<br />
interactive stories and scenarios.<br />
You’ll apply workshop templates,<br />
processes, and methods, and use Articulate<br />
Storyline software exercises to develop your own<br />
<br />
<br />
events, and characters.<br />
<br />
exercises, and applications.<br />
<br />
loops, choices, and consequences.<br />
<br />
<br />
cut costs.<br />
<br />
your scenarios into micro-scenarios.<br />
<br />
Storyline scenarios.<br />
<br />
branching, and built-in images and templates.<br />
BONUS! Take home 10 story- and scenario-<br />
<br />
eBook versions of Scenario-Based eLearning g and<br />
Story Impacts.<br />
LAPTOP<br />
REQUIRED<br />
This certificate is designed for<br />
<br />
designers and developers who seek<br />
to raise engagement, challenge, and discovery<br />
levels in learning design.<br />
P08 USING GAMES, SIMULATIONS<br />
AND MOBILE FOR LEARNING<br />
CERTIFICATE PROGRAM<br />
A.J. Ripin, Consultant, Future &<br />
Emerging Technologies Lab, UCF<br />
Institute for Simulation and<br />
Training<br />
<br />
about games, simulations, and mobile learning<br />
are being impacted by the increasing sociability<br />
and mobility of our workforce, the increasing<br />
distribution of smartphones or tablets, and the<br />
widespread shift towards cloud computing across<br />
<br />
professionals, it’s our responsibility to design for<br />
the needs of this evolving learning ecosystem.<br />
<br />
trends, instructional design techniques,<br />
technologies, and new implementation strategies<br />
that are emerging to meet the challenges and<br />
<br />
through hands-on activities and real-world<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
through advanced learning design and content,<br />
<br />
media, social gaming, gamification, simulations,<br />
<br />
<br />
developing and deploying games, simulations,<br />
and mobile learning.<br />
<br />
design and mobile technologies.<br />
<br />
or mobile learning in cloud-computing<br />
environments.<br />
<br />
develop interactive games.<br />
LAPTOP<br />
RECOMMENDED<br />
This certificate is designed for<br />
novice and intermediate<br />
instructional designers and<br />
developers, learning leaders, training managers,<br />
training coordinators, and training specialists.<br />
NOTE: Smartphones or Tablets are not required,<br />
but will enrich your experience.<br />
P09 CREATING LEADERSHIP<br />
DEVELOPMENT PROGRAMS<br />
CERTIFICATE PROGRAM<br />
Elaine Biech, Editor, The ASTD<br />
Leadership Handbook<br />
The most critical investment any<br />
<br />
and development of its current and<br />
future leaders. There are many elements required<br />
<br />
<br />
<br />
designing a new leadership initiative from the<br />
beginning or looking for ways to enhance,<br />
<br />
<br />
action plan. You will:<br />
<br />
<br />
<br />
practical and successful approach to launching<br />
leadership development initiatives.<br />
<br />
<br />
<br />
<br />
candidates, using 360-degree assessments,<br />
and implementing a mentor program.<br />
<br />
practical ideas that ensure leadership<br />
development.<br />
<br />
senior leadership, and the best next steps for<br />
<br />
<br />
<br />
critical design features.
BONUS! Along with providing reusable<br />
tools to help you implement your Leadership<br />
Development initiative, Biech and her team<br />
will answer your leadership questions at no<br />
cost for three months.<br />
This certificate is designed for instructional<br />
designers, internal and external trainers,<br />
change agents, or anyone who is responsible<br />
for ensuring a results-driven Leadership<br />
Development Program.<br />
P10 DESIGNING, FACILITATING,<br />
AND MANAGING LIVE<br />
ELEARNING CERTIFICATE<br />
PROGRAM<br />
David Smith, EU Managing<br />
Director, InSync Training, LLC<br />
Has your organization committed<br />
to the virtual classroom as a<br />
critical component of f its learning<br />
strategy? If f so, it’s time to focus on creating<br />
live eLearning that provides results that are as<br />
impactful as the results you expect from your<br />
traditional training. This program provides the<br />
building blocks for successfully y designing,<br />
facilitating, and managing your live eLearning<br />
initiatives, while exploring the experience<br />
from the perspective a learner, a designer, a<br />
facilitator, and a live eLearning producer.<br />
You’ll apply y instructional design methodology<br />
to create collaborative synchronous exercises,<br />
and work k with a partner to practice facilitating<br />
these designs in a live virtual classroom.<br />
Learn to:<br />
<br />
a live eLearning environment, including<br />
whiteboards, breakout rooms, polling,<br />
application sharing, and synchronized<br />
web browsing.<br />
<br />
course to determine if f delivery y in the virtual<br />
classroom is appropriate.<br />
<br />
application sharing, web browsing and<br />
breakout rooms activity y designs.<br />
<br />
audience engagement.<br />
<br />
benefits and opportunities.<br />
<br />
process in the virtual classroom.<br />
<br />
issues, class dynamics, communication<br />
issues and cultural differences when<br />
working with global audiences in a virtual<br />
classroom.<br />
This certificate is designed for<br />
LAPTOP<br />
REQUIRED training professionals who want<br />
to move their live eLearning from<br />
“Webinars” to programs that produce<br />
measurable training results.<br />
Co-located with<br />
Training 2013<br />
Sunday, February y 17<br />
9:00 am –4:00 pm*<br />
Cheers for Training<br />
They feel your pain. They know all about<br />
slashed budgets and bored learners.<br />
They struggle with making dry content<br />
sing and every dollar count. They’ve also<br />
come up with some innovative solutions<br />
to these challenges. Who are they? They<br />
are your training colleagues, and here’s<br />
your chance to pick their brains and share<br />
your stories.<br />
So hop on a barstool at the Cheers for<br />
training—otherwise known as the Training<br />
Directors’ Forum (TDF).<br />
The Forum will be led by y master facilitator<br />
and author of Training g magazine’s “Training<br />
Talk,” Bob Pike. Join other training leaders in<br />
an action-packed day y that includes:<br />
Capture the Question—The day y begins<br />
with a fast-paced activityy that will capture<br />
every y question and challenge you and<br />
your peers have. Throughout the day,<br />
resources and answers will be posted so<br />
you leave with answers to your most<br />
pressing questions and challenges—plus<br />
resources that can help you dig deeper!<br />
Ongoing action planning—You’ll leave<br />
with an action plan you can implement<br />
right away.<br />
Lessons from top training leaders—<br />
Training directors will share their tips,<br />
techniques, strategies, and lessons<br />
learned to help you save time, money, and<br />
energy y without “reinventing the wheel.”<br />
Benchmark k in and out of f your industry—<br />
We’ll use responder technology<br />
throughout the day y to help you compare<br />
where you are with your peers.<br />
Develop a personal network k off<br />
peers for<br />
year-round follow-up—Form an<br />
accountability y group of f like-minded<br />
peers for year-round connection, support,<br />
and mutual accountability.<br />
* Additionall<br />
fee e required; see e page e 32.<br />
Includes s lunch and d refreshment t breaks.<br />
Training Directors’ Forum 9<br />
Exclusive TDF Keynote<br />
It’s Your Ship: Management Techniques<br />
from the Best Damn Ship in the Navy<br />
Michael Abrashoff, Author, It’s s Yourr<br />
Ship<br />
Performance on the USS Benfold was dreadful,<br />
but Captain Michael Abrashoff f didn’t have the<br />
option to hire, fire, or promote personnel. What<br />
he could do was change the culture to elevate<br />
performance—and that’s exactly y what he did,<br />
making his ship the Navy’s top performer.<br />
Captain Abrashoff f made a determined effort to<br />
see the ship from the eyes of f his crew. His story<br />
will inspire you to realize that if f he can overcome<br />
significant hurdles in a bureaucratic<br />
environment, then you too, can<br />
change you organization and<br />
instill a renewed sense of<br />
responsibilityy for results and<br />
success.<br />
Best Practices From:<br />
Leaders Growing Leaders: Award-winning<br />
Program that Gets Results<br />
Theresa Hummel-Krallinger, US Director,<br />
OD & Training, Almac Group<br />
Earning a Seat at the Table: From<br />
Training Department to Strategic Partner<br />
Robin Renschen, Director, Training and<br />
Development; Matthew w Hunt, Director<br />
Organizational Effectiveness, McCarthy<br />
Building Companies, Inc.<br />
Leveraging Social Learning to<br />
Optimize Business Outcomes<br />
Maryy Ellen Kassotakis, Director, Leadership<br />
& Professional Development Center, Oracle<br />
Positive Disruption: Crafting a Results<br />
Driven Culture<br />
Bob Graczyk, VP, HR, Quick k Chek, Inc.<br />
Jumpstart Your Business through<br />
Innovative and Holistic Approaches<br />
to Support<br />
John Peterson, Director, Performance Support,<br />
Sprint – Sprint University<br />
Measuring Impact: Return on Value (ROV)<br />
and Return on Culture (ROC)<br />
Kevin Ricklefs, SVP, CHG Healthcare Services<br />
Assessing and Developing Individualized<br />
Learning and Development Paths<br />
Dave Nystrom, Director, Field Training,<br />
Farmers Insurance – University y off<br />
Farmers<br />
ROI at Verizon<br />
Pete Beck, Director, Learning Technology y &<br />
Operations, Verizon Wireless<br />
Log on to TrainingConference.com to register today!
10 Featured Sessions<br />
MONDAY, FEBRUARY 18 ▪ 3:15 – 4:15 PM<br />
H01 HELP THEM GROW OR WATCH THEM GO:<br />
CAREER CONVERSATIONS EMPLOYEES WANT<br />
Beverly Kaye, Founder, Career Systems International<br />
Career development is ranked among the top global drivers for<br />
engagement and retention. Employees want their managers to<br />
understand their talents, challenge them, open channels for<br />
their development and link them to resources in their<br />
organization. How leaders pay attention to and talk with the members of<br />
their teams is critical in the perception, feeling, and reality of whether the<br />
organization is concerned and interested in an individual’s growth and<br />
career success. The problem is how to do this in a “no-time-to-do-it”<br />
environment. You’ll:<br />
<br />
coaching.<br />
<br />
strategy for retention and engagement.<br />
<br />
dynamic and organic process that’s embedded into all work and learning.<br />
H02 BRAIN SCIENCE AND LEARNING:<br />
HOW TO CREATE MEMORABLE TRAINING<br />
Arthur Kohn, CEO, AKLearning<br />
Scientific research has given us insights into the secrets of<br />
learning and memory. This highly interactive session will<br />
provide dramatic examples of factors that increase (and<br />
sometimes decrease) learning and memory. Kohn will present<br />
illustrations of how advertisers effectively incorporate these principles into<br />
their campaigns and then provide concrete examples of how you can build<br />
these into your programs to maximize learning and behavior change.<br />
You’ll then discuss novel and immersive forms of online courseware that<br />
greatly increase learning and memory. See how a video-based performance<br />
of a textbook is surrounded with powerful pedagogical tools to create a<br />
dramatically increased sense of immersion and learning.<br />
H03 AMPLIFYING THE INNOVATIVE DNA<br />
IN THE ENTERPRISE<br />
Faye Lepp, Learning Program Manager, Advanced Enablement<br />
Services, Hewlett-Packard Company<br />
<br />
<br />
coaching. This session will demonstrate how to create an<br />
environment where new ideas can grow and flow within a structure that<br />
offers process, governance, and socialization in a positive, empathic, and<br />
<br />
<br />
<br />
place where people bring new thinking and most importantly see their<br />
<br />
<br />
<br />
H04 GETTING AGREEMENTS: HOW TO CHANGE<br />
THEIR MIND AND THEIR BEHAVIOR<br />
Dick Ruhe, Principal, Strategies for Renewing Organizations<br />
<br />
influence and persuasion of people. To successfully compete for<br />
mind share, you’ve got to get somebody to buy, to begin, to<br />
<br />
business case isn’t enough. The behavioral sciences can help you initiate<br />
and execute your objectives. They can help you deal with disruption,<br />
Training 2013 Conference & Expo<br />
transform thinking, influence up, down, or across. This skill, and it is a<br />
skill, may be the biggest differentiator between average and outstanding<br />
<br />
preferred persuasion style, how to adapt it to be more successful, how to<br />
create pivotal moments that improve your chances, and how to select from<br />
<br />
H05 HARNESS THE POWER OF STORY TO ENGAGE<br />
Doug Stevenson, Guru of Storytelling in Business<br />
Stories communicate ideas and information as no other medium<br />
can. They connect people emotionally and intellectually, appeal<br />
to listeners of all learning styles, and are a great way to teach<br />
<br />
Stevenson will perform a story, debrief it, and then reveal how he crafted it<br />
into a highly effective story. He will also coach volunteers to demonstrate<br />
<br />
<br />
<br />
<br />
<br />
H06 LEVERAGING TECHNOLOGY TO BUILD YOUR<br />
LEADERSHIP FRAMEWORK<br />
Bradford Thomas, Manager, Selection Solutions<br />
Group; Annamarie Lang, Senior Consultant, DDI<br />
Social media, online assessments, virtual<br />
classrooms and other technologies have helped<br />
transform the way leaders learn, practice, and<br />
<br />
leaders feel that their organization’s leadership development practices are<br />
<br />
need the right framework to ensure that these technologies directly connect<br />
to each stage of the leadership development process. Explore a<br />
<br />
<br />
the skills to applying them back on the job. We’ll identify and discuss<br />
specific breakdowns in the leadership development process and brainstorm<br />
solutions to overcome them. Presenters will also share best practices in the<br />
use of assessment, development planning and blended learning to drive<br />
<br />
H07 BRILLIANCE BY DESIGN:<br />
CREATING LEARNING EXPERIENCES THAT<br />
CONNECT, INSPIRE AND ENGAGE<br />
Vicki Halsey, VP, The Ken Blanchard Companies<br />
<br />
and science of bringing out the brilliance that drives those<br />
<br />
<br />
70% of their time on what they are teaching and only 30% on how, when it<br />
<br />
laying out a comprehensive instructional design model that deeply engages<br />
and energizes learners because it keeps them front and center every step of<br />
<br />
<br />
<br />
is clear, relevant, easily absorbed, and readily retained because it is tailored<br />
to each audience’s specific needs, abilities, and inclinations.
WEDNESDAY, FEBRUARY 20 ▪ 9:45 – 10:45 AM<br />
H08 SECRETS TO ENGAGING YOUR LEARNERS’<br />
OVERLOADED BRAINS<br />
Ann Herrmann-Nehdi, CEO, Herrmann International<br />
How can you fully engage your time and attention strapped<br />
learners to meet greater demands for performance? Discover<br />
how to align training design, eLearning, activities, tasks and<br />
responsibilities with your learners’ thinking and learning<br />
preferences to accelerate learning processes and outcomes in an<br />
increasingly noisy world. Herrmann-Nehdi will draw on decades of brain<br />
research to show you how to improve the efficiency and effectiveness of<br />
your learning design and delivery by engaging the four thinking styles of<br />
the Whole Brain Model. You’ll gain practical tools you can immediately<br />
apply to leverage your talent’s brainpower using the latest research on<br />
learner diversity, as well as new ways to design and implement learning<br />
using a proven Whole Brain approach. The session will model these tools,<br />
giving you a firsthand experience of Whole Brain learning in action.<br />
H09 BUILDING A LEARNING ORGANIZATION<br />
Jim Sokolowski, Director, Global Learning and<br />
Leadership Development, Savvis<br />
In July 2010, the Global Learning and Development function<br />
at Savvis did not exist. By early <strong>2012</strong>, the L&D function was<br />
thriving—business unit leaders are advocates for learning,<br />
there is a direct connection to organizational strategy, leadership capability<br />
is positively moving, learning impact is measured, and the team is positively<br />
influencing the parent company. A Cinderella story? This transformation<br />
was not driven by a fairy godmother, but a well-articulated vision and<br />
intentional steps that maximized the possibility of success for this team.<br />
Sokolowski will share key outcomes that were achieved in this short period<br />
of time:<br />
<br />
<br />
leadership effectiveness.<br />
<br />
H10 PROBING & LISTENING: THE KEYS TO GETTING<br />
MORE OUT OF WHAT YOU WANT<br />
Jeff Cochran, Master Facilitator, Shapiro Negotiations Institute<br />
In order to get what you want, you need to help the other side<br />
get what they want. Although asking questions in a<br />
negotiation seems self-evident, most negotiators spend too<br />
much time talking and not enough time asking questions and<br />
listening. It is not enough that you ask the right questions; in order to be an<br />
effective listener you must make sure that the other side feels as if you are<br />
listening. Rather than seeking to intimidate or trap the other side, time is<br />
best spent trying to understand their needs. To assume anything in a<br />
negotiation is a potentially devastating mistake. This session will enhance<br />
your ability to uncover hidden and implied needs and interests driving the<br />
deal. You will also learn how to get beyond the other side’s positions and<br />
obtain listening skills and strategies to help you retain information<br />
disclosed.<br />
H11 THE NEUROSCIENCE OF LEADERSHIP<br />
David Rock, CEO, NeuroLeadership Group<br />
Leaders and managers who understand the recent<br />
breakthroughs in cognitive science can lead and influence<br />
mindful change: organizational transformation that takes into<br />
account the physiological nature of the brain, and the ways in<br />
which it predisposes people to resist some forms of leadership and accept<br />
others. Learn why:<br />
<br />
Featured Sessions 11<br />
<br />
rarely succeed in the long run.<br />
<br />
and persuasion doesn’t sufficiently engage people.<br />
<br />
changes in the brain.<br />
<br />
on what is perceived.<br />
H12 TEN ESSENTIAL STEPS OF EMPLOYEE<br />
ENGAGEMENT<br />
Bob Kelleher, CEO, The Employee Engagement Group<br />
An engaged workforce is a cultural transformation which must<br />
stand the test of time, in both boom and recessionary times.<br />
You will learn the key steps necessary to sustain an engaged<br />
culture, improve business results, maintain credibility with<br />
employees, while also reinforcing that success involves the “mutual<br />
commitment” of both leadership and employees. Kelleher’s 10 essential<br />
steps of engagement are culled from his years of experience working as an<br />
internal practitioner, leading engagement initiatives that transformed<br />
corporate cultures. These best practices will help you minimize<br />
disengagement while also putting in place steps to maximize employee<br />
engagement—the key to capturing discretionary effort. Having been in the<br />
trenches in other economic downturns, Kelleher will reinforce the need to<br />
stay the course, while reminding all that “employees are watching” and<br />
“words” alone will not foster an engaged workforce.<br />
H13 WHY TRAINERS LACK INFLUENCE,<br />
AND HOW THEY CAN GET IT<br />
Joseph Grenny, Author, Change Anything:<br />
The New Science of Personal Success<br />
There’s a lot more to influencing new behavior than just<br />
delivering high quality training. Once training finishes,<br />
participants return to work and are immediately pulled in a<br />
dozen different directions. In fact, research suggests that all these<br />
distractions are the reason why less than 10 percent of what is taught in<br />
the classroom translates into real behavior change back at work. So what<br />
can trainers do to ensure learning translates into action? Grenny will show<br />
you how you can increase your influence by supplementing the learning<br />
experience with strategies that both motivate and enable learners to adopt<br />
new skills. He’ll introduce the Influencer Model—named the Change<br />
Management Approach of the Year by MIT Sloan Management Review—<br />
as a method for increasing skill transference. Learn how to combine<br />
training courses with a multi-faceted rollout plan to both motivate and<br />
enable employees to change their behavior for good.<br />
H14 STRESS IS HEAVY: LIGHTEN UP<br />
Lou Russell, CEO, Russell Martin & Associates<br />
There is an invisible disease that is plaguing our communities.<br />
It destroys families, threatens jobs, stifles innovation, creates<br />
medical and legal problems and reduces the GNP. It is the<br />
plague of HURRY. It is silent—most are infected and feel there<br />
is no remedy. The viruses of economic distress and technological<br />
omnipotence combine to infect you at work and at home. We are speeding<br />
past our own lives. Lou will share current research on this disease and give<br />
you specific tools to increase awareness of your own infection and new<br />
ideas for learning to go fast without hurrying. You will be challenged to<br />
‘train’ for a different life, to grow resilience and to focus. You will be asked<br />
to pause, cut yourself some slack and go a different way. You will<br />
reestablish your own base to move toward what you need and want and<br />
away from the chaos.<br />
Log on to TrainingConference.com to register today!
12 Hands-On Clinics<br />
WEDNESDAY, FEBRUARY 20<br />
12:15–3:15 PM<br />
Grab some lunch and learn by doing at this<br />
exclusive set of hands-on, interactive sessions<br />
that are included with a 3-Day Conference<br />
registration. Choose from one of 10 FREE<br />
hands-on clinics. Space is limited. Preregistration<br />
is recommended. Please select a<br />
Clinic when you register for Training 2013 or via<br />
the Attendee Service Center prior to the show.<br />
C01 USING SOCIAL MEDIA FOR LEARNING<br />
Jane Bozarth, Author, Social Media for Trainers<br />
Practice using social media tools to support and extend<br />
learning. You’ll engage in activities such as openers,<br />
introductions, quick-answer, reflective work, group work,<br />
quiz games, and photo-based work. We’ll extend our<br />
discussion beyond the bounds of traditional T&D practice to the realm<br />
of informal and social learning. Participants will take away supplemental<br />
guidelines for supporting change and contributing to conversations<br />
regarding governance. You’ll:<br />
<br />
and activities.<br />
<br />
<br />
Prerequisites: Some experience commenting on blogs or sites like<br />
LinkedIn, posting status updates to Facebook, participating in online<br />
communities, or using similar tools. Work in environments where some<br />
social media use is permitted.<br />
LAPTOP<br />
REQUIRED<br />
Please bring a laptop with security configured to allow access<br />
to popular sites like Twitter and Facebook.<br />
C02 USING AND DESIGNING DIGITAL<br />
TEAM BUILDING GAMES<br />
John Chen, Author, 50 Digital Team Building Games;<br />
Jeannette Davidson, Geoteaming<br />
Using your web enabled phone, tablet or laptop, you will go<br />
through at least three different team building challenges to<br />
increase creativity, improve your process, build trust, and<br />
increase performance. Learn:<br />
<br />
little or no money.<br />
<br />
to increase communication, trust, and team performance.<br />
<br />
You’ll take at least one new action back to your work teams to increase<br />
results or complete a team task in less time and with fewer resources.<br />
LAPTOP<br />
REQUIRED<br />
Please bring a text enabled cell phone and your Wi-Fi enabled<br />
laptop, and have Twitter installed.<br />
Training 2013 Conference & Expo<br />
C03 POWERPOINT AS A GRAPHICS EDITOR:<br />
SIMPLIFIED VISUAL DESIGN FOR ELEARNING<br />
Kevin Thorn, Owner, NuggetHead Studioz<br />
<br />
appealing and relevant. How much time do you spend hunting<br />
for images or that ‘just right’ graphic? What if a few strokes of<br />
a pen or the arrangement of a few simple shapes could convey<br />
the same message more effectively? You’ll discuss the basic principles of<br />
<br />
and how making subtle changes to your eLearning graphics can be a<br />
powerful companion to the instruction. You’ll also look at techniques for<br />
creating on-demand graphics following basic visual communication<br />
principles. Learn:<br />
<br />
<br />
<br />
principles.<br />
LAPTOP<br />
REQUIRED<br />
Please bring a WiFi enabled laptop with PowerPoint 2007<br />
minimum installed.<br />
C04 PERFORMANCE PARTNERING: PROACTIVE<br />
AND REACTIVE PERFORMANCE CONSULTING<br />
Dick Handshaw, President, Handshaw, Inc.<br />
Learning professionals are expected to utilize performance<br />
consulting skills with their clients to achieve measurable<br />
results from investments made in learning initiatives. It is no<br />
longer acceptable for us to conduct business as order takers.<br />
In this clinic, you will practice and learn the skills required to develop a<br />
consultative partner relationship with key clients. You’ll:<br />
<br />
Partnering through positive examples, real-world role-play scenarios,<br />
and feedback.<br />
<br />
<br />
way that yields better results for the learning consultant and the client.<br />
<br />
the learning consultant and client during practice.<br />
C05 A JOLTS JAM: ACTIVITIES TO WAKE UP<br />
AND ENGAGE YOUR PARTICIPANTS<br />
Tracy Tagliati, Training Manager, Move;<br />
Sivasailam Thiagarajan, RMS, The Thiagi Group<br />
Jolts are powerful learning tools to jump-start<br />
your sessions in less than five minutes and<br />
provide an emotional impact resulting in surprise<br />
and discovery. Your participants will sit-up, listen, learn, and gain instant<br />
insights into your training topics. The entire session will be hands-on,<br />
using jolts to teach you about jolts. You will take home a hefty handout,<br />
access to a Website with hundreds of training activities, and a new attitude<br />
toward experiential learning. Learn to:<br />
<br />
<br />
<br />
on debriefs.
C06 MAKING THE BUSINESS CASE: FORECASTING<br />
THE IMPACT AND ROI OF PROJECTS<br />
Jack k Phillips, Author, The e Consultant’ss<br />
Guide<br />
to o Results-Driven n Businesss<br />
Proposals: : Howw<br />
to<br />
Write e Proposalss<br />
That t Forecastt<br />
Impactt<br />
andd<br />
ROI<br />
In today’s economic climate, many y want to see value<br />
before theyy invest. Learn how w that is accomplished.<br />
This session will focus on how w to show w the value of f a project at<br />
different points in time. Most of f our time together will focus on how w to<br />
make the business case before the project is implemented by<br />
forecasting a variety y off<br />
data sets including impact and ROI. In addition,<br />
you’ll learn how w to forecast the intangibles and application. You’ll:<br />
<br />
<br />
<br />
<br />
C07 SERIOUS PLAY METHODS<br />
Jacqueline Lloyd Smith, CEO; Stephen Walling,<br />
Facilitator; Lloyd Smith Solutions; Denise Meyerson,<br />
CEO, Management Consultancyy International<br />
Learn to use LEGO bricks to activate collective intelligence<br />
and help people think k and process information at a deeper<br />
level. You will understand how w people ‘do, see, and hear’ as they<br />
<br />
understand real business challenges in the playroom. You will play,<br />
<br />
has been designed to improve individual, team and group performance.<br />
<br />
off LEGO bricks to take back k to your office and demonstrate this<br />
fascinating new w process—playy<br />
well!<br />
C08 SPEAK LIKE A MOUSE: EIGHT STRATEGIES<br />
THAT PIXIE-DUST YOUR PRESENTATIONS<br />
Lenn Millbower, 25-year Walt Disney y World Operations,<br />
Entertainment, and Training Veteran<br />
<br />
and an amazing teacher who once proclaimed, “The<br />
normal gap between what is generally y regarded as<br />
‘entertainment’ and what is defined ‘educational’ represents an old and<br />
untenable viewpoint.” When entertainment and learning are aligned, as<br />
<br />
absorb information, and they y change behavior. Learn how w you can<br />
apply y Walt’s strategies. You’ll:<br />
<br />
<br />
attention and maintain focus.<br />
<br />
immersive environments and how w you can create your own<br />
<br />
<br />
how w you can create magical memories for your audience.<br />
Register r forr<br />
a Pre-Conference<br />
Certificate Program and<br />
receive a FREE signed copy<br />
of How w to Create e a<br />
Mind:<br />
The e Secrett<br />
off<br />
Human Thought<br />
Revealed by y Rayy<br />
Kurzweil.<br />
Certificate Hands-On Programs Clinics 13<br />
C09 CREATING OUTSTANDING ELEARNING VIDEOS<br />
Ty y Marbut, Vice President for Training,<br />
Dark k Blue Morning<br />
<br />
<br />
skills and confidence you need to start a corporate video<br />
<br />
learn about:<br />
<br />
<br />
<br />
<br />
<br />
<br />
and narration tracks.<br />
<br />
training video. You’ll set lights, position cameras, microphones, and<br />
<br />
<br />
C10 A HAND FULL OF KNOWLEDGE—CREATING<br />
MOBILE LEARNING ASSETS AND COURSES<br />
Jason Bickle, Developer: OnDuty, Rapid Intake<br />
Creating a mobile learning course isn’t just about<br />
wrapping your content and pushing it to the learner.<br />
In this clinic you’ll get the knowledge you need to<br />
make the right decisions to create your mobile program.<br />
You’ll learn and discuss:<br />
<br />
<br />
<br />
<br />
<br />
<br />
you go.<br />
LAPTOP<br />
REQUIRED<br />
You will need the following (demo or trial versions are<br />
<br />
<br />
Rapid Intake.<br />
Busy Schedule? Learn Online!<br />
Training magazine’s best certificates and clinics fit around<br />
your busy schedule and inside your budget, and still provide the<br />
professional know-how and in-depth content you expect from<br />
Training magazine Events.<br />
Visit www.TrainingLiveandOnline.com<br />
for a current calendar of f events.<br />
Save $150 when you<br />
register a month<br />
prior to an event.<br />
Log on to TrainingConference.com<br />
T to register today!
14 Conference Schedule<br />
FRIDAY, FEBRUARY 15<br />
9:00 am – 4:00 pm 3-Day Certificate Programs*<br />
SATURDAY, FEBRUARY 16<br />
9:00 am – 4:00 pm 3-Day And 2-Day Certificate Programs*<br />
SUNDAY, FEBRUARY 17<br />
9:00 am – 4:00 pm 3-Day And 2-Day Certificate Programs*<br />
9:00 am – 4:00 pm Training Directors’ Forum*<br />
4:15 – 4:45 pm Orientation For New Participants<br />
MONDAY, FEBRUARY 18<br />
7:00 – 7:45 am Netwalking<br />
8:00 – 9:00 am Breakout Sessions (100 Series)<br />
9:15 – 10:15 am Breakout Sessions (200 Series)<br />
10:30 – 11:45 am Keynote: Roger Smith; Ray Kurzweil<br />
11:30 am – 5:30 pm EXPO HOURS<br />
11:30 am – 2:00 pm Lunch In Expo Hall<br />
12:15 –12:45 pm Expo Stage: Ray Kurzweil Q&A<br />
12:45 – 1:45 pm Sponsor Sessions<br />
1:00 – 1:30 pm Expo Stage<br />
1:40 – 2:10 pm Expo Stage<br />
2:00 – 3:00 pm Breakout Sessions (300 Series)<br />
3:15 – 3:45 pm Expo Stage: Special Best Practice<br />
Awards For Top 125<br />
3:15 – 4:15 pm Featured Sessions<br />
4:20 – 4:50 pm Expo Stage<br />
4:30 – 5:30 pm Expo Reception<br />
5:00 – 5:30 pm Expo Stage<br />
6:00 pm until ... Meet-Up Mixer<br />
6:00 – 10:00 pm Top 125 Gala: An Enchanted Evening<br />
(By Invitation Only)<br />
Training 2013 Conference & Expo<br />
Conference: February y 18 –20<br />
Expo: February y 18 –19<br />
Certificates: February y 15 –17<br />
Training Directors’ Forum: February y<br />
17<br />
TUESDAY, FEBRUARY 19<br />
7:00 – 7:45 am Sunrise Session: Thinking Styles<br />
8:00 – 9:00 am Breakout Sessions (400 Series)<br />
9:15 – 10:30 am Keynote: Top 125 Mixer;<br />
Paul Depodesta<br />
10:45 – 11:45 am Breakout Sessions (500 Series)<br />
11:30 am – 5:00 pm EXPO HOURS<br />
11:30 am – 2:00 pm Lunch In Expo Hall<br />
11:40 am – 12:10 pm Expo Stage<br />
12:20 – 12:50 pm Expo Stage<br />
1:00 – 1:30 pm Expo Stage:<br />
Top Young Trainer Awards Program<br />
2:00 – 3:15 pm Keynote: Jenn Lim; Matt Harding<br />
3:30 – 4:30 pm Sponsor Sessions<br />
4:20 – 4:50 pm Expo Stage<br />
4:00 – 5:00 pm Expo Refreshment Break<br />
5:15 – 6:00 pm Netwalking<br />
WEDNESDAY, FEBRUARY 20<br />
7:00 – 7:45 am Netwalking<br />
8:30 – 9:30 am Breakout Sessions (600 Series)<br />
9:45 – 10:45 am Featured Sessions<br />
11:00 am – 12:00 pm Breakout Sessions (700 Series)<br />
12:15 – 3:15 pm Hands-On Clinics<br />
(Includes Box Lunch; See Pages 12-13)<br />
THURSDAY, FEBRUARY 21<br />
9:00 am – 12:00 pm Disney’s The Business Behind<br />
The Magic Tour*<br />
9:00 am – 2:00 pm University Of f Central Florida’s<br />
Mixed Emerging Technology<br />
Integration Lab Tour* (Includes lunch.)<br />
*Additional Fee Required. Space is limited. Pre-registration recommended.
Explore the Floor<br />
Disney might be known for its spectacular productions,<br />
but the Training 2013 Expo floor makes a pretty big splash of f its own.<br />
Explore the Floor and Exhibits<br />
A treasure trove of f neww<br />
products, services, and sponsored sessions<br />
awaits you on the Expo floor. You never know w what you might find to<br />
lessen your workload, save you time, and make your training more<br />
engaging and effective. Visit www.TrainingConference.com and click<br />
on the Expo tab for a list of f Exhibitors and events in the Expo Hall.<br />
Meet the Learning Leaders<br />
Congratulate the winners of f the special 2013 Training Top 125<br />
“Best Practice and Outstanding Initiative” Awards as theyy receive<br />
their crystal trophies on the Expo Stage. Have plenty y off<br />
business<br />
cards handy—you’ll definitely y want to network k with these folks.<br />
Apply for the Top 125<br />
Training g magazine’s Training Top 125 Award winners<br />
are the organizations with the most successful<br />
learning and development programs in the world. See<br />
if f your organization can join the ranks of f past winners<br />
such as Verizon, Farmers Insurance, IBM, and The Ritz-Carlton Hotel<br />
Company. Visit www.TrainingMag.com or the Training g magazine booth<br />
to see an informational video and learn more.<br />
For information on<br />
exhibits/sponsoring,<br />
contact Dick Powell at:<br />
Dick@TrainingMag<br />
.com<br />
Connect with Club TMN<br />
See the Fab 40<br />
Expo 15<br />
Expo Hours<br />
Monday, February 18<br />
11:30 am – 5:30 pm<br />
Tuesday, February 19<br />
11:30 am – 5:00 pm<br />
Applaud the <strong>2012</strong> Top Young Trainer<br />
Award winners—40 training<br />
professionals age 40 and under who<br />
have demonstrated outstanding leadership and innovation skills.<br />
Here’s your chance to mingle with rising training stars on the fast<br />
track k to success.<br />
Read Between the Lines<br />
Just in case you have a few w moments to lounge byy the pool, you<br />
might want to make sure you have some reading material—and if<br />
it’s a training book, it counts as work, right? Stop byy the official<br />
Training 2013 book k store for book k signings and to pick k up the<br />
latest training resources.<br />
Get in the Game<br />
Here’s the chance for any y of f you<br />
members of f our social networking site,<br />
www.TrainingMagNetwork.com, to meet<br />
face to face! Set a time to meet at the Training g magazine booth<br />
or stop byy the Expo Stage member meet-and-greet.<br />
Do challenges.<br />
Earn points. Unlock k badges.<br />
Win On-site Prizes. Join other attendees in a lively, scavenger<br />
hunt on the expo floor. Playy via Android, iPhone or text. Get ready<br />
in advance by y downloading your app at<br />
www.scvngr.com.<br />
For a complete list<br />
of Exhibitors, click on<br />
the Expo tab at:<br />
TrainingConference<br />
.com<br />
Log on to TrainingConference.com to register today!
16 Breakout Sessions<br />
Strengthen Your Training Foundation and Receive a Total Trainer Certificate<br />
New! Training 2013 Conference features a foundational track k that provides<br />
an overview w off<br />
keyy<br />
aspects of f training. Look k for the series of f colored dots<br />
that designate sessions as foundational and reinforce your training<br />
knowledge base. Participants who attend five foundational track k sessions<br />
(one of f each color), in addition to the Designing and Delivering Instructor-Led Training<br />
Certificate Program delivered byy master trainers Bob Pike, Sharon Bowman, and<br />
Sivasailam Thiagarajan (see page 6), will receive a Total Trainer Certificate signed by<br />
Trainingg magazine’s Editor-in-Chief, Lorri Freifeld.<br />
MONDAY, FEBRUARY 18<br />
8:00 – 9:00 AM<br />
A Handful of<br />
Needs Assessments! <br />
Jean Barbazette, Founder; Maria a Chilcotee<br />
and<br />
Melissaa Smith, Managingg Partners; The<br />
Training Clinic<br />
Learn to use five different “front-end” needs<br />
assessment tools effectively. Tools include<br />
performance analysis, target population analysis,<br />
job/taskk analysis, and training methods analysis.<br />
Learn to sort out training needs versus<br />
training “wants.”<br />
Given examples and sample data, conduct ten<br />
types of f needs analysis to identify y training<br />
needs.<br />
Given case studies, use pre-training and posttraining<br />
performance analysis as a tool to<br />
identify y what hinders the transfer of f learning.<br />
Practice using these valuable tools.<br />
102 Virtual Training Implementations:<br />
3 Things You Must Do for Success<br />
Cindyy Huggett, Training g Consultant, Author,<br />
Virtual Training Basics<br />
Huggett will review w the three steps every yorgani- zation should follow w in a virtual training<br />
implementation. Whether you have a blended<br />
program for a large global audience or are scheduling<br />
just a single synchronous session, proper<br />
preparation ensures increased success. Learn to<br />
help prepare your participants, your facilitators,<br />
and your technology. You will get checklists and<br />
guidelines that you can put to immediate use.<br />
Learn to:<br />
Prepare for a virtual training rollout in<br />
three steps.<br />
Applyy best practices to prepare participants,<br />
trainers, and technology y for live online<br />
training.<br />
Create an action plan for your next virtual<br />
training implementation.<br />
Training 2013 Conference & Expo<br />
103 How w to Successfully y Implement<br />
Performance Improvement<br />
Initiatives for Sustainability <br />
Judith Hale, Author, The Performance<br />
Consultant’s Fieldbook<br />
Implementation is not just launching a new<br />
program as it goes beyond announcements,<br />
rallies, and rollouts. It is about institutionalizing<br />
changes in behaviors, management practices,<br />
systems, and relationships. Examine tools for<br />
increasing the probability y that a new w program or<br />
initiative will fulfill its promise because it was<br />
sustained over time. Receive a set of f tools and a<br />
model you can immediately y applyy<br />
and that will<br />
help you:<br />
Save time.<br />
Avoid aborted and discarded programs.<br />
Increase your confidence.<br />
Be perceived as having political smarts.<br />
104 mLearning Evaluation Strategies:<br />
Making the Case for Mobile<br />
Stephen Wall-Smith, Learning g Specialist, Zeiders<br />
Enterprises, Inc.<br />
In this session, you’ll <strong>survey</strong> y the types of f readily<br />
available data generated by y mLearning activities<br />
and applyy that knowledge to the scenario-based<br />
design of f assessable mLearning experiences.<br />
You’ll learn to evaluate assessment options and<br />
design data collection strategies for mLearning<br />
experiences. You will:<br />
Compare the advantages and disadvantages of<br />
traditional and alternative <strong>survey</strong>s and quizzes<br />
in mLearning environments.<br />
Explore means for accessing and leveraging<br />
data to evaluate mLearning success through<br />
the first three of f the Kirkpatrickk levels:<br />
reaction, learning, and behavior.<br />
For a detailed schedule<br />
and session updates, visit:<br />
TrainingConference.com<br />
and click on Conference.<br />
<br />
<br />
105 ISD Models & Learning<br />
Theories: How w Theyy<br />
Integrate<br />
for Effective Instruction <br />
Darryl l Sink, President, Darryll L. Sink k &<br />
Associates, Inc.<br />
This session will help you understand the<br />
connection between ISD (instructional systems<br />
design) models and learning theories—everything<br />
you wanted to know, but were afraid to ask.<br />
Explore variations of f ISD models to combine and<br />
vary y them to fit your unique organizational<br />
context. Different learning theories (behavioral,<br />
cognitive, and constructivist) will be explained in<br />
clear language. Learn to:<br />
Use and expand ISD models to meet your<br />
needs.<br />
Explain different learning theories and how w to<br />
make them work k for you.<br />
Describe how w to integrate models and learning<br />
theories into your instructional designs.<br />
106 Get This Online for Me Now!<br />
Get Your Content Ready!<br />
Debbie e Smith, Instructional l Designer, Florida<br />
Virtual l School<br />
See how w to adapt face-to-face classroom content<br />
for online use, and how w to effectively ycommuni- cate the need for this adaptation to<br />
subject-matter experts through the use of f a<br />
provided checklist. You’ll learn how w to improve<br />
the organization, clarity, and visual appeal of<br />
your content, and how w to help ensure that your<br />
audience can find the content they y need, understand<br />
that content, and use the content they y find<br />
to meet their learning needs. Learn:<br />
Guidelines for writing content for online use.<br />
About using the Plain Language Movement to<br />
make your online courses more usable.<br />
How w to omit information your audience<br />
doesn’t need.<br />
How w to communicate effectivelyy with SMEs.
107 TAG You’re It! Tips for<br />
Developing Successful Training<br />
Advisory Groups<br />
Luanne Stevenson, Management Consultant,<br />
Human Side Consulting<br />
Would you like to increase your visibility within<br />
your organization? Would you like to offer<br />
learning that receives full support, participation,<br />
and attendance from all levels of the organization?<br />
The purpose of the Training Advisory Group<br />
(TAG) is to serve as a resource to L&D to ensure<br />
the development and delivery of quality, targeted<br />
programs in support of the organizational vision/<br />
mission and to ensure demonstrated value to<br />
employee productivity and engagement. Learn<br />
how to:<br />
Select, invite, and on-board TAG members to<br />
become supportive members of an Advisory<br />
Group.<br />
Create a team of champions using methods and<br />
tools such as the Team Partnership Agreement.<br />
Hold high functioning TAG meetings that foster<br />
two-way feedback and a collaborative<br />
approach to developing high quality learning<br />
within the organization.<br />
108 How to Get Started with Agile<br />
Project Management Methods for<br />
eLearning<br />
Megan Torrance, CEO, TorranceLearning<br />
How do you keep your project from falling short<br />
in delivering needs on time, and within budget?<br />
You’ll explore how the software development<br />
industry does it with Agile development methods.<br />
Agile is one of the “next big things” to hit the<br />
eLearning world. We’ll discuss what it is, how it’s<br />
useful (or not), and the how-tos. Learn about:<br />
The Agile Extreme Programming (XP)<br />
development methods and how project teams<br />
use them.<br />
Tools you’ll need and how to choose a project<br />
to pilot.<br />
How the techniques improve centralizing<br />
information, keep a project on track, track<br />
hours more easily, and define clear and<br />
measurable job tasks.<br />
109 eMentoring; A Contemporary<br />
Method of Facilitating Learning<br />
and Mentoring<br />
Kimberly Miller, Mentoring Program Manager;<br />
Cynthia Harris, Program Manager, Office of<br />
Organizational and Employee Development,<br />
United States Geological Survey<br />
You’ll discuss the ins and outs of ementoring—its<br />
costs, benefits, use of technology, and what sets<br />
it apart from traditional mentoring. Explore how<br />
formal ementoring programs provide flexibility in<br />
scheduling and transcend geographical barriers<br />
that would otherwise prove prohibitive to<br />
mentoring opportunities. Learn how ementoring:<br />
Enhances the development of the personal<br />
relationship.<br />
Fosters increased contact, greater investment<br />
of time and strengthens the commitment to the<br />
partnership.<br />
Allows the exchange of large amounts of<br />
information between the mentor and protégé in<br />
a short time span.<br />
110 Creating a Culture of Engagement<br />
Tom Roth, COO, Wilson Learning Worldwide<br />
Learn how you can play a strategic role in<br />
helping your organization create a culture of<br />
engagement. You will explore a model of a<br />
successful engagement strategy and see how<br />
leaders can create a culture of engagement that<br />
enables employees to provide experiences<br />
needed to grow a vital base of loyal customers.<br />
You’ll also use the Engagement Audit to assess<br />
your own company’s current engagement<br />
strategy. The audit will help you identify the<br />
strengths of your company’s culture of engagement<br />
and where there are opportunities for<br />
improvement.<br />
111 Let Your Content Drive the Tool<br />
Danielle Watkins, Principal,CLO; Meghan<br />
Stewart, Performance Consultant, Zenith<br />
Performance Solutions<br />
Articulate, Storyline, Captivate, Lectora,<br />
Camtasia, Flash...what tool should we buy to<br />
develop eLearning? Choosing a tool to build<br />
eLearning should be driven by the type of<br />
content you will be producing. The problem is,<br />
ALL content being developed is rarely considered.<br />
Instead, organizations often go with what<br />
they have heard is a great tool. You’ll get an<br />
overview of the tools available as well as a<br />
checklist to help you decide which tool is right<br />
for your eLearning development. You’ll focus on<br />
letting the content drive the tool, not the other<br />
way around. And will do so with a budget<br />
in mind.<br />
112 Goodbye Paper: Delivering<br />
Classroom Materials on Tablets<br />
Ben Rockwood, Associate Director; Matt Scaggs,<br />
Instructional Designer, AT&T<br />
How much does your organization spend<br />
updating, printing, and shipping participant<br />
materials? Do participants refer to the materials<br />
after class or do they end up in the recycle bin?<br />
Rockwood and Scaggs will share the design,<br />
logistical, and process details involved when<br />
AT&T deployed a completely paperless course to<br />
an audience of 50,000 across the country. See<br />
how this training organization acquired, provisioned,<br />
and managed an inventory of 1,000 iOS<br />
and Android tablets for classroom instruction.<br />
Learn how content was designed and how it was<br />
published to the tablets with the click of a button.<br />
Learn how participants took notes and created a<br />
digital follow-up plan that included accountability<br />
to their trainer and supervisor. The session will<br />
conclude with some meaningful figures around<br />
both ROI and environmental sustainability.<br />
Breakout Sessions 17<br />
113 Secrets of Simulation Design<br />
Rich Mesch, Senior Director, Strategy &<br />
Innovation, Performance Development Group<br />
“Simulation” has become a buzzword in the<br />
learning space, and as a result, a great deal of<br />
confusing and contradictory information has<br />
flooded communication channels. You’ll examine<br />
myths and misconceptions, discuss appropriate<br />
uses, and discuss effective approaches for<br />
simulation design. Mesch will also touch on<br />
Virtual World platforms such as Second Life and<br />
PhotoSphere and how they’re changing the<br />
simulation landscape. Learn:<br />
The attributes of effective simulations (and<br />
attributes of really bad simulations).<br />
How to create compelling simulations through<br />
the use of storytelling.<br />
When simulations are most effective—and<br />
when they aren’t.<br />
How technology enhances—but doesn’t drive—<br />
simulation.<br />
114 The Truth About Social Learning<br />
Jane Bozarth, Author, Social Media for Trainers<br />
“Social learning” and “informal learning” are<br />
among the training industry’s hottest phrases<br />
these days. But there’s much confusion over<br />
what they mean. A few truths: social learning<br />
isn’t new; social learning isn’t necessarily<br />
‘managed,’ ‘launched,’ ‘controlled,’ or<br />
‘measured’; people in the workplace are learning<br />
all the time—without us. You’ll look at real<br />
examples of social and informal learning as it<br />
happens in workplaces all the time, every day.<br />
Along the way you’ll generate some ideas for<br />
locating, supporting, facilitating—and<br />
assessing—social learning opportunities toward<br />
the greater goal of enhancing organizational<br />
performance.<br />
115 GIFTS: Great Ideas for<br />
Teaching Staff<br />
Michele Deck, CEO, GAMES/Tool Thyme<br />
for Trainers<br />
What gifts do you bring to your job? Are you<br />
looking for some new ideas for teaching staff<br />
hard-to-grasp concepts like trust and collaboration?<br />
Do you want to find a new way to teach<br />
critical thinking skills? Come to this session and<br />
discover some teaching methods that can bring<br />
out the best in your staff and yourself. You will:<br />
Experience concrete ways to illustrate<br />
conceptual ideas so that everyone “gets it.”<br />
Learn ideas and methods to teach difficult<br />
concepts your staff needs.<br />
Discover a new way to hone critical<br />
thinking skills.<br />
Log on to TrainingConference.com to register today!
18 Breakout Sessions<br />
116 Harness the Power<br />
off Storyy<br />
to Engage <br />
Doug g Stevenson, Guru u off<br />
Storytelling g in Business<br />
Stories communicate ideas and information<br />
as no other medium can. Theyy connect people<br />
emotionallyy and intellectually, appeal to listeners<br />
of f all learning styles, and are a great way y to<br />
teach strategic learning points. In this fun,<br />
interactive session, Stevenson will perform a<br />
story, debrief f it, and then reveal how w he crafted<br />
it into a highly y effective story. He will also coach<br />
volunteers to demonstrate that anyone can<br />
implement these techniques to improve a story’s<br />
impact, and become more engaging and<br />
confident. Learn to:<br />
Identify y and choose stories for training.<br />
Craft stories using The Nine Steps of f Story<br />
Structure.<br />
Captivate attention by y delivering stories in an<br />
engaging way.<br />
117 Eliminate Waste:<br />
Educate Clients and Forecast<br />
Performance and ROI <br />
Ron Stone, President, Center r for r Performance<br />
and ROI, Inc.<br />
Experience a three-part opportunity y forecasting<br />
job aid to help guide your decision making<br />
process for forecasting business outcomes and<br />
ROI. See how w this tool is extremely y useful for<br />
educating your clients on how w training<br />
transforms into performance improvement and<br />
the key y ingredients to making that happen.<br />
You’ll take a program through the process and<br />
forecast the results and ROI. You’ll discuss<br />
howw to educate clients and other stakeholders<br />
about linking training and performance by<br />
using companion strategies to transfer training<br />
in the work k setting. Learn how w to experiment<br />
with optimal solution designs before incurring<br />
the expense of f engaging the participants. The<br />
meaningful dialogue about performance<br />
outcomes is the greatest benefit of f the<br />
forecasting process.<br />
Get connected!<br />
Take advantage of<br />
a free membership<br />
and webinars at<br />
TrainingMagNetwork.com<br />
Training 2013 Conference & Expo<br />
MONDAY, FEBRUARY 18<br />
9:15 – 10:15 AM<br />
201 Getting Competency y Modeling<br />
and Reporting Right<br />
Ken Cooper, Author, Effective Competency<br />
Modeling & Reporting<br />
Everyone agrees that employee competence is<br />
important. Quality y award criteria require that<br />
employees be ready y to perform their jobs.<br />
Executives want better business results, and<br />
supervisors need performance improvement.<br />
Unfortunately, there is no agreement as to what<br />
a competency y is, and there is no established<br />
best practice approach to measure, report, and<br />
improve workplace competencies. Learn how w to<br />
create an effective competency y modeling and<br />
reporting initiative. You’ll:<br />
Learn what a competency y IS and IS NOT.<br />
Get a checklist of f competencyy<br />
initiative design<br />
decisions that will prevent major problems<br />
later—ignore them at your peril.<br />
Learn a competencyy measurement<br />
methodology y that generates accurate and<br />
valid results.<br />
202 Predictive Evaluation: Ensuring<br />
Training Delivers Organization<br />
and Business Results <br />
Dave e Basarab, Founder, Dave e Basarab<br />
Consulting<br />
Using a Predictive Evaluation Model, you’ll<br />
understand how w to successfullyy predict training’s<br />
results, value, intention, adoption and impact,<br />
allowing you to make smarter, more strategic<br />
training and evaluation investments. Learn:<br />
To justify y the training’s value within your<br />
organization.<br />
A method off predicting (forecasting) the<br />
training’s value to help decide whether to<br />
train.<br />
To guarantee that training results will be<br />
relevant to the business and gives all<br />
participants a sense of f ownership in the<br />
process.<br />
203 Cloud-Based Authoring Tools:<br />
Strengths and Weaknesses<br />
Joe e Ganci, eLearningJoe.com<br />
Web 3.0 is most clearly y defined in the idea of<br />
cloud computing. More and more we are seeing<br />
tools migrate to the cloud rather than requiring<br />
that users install them on local computers. There<br />
are currentlyy several eLearning development<br />
tools that run only y in the cloud.These development<br />
tools, collaboration, and other cloud-based<br />
tools are changing the way y eLearning teams<br />
work. Ganci will discuss the advantages to<br />
cloud-based tools, including frequency y of<br />
updates and the move to use on mobile devices.<br />
He’ll also discuss weaknesses such as security<br />
and files access issues. He will demonstrate<br />
three authoring tools (ZebraZapps, Roleplay y and<br />
easygenerator) as well as the use of f other cloudbased<br />
tools that will be useful to you in your<br />
eLearning work.<br />
204 Emotional Intelligence (EQ): How<br />
to Apply y It and Whyy It Matters<br />
Travis s Bradberry, President, TalentSmart<br />
During the last five years alone, the field of<br />
emotional intelligence (EQ) has matured rapidly.<br />
Learning practitioners no longer want to know<br />
what emotional intelligence is—theyy want to<br />
learn strategies to applyy it. As executives<br />
recognize the bottom line impact of f EQ skills,<br />
competence in delivering EQ based initiatives is<br />
critical. You’ll learn to applyy best practice strategies<br />
for implementing EQ programs that are<br />
targeted, high-impact and cost-effective. You’ll<br />
explore emotional intelligence assessments;<br />
discover best practices for measuring and developing<br />
employee emotional intelligence; and<br />
analyze case studies and the ROI for EQ-based<br />
initiatives.<br />
205 Map It! Using the 4Cs to Design<br />
and Deliver Great Training <br />
Sharon Bowman, Author, Training from the<br />
BACK K of f the Room<br />
Learn about a quick k and remarkably y easyy<br />
way<br />
to design and deliver effective training that is<br />
based on brain science instead of f traditional ID<br />
methods—“The 4Cs Map,” a four-step<br />
instructional design model from Accelerated<br />
Learning. Practice using this ID model with your<br />
own training topics, and receive a handout of<br />
great ideas and resources to polish your ID skills.<br />
Learn to:<br />
Design a training of f your own, quicklyy and<br />
easily, using the 4Cs Map as your ID template.<br />
Decrease the time it takes you to design<br />
effective training and increase the<br />
effectiveness of f your training delivery.<br />
206 So No One Told You You’re<br />
a Marketer<br />
Jean Barbazette, Founder; Melissa a Smith and<br />
Maria a Chilcote, Managingg Partners; The<br />
Training Clinic<br />
Like it or not, marketing training is part of f the<br />
job! Identify y a variety y off<br />
ways to improve attendance<br />
at training events. Build alliances and a<br />
presence in your organization. Meet organizational<br />
needs, rather than put on events that have<br />
marginal participation. Learn practical tips and<br />
tricks. You’ll learn how w to:<br />
Partner with management.<br />
Fullyy utilize ALL marketing techniques from<br />
networking to navigating the digital world.<br />
Make your “marketing job” manageable,<br />
effective, and fun!
207 eLearning as a Capitalized<br />
Investment: Ensuring<br />
Management Buy-in<br />
Ajay Pangarkar, Performance Strategist,<br />
CentralKnowledge Inc.<br />
Often training efforts are viewed as a line<br />
expense for a specific period and not considered<br />
an investment. eLearning projects require<br />
tangible financial requirements including<br />
technology and supporting infrastructure viewed<br />
as “capital investments.” You’ll discuss specific<br />
financial literacy tools that can be used to build<br />
a comprehensive financial structure to support<br />
your eLearning projects and gain senior<br />
management buy-in. Learn to:<br />
Apply financial literacy skills to communicate<br />
eLearning effectiveness.<br />
Implement an eLearning budgetary/<br />
forecasting process.<br />
Apply capital expenditure investment tools to<br />
measure financial benefits.<br />
208 Can You Draw Me a Picture?<br />
Communicating Ideas with<br />
Diagrams<br />
Jack Massa, Consultant, Guidance Communication<br />
Learning designers (and other professionals)<br />
need to communicate their ideas with pictures,<br />
not just words and bullet points. Research<br />
shows that eLearning and presentations are<br />
more effective and memorable if visuals are<br />
used. But to communicate optimally, you<br />
sometimes need to move beyond clip art and<br />
stock photos to pictures that are specific to the<br />
content. Even if you have no graphics training,<br />
you can learn to do this with diagrams—simple<br />
pictures created with lines, shapes, words and,<br />
optionally, clip art. You will first learn a simplified<br />
taxonomy of diagram types (concept, parts,<br />
process) and heuristics for choosing the best<br />
diagram type to use in different situations. You’ll<br />
then learn and practice a process to design,<br />
define, and refine your own diagrams.<br />
209 Dealing with Difficult<br />
Participants: Strategies to Avoid,<br />
Eliminate, and Minimize Difficult<br />
Behaviors <br />
Becky Pike Pluth, VP, Training and Development,<br />
The Bob Pike Group<br />
Based on 30+ years of research, we’ve identified<br />
15 types of difficult participants that show<br />
up in classrooms. Learn the most common,<br />
including: The Latecomer, The Preoccupied,<br />
The Know-it-All, The Prisoner, The Skeptic,<br />
The Socializer. You’ll explore what to do before,<br />
during, and after to minimize difficult behavior<br />
and maximize results. You’ll examine the impact<br />
of room set-up, group dynamics, and preparation<br />
that will minimize the likelihood of disruptive<br />
behavior. And, you’ll get at least five strategies<br />
per difficult participant type to eliminate<br />
the problem.<br />
210 Games, Interactivity and<br />
Gamification for Learning:<br />
Creating Engaged Learners<br />
Karl Kapp, Author, The Gamification of Learning<br />
and Instruction<br />
This session introduces, defines, and describes<br />
the concept of gamification, games for learning<br />
and interactivity. Kapp will dissect critical<br />
elements of games and describe how they can be<br />
applied to the design and development of interactive<br />
learning. The presentation is based on<br />
solid research including peer-reviewed results<br />
from dozens of studies that offer insights into<br />
why game-based thinking and mechanics makes<br />
for vigorous learning tools. You’ll learn:<br />
How to create engaging learning using gamebased<br />
thinking by matching instructional<br />
content with the right game mechanics and<br />
game thinking.<br />
How to move beyond the theoretical<br />
considerations.<br />
Three methods for designing interactive<br />
learning based on concepts from games.<br />
211 The 4 Imperatives of<br />
Great Leaders<br />
Catherine Nelson, Managing Consultant,<br />
Customer Loyalty Practice, FranklinCovey<br />
Are the leaders in your organization adept at<br />
managing global and virtual work teams and at<br />
engaging a multi-generational workforce? Can<br />
they adapt to rapid change and create the results<br />
necessary for success in a 21st century world?<br />
The ability to think creatively and produce<br />
results is more important than ever before.<br />
Organizations cannot afford to lose the<br />
knowledge and talents that exist on their teams.<br />
To retain their best and brightest, they need<br />
leaders who understand the radically new<br />
paradigm from which today’s workforce<br />
operates. Nelson will share the results of more<br />
than seven million leadership <strong>survey</strong>s and the<br />
resulting Four Imperatives of Great Leaders,<br />
Learn how these imperatives help leaders<br />
produce results and create processes that ensure<br />
ongoing success in today’s world.<br />
212 Collaborating to Close<br />
Performance Gaps <br />
Michael Nolan, President, Friesen, Kaye<br />
and Associates<br />
Learning and Development professionals need to<br />
create collaborative partnerships with senior<br />
executives and business unit managers in order<br />
to improve performance and organizational<br />
effectiveness. Learn about the steps necessary<br />
to get there, including:<br />
How to collect and analyze critical data to<br />
determine the cause of the performance<br />
discrepancy.<br />
The eight factors that influence job<br />
performance.<br />
Multi-faceted solutions to close the gap<br />
between required and actual performance.<br />
Breakout Sessions 19<br />
How to collaboratively link these performance<br />
interventions to business needs.<br />
213 3 Ways to Increase Manager<br />
Involvement and Improve<br />
Learning Transfer<br />
Carl Eidson, VP, Wilson Learning<br />
As much as 85% of new learning never gets<br />
applied for organizational impact. The solution is<br />
not more learning, but more learning transfer.<br />
See how three companies hit home runs with<br />
learning transfer through manager involvement.<br />
Explore a unique learning transfer system that<br />
makes it easy to gain critical management<br />
support. You’ll:<br />
Complete a Manager Involvement Audit—a<br />
blueprint for improving learning transfer<br />
through manager involvement in your own<br />
organization.<br />
Discover practical actions to increase manager<br />
involvement and support of training initiatives.<br />
Learn three innovative ways to get managers<br />
involved in learning that result in increased<br />
learning transfer and improved business impact.<br />
214 What Works and What<br />
Doesn’t in New Hire Training:<br />
A Case Study Panel<br />
Moderated by Lorri Freifeld, Editor-in-Chief,<br />
Training magazine<br />
› Walking in Our Clients’ Shoes: Creating an<br />
Inspirational New-Hire Orientation<br />
Experience<br />
Tamara Ganc, Senior Manager, Vanguard<br />
Learn how Vanguard University created their<br />
orientation experience—how the idea was<br />
pitched to senior business leaders, how Agile<br />
methodology was used, and about<br />
components of the program.<br />
› Passport to Success: Developing New Hires<br />
into High Performing Corporate Citizens<br />
Matthew Vaughn, Interim Learning Services<br />
Manager, Kaiser Permanente<br />
Find out how the Kaiser Permanente HR<br />
Service Center re-engineered their New Hire<br />
Orientation program to connect each new<br />
employee with the broader organizational<br />
mission and to create a highly engaged and<br />
performance-based culture.<br />
› Harnessing Informal Learning to<br />
Accelerate Employee Onboarding<br />
Grant Velie, L&D Manager, Farmers Insurance<br />
Hear how the University of Farmers integrates<br />
informal, peer-to-peer learning into the design<br />
of new employee onboarding within a callcenter<br />
environment.<br />
› Welcome! Building a Sales Onboarding<br />
Cult(ure)<br />
Misha McPherson, Head of Sales Training,<br />
L&D, Yammer<br />
Learn how Yammer was able to rapidly grow<br />
their salesforce while increasing the quality of<br />
both new and existing sales staff.<br />
Log on to TrainingConference.com to register today!
20 Breakout Sessions<br />
215 Engaging Learners in the<br />
Orderly Conversation<br />
Greg Owen-Boger, VP, Turpin Communication<br />
We must take responsibility for moving participants<br />
from ho-hum observers to engaged and<br />
passionate learners. An “orderly conversation”<br />
is one that is carefully organized, well-designed<br />
and documented; and flexibly executed with<br />
lively participation and input from the entire<br />
group. In this experiential session, you’ll get<br />
insights and skills for engaging learners in the<br />
process. Some trainers thrive while keeping<br />
things on track—planning, details, time management.<br />
Others thrive with the conversational<br />
dimension—being spontaneous, engaging<br />
listeners, encouraging discussion. You need to<br />
be good at both. You’ll leave the session with<br />
an action plan for moving learners from ho-hum<br />
observers to engaged and passionate learners,<br />
and a new language for coaching others.<br />
216 How to Capture Elusive<br />
Level 3 Data: The Secrets of<br />
Survey Design <br />
Ken Phillips, Founder/CEO, Phillips Associates<br />
To establish real credibility and prove value,<br />
you need to measure whether or not your participants<br />
actually applied what they learned back on<br />
the job (Level 3 evaluation). In this session, you<br />
will examine four overall guidelines for<br />
conducting Level 3 evaluations, analyze the<br />
common mistakes made when creating Level 3<br />
participant <strong>survey</strong>s, and learn 11 tips for<br />
overcoming these mistakes. These tips are<br />
based on recent research from the fields of<br />
education and the behavioral sciences and call<br />
into question many <strong>survey</strong> design principles<br />
formulated 50 or more years ago, but still in<br />
use today.<br />
217 7 Rapid Steps to Creating<br />
Improved eLearning Challenges<br />
Ethan Edwards, Chief Instructional Strategist,<br />
Allen Interactions<br />
Learn simple ways to quickly transform a boring,<br />
ineffective interaction into one that is more<br />
challenging, motivating, and engaging. Using a<br />
standard cookie-cutter question style, one that<br />
no one likes but that everyone uses, you’ll apply<br />
a sequence of single-step transformations to<br />
create a range of options for enhanced interactivity.<br />
You’ll see how minor differences in how<br />
question aspects are presented, how choices are<br />
devised, and how information is depicted can<br />
make enormous differences in the critical<br />
thinking required while completing knowledge<br />
checks and assessments. This design approach is<br />
grounded firmly in learning and cognition<br />
research. Use these principles regardless of the<br />
authoring tool and apply them equally to traditional<br />
storyboard approaches, rapid prototyping<br />
models, or rapid development approaches.<br />
Training 2013 Conference & Expo<br />
MONDAY, FEBRUARY 18<br />
2:00 – 3:00 PM<br />
301 Keeping the Keepers:<br />
The Leader’s Role in Engaging<br />
and Retaining Talent<br />
Beverly Crowell, VP, Strategic Client Services,<br />
Career Systems International<br />
Every leader’s contribution to the quality of their<br />
organization’s products and services is highly<br />
correlated to their ability to engage, develop, and<br />
retain critical talent. Gaining and sustaining a<br />
competitive edge, especially in the face of<br />
today’s struggling global economy, will demand<br />
commitment from all. Companies that don’t<br />
nurture their talent will not survive. Join Crowell<br />
as she lays out a menu of practical “how-to”<br />
strategies that managers can apply to drive the<br />
higher levels of engagement and retention.<br />
302 Photeo: Digital Compositing and<br />
Storytelling for the 21st Century<br />
Stephen Haskin, Principal, S > Media, Industrial<br />
Strength Learning<br />
It’s a funny name for creating digital stories with<br />
and without video. The word is a mash-up;<br />
Photo+Video=Photeo and it is a powerful form<br />
of digital montage. You know stories create<br />
Ah-Ha! moments that have been proven to<br />
increase learning activity scores and more importantly<br />
make learning stick. As video becomes a<br />
greater part of training both on-line and in the<br />
classroom, you need to think about how we get<br />
our best stories and training across to learners.<br />
Producing professional quality video can be<br />
difficult and expensive. Photeo is an alternative,<br />
far less expensive technique that has been underutilized<br />
or overlooked in the world of training and<br />
digital content creation for training. Learn to:<br />
Understand the psychology of storytelling<br />
and why stories create ‘sticky’ training.<br />
Visualize stories and make their content<br />
accessible and creative.<br />
303 Mobile Learning is So 10 Minutes<br />
Ago...Mobile Performance is Now!<br />
Rich Mesch, Senior Director, Strategy &<br />
Innovation, Performance Development Group<br />
Mobile learning is on everybody’s to-do list, and<br />
why not? Who wouldn’t want learning that<br />
follows you everywhere? But like so many<br />
emerging technologies, we need to look past the<br />
gloss of the possible to the reality of the useful.<br />
People “learn” from their mobile devices all the<br />
time, they just don’t call it training. People use<br />
their mobile devices to gain knowledge--and we<br />
need to leverage the methods our audience is<br />
already using. We need to look at not what we<br />
can teach people on a mobile device, but rather<br />
how we can use mobile devices to provide information<br />
to help them perform better. You’ll<br />
explore ways to help them learn:<br />
In short intense bursts.<br />
In down-time, such as between appointments.<br />
To get information that may be so current or<br />
time-sensitive, there’s no other way to get it<br />
other than right now.<br />
304 Using the Ordinary to Make<br />
Your Training Extraordinary! <br />
Sharon Bowman, Author, Training from the<br />
BACK of the Room<br />
Discover more than a dozen ways to use<br />
ordinary office and household objects to help<br />
make your training stick—with any topic and any<br />
audience. Plus, explore how to create EPIC<br />
learning experiences with four memory tools<br />
(represented by the acronym EPIC) that will<br />
make your content larger than life and totally<br />
unforgettable. Learn to:<br />
Engage learners with quick, inexpensive,<br />
interactive learning strategies that are both fun<br />
and informative.<br />
Use ordinary objects in extraordinary ways to<br />
increase learner retention of important content.<br />
Apply a useful trainer’s tool bag full of ideas,<br />
strategies, and resources.<br />
305 Better than Bullet Points:<br />
Creating Engaging eLearning<br />
with PowerPoint<br />
Jane Bozarth, Author, Better Than Bullet Points:<br />
Creating Engaging eLearning with PowerPoint<br />
Effective, engaging eLearning programs can be<br />
created with nothing more than PowerPoint and<br />
some creativity. In this fast, fun session we’ll<br />
look at ways of eliminating bullet-based content<br />
and replacing it with a meaningful treatment,<br />
making better use of art and animations, and<br />
incorporating solid instructional design principles<br />
to support development of good online training.<br />
Learn to:<br />
Describe the 3-step process for creating<br />
engaging eLearning with PowerPoint.<br />
Work through a sample scenario to choose an<br />
appropriate online treatment.<br />
Identify strategies for employing meaningful<br />
graphics, interactions, and animations.<br />
306 Audit and Benchmark Your<br />
Training Function<br />
Jean Barbazette, Founder; Melissa Smith and<br />
Maria Chilcote, Managing Partners; The<br />
Training Clinic<br />
Audit and benchmark your training function in<br />
ten key areas. Whether your training function is<br />
strategic or reactive (and wants to be more<br />
strategic), it is helpful to clarify and identify how<br />
your function is operating. First consider which<br />
of the ten key areas apply in your organization.<br />
Then, identify the stage of development at which<br />
your function is operating in the applicable areas.<br />
Finally, decide specific activities to move your<br />
function to the next level. You will:<br />
Clarify which roles and responsibilities apply<br />
to ten key functional areas.
Complete and interpret at least one keyy area<br />
of f the Training Function Systems Audit.<br />
Learn how w to use the entire Training Function<br />
Systems Audit as an ongoing benchmarking<br />
tool.<br />
307 Handouts and Other Visuals<br />
That Shout, “Read Me!” <br />
Michele e Deck, CEO, GAMES/Tool l Thyme<br />
for Trainers<br />
How w can you turn presentation handouts into a<br />
highlyy attractive showcase of f information<br />
without breaking the bank? Learn how w to:<br />
Add sizzling appeal to signs, presentation<br />
props, and non-projected visuals.<br />
Use non-conventional materials.<br />
Employy a powerful, creative tool to expand<br />
your design options.<br />
308 Certification: How w to Develop<br />
a Valid, Defensible, Cost-Effective<br />
Program<br />
Judith Hale, Author, The Performance<br />
Consultant’s Fieldbook<br />
Explore critical factors when developing a certification<br />
which delivers on the promise of<br />
protecting the public, physical and intellectual<br />
assets, and brand image. You will receive three<br />
valuable tools and six x tips essential to your certification<br />
success. The first tool explains all the<br />
steps in the process of f designing a valid certification<br />
program. The second focuses on critical<br />
factors required to make the program cost-effective<br />
and feasible to implement. And the third<br />
matches the assessment instrument or process to<br />
the program’s objectives. You’ll:<br />
Learn to avoid the 10 most common mistakes<br />
in developing a certification program.<br />
Examine six x elements required for a successful<br />
program.<br />
Walk k awayy<br />
with tools and tips for developing a<br />
program that is both feasible and useful.<br />
309 Creating Interactive eBooks<br />
Pooja a Jaisingh, Product t Evangelist; Shameer<br />
Ayyapan, Sr. Product t Manager; Adobe e Systems<br />
Gartner research shows that ‘bring your own<br />
device’ (BYOD) will become the prevalent<br />
practice in educational settings at all levels<br />
within the next five years. This is pushing the<br />
transition from text books to ebooks. There is a<br />
lot of f potential to make this content more<br />
engaging, and impactful. In this session, they<br />
will share learnings from their primary y research<br />
on ebook k adoption across the education segment<br />
in the U.S. And, demonstrate best practices for<br />
creating interactive ebooks using tools that<br />
trainers and educators are familiar with today.<br />
310 The Art and Science<br />
of f Test Design <br />
Nanette e Miner, President, The e Training<br />
Doctor, LLC<br />
Creating a fair test or certification is more than<br />
asking twenty y questions. Do you need to test for<br />
knowledge or skill? What is a passing grade?<br />
What if f people “fail?” What are the legal ramifications<br />
of f giving tests in the workplace? You<br />
must know w what you’re testing, why y you’re<br />
testing, and what you’ll do with the information<br />
once you’ve tested. When in doubt: do not test.<br />
Learn:<br />
The 9 “rules” of f test creation.<br />
How w to design various types of f questions.<br />
When a test or certification should be<br />
administered.<br />
About criterion-referenced testing.<br />
About performance-based testing and how w to<br />
administer it.<br />
311 Coaching for Employee<br />
Engagement and Talent<br />
Management<br />
Terence e Traut, President, Entelechy, Inc.<br />
How w do you engage your employees in these<br />
challenging times? How w do you develop talent<br />
when training budgets have been annihilated?<br />
Developmental coaching is THE way y to engage<br />
and retain talent AND develop even higher levels<br />
of f performance. Managers are keyy to developing<br />
talent and eliciting discretionary y performance<br />
from employees, and coaching is their tool.<br />
Learn what developmental coaching is and how<br />
to implement a coaching initiative in your<br />
company. You’ll:<br />
Differentiate coaching from other types of<br />
performance management techniques including<br />
training, corrective action, counseling, and<br />
mentoring.<br />
Describe an effective coaching model,<br />
highlighting the keyy elements.<br />
As a group, coach the coach following the<br />
coaching model; and assess your own<br />
coaching strengths and areas for development.<br />
312 Learning Environments by y Design:<br />
Your Role as Curator<br />
Catherine e Lombardozzi, Consultant, Learningg 4<br />
Learning g Professionals<br />
Employees are moving toward self-servicing<br />
their own learning, forsaking the course<br />
catalogue and “Googling” what they y need.<br />
Learning professionals are being urged to take<br />
on the role of f “curator”—activelyy<br />
identifying and<br />
recommending the best learning resources that<br />
enable employees to address their emerging<br />
challenges. You’ll be introduced to a learning<br />
environment framework k that shifts our thinking<br />
about how w to address complex x learning needs<br />
and support informal learning in organizations.<br />
You’ll discuss typical business challenges and<br />
envision approaches to designing and facilitating<br />
Breakout Sessions 21<br />
learning in modern contexts. You’ll take awayy a<br />
framework k that can help guide the assessment,<br />
conceptualization, and curation of f a comprehensive<br />
learning environment.<br />
313 Learning on Demand:<br />
Evolution of f Technologyy<br />
and<br />
the Future of f Learning<br />
Reuben Tozman, Chief f Learningg<br />
Officer,<br />
edCetra Training<br />
You’ll discuss the history y and evolution of<br />
web-based technology y outside of f T+D to<br />
showcase an emerging platform for delivering<br />
true personalized, just-in-time learning. Where<br />
T+D professionals have traditionally y delivered<br />
content to a specific audience for a specific time,<br />
designing learning content for a rapidly y changing<br />
web platform requires designers to think k about<br />
the ‘network’ and a variety y of f other factors that<br />
dictate the value of f online content. You’ll learn<br />
about the new w skills designers will need based on<br />
a vision of f learning content delivered via the<br />
same technologies currently y being developed for<br />
the wider ‘content-on-demand’ market.<br />
314 Making Training Stick <br />
Carolyn Balling, Consultant, Training g thatt<br />
Fits<br />
Why y can’t learners do on the job what they y did<br />
during training? Discover the answers to that<br />
common lament as you learn to overcome the<br />
forces that interfere with training transfer.<br />
Discover the common elements of f all training<br />
that does stick, so that learners use what they<br />
learned on the job. You’ll leave this session<br />
equipped with over 30 specific, proven<br />
techniques you can use to increase the pay-off<br />
from training by y improving the transfer of f the<br />
learning experience to the job. Learn to:<br />
Identifyy and reinforce factors that make<br />
training stick k and address those that impede it.<br />
Build in techniques, before, during, and after<br />
training to increase learning, retention and<br />
transfer.<br />
Leverage and maximize your efforts.<br />
Save-the-Date<br />
Training magazine’s 2013<br />
September 18-19, 2013<br />
Chicago, Illinois<br />
www.Learning3point0.com<br />
Log on to TrainingConference.com to register today!
22 Breakout Sessions<br />
315 Virtual Success Equals<br />
Real Results<br />
Nyla Reed, Founding Partner, The Educe Group<br />
Social software can accelerate your productivity<br />
to decrease time to implement business changes,<br />
make decisions faster, and respond to market<br />
changes more quickly. How can your team do so<br />
by developing effective communities of practice<br />
and channels for social learning? You’ll discuss<br />
the five key elements of accelerating the<br />
effectiveness of a virtual team. Additionally,<br />
Reed will address organizations primed to be<br />
early adopters of social software, and heavily<br />
regulated industries where adopting new social<br />
methods may seem daunting. Learn:<br />
How to enable social on-boarding.<br />
The key links between push and pull<br />
information.<br />
Tips for fostering successful mentorships and<br />
informal exchanges of information.<br />
316 Leverage Your Investment<br />
Through Multi-Platform Training<br />
Bill Rosenthal, CEO, Logical Operations<br />
Mobile devices and the ever increasing number<br />
of collaboration tools, social networks, online<br />
meetings, and always-on connections, are<br />
changing the way we work and learn. Emerging<br />
is the need for a learning experience that starts<br />
focusing on the continuum of learning for the<br />
end-user, making the learning experience<br />
efficient and relevant in its delivery. Join<br />
Rosenthal in an exploration of the current<br />
limitations inherent in both print and traditional<br />
blended learning solutions, and learn about the<br />
choices in tools and methods to get the most out<br />
of your training investment. Discover how multiplatform<br />
training can improve business<br />
performance, maximize the full potential of<br />
software, save organizational costs, and create a<br />
new paradigm for sustained high impact back in<br />
the workplace.<br />
317 The Webinar Manifesto:<br />
No More Bad Webinars!<br />
Matt Murdoch, Global Director of Online<br />
Learning; Treion Muller, Chief eLearning<br />
Architect, FranklinCovey<br />
We’re declaring war—on bad webinars. And we<br />
want you to join us. We’re against mundane<br />
talking-head PowerPoint presentations. We’re<br />
against doing things the same way we used to.<br />
We’re against working alone in silos. We’re for<br />
captivating our audience through eloquent<br />
delivery and beautiful design. We’re for pushing<br />
the limits of our technology. We’re for amplifying<br />
what works and what doesn’t. We’re for synergy<br />
and sharing. Learn the seven Webinar Manifesto<br />
Principles that you must live by if you want to<br />
design and deliver killer webinars: 1. Connect or<br />
Die; 2. Don’t Default; 3. Shut Down the Ugly;<br />
4. Captivate or Alienate; 5. Cage the Monsters;<br />
6. Humanize the Screen; 7. Crack the<br />
Feedback Code.<br />
Training 2013 Conference & Expo<br />
TUESDAY, FEBRUARY 19<br />
8:00 – 9:00 AM<br />
401 Really? You Call that eLearning?<br />
News Flash: There’s No Learning<br />
Going On<br />
Lisa Stortz, Strategic Relationship Manager,<br />
Allen Interactions<br />
It may be “e,” but is there really any learning<br />
happening? How’s eLearning defined in your<br />
organization? The gamut varies greatly from<br />
simple page-turner solutions to fully engaging<br />
simulations. Some organizations even refer to<br />
pdfs and webinars as eLearning. Why little to<br />
no learning? Because often eLearning is designed<br />
to benefit the company without regard to the<br />
learner experience. Then you’ve lost the battle<br />
on your eLearning programs before you start<br />
because so many learners have had horrifying<br />
experiences. Learn:<br />
What makes good eLearning.<br />
How can you design to ensure “learning”<br />
vs. training.<br />
Seven things you can do to enhance the<br />
learner experience.<br />
402 How and Why We Converted a<br />
PC-Based eLearning Course to<br />
an iBook<br />
Sharon Boller, CEO, Bottom-Line<br />
Performance, Inc.<br />
Discover why and how Dow AgroSciences chose<br />
iBook when they needed to go mobile. You’ll get<br />
an overview of Dow’s business environment and<br />
target learners (with limited connectivity); see<br />
the original eLearning course, created in<br />
Articulate; view a demo of the mobile solution<br />
built using iBook Author. Learn:<br />
Various alternatives to making a desktop<br />
course “mobile” and pro’s and con’s of different<br />
options.<br />
The challenges of converting an interactive<br />
eLearning course to a mobile solution using<br />
iBook—when you don’t want your end product<br />
to be used as a book.<br />
A design process to use when “re-purposing”<br />
content from an eLearning course to an<br />
iBook—design elements that CAN be<br />
repurposed and ones that need to be<br />
re-designed.<br />
403 The Battle Rages: 5 Strategies to<br />
Combat Constant Scope Creep<br />
Lou Russell, Author, 10 Steps to Successful<br />
Project Management<br />
Trying to control the scope of a project is futile.<br />
Scope will change, and often. Learn how to<br />
expect scope change and adapt to the demands<br />
of the organization. You’ll:<br />
Baseline the scope of a project in a visual<br />
model to set initial scope expectations and<br />
uncover bad news early.<br />
Identify the risks that may occur and create a<br />
plan to mitigate them.<br />
Convert project issues to tasks with dates and<br />
one name to hold people accountable and<br />
ensure the project moves forward.<br />
Negotiate scope by creating recommendations,<br />
options, and governance plans.<br />
Learn how to say “yes” to scope change and to<br />
say “no” to chaos.<br />
404 The Game After the Game:<br />
Debriefing Through Games <br />
Tracy Tagliati, Training Manager, Move;<br />
Sivasailam Thiagarajan, RMS, The Thiagi Group<br />
To obtain the maximum learning outcomes from<br />
a real or contrived experience, you should<br />
conduct a debriefing discussion that requires and<br />
rewards participants to reflect on the experience,<br />
gain important insights, and share them with<br />
each other. The problem with debriefing discussions,<br />
though, is that they feel anticlimactic,<br />
coming after an exciting experiential activity.<br />
Explore an elegant solution to this problem:<br />
Conduct intriguing games that incorporate the<br />
debriefing. In this session, you will participate in<br />
a variety of debriefing games and learn how to<br />
use them in your own context. Learn to:<br />
Increase the level of engagement and<br />
enthusiasm in after-action reviews and<br />
debriefing discussions through the use of<br />
games.<br />
Select, adapt, and conduct any of the<br />
debriefing games that you have experienced.<br />
405 Making Technical and Compliance<br />
eLearning Engaging<br />
Ray Jimenez, Chief Learning Architect,<br />
Vignettes Learning<br />
“Boring.” “Tedious.” “Painful.” “Do I have to?”<br />
These are the complaints of learners as receivers<br />
of the typical data-dump type technical and<br />
compliance eLearning. Learn to shift the design,<br />
focusing less on the technical view and more on<br />
the learner’s perspective. Demos and examples<br />
of engaging technical and compliance programs<br />
will be shared. You’ll learn to:<br />
Assess your program’s point of view to<br />
achieve a high impact response.<br />
Locate “context-driven content” to add<br />
usefulness to procedures, policies, software,<br />
guides, forms, statistics, legal and<br />
citations, etc.<br />
Discover, focus and use “work around”<br />
content.<br />
Engage learners using cases, scenarios, and<br />
applications.<br />
Convert techno-geek and legalese language<br />
into an understandable, digestible form for<br />
non-technical people.
406 Creating Executive Presence<br />
in the C-Suite: The Skills Gap<br />
Dianna Booher, Author, Speak with Confidence!:<br />
Powerful Presentations That Inform, Inspire,<br />
and Persuade<br />
Are your high potentials ready for the executive<br />
suite? Do they quickly establish credibility when<br />
they brief your executives on their goals, budget,<br />
or strategic plans? How about you? How do you<br />
react when your executive changes the course<br />
of your presentation and budget discussion in<br />
midstream? How well do you “state your case”<br />
to the line manager or staff when your proposed<br />
change will mean extra work and shorter<br />
deadlines? Learn to:<br />
Apply a four-part model to think on your feet<br />
and build credibility during meetings, formal<br />
presentations, and classroom sessions.<br />
Respond to six difficult questions types with<br />
answers that build credibility, increase<br />
retention, and improve learning.<br />
Analyze gestures and movement to identify<br />
how these physical elements convey<br />
executive presence.<br />
407 Create Professional Videos<br />
in Three Simple Steps<br />
Pooja Jaisingh, Product Evangelist; Shameer<br />
Ayyapan, Sr. Product Manager; Adobe Systems<br />
Creating professional videos is a time-consuming<br />
and elaborate procedure. Training professionals<br />
seldom have the time and funds to create and<br />
use such videos. Learn how to create professional<br />
looking videos right at your desktop<br />
without specialized equipment or training.<br />
You will see a live demonstration of recording,<br />
editing, and publishing a video using an<br />
extremely quick and easy workflow.<br />
408 21 Questions to Ask<br />
Before Designing<br />
Any Training Program <br />
Nanette Miner, President, The Training<br />
Doctor, LLC<br />
Needs analysis is often an arduous and lengthy<br />
process—but it is absolutely necessary if you are<br />
to have a successful training outcome. This<br />
session will focus on 21 crucial questions to ask<br />
of your internal or external clients to ensure that<br />
you are creating a training program that is truly<br />
necessary and one that will return significant<br />
business results. You can confidently begin a<br />
training design (or stop a fruitless effort!) in one<br />
hour, by asking these key questions.<br />
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Registration with a<br />
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Program (details on pages 6-9)<br />
409 11 Ways to Create a Motivational<br />
Learning Environment for<br />
Every Learner <br />
Bob Pike, CEO, The Bob Pike Group<br />
There’s a missing link in instructional design—<br />
how people learn best! You assess everything<br />
but how future participants best receive information.<br />
In this fast-paced session, you’ll experience<br />
three powerful learning preferences that will<br />
enable you to design and deliver your training<br />
more effectively. You’ll self assess the type of<br />
structure you prefer, how much of the content<br />
should be practical versus informative, and<br />
another preference that will only be revealed to<br />
attendees. In addition, you’ll learn five ways to<br />
kill the motivation of any adult, as well as 11<br />
ways to ensure that you create maximum<br />
motivation in your learning environment.<br />
410 Free Stuff: Legally Find Free Media<br />
and Graphics for Your Training<br />
Michelle Lentz, Learning Advisor,<br />
Clarity Consultants<br />
Training departments are continually stressed for<br />
resources. Budget cuts have led to the need to<br />
find free images, media, and software that is<br />
high quality, easy to use, and relatable but that<br />
also do not violate copyright or other licenses.<br />
Using fun, hands-on exercises, you will learn<br />
how to discover free and legal media and how to<br />
interpret the various licenses. You will gain a<br />
whole host of resources for creative-commons<br />
and open source media and software for use in<br />
your education and training contexts. You will be<br />
able to search out and legally use images, video,<br />
music, and software and will return to your job<br />
able to immediately apply the learning.<br />
411 Let’s Talk About Diversity Issues<br />
William Shackelford, President, IEC<br />
Enterprises, Inc.<br />
With the nation so divided ideologically, there<br />
is a pressing need for open, honest, and candid<br />
dialogue about differences and how best to<br />
address tough diversity issues in training. This<br />
presentation fills that void. During this session,<br />
we’ll conduct live audience polls, field questions<br />
submitted anonymously, and track the entire<br />
exchange in a private chat room. Learn:<br />
About best practices employed by other<br />
organizations.<br />
New and innovative ways to host diversity<br />
discussions in your organization.<br />
You don’t want to miss this event. This will be<br />
one of the most unique and insightful presentations<br />
on diversity ever.<br />
Breakout Sessions 23<br />
412 Using Hard-Lessons Learning to<br />
Support Performance Improvement<br />
Joseph Fournier, Director, Instructional Design<br />
& Technology, Amerigroup<br />
“No Pain: No Gain” resonates with athletes,<br />
and it applies equally well to learning. Sure, there<br />
are times when exposure to concepts and terminology<br />
is “good enough” but when the learning is<br />
really important, you need strategies to drive<br />
learning deep. You’ll discuss how to make<br />
learning stick by making learners work. You’ll<br />
look at some proven approaches, and explore<br />
when these are most appropriate. Using group<br />
activities, participants will engage in hardlessons<br />
learning and explore the essential<br />
questions in determining the appropriate level<br />
of difficulty for various learning goals. You’ll<br />
walk away with a “top ten” list of hard-lessons<br />
learning rules, as well as design and<br />
assessment strategies.<br />
413 What Is Your LMS’ Status?<br />
Nyla Reed, Founding Partner, The Educe Group<br />
You have an LMS. You invested time, money,<br />
and effort implementing this system; moreover,<br />
you have maintained the LMS through multiple<br />
integrations, customizations and maybe even a<br />
costly upgrade or two. Now you must determine<br />
the best way to deal with the onslaught of collaborative<br />
technologies. It seems the LMS<br />
has begun to take a back seat to social learning<br />
technologies. Is the LMS going the way of the<br />
compact disc, or is there room for it in the new<br />
world? This session will explore the future of<br />
your LMS and review how to keep it LinkedIn<br />
to your long-term learning strategy ensuring<br />
countless hours and dollars won’t be wasted in<br />
the wave of new technology.<br />
414 A Mobile Learning Crash Course<br />
Scott McCormick, Partner, Float Mobile Learning<br />
There are a host of options and strategies that<br />
companies need to consider when they embark<br />
on a mobile learning launch. From strategy to<br />
concept to development to delivery, countless<br />
decisions need to be made to increase the probabilities<br />
of a successful deployment. The mobile<br />
learning platform is a tempest of devices, design<br />
standards, learning strategies, instructional<br />
design requirements, and contextual considerations.<br />
Attend this session and leave with more<br />
confidence. You’ll discuss:<br />
How to form a team and build a process.<br />
How to evangelize mLearning and get<br />
stakeholder “buy-in.”<br />
Instructional and interactive design challenges.<br />
Understanding testing, analytics, and security.<br />
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24 Breakout Sessions<br />
415 Performance Improvement<br />
by the Numbers <br />
Mark Snow, VP, Performance Technology,<br />
Human Resource Development Press<br />
You’ll dissect the differences between being a<br />
reactive training department and proactive<br />
performance improvement agent, as well as the<br />
costs and benefits associated with both<br />
approaches. You will leave this session with a<br />
vastly improved understanding of training’s role<br />
in the problem solving process, and how to earn<br />
the trust of those who seek training’s help.<br />
Learn how to:<br />
Quickly and accurately identify root causes.<br />
Determine if the issue is a “knowledge” or<br />
“behavior” problem.<br />
Position the training department as a<br />
valuable partner.<br />
Say “No” to a training request.<br />
Brag about your successes without bragging.<br />
416 Planning Game-Based Learning<br />
Chanin Ballance, CEO; Nate Jolly, Senior<br />
Instructional Designer/Strategist, VIA Learning<br />
Games have become a mainstream tool for<br />
learning, but even more global businesses are<br />
seriously considering the option now. This is<br />
due to the increase in the ability to provide<br />
cost-effective complexity and visual appeal<br />
within games. Additionally, research has shown<br />
that gaming, in the right context, can be just as,<br />
if not more, effective than traditional eLearning.<br />
Learn how games can improve problem-solving,<br />
creativity, risk assessment, and risk taking.<br />
You’ll look at why games train, when to use<br />
game-based learning and when to not, how to<br />
best design your game-based program and<br />
analyze recent programs that have been very<br />
successful.<br />
417 Win Friends and Influence People<br />
with Live, Online Global Solutions<br />
Kassy LaBorie, Product Manager, Live Online,<br />
Dale Carnegie Training<br />
Global organizations are looking for new<br />
methods and technologies to engage employees<br />
and help managers motivate and influence<br />
people across hierarchies, cultures, and geographies.<br />
Learn why Live Online Training can be<br />
your most valuable tool for engaging and<br />
motivating a global workforce. You’ll:<br />
Identify strategies for choosing a live online<br />
platform and for building the skill set necessary<br />
for a live online trainer.<br />
Create a plan to implement the role of a<br />
‘Producer’ to ensure online delivery success.<br />
Apply leading practice strategies for training<br />
content translation.<br />
Receive a complimentary, on-demand access<br />
key to a collection of animated video tips<br />
“Carnegie Tales: Secrets of Success in the<br />
Digital Age.”<br />
Training 2013 Conference & Expo<br />
TUESDAY, FEBRUARY 19<br />
10:45 – 11:45 AM<br />
501 Measuring the ROI of<br />
Leadership Development<br />
Coaching Programs <br />
Lisa Ann Edwards, Partner, Bloom<br />
Coaching Institute<br />
Recent research shows that being able to<br />
demonstrate the benefits and ROI of coaching are<br />
the two greatest opportunities facing the<br />
coaching profession (<strong>2012</strong> Global Coaching<br />
Study, International Coach Federation). Edwards<br />
will address the main challenges in ensuring<br />
effectiveness and measuring ROI in leadership<br />
development coaching: alignment; the<br />
complexity of measurement posed by individual<br />
objectives; and the challenge of identifying<br />
credible business impact data. Using a case<br />
study, she’ll illustrate these three tough<br />
challenges, examine options, and simplify the<br />
process. You’ll:<br />
Identify the three most important steps in<br />
creating alignment.<br />
Describe at least two ways to capture<br />
individual objectives.<br />
Identify five ways to convert data to money.<br />
502 Scene-Driven Simulations:<br />
The Next Generation of Live<br />
Simulations<br />
Tammy Berman, SVP, Design; Holly Christensen,<br />
SVP, Development; Lisa Christensen, SVP,<br />
Implementation Socratic Arts<br />
You’ll explore Scene-Driven Simulations, live<br />
simulations in which a rule-based web application<br />
drives the consequences of participants’<br />
actions. See how participants maneuver through<br />
a series of scenes related to a coherent storyline.<br />
And how, after the initial challenging scene,<br />
subsequent scenes introduce new issues related<br />
to prior decisions, core storyline, and status of<br />
the participants with regard to key performance<br />
metrics. Learn how participants experience the<br />
consequences of their choices and actions over a<br />
series of events, while practicing the rich, live<br />
communications necessary to develop soft skills.<br />
Discover:<br />
What Scene-Driven Simulations are and the<br />
basics of how they’re constructed (including a<br />
demo).<br />
The benefits of Scene-Driven Simulations over<br />
live-only and computer-only simulations.<br />
503 Retaining and Reclaiming<br />
Disengaged Employees<br />
Stacy Nelson, Senior Consultant, VitalSmarts<br />
The research is startling: Disengaged employees<br />
cost our economy up to $350 billion a year in<br />
lost productivity (Gallup); more than two-thirds<br />
have more discretionary contribution to offer<br />
than they currently give (Daniel Yankelovich<br />
and John Immerwahr); only 17 percent is highly<br />
engaged and 70 percent plan to leave their<br />
current job once the economy picks up<br />
(VitalSmarts). So, when faced with overworked<br />
and apathetic employees, what’s a leader to do?<br />
Nelson will introduce the Influencer Model—a<br />
change strategy for motivating and enabling<br />
employees to change their behavior and<br />
increase engagement—also named the Change<br />
Management Approach of the Year by MIT<br />
Sloan Management Review. Learn about:<br />
Connecting to values.<br />
Teaching skills.<br />
Enlisting the support of managers and peers.<br />
Using rewards sparingly.<br />
Changing the environment.<br />
504 Getting More Done with Less:<br />
4 Steps to Leadership Agility<br />
Ann Herrmann-Nehdi, CEO, Herrmann<br />
International<br />
Learn how to build the thinking agility to meet<br />
today’s mental demands while maintaining a<br />
more strategic mindset. This session will reveal<br />
how to apply what we know about thinking and<br />
the brain to better “see around corners” and<br />
harness the full brainpower available—your own<br />
as well as others’—to manage complex operational<br />
issues while keeping a visionary eye<br />
toward the future. You’ll explore thinking styles<br />
and their impact on communication, innovation<br />
and decision making, and discover how to<br />
identify and minimize mental “blind spots” that<br />
may be hampering your results. The highly<br />
actionable framework and techniques demonstrated<br />
in this session are based on 30 years of<br />
brain research. You’ll learn to broaden your brain<br />
bandwidth, build your credibility, and get better<br />
results—both today and tomorrow.<br />
505 Interactive Video: Creating the<br />
Best of All Training Worlds<br />
Ty Marbut, VP, Training, Dark Blue Morning<br />
Marbut will describe seven techniques you can<br />
use to convert your standard training video into<br />
an immersive, integrative learning experience.<br />
These techniques include virtual audiences,<br />
immersive interactions, embedded<br />
LearningLinks, subject-sensitive branching,<br />
and community integration. See how these<br />
techniques work together to create a powerful<br />
learning experience that can sustain audience<br />
interest and increase the chance that your<br />
employees will learn and transfer that learning<br />
into their daily tasks. Marbut will also share data<br />
showing how interactive video provides greater<br />
retention and transfer than either text or<br />
standard video technologies.
506 You Want Fries with That? Stop<br />
Taking Orders: Start Cooking! <br />
Lenn Millbower, The Learnertainment Trainer,<br />
Offbeat Training LLC<br />
Speed to the window. Shout an order. Snatch the<br />
food. Speed off. Is it a customer at McDonald’s or<br />
a leader interacting with training? It’s our fault.<br />
Instead of looking at our menu of options,<br />
leaders stuck in survival mode order fast, comfort<br />
food solutions devoid of nutritional value. We<br />
need to demonstrate how well wecan cook so we<br />
can get them out of the kitchen. This session<br />
offers a road-tested recipe for building credibility.<br />
It features 25 respect-establishing competencies<br />
organized in five categories that combine into the<br />
acronym CLOUT. When leaders know who we<br />
are, what we know, why we matter, where we<br />
fit, and how innovative we can be, we can serve<br />
up healthy solutions. Join us in the kitchen. We’ll<br />
cook up some growth.<br />
507 12 Fatal Mistakes All<br />
Learning Developers Make <br />
Lou Russell, Author, Project Management<br />
for Trainers<br />
By combining ADDIE with the DARE project<br />
management model, you will learn how to avoid<br />
12 fatal mistakes that most people don’t even<br />
see. Learn to:<br />
Avoid mistakes made during requirements and<br />
the creation of the Project Charter.<br />
Create a flexible schedule without creating an<br />
impossibly complex document.<br />
Avoid technology mistakes, including working<br />
with technical staff.<br />
Avoid setting up vendors to fail.<br />
Avoid mismanaging the expectations of your<br />
business sponsors and customers.<br />
Be aware of the impact sign-offs and controls<br />
have on your development.<br />
Figure out what Agile, Lean, and SAM have to<br />
do with all this, and how most people do them<br />
completely wrong.<br />
508 Flip the Virtual Classroom and<br />
Put Bloom’s Taxonomy to Work<br />
David Smith, EU Managing Director, InSync<br />
Training, LLC<br />
Trending in the virtual classroom design space<br />
are two concepts: how to ‘flip the classroom’ to<br />
maximize valuable collaboration time, and how<br />
to apply Bloom’s Taxonomy to determine how<br />
best to deliver content in this new environment.<br />
This session will examine both of these concepts<br />
and their relationship to the virtual classroom.<br />
The application of these concepts will help make<br />
your sessions as impactful as possible, while<br />
taking advantage of your technology investments.<br />
Learn to:<br />
Create virtual sessions that are more about<br />
learning than listening.<br />
Change the learning culture so that virtual<br />
learning is accepted as real learning.<br />
Re-introduce instructional design as the valid<br />
way of creating training programs.<br />
509 Memory and Learning: The Seven<br />
Ways We Remember Anything!<br />
Bob Pike, CEO, The Bob Pike Group<br />
Have you ever said, “I have a poor memory” or “I<br />
can’t remember people’s names?” Pike’s belief is<br />
that in training our purpose is learning for living<br />
rather than learning to pass. We can’t use what<br />
we can’t remember. Could any of us pass a test<br />
on what we learned in college or high school—or<br />
even fifth grade?! Probably not! Why? Because<br />
for most of us, our focus was on passing the test,<br />
not applying the content. Learn the seven ways<br />
to remember anything and experience just how<br />
good your memory is. You’ll be amazed at<br />
yourself—and you’ll get a chance to apply what<br />
you learn to your own content!<br />
510 Mobile Design for Instructional<br />
Designers<br />
Michelle Lentz, Learning Advisor, Clarity<br />
Consultants; Brandon Carson, Director of<br />
Training, Bill.com<br />
Too many times, instructional design gets lost in<br />
favor of technology as we talk about mobile.<br />
You’ll focus on the new requirement of designing<br />
for multiple devices and formats. Through statistics,<br />
examples, and discussion of the current and<br />
emerging state of the mobile ecosystem, you will<br />
learn the key areas of focus for those who need<br />
to design and develop content across multiple<br />
devices. You will learn how to design for learners<br />
who want to start their training on one device<br />
and easily traverse to another. Additionally, you<br />
will see how to build mobile content that complements<br />
eLearning. Learn:<br />
What to consider and pitfalls when designing a<br />
cross-platform strategy.<br />
The differences between Web, hybrid, and<br />
native apps.<br />
511 The Great Debate:<br />
ISD vs. Rapid Prototyping <br />
Mark Steiner, President, mark steiner, inc.<br />
Does a traditional ISD model work well on<br />
eLearning projects? What is Rapid Prototyping?<br />
Which method is better for designing and developing<br />
eLearning, ISD or Rapid Prototyping?<br />
Explore some of the basic tenets of Instructional<br />
Design and Rapid Prototyping, as they relate to<br />
eLearning. Learn:<br />
Why a strong ID methodology/process needs<br />
to be married with a strong software<br />
development process to build the most<br />
effective eLearning applications.<br />
The ADDIE (analysis, design, development,<br />
implementation, evaluation) methodology.<br />
Basics of Rapid Prototyping.<br />
How to implement the best of both of the ISD<br />
and Rapid Prototyping worlds.<br />
Breakout Sessions 25<br />
512 Building High-Impact Continuous,<br />
Blended Learning<br />
Martyn Lewis, Principal, 3GS; Kelly DeTommaso,<br />
Global Customer Engagement & Selling Skills<br />
Curriculum; Elissa Sternbergh Hoehn, Global Skill<br />
Enhancement & Development, Merck<br />
Training has moved beyond the walls of the<br />
physical classroom and we must rethink the<br />
fundamentals of how we design training<br />
programs. Learn to:<br />
Architect learning experiences that are free<br />
from the constraints of time and place.<br />
Extend the formal learning experience into a<br />
virtual community.<br />
Gain learner engagement through relevance<br />
and collaboration.<br />
Integrate learning with the application of new<br />
knowledge, coaching, reinforcement, and<br />
support.<br />
A case study will illustrate how a blend of live<br />
virtual, asynchronous, and coaching led to significant<br />
results that far exceeded what could have<br />
been possible in just the physical classroom.<br />
513 Never Give a Boring Technical<br />
Presentation Again!<br />
Rob Cheyne, CEO, Safelight<br />
Have you ever attended a boring technical<br />
training or presentation? Have you ever given<br />
one? If your participants are bored, they are not<br />
learning, and you have failed as an instructor.<br />
Cheyne will use real-world examples and<br />
techniques from a computer security class that<br />
he has successfully taught to tens of thousands<br />
of students to demonstrate how you can apply<br />
adult learning best practices to your own<br />
training. Learn:<br />
How to apply modern accelerated learning<br />
techniques to any technical content.<br />
How to ensure that students retain the<br />
information from your session.<br />
Simple techniques that keep your audience<br />
engaged and attentive.<br />
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26 Breakout Sessions<br />
514 Applying Adult Learning<br />
Principles to Eliminate the<br />
Terrible TOOs<br />
Dan Cooper, Partner, Performance<br />
Improvement Results<br />
There is a GIANT disconnect between how<br />
organizations provide training and the realities of<br />
adult learning. Over the past 70 years, academic<br />
researchers have studied nearly every imaginable<br />
factor in adult education for both classroom and<br />
eLearning. Yet most workplace training violates<br />
these principles. As a result, typical training<br />
suffers from the “Terrible TOOs”. Training is too<br />
much, too long, too disconnected, too early, too<br />
infrequent, too boring, too inconsistent, too<br />
inconvenient, too expensive, and too dysfunctional.<br />
We’ll highlight established research on<br />
effective learning, and show how you can<br />
eliminate the Terrible TOOs in your training.<br />
Learn how to truly generate performance<br />
improvements with your training.<br />
515 Migrating Your LMS:<br />
A Best Practices Panel<br />
Stacey Harris, VP, Research, Brandon Hall Group<br />
Your LMS contract is up for renewal and you’re<br />
not completely satisfied with your provider.<br />
Perhaps they were acquired and you’re not<br />
getting the same kind of personalized support,<br />
while costs go up. Meanwhile, employees are<br />
clamoring for learning on their mobile devices<br />
and tablets. But your budget is tight, and<br />
employee learning needs are urgent. Changing<br />
platforms can be difficult and risky. If you’re in<br />
the market for an LMS, you might be surprised at<br />
your options. Veteran industry analyst Harris will<br />
moderate a discussion with customers of three<br />
very different solution providers: an established<br />
talent management systems leader, a web-based<br />
LMS upstart, and a provider of a free, open<br />
source platform. Learn why now is actually a<br />
good time to be migrating to a new LMS, as<br />
providers old and new battle for market share,<br />
driving innovation. Harris will ask users about<br />
everything from integration and reporting<br />
capabilities to service, support, and pricing.<br />
Bring your questions too!<br />
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Training 2013 Conference & Expo<br />
516 A Small, but Mighty, Team<br />
of One: Building a High-Impact,<br />
Strategic Program<br />
Tami King, Training Manager, Novation, LLC<br />
Many training departments consist of one lone<br />
star. But even as a team of one, you can keep up<br />
with the big guys. Come to this valuable<br />
PLAY-shop to learn to:<br />
Team up with Leadership: Success is<br />
dependent upon your ability to listen, question,<br />
report, and communicate with senior leaders.<br />
Select a Stellar Starting Lineup: Handpick<br />
courses that will get you the best bang for your<br />
buck.<br />
Consult Your Playback Monitor: Use data and<br />
discipline to document your work and ease<br />
your learners’ experiences.<br />
Create your Signs and Signals: Communicate<br />
benefits. Market your programs and yourself.<br />
Play Moneyball: Go beyond a Level 1 “smiley<br />
sheet” and put meaningful, quantifiable metrics<br />
in place tomorrow.<br />
Walk the Balance Beam of Life: Learn from a<br />
recovering perfectionist how to navigate the<br />
delicate balance between work and your<br />
real life.<br />
517 Why and How to Design<br />
Micro Learning<br />
Chanin Ballance, CEO; Nate Jolly, Senior<br />
Instructional Designer/Strategist, VIA Learning<br />
Harvard psychologist George Miller formulated<br />
the chunk concept in 1956, but he never would<br />
have predicted the relevance of his findings in<br />
the 2.0 learning world. Today we must design<br />
learning strategy and content to take advantage<br />
of evolving learning behavior. Learning should<br />
get to the heart of things quickly and be easily<br />
accessible. If a learner’s working memory is full,<br />
the excess information will disappear. If the<br />
content isn’t available on demand, the learner<br />
will postpone. In this session, you’ll discuss how<br />
much information learners can digest and<br />
process with their working memory, and why<br />
some learning can end up as unproductive,<br />
negative and even antagonistic. You’ll see how<br />
to design effective learning with chunks to help<br />
facilitate the brain’s ability to absorb information<br />
more efficiently, thus improving the learning<br />
process.<br />
WEDNESDAY, FEBRUARY 20<br />
8:30 – 9:30 AM<br />
601 Creating the Need to Know:<br />
Using Technology to Drive<br />
Learner Responsibility <br />
Jason Bickle, Director, Community & Events,<br />
Rapid Intake<br />
What if we had no graphics? What if there was<br />
no audio or video? Would our online learners<br />
learn? As technology is changing, the way we<br />
think about teaching and learning online is<br />
evolving. Come discover how to improve<br />
cognitive engagement, create the need to know,<br />
and motivate learners to take responsibility for<br />
the learning process. You will accomplish this<br />
through discussion of learner challenges,<br />
mysteries, and games to ignite the need to know.<br />
Learners will be driven to find the information at<br />
their fingertips, and as a result increase<br />
retention.<br />
602 The Bottomline on ROI <br />
Patti Phillips, Author, The Bottomline on ROI and<br />
10 Steps to Successful Business Alignment<br />
This session is for those who haven’t taken the<br />
ROI journey yet but want to know how it works.<br />
The fundamental concepts of measuring the<br />
return on investment in learning and development<br />
are explored. Exercises, examples, and<br />
tools in this interactive session are used to teach<br />
the very fundamental aspects of ROI. Learn to:<br />
Identify the five levels of evaluation.<br />
Identify the ten steps on the ROI Methodology.<br />
Determine where and when to use ROI.<br />
603 10 Communication Strategies<br />
Every Leader Needs to Know<br />
Dianna Booher, Author, Communicate<br />
with Confidence<br />
This session will provide ten guidelines for<br />
measuring your communication across functional<br />
lines and up and down the chain of command.<br />
The principles provide strategies for anyone who<br />
wants to communicate clear messages, increase<br />
credibility, and build stronger relationships. You<br />
will walk away with guidelines for deciding what<br />
to communicate,…when to communicate,…and<br />
how to communicate both routine and highly<br />
sensitive messages. Learn to:<br />
Structure clear, concise messages—whether<br />
responses to questions in the classroom,<br />
hallway interactions with a peer or boss, or<br />
extemporaneous presentations.<br />
Develop an information-sharing strategy to<br />
ensure departmental communication that is<br />
credible, complete, reliable, and timely.<br />
Assess your personal communication style to<br />
determine clarity and influence.
604 Gaming 101: Creating Meaningful<br />
Learning Experiences<br />
Brenda Enders, President/Chief Learning<br />
Strategist, Enders Consulting<br />
Serious games and gamification, when done<br />
properly and applied within a long-term learning<br />
strategy, can increase employee engagement,<br />
reduce time to proficiency and ultimately improve<br />
performance. Get the foundation knowledge and<br />
experience to begin integrating gaming concepts<br />
within your learning solutions. You will:<br />
Experience how organizations are using games<br />
to increase performance and address learning<br />
needs through examples.<br />
Explore core game design elements;<br />
understand why they motivate behavior.<br />
Discuss the impact and potential modifications<br />
needed to your development process and team.<br />
605 8 Strategies to Successfully<br />
Involve SMEs in Training<br />
Kendra Lee, President, KLA Group<br />
Effectively engaging Subject Matter Experts<br />
(SMEs) in development and delivery speeds<br />
development time, ensures the content hits the<br />
mark, and elevates the adoption rate. But often<br />
the SMEs are elusive and difficult to engage.<br />
Break past the roadblocks of involving SMEs<br />
with 8 proven strategies for engaging your top<br />
experts in development, delivery and reinforcement.<br />
Discover:<br />
How to get SMEs to want to participate.<br />
Tips to choose the best SMEs to engage based<br />
on your program objectives.<br />
Which SMEs you should involve to get the<br />
highest return on the overall program.<br />
Indicators of potential pitfalls once SMEs are<br />
engaged.<br />
606 The Value of Training with<br />
Tablets in the Classroom<br />
David Haroldsen, Training Manager; Cindy Stutz,<br />
Associate Director, Training; Kenya Adams,<br />
Training Manager, Verizon Wireless<br />
Explore the value and return on investment of<br />
using tablets in the classroom. This session will<br />
focus on the value of tablets from a trainer,<br />
participant and going green perspective. You’ll<br />
have hands-on practice with tablets during the<br />
session (bring your own or try out one that will<br />
be provided!), allowing you to experience the<br />
benefits that tablets bring to the training environment<br />
as a trainer and a participant. Topics will<br />
include: Training Preparation, Facilitation, Use of<br />
Media, Classroom Interaction, Games, Apps,<br />
Accessories, Note Taking, Online Participant<br />
Guides, and Practice.<br />
607 Why Coaching Works: 12 Stories<br />
That Teach and Inspire<br />
Tim Hagen, President, Training Reinforcement<br />
Partners (Sales Progress)<br />
Coaching is an extremely powerful tool in developing<br />
high-performing workforces. Formalized<br />
coaching programs build greater employee<br />
engagement, performance improvement, and<br />
decrease costs associated with traditional<br />
training. It is a misconception that coaching is<br />
managing. It is not. A true coach drives performance<br />
for individual employees as well as<br />
employee teams, while a manager is often<br />
content with sustaining the status quo. Learn<br />
what research tells us about coaching and how it<br />
affects the bottom line of organizations. Hagen<br />
will share 12 true stories on how coaching has<br />
changed lives in the workplace and home life.<br />
608 Let’s Get Real About Rapid<br />
Development Costs!<br />
Becky Lucas, Owner, Training Partners Plus, Inc.<br />
Content scope, amount and level of interaction,<br />
and the glam factor—you’ll explore the factors<br />
and variables impacting cost of eLearning.<br />
You’ll be introduced to a cost calculator that<br />
calculates seat time and costs specifically<br />
associated with using rapid development<br />
methodologies and Articulate and Captivate<br />
software. After participating in a cost assessment<br />
activity, volunteers will plug their data inputs<br />
into the calculator to see various ‘what if’<br />
scenarios that impact cost estimates. You’ll:<br />
Identify the design elements impacting cost<br />
estimates and seat time.<br />
Identify the impact client/vendor relationships<br />
and shared work effort has on cost estimates.<br />
Practice assessing the inputs needed to<br />
calculate eLearning costs.<br />
609 Hottest New Tools for Cutting-<br />
Edge Virtual Training<br />
Sheri Jeavons, President, Power Presentations,<br />
Inc.; Bob Lee, Senior Product Marketing Manager,<br />
GoToTraining<br />
This session explores the latest virtual platform<br />
training tools including video, testing, reporting,<br />
evaluations and breakout rooms and how to<br />
avoid common pitfalls to best coordinate with<br />
your IT department when selecting a virtual<br />
platform. Learn how to incorporate these new<br />
tools into your online training to deliver innovative<br />
and engaging events; and examine how to<br />
balance ever-changing technology with practical<br />
delivery techniques. No matter what virtual<br />
training platform you use, you will leave this<br />
session with ideas to create your own cuttingedge<br />
online training.<br />
Stop by the Training 2013 book store in the Expo Hall<br />
for book signings and the latest training resources.<br />
Breakout Sessions 27<br />
610 How to Get Employees<br />
Up-to-Speed in Record Time<br />
Steve Rosenbaum, President, Learning Paths<br />
International; Jim Williams, Learning Leader<br />
North America, Elsevier; Edward Robbins,<br />
President, Robbins & Associates<br />
Every minute that employees are less than fully<br />
proficient has a direct and measureable financial<br />
impact on the organization. Through applying<br />
the best of quality improvement, accelerated<br />
learning and change management in a rigorous<br />
and disciplined manner it’s possible to quickly<br />
reduce time to proficiency by 30 to 50%. You’ll<br />
see case studies and examples of how this<br />
method has been applied in sales, manufacturing<br />
and customer service. You’ll also discuss an easy<br />
but sophisticated way to measure training as well<br />
as:<br />
Building a proficiency definition.<br />
Mapping the current learning process.<br />
Finding ways to drive out time, waste and<br />
variability.<br />
Implementing and measuring results.<br />
611 Blending Instructor-Led and<br />
Online Learning to Save Lives<br />
Leanne Batchelder, VP, Bottom-Line Performance<br />
Instructional designers and developers know that<br />
a blended learning approach is ideal, but where<br />
to begin? Learn about the design and development<br />
of a patient training curriculum that saves<br />
lives by building skill and confidence in a complicated<br />
medical therapy--through the use of online<br />
simulations, eLearning, videos, quick reference<br />
guides, and a variety of nurse tools. Batchelder<br />
will share:<br />
An analysis approach and tools for identifying<br />
learner needs, their learning preferences, and<br />
technical competence.<br />
A method for mapping training topics to<br />
learning objectives to delivery methods, and<br />
how to design a blended approach to meet<br />
overall project goals.<br />
Samples of the simulations, videos, eLearning<br />
courses, and print materials that convey the<br />
consistent theme and use of visuals/content<br />
throughout.<br />
612 Designing Talent Management<br />
Training Simulations for Managers<br />
Robert Bell, Senior Instructional Designer,<br />
Enspire Learning; Randy Esterling, Director,<br />
Enterprise Learning; Jennie Reid, Manager,<br />
Learning Solutions, ConAgra Foods<br />
Simulations and games hold enormous promise,<br />
moving training beyond basic content into a<br />
deeper exploration of dynamic talent management<br />
activities. In this best practice session,<br />
you’ll explore the design and development of one<br />
such simulation—ConAgra Foods’ “Managing<br />
Talent for Results,” which models the everyday<br />
challenges managers face in implementing a<br />
talent management strategy. Learn how the<br />
Log on to TrainingConference.com to register today!
28 Breakout Sessions<br />
simulation blends analog and digital features for<br />
the sake off efficiency y and overall product<br />
efficacy; and the ways they y evaluated the<br />
success of f this experience to ensure that it effectively<br />
y addressed key y human resources training<br />
challenges.<br />
613 Changing the Way y NASA<br />
Safetyy Learns While Delivering<br />
a Positive ROI<br />
John Marinaro, Director, Technical l Excellence;<br />
Jamess May, Program Manager, NASA<br />
Safety Center<br />
As a result off the findings of f the Space Shuttle<br />
Columbia Accident Investigation Board, the<br />
NASA A Safety y Center (NSC) was established.<br />
Hear how w NSC’s Technical Excellence Office,<br />
charged with increasing the overall competency<br />
and credibility y off<br />
NASA’s safety y community,<br />
developed a corporate universityy and STEP, their<br />
comprehensive, career-oriented, professional<br />
development program that covers six x engineering<br />
safety y disciplines. Learn how w STEP was taken<br />
from conception to reality, from curriculum<br />
design and eLearning production to launch and<br />
implementation—and how w it has demonstrated<br />
outstanding metrics and a 400% ROI.<br />
614 Avoiding Program Derailment:<br />
Five Habits of f Effective Design<br />
Jen Cason, Associate e Director, Training g &<br />
Documentation, TSYS<br />
The success of f a training design project doesn’t<br />
rest solelyy in adult learning or technical<br />
development expertise. If f you’ve ever had a<br />
project derailed in testing by y a sponsor,<br />
stakeholder, SME or facilitator who insisted that<br />
it be “fixed,” you know w this pain. Without their<br />
approval, the solution can’t be released. Cason<br />
will identifyy five habits culled from real-world<br />
examples that will help you prevent or resolve<br />
issues that lead to derailment. Learn:<br />
How w operating “outside the box” can get you<br />
into trouble.<br />
One thing most designers hate to admit, but<br />
really y need to advocate.<br />
Three ways you can critic-proof f your<br />
project team.<br />
Whyy pictures really y are worth a thousand<br />
words in training design.<br />
The investment that pays the greatest<br />
dividends, regardless of f project.<br />
Is your training organization<br />
one of the best in the world?<br />
Stop by the<br />
y Training<br />
magazine booth<br />
to learn more<br />
about Training’s<br />
Top 125 awards<br />
Training 2013 Conference & Expo<br />
WEDNESDAY, FEBRUARY 20<br />
11:00 AM – 12:00 PM<br />
701 BYOD! Tips for Effective<br />
Mobile Assessments <br />
Jefff Place, Assessment t Evangelist,<br />
Questionmark Corporation<br />
Bring-Your-Own-Device (BYOD) has gone<br />
mainstream. Smart phones and tablets offer a<br />
valuable opportunity y for administering mobile<br />
assessments. You can now w deliver a single<br />
<strong>survey</strong>, quiz or test to different platforms and<br />
then process the results centrally. Learners can<br />
access mobile assessments via email links, QR<br />
codes or mobile applications. Learn:<br />
How w mobile deliveryy can be used on its own or<br />
as part of f a blended delivery y strategy.<br />
About the use of f mobile assessments for<br />
<strong>survey</strong>s, data gathering, quick k quizzes,<br />
mobile testing “centers” and observational<br />
assessments.<br />
About best practices for creating <strong>survey</strong>s and<br />
quizzes suitable for mobile delivery, taking into<br />
account limitations on screen size, typing<br />
capabilities, and bandwidth.<br />
NOTE: BYOD and you’ll take some mobile<br />
assessments yourselves to see how w this can<br />
work k for your organization.<br />
702 Training in China: Opportunities,<br />
Challenges, and Trends<br />
Jefff Chai, VP; Raymond d Zhu, President,<br />
Learning g Pathss<br />
China; Steve e Rosenbaum,<br />
President, Learningg Pathss<br />
International<br />
Training is becoming a very y valuable commodity<br />
in China. Theyy place a high value on U.S. best<br />
practices and key y thought leaders. However,<br />
navigating this new w world is not easy. Get real<br />
life examples of f what it takes to be successful.<br />
Learn about:<br />
Trends in training in China.<br />
Common myths about doing business and<br />
training in China.<br />
Challenges in transferring training and best<br />
practices.<br />
How w to find partners in China to overcome<br />
barriers.<br />
Differences in training a Chinese audience.<br />
703 Frontline Leader Development:<br />
A Case Study y in When Necessity<br />
Breeds Ingenuity<br />
Kathy y Grinsteiner, Training g andd<br />
Qualityy<br />
Manager;<br />
Brenda a Selle, Customer r Experiencee<br />
Manager;<br />
Kasey y Hyrkas-Emery, Senior r Analyst; Blue e Cross<br />
Blue e Shieldd<br />
off<br />
Michigan<br />
Frontline leaders are frequently y promoted from<br />
within, with little or no direct leadership experience.<br />
Blue Cross Blue Shield of f Michigan<br />
recognized that a significant need existed to<br />
develop operational frontline leaders to meet the<br />
challenges facing our organization and industry<br />
as a whole. You’ll hear about their<br />
LeadingBlueOps, an in-house program with<br />
coaching as its core component, which takes<br />
frontline leaders through an experience that is<br />
structured, yet personalized and flexible. Learn:<br />
About the analysis, design, and<br />
implementation of f LeadingBlueOps.<br />
How w to incorporate leadership competencies<br />
and a professional 360 assessment into a<br />
coaching program.<br />
About the continuous feedback k and<br />
measurement processes that have been<br />
successfullyy implemented.<br />
704 The Bite-Size Revolution in<br />
Learning: Achieving More<br />
with Less<br />
Sebastian Bailey, President, The e Mind d Gym Inc.<br />
L&D needs to be about value not cost; outcomes<br />
not activity; proven contribution to the business<br />
not audience delight. Traditional development<br />
solutions are either bespoke or off-the-shelf—the<br />
first is slow w to create, expensive and lacks<br />
responsiveness; the latter tends not to be fit for<br />
purpose, a one-size approach that fits no-one.<br />
There is another way. The bite-size learning<br />
revolution is changing everything and together<br />
we’ll explore the science and results behind it.<br />
Learn how w a modular, distributed learning<br />
approach can offer solutions that allow w for mass<br />
customization which can be delivered quickly,<br />
cheaply y and at scale. Learn:<br />
To achieve in 90 minutes what normally y takes<br />
a day.<br />
About the science of f short-form training.<br />
To achieve 17% greater learning transfer.<br />
705 mLearning to Support Sales<br />
Mobility y at AutoTrader.com<br />
Coryy Colton, Sr. Manager, Learning<br />
Technologies; Steven Poyner, eLearning<br />
Specialist; Heather r Markle e , Associate e Manager<br />
Learning g Technologies; AutoTrader.com<br />
Explore how w AutoTrader.com was able to deploy<br />
its “My y Learning” mobile learning solution to<br />
meet business needs across its core business and<br />
acquisition sales force. The “My y Learning”<br />
platform currentlyy supports 1,000+ sales<br />
colleagues and includes the deployment of<br />
gamification, user-generated content to promote<br />
best-practices, audio/video podcast and push<br />
notifications and SMS texting for department<br />
communications. You’ll learn:<br />
About AutoTrader.com’s strategy y and<br />
challenges.<br />
How w to design an intuitive and flexible user<br />
interface to make learning easy y to find and<br />
enjoyable.<br />
How w to embed mobile learning into key<br />
learning initiatives to encompass formal,<br />
informal, and social learning.
706 AIT Training Specialist Program:<br />
The Performance Enhancement<br />
Answer<br />
Kathy Lee, Training Manager, AIT Laboratories<br />
The AIT Training Specialist Program transformed<br />
a group of diverse, departmental subject<br />
matter experts (SMEs) into a training powerhouse.<br />
The technical skills and leadership<br />
abilities of the participants mixed with the<br />
Training Specialist Program resulted in marked<br />
performance improvement for the employees,<br />
the departments and the corporation. The<br />
Training Specialist Program maximizes the “AIT<br />
Way”—teamwork, collaboration, communication<br />
and continuous improvement of people and<br />
processes. Lee will share why AIT’s founder and<br />
chair refers to the training specialists as “our<br />
team of experts” and how to develop this<br />
structure for use in your company. Learn to:<br />
Discuss the application of the decentralized<br />
training model.<br />
Prepare your own “metrics for success” to sell<br />
to upper management.<br />
707 Nancy Drew as Internal<br />
Consultant: Solving<br />
Corporate Mysteries <br />
Kim Barnes, CEO, Barnes & Conti Associates,<br />
Inc.; Tracy Gohari, Director, T&D, Woodward;<br />
Terri Dorsey, Director, OD, Boys & Girls Clubs<br />
of America<br />
Internal consultants play many roles; change<br />
catalyst, trusted advisor, performance consultant,<br />
organizational listening post, among<br />
others. This session explores another role:<br />
organizational detective. Internal consultants<br />
often have information that nobody else is privy<br />
to—they know, in a sense, where “the bodies are<br />
buried.” Because of their professional commitment<br />
to confidentiality, they often have to work<br />
alone, like the classic detective heroes and<br />
heroines we read about—and sometimes identify<br />
with. Come prepared to tell and listen to stories<br />
(names changed to protect the guilty, of course)<br />
and explore the thrills and chills of solving<br />
organizational mysteries! The session will be<br />
interesting and fun—you’ll come away with<br />
some new ideas for your practice and an<br />
enlarged sense of the possibilities of your role.<br />
708 The Secret to Gathering Training<br />
Requirements<br />
Kendra Lee, President, KLA Group<br />
In just minutes, executive sponsors expect you<br />
to secure all the information you need to design,<br />
develop, and deliver training that will solve their<br />
organization’s business issue. You need a<br />
requirements-gathering approach that will<br />
enable you to uncover crucial information.<br />
You’ll:<br />
Identify the critical information you must<br />
secure from executives.<br />
Craft a matrix of questions you can ask by<br />
priority, for 10-, 20-, and 40-minute<br />
meetings.<br />
Learn six questions that quickly uncover<br />
crucial requirements.<br />
Determine what to do when the executive cuts<br />
the meeting short.<br />
Brainstorm strategies around executive<br />
roadblocks to sharing their time and<br />
information.<br />
709 Intelligent Learning Design:<br />
Redefining Blended Learning <br />
Sarah Thompson Senior Learning Consultant;<br />
Jason DeLeon, VP; Intrepid Learning<br />
How do we integrate the promise of technologies<br />
such as collaboration tools, social networks,<br />
cloud computing, and more into effective<br />
learning solutions that achieve tangible results?<br />
Learn:<br />
About research, examples, and trends of<br />
critical new technologies and their applications<br />
for learning.<br />
About a framework that expands the common<br />
vision of learning beyond traditional categories<br />
to include new models of informal and social<br />
learning, and examples in practice.<br />
How to blend formal, informal, and social<br />
learning into effective solutions.<br />
About a modality assessment tool set and<br />
apply it to a case study.<br />
How to determine when and how to use<br />
different modalities and methods.<br />
710 Implementing Social<br />
Collaborative Technologies: A<br />
Guiding Framework<br />
Madhuri Kumar, Global Lead, Training Design &<br />
Development, GE Oil & Gas<br />
Social collaborative technologies create fundamental<br />
shifts when embedded into business<br />
workflows, increasing movements of knowledge<br />
facilitated by the socially fluid environment.<br />
Existing silos break, resulting in greater productivity,<br />
transparency, and connectivity. For<br />
performance technologists, while these shifts<br />
afford new avenues of creating value, empirical<br />
evidence shows resistance to change, disconnects<br />
with accepted business workflows,<br />
incompatibility across multiple business<br />
functions, and failed project management.<br />
Learn about the journey of one global corporation’s<br />
implementation of a social collaborative<br />
platform. You’ll explore a framework that<br />
highlights the management of critical business<br />
factors in this successful implementation and<br />
adoption.<br />
Breakout Sessions 29<br />
711 Tackling the Challenges of<br />
Measuring ROI <br />
Jack Phillips, Author, The Value of Learning<br />
Learn how some of the most admired<br />
organizations in the world are tackling the three<br />
major challenges for conducting ROI studies.<br />
The first challenge is collecting post-program<br />
data on a follow-up basis. This session will<br />
show how a variety of techniques are being used<br />
to capture data in a credible, reliable way. The<br />
second challenge is to separate the influence of<br />
learning from other factors. This session will<br />
show how these organizations are isolating the<br />
effects of the programs on the business impact<br />
data. The third challenge is to convert data to<br />
money. Using examples of all types of<br />
organizations, including from the public sector,<br />
the session will show how data are being<br />
converted to monetary benefits.<br />
712 Creative? Who Me?<br />
Lisa Stortz, Strategic Relationship Manager,<br />
Allen Interactions<br />
Yes, you can be creative and this session will<br />
show you how! Whether you’re looking to:<br />
Take a creative new approach to your<br />
learning strategy.<br />
Add creative elements to your learning<br />
solutions.<br />
Engage others in the creative process, or just<br />
want to come and have fun.<br />
This session is for you. You’ll leave with some<br />
time tested tools to spark creativity and we may<br />
just co-create some new ones as well. Creative?<br />
Yes You!<br />
713 Tips and Tricks for Multi-Cultural<br />
Online Training<br />
Linda Uli, Training Manager, Cisco<br />
A one-size-fits-all online training strategy is<br />
no longer optimal in reaching today’s diverse<br />
audiences. The virtual classroom makes it<br />
possible to deliver training to learners from all<br />
over the world. Get techniques and methods to<br />
more effectively teach participants based on<br />
their culture, customs, and beliefs. Learn<br />
how to:<br />
How to use The Lewis Model—a tool that<br />
defines and simplifies the blueprint for<br />
cultural analysis.<br />
Apply the learning styles of linear-active,<br />
multi-active, and reactive cultures in the<br />
online classroom.<br />
Match common traits with relevant online<br />
strategies.<br />
Busy schedule? Learn online!<br />
Bookmark TrainingLiveandOnline.com<br />
for a calendar of upcoming Certificate programs.<br />
Log on to TrainingConference.com to register today!
30 Optional Tours<br />
Extend your conference experience with a Thursday tour and get some truly magical<br />
training tips from Disney or explore the world’s leading Emerging Technology Lab.<br />
T01 Business Behind The Magic:<br />
A Disney Institute Tour<br />
Thursday, February 21 » 9:00 am –12:00 pm<br />
In addition to creating magical experiences for Guests, Walt and Roy<br />
Disney mastered the art of business. They determined that leadership<br />
excellence, selection, training & engagement, quality service, brand<br />
loyalty and creativity & innovation were the five key principles that<br />
would forge an invaluable formula for success; and ultimately establish<br />
Disney as one of the world’s leading brands. Now, Disney Institute<br />
invites you behind-the-scenes to discover how these Disney business<br />
insights can be adapted and implemented within your own<br />
organization. In this unique, 3-hour experience you will explore these<br />
principles by visiting: Textile Services (a state-of-the-art laundry<br />
facility); Epcot Cast Services (the “Backstage” area for Cast Members);<br />
Main Street, U.S.A.;<br />
and the “Utilidor” System<br />
(a peek beneath the<br />
Magic Kingdom).<br />
Attendee Registration<br />
Information:<br />
Register Online:<br />
Visit www.TrainingConference.com and click on<br />
“Register Now.” Payment is accepted by credit<br />
card (Amex, Discover, MasterCard or Visa). If<br />
you are paying by check or wire transfer, select<br />
Balance Due for your method of payment and<br />
an invoice will be generated by e-mail. Contact<br />
customer service for wire transfers.<br />
Register by Fax:<br />
Complete the registration form on page 32<br />
and fax it to: 847.277.7414.<br />
Register by Mail:<br />
Mail a completed registration form with your<br />
payment by check or credit card to:<br />
Training Conferences<br />
c/o Netronix Corp. eShow<br />
5 Executive Court, Suite 2<br />
South Barrington, IL 60010<br />
Training 2013 Conference & Expo<br />
Fee: $200<br />
Payment:<br />
We accept payment by check or money order<br />
payable to Training Conferences (U.S. funds and a<br />
U.S. bank), wire transfer and the following credit<br />
cards: American Express, Discover, MasterCard<br />
and Visa, For purchase orders, please fax it with<br />
your registration form to: 847.277.7414 and<br />
an invoice will be sent to you. Full payment is<br />
required prior to the start of Training 2013. Badges<br />
will not be issued without full payment. A W-9 is<br />
available online in Registration Fees and FAQs.<br />
Organizational Discounts:<br />
Discounts are available for: Government/Military;<br />
Academic Institutions; Charitable Non-Profits;<br />
and Groups of 3 or more. One discount per<br />
attendee; discount offers may not be combined.<br />
Discount codes must be entered prior to payment.<br />
Contact Staff@TrainingMagEvents.com for more<br />
information and please specify Training 2013.<br />
Special Services/Assistance:<br />
If you require special services or assistance<br />
at Training 2013, please check the box on<br />
the registration form or contact<br />
Conferences@TrainingMagEvents.com<br />
in advance of arriving at the Conference.<br />
T02 University of Central Florida’s Mixed<br />
Emerging Technology Integration Lab Tour<br />
Thursday, February 21 » 9:00 am –2:00 pm<br />
The Institute for Simulation<br />
and Training (IST) is a<br />
research unit of the<br />
University of Central Florida,<br />
the second largest university<br />
in the U.S. IST provides a<br />
wide range of research and<br />
information services for the<br />
modeling, simulation, and<br />
training community. This<br />
site tour will focus on human-centric simulation and blended learning<br />
research and development initiatives. Explore:<br />
<br />
<br />
<br />
through technologies such as Mobile, Games and Simulations,<br />
Virtual Worlds, and collaborative tools.<br />
<br />
business/leadership, military, and education.<br />
Fee: $75. Includes lunch.<br />
Includes round trip transportation from Disney's Coronado Springs Resort. Space is limited. Pre-registration is recommended.<br />
Attendee Customer Service:<br />
Phone: 847.620.4483 ext. 1<br />
Monday-Friday<br />
9 am – 6 pm Eastern<br />
Fax: 847.277.7414<br />
Email: registration@goeshow.com<br />
(with “Training 2013”<br />
in the subject line)<br />
General Questions?<br />
Visit www.TrainingConference.com for the<br />
most up-to-date information and schedules.<br />
Cancellation Policy:<br />
Should you need to cancel your Training 2013<br />
Conference or registration, you must do so in<br />
writing to Customer Service—either by e-mail<br />
or by fax—by February 4, 2013. Cancellations<br />
received by February 4, 2013 are subject to a<br />
$100 processing fee. After February 4, 2013,<br />
we are happy to accept substitutions or issue a<br />
letter of credit, but no refunds will be issued.<br />
Expo-only fees are non-refundable.<br />
For exhibit/sponsor opportunities,<br />
contact Dick@TrainingMag.com
Disney®<br />
Training 2013 Conference<br />
& Expo will take place at:<br />
<br />
VALUABLE BONUSES<br />
for 3-Day Conference* Attendees!<br />
Receive a FREE Disney<br />
Theme Park Ticket and a<br />
$25 Disney Dining Card<br />
simply reserve your hotel room at<br />
Disney’s Coronado Springs Resort® through<br />
Connections Housing. Your stay must include<br />
the nights of f Sunday, February 17 and Monday,<br />
February 18, 2013. Offer is only valid with a<br />
3-Day Conference paid registration and is<br />
subject to room availability.<br />
One meal voucher and theme park ticket per sleeping<br />
room. Theme park tickets expire 12/31/2013; are good<br />
for use after 4:00 pm and may be used for one of f the<br />
following theme parks: Epcot®, Magic Kingdom® Park, Disney’s Hollywood Studios® or Disney’s Animal<br />
Kingdom® Theme Park (subject to applicable park policies and procedures). Some activities/events may be<br />
separately priced. For park hours visit: http://disneyworld.disney.go.com/calendars/. *Attendees with<br />
a complimentary 3-Day Conference registration are not eligible for these bonuses. A variety of f tickets are<br />
available for purchase through Disney. Details below.<br />
Disney Dining Card (value of f $25)<br />
may be redeemed for the purchase of<br />
food and beverage items at participating<br />
restaurants and other participating food<br />
and beverage locations within the Walt<br />
Disney World® Resort.<br />
Conference attendees who qualify<br />
will pick up their bonuses at the<br />
Training 2013 registration desk.<br />
Disney®<br />
Need extra Theme Park tickets? Disney has special rates for attendees.<br />
Visit http://www.mydisneymeetings.com/lmgtraining2013<br />
Disney®<br />
Hotel Reservations<br />
Venue & Hotel 31<br />
Reserve your room at Disney’s Coronado Springs<br />
Resort® through Connections Housing using one<br />
of f the following methods in order to receive our<br />
special Training 2013 Conference rate of f $169 single<br />
or double. Connections is the official hotel agency<br />
for your Training 2013 needs—the only guaranteed<br />
method of f hotel reservation by the Training 2013 show<br />
management. Book your room(s) through them today<br />
to receive our special reduced rates.<br />
Online: Book online by visiting<br />
www.TrainingConference.com and<br />
clicking on the ‘Venue and Hotel’ tab<br />
Phone: Toll-free 800.262.9974 or<br />
International 404.842.0000<br />
Fax: 678.623.8887<br />
Government Rate Per Diem rooms are available<br />
on a limited first-come, first-served basis through<br />
Connections Housing. In order to be eligible for this<br />
rate you must have valid government identification<br />
presentable at check-in.<br />
Reservations are accepted on a first-come, first-served<br />
basis, and discounted rooms are only available while<br />
blocks last, so be sure to reserve your room today!<br />
Any reservation booked outside of f Connections is not<br />
endorsed by Training 2013 show management.<br />
Disney’s Magical Express Service<br />
Disney®<br />
Take advantage of f the latest innovation in Disney’s<br />
legendary commitment to service and convenience.<br />
This complimentary shuttle and luggage service takes<br />
you from the Orlando International Airport directly<br />
to the Coronado and back again. To qualify, please<br />
book your room through Connections Housing by<br />
January 22.<br />
Starting January 29, you may call 407.827.6777<br />
or visit http://www.mydisneymeetings.com/<br />
lmgtraining2013 to book your complimentary Magical<br />
Express shuttle and luggage service. Discounted<br />
Theme Park Tickets for Attendees are also available.<br />
Let Us Take You Where You Want To Go<br />
Enjoy the convenience of f Disney transportation<br />
throughout the Walt Disney World® Resort. Just steps<br />
from your door, boats and motor coaches are waiting<br />
to take you to and from the Theme Parks, Water Parks,<br />
the Downtown Disney® area, and more.<br />
Parking<br />
Disney’s Coronado Springs Resort® provides<br />
free parking for registered guests and/or for Training<br />
2013 attendees.<br />
Log on to TrainingConference.com to register today!
Conference: February y 18–20<br />
Expo: February y 18–19<br />
Certificates: Februaryy 15–17<br />
Disney’s Coronado Springs Resort, Florida<br />
3 WAYS TO REGISTER!<br />
1. Online: www.TrainingConference.com<br />
2. Fax: 847.277.7414<br />
3. Mail: Training Conferences<br />
c/o Netronix Corp. eShow<br />
5 Executive Court, Suite 2<br />
South Barrington, IL 60010<br />
IMPORTANT: Please read the registration instructions on page 30 before completing this form.<br />
1. Registrant Information.<br />
□ Check here<br />
if you require<br />
special<br />
Phone (required)<br />
services.<br />
E-mail (required)<br />
2. Registration Fees.<br />
□ 3-Day Conference & Expo (Mon –Wed)....................................................................$1,395<br />
Optional Pre-Conference Certificate Programs and Training Directors’ Forum:*<br />
□ P01 Designing and Delivering Instructor-Led Training (Fri – Sun) .............................$995<br />
□ P02 Building Learning with Adobe Captivate 6 (Fri – Sun) ........................................$895<br />
□ P03 Instructional Design Fundamentals (Fri – Sun)...................................................$895<br />
□ P04 Managing the Training Function (Fri – Sun)........................................................$895<br />
□ P05 Assessing and Evaluating Training (Sat – Sun) ..................................................$695<br />
□ P06 Advanced Instructional Design (Sat – Sun).........................................................$695<br />
□ P07 Developing eLearning Stories and Scenarios Using Storyline (Sat – Sun)...........$695<br />
□ P08 Using Games, Simulations and Mobile for Learning (Sat – Sun) ........................$695<br />
□ P09 Creating Leadership Development Programs (Sat – Sun) ...................................$695<br />
□ P10 Designing, Facilitating, and Managing Live eLearning (Sat – Sun)....................$695<br />
□ TDF Training Directors’ Forum (Sun) ..........................................................................$395<br />
*3-Day * y Conference e registration n is s required d for r this s fee. Certificate e Only<br />
and d Training g Directors' ' Forum m Only y pricing g is s available. Call l 847.620.4483 3 Ext. 1.<br />
Optional Post-Conference Tours: Thursday, February 21 (Space is lmited.)<br />
□ Business Behind The Magic: A Disney y Institute Tour (Thurs, 9 am – 12 pm)...............$200<br />
□ University y of Central Florida’s Mixed Emerging Technology y Integration Lab Tour<br />
(Thurs, 9 am – 2 pm)......................................................................................................$75<br />
□ Expo Only Registration (Mon – Tues) ......................................................................................$25<br />
DISCOUNT CODE: ____________ ($ _________)<br />
TOTAL AMOUNT DUE (in U.S. Dollars) $ ________<br />
3. Clinics are FREE to Conference attendees. (See pages 12-13.) Select One:<br />
□ C01 Using Social Media for r Learning<br />
□ C02 Using and Designing Digital Team Building<br />
Games<br />
□ C03 PowerPoint as a Graphics Editor:<br />
Simplified Visual Design for r eLearning<br />
□ C04 Performance Partnering: Proactive and<br />
Reactive Performance Consulting<br />
□ C05 A Jolts Jam: Activities to Wake Up and<br />
Engage Your r Participants<br />
□ C06 Making the Business Case: Forecasting<br />
the Impact and ROI of Projects<br />
□ C07 Serious Playy Methods<br />
□ C08 Speak Like a Mouse: Eight Strategies<br />
That Pixie-dust Your r Presentations<br />
□ C09 Creating Outstanding eLearning Videos<br />
□ C10 A Hand Full of Knowledge — Creating<br />
Mobile Learning Assets and Courses<br />
Spacee is s limited. Pre-registration n iss<br />
recommended.<br />
Training Conferences<br />
Lakewood Media Group<br />
PO Box 247<br />
Excelsior, MN 55331<br />
Name<br />
Title<br />
Organization/Company<br />
Address<br />
AC A T NOW W and SAV A E $100<br />
City/State/Province ZIP/Postal Code<br />
By y providing your r information on this form, you explicity<br />
Country<br />
consent to receive communications from Lakewood Media Group,<br />
Training g Magazine, and its partners underr 47 U.S.C. 227.<br />
5. Method of Payment/Credit Card Authorization.<br />
□ Visa □ MasterCard □ AmEx □ Discover<br />
□ Check # ____________ Payable to Training Conferences<br />
Card Number<br />
On a 3-Dayy Conference & Expo<br />
when you register with Discount Code: CMAG3<br />
Print Cardholder’s Name Exp. Date<br />
Cardholder’s Signature Date<br />
Please fill out the following ONLY<br />
if f you have corrections to your<br />
mailing address shown above.<br />
4. Please answer the following. SELECT ONE answer per question.<br />
My job title is:<br />
□ 1 President or Above<br />
□ 2 Vice President<br />
□ 3 Director<br />
□ 4 Manager<br />
□ 5 Trainer<br />
□ 6 Supervisor/Coordinator/<br />
Assistant/Specialist<br />
□ 7 Other (please specify)<br />
_____________________<br />
My organization’s primary<br />
business activity:<br />
□ 1 Manufacturing<br />
□ 2 Hospitality y (food, lodging)<br />
□ 3 Retail<br />
□ 4 Wholesale/Distribution<br />
□ 5 Finance/Banking<br />
□ 6 Real Estate/Insurance<br />
□ 7 Business Services<br />
□ 8 Communications<br />
□ 9 Transportation/Utilities<br />
□ 10 Health/Medical Services<br />
□ 11 Educational Services/<br />
Academic Institution<br />
□ 12 Government and Military<br />
□ 13 Consulting<br />
□ 14 Public Administration<br />
□ 15 Other (please specify)<br />
_____________________<br />
Offer expires: January y 15, 2013<br />
This discount code may y not be combined with any y other discount code/offer.<br />
One discount per attendee. Discount codes must be entered prior to payment.<br />
My department:<br />
□ 1 General/Corporate/<br />
Administrative<br />
Management<br />
□ 2 Training/ / Development<br />
□ 3 HR/Personnel<br />
□ 4 Finance/ / Operations/DP<br />
□ 5 Sales/Marketing/<br />
Product Development<br />
□ 7 Customer Service<br />
□ 8 Education<br />
□ 9 MIS/Systems<br />
Management/Technical<br />
□ 10 Instructional Designer/<br />
Developer<br />
□ 11 Other (please specify)<br />
_____________________<br />
Total # of employees<br />
in all locations:<br />
□ 1 50,000+<br />
□ 2 25,000-49,999<br />
□ 3 10,000-24,999<br />
□ 4 5,000-9,999<br />
□ 5 1,000-4,999<br />
□ 6 500-999<br />
□ 7 250-499<br />
□ 8 100-249<br />
□ 9 Less than 100<br />
Size of annual training/<br />
learning budget<br />
(excluding salaries):<br />
□ 1 $10,000,000 +<br />
□ 2 $5,000,001 - $10,000,000<br />
□ 3 $2,000,001 - $5,000,000<br />
□ 4 $1,000,001 - $2,000,000<br />
□ 5 $500,001 - $1,000,000<br />
□ 6 $250,001 - $500,000<br />
□ 7 $150,001 - $250,000<br />
□ 8 $100,001 - $150,000<br />
□ 9 $50,000 - $100,000<br />
□ 10 Less than $50,000<br />
Register online at<br />
www.TrainingConference.com<br />
By y signing this form, you agree to have yourr credit card charged and to the cancellation policyy on page 30.<br />
Required for r processing<br />
Please mail check and<br />
registration form together.
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