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Are Great Leaders Born or Made?

"Great managers aren’t born — they’re trained.” That’s the message Scott Blanchard, principal and…

Winners Circle

Learning! 100

8th Annual Learning! 100 Award Call for Applications Opens

Award Program Recognizes Top 100 Global Learning Organizations Elearning! Media Group, publishers… Read more...

The 2017 Learning! 100

If there is a lesson to be learned from this year’s Learning! 100 honorees, it is that there is… Read more...

The 2017 Learning! 100

If there is a lesson to be learned from this year’s Learning! 100 honorees, it is that there is… Read more...

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The 2017 Learning! 100

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The 2017 Learning! 100

If there is a lesson to be learned from this year’s Learning! 100 honorees, it is that there is always room for improvement, that learning organizations cannot stand pat from year to year, no matter… Read more...

E-learning could help prepare more health-care professionals, according to a recent review of research projects carried out by Imperial CollegeLondon by the World Health Organization (W.H.O.).

More than 100 studies found that undergraduate students acquired knowledge and skills through computer-based e-learning (CBL) as well as - or better than - they do through traditional teaching.

Eleven of 33 studies demonstrated statistically significant knowledge gains for students engaged in CBL methods. Eight of 13 studies found a statistically significant difference in skill acquisition favoring the participants allocated to the CBL group. And five of 12 studies found more favorable attitudes among CBL group students. There was also found to be statistically significant knowledge gains for students using 3-D enhanced visual aids compared to students using standard 2-D.

The report concludes, "Information and communication technology (ICT)…called e-learning or blended learning…offers promising new modes for the delivery of education."

The report, edited by Najeeb Al-Shorbaji, Rifat Atun, Josip Car, Azeem Majeed, Erica Wheeler, with 31 contributors from around the globe, is titled "E-learning for Undergraduate Health Professional Education."

—Full report: http://whoeducationguidelines.org/sites/default/files/uploads/eLearning-healthprof-report.pdf 

Published in Latest News

The learning industry came together during the Enterprise Learning! Conference, a three-day live event held in Manassas, Va., June 8-10, and a two-day virtual follow-up held July 16-17.

Cutting-edge keynoters addressed the crowd. Keynoter Wayne McCulloch revealed the future of learning by showcasing the learning ecosystem of Salesforce, an organization named the Most Innovative Company four years running by Fortune magazine. Dr. Jennifer Golbeck shocked attendees by revealing how much of our personal data is available to virtually anyone, unbeknownst to most of us. Keynoter Col. Ronald Dodge disclosed that the greatest threat to a company’s cybersecurity is actually the users. McCulloch is senior vice president of Salesforce; Golbeck is director of the Human-Computer Interaction Lab at the University of Maryland; Dodge is CIO and associate professor at the West Point Military Academy.

The on-site event was held in Manassas, Va. June 8-10 while a live virtual edition was held July 16-17. A combined 1,897 learning professionals registered for the hybrid event.

The conference theme of “Building Smarter Organizations” provided four distinct learning tracks that examine learning ecosystems, smart connected things in learn, big data and learning analytics and best practice of the Learning! 100.

“The way we conduct business and train our employees in today’s world is different than any other era, and the popularity of having the option to attend an on-site or virtual, from-your-desktop learning event was reflected in the robust attendance for both events,” notes Catherine Upton, group publisher and event producer.

The July online event featured six live sessions and video broadcasts of the most popular onsite sessions. A live Q&A opportunity was made available to all virtual attendees during the keynote address by Wayne McCulloch as well as a learning CEO panel featuring Todd Tauber from Degreed and Malcolm Lotzof from INXPO.

Another important function of the annual conference is presentation of the annual Learning! 100 awards. The honorees represent 60 corporate enterprises and 40 public-sector/nonprofit organizations. The top winner in the corporate enterprise category was Salesforce, and the public-sector winner is Defense Acquisition University. (See article beginning on page 24.)

The conference programming was designed by George Mason University, Defense Acquisition University and Elearning! Media Group. Those that missed the event can still view content, Q&A and chats on the ELC online platform through Oct. 16.

              -To register: https://presentations.inxpo.com/Shows/ELearning/Microsite/registration.htm

Published in Latest News

By Sharon Boller

Today’s workers and “modern learners” only have 1 percent of their work week to devote to professional development and learning. The concern I have is that we make an assumption that we can and should winnow down all learning initiatives to fit into this 4.8 minutes per day or 24 minutes per week. Most definitely, reinforcement of a skill or reinforcement of a specific body of knowledge can be handled in 4.8 minutes a day. Learning sciencebased platforms such as Knowledge Guru, qStream or Axonify can be very useful in delivering micro reinforcement in this context.

Micro-learning is NOT useful when people need to acquire/learn complex skills, processes or behaviors. Imagine trying to learn any of these behaviors or skills in 4.8 minutes per day:

  • A musical instrument
  • Project management
  • Agile software development and processes
  • Instructional design
  • Any software tool
  • Teamwork skills
  • Sales
  • A [new] product 

 

What our industry needs is better clarity on when we need to formally train people, when we need to reinforce knowledge or skills people are building on their own, and when we simply need to keep key principles or practices front and center (e.g. safety and security practices).

A few years ago, we opted to create a “learning lab” environment in our own organization. We wanted a means of building technical and project management skills — and we recognized that if we want innovation to happen, we have to give it time to happen. This sparked the idea of “skill-builders,” which are formal side projects that employees can do ON COMPANY TIME. This year, we formalized this to the point of letting an employee allocate five full work days of time on a skill builder. Criteria for doing a skill-builder:

  1. The skill-builder needs to link tightly to a competency the company has agreed is important to us. (For example, we use AfterEffects quite a bit. So if a graphic designer wants to learn AfterEffects, he or she can craft a skill-builder around it.)

  2. We need to make sure employees have sufficient time to do it; ideally, they will be able to work in one-half to full-day “chunks” on the skill-builder as it is too hard to stop/start when you are in learning mode.

  3. A formal document needs to be created that describes the project, what skills it will build, what resources are required, and how it links to our business needs.

                  — Sharon Boller is the president of Bottom-Line Performance. Established in 1995, the company creates award-winning learning solutions for a variety of corporate clients. To read the rest of this blog post, visit www.bottomlineperformance.com/the-myth-of-micro-learning.

Published in Insights

There's No One Answer, Since Audiences Are Diverse But There Are Pitfalls.

By Matt Gilley

Many organizations often want to explore how to engage, communicate and train “external audiences.” Generally, requests are focused on students, or potential students, who are not employees of the company and reside outside of the organization’s physical footprint and technological infrastructure. This scenario certainly presents a series of unique challenges.

Five common misconceptions and pitfalls that, when avoided, lead to much more successful external programs.

#1: Don't Recreate The (Content Strategy) Wheel

Companies sometimes overanalyze the needs of their external audiences. They mistakenly assume external audiences require a level of engaging, entertaining content that is somehow different from what they provide their internal audience members. Before you worry about internal versus external audiences, you should develop an over-arching content strategy that results in creative, modern, engaging training material. Then you can determine how to present the appropriate content to the appropriate audience. If you’re considering content for external users that is superior to the content you present to internal users, you’re doing something wrong.

#2: Don't Ignore Student Segmentation

Even the organizations with great content strategies sometimes neglect to plan ahead when it comes to segmentation. You would be surprised by the number of companies that allow external students into their learning environments without a clear way to identify or track them as such. If you can’t tell at a glance which students are internal and which students are external, how can you expect your learning management system to deliver the appropriate content? Develop an efficient way to designate a new user as internal or external during the registration process. You certainly do not want to try and identify them once they have become active users. If security becomes a big concern, you can consider pushing the two audiences into separate accounts. Over-complicating the structure and security requirements of a single learning environment in order to accommodate
both internal and external audience members can divert attention away from the primary training mission. Instead, think: “Same great content, same variety, same over-all approach, different accounts.”

#3: Don't Overcomlicate Registration

The registration portal is the first thing external students encounter. It should mirror the kind of simple, clean and intuitive experience the entire learning environment offers. Too often, registration pages and processes are bulky and confusing, forcing external users to jump through too many hoops before accessing the learning content. Difficult registration processes will result in significant drops in user activity. Consider the simplicity of the registration process for the majority of the consumer apps we rely on everyday. Are you thinking about single or social sign-on to simplify registration? You should be.

#4: Don't Undervalue The User Experience

A large number of external training initiatives rely on the “selfpaced” model, allowing students the freedom to move through topics and access modules at their own speed. Amazingly, many organizations do not consider the student’s actual experience when they build out an external, or even internal, learning environment. Students expect to find
the content they are looking for immediately, and with little effort. This means search functionality must be exceptional. Key words, course descriptions and summaries need to be less clinical and neutral, and much more strategic and engaging. The affect that images have on user engagement numbers, positive or negative depending on the quality of the
images, are staggering. It’s time to ditch the outdated clip art in your catalog and course descriptions. Work with marketing to develop an image strategy for the entire learning environment that not only aligns with your content, but helps “sell it.”

#5: Don't Forget To Ask, "Why?"

External is definitely “trending up,” but first, companies should really evaluate what they are trying to achieve. Perhaps more importantly, why? Some organizations have the kind of content that external audiences are already demanding. Some companies view external training and education as a way of strengthening or securing their already strong brand ties and audience relationships. Either way, these organizations typically have external audiences in place, audiences that already perceive value in the content and
justify the required resource investment. If you don’t have a good answer for why the content should be offered to students outside of your organization, there is no reason to
further explore the how.

                                 —The author is the CRO for Intellum. More info: www.intellum.com

Published in Ideas

How Do You Improve Employee Engagement? Laz Parking and Randstad Reveal Their Learning Philosophies.

By Matt Gilley

Let’s start with an openended question: How do you define and measure "employee engagement"?

Andi Campbell, VP of Human Resources, LAZ Parking: At LAZ Parking, we measure engagement by asking employees their sentiment toward topics like tenure, effort, communication, management and culture. We are concerned with things like how likely employees are to work for us long-term, how likely they are to say positive things about LAZ, how well they think leaders demonstrate the LAZ values and how inclined they are to exceed job expectations.

Rick Maybury, director of Learning & Development, Randstad U.S.: When we think of employee engagement at Randstad, we are really trying to assess the ability and interest our folks have in being creative, and innovative and going beyond the basic expectations. We are focusing on how we encourage employees to become more selfmotivated and self-driven when it comes to their work, their own personal development and even driving innovation.

How do traditional training tools, like an LMS or a private activity stream, play into your strategies for improving engagement?

Campbell: We don’t think of the Intellum Exceed LMS as "an LMS." It is a strategic tool for delivering results. If we are continuously improving the learning resources and tools we offer our employees, we are going to continue to see improvements in employee engagement. The LAZ Parking Learning Center is powered by the Exceed LMS, but it has become the launch pad for everything related to talent, and by extension, engagement. So you go to the Learning Center, you can view your talent profile, then fill out your performance review, check out upcoming training opportunities, visit your team's Tribe (Intellum's private activity stream). It all starts from the Learning Center. 

Maybury: We believe there is tremendous value in creating curriculums, on-the-job training and career-development opportunities that empower individuals to drive their own careers. If employees are creating a portfolio of capabilities that are truly transportable, even ultimately to other companies, they become more dedicated to our company. Our openness and focus on their personal development, as opposed to focusing only on what we can get out of them, is the key. The Exceed LMS is the tool that enables them to pursue these developmental opportunities effectively.

If you were going to offer a peer one piece on how to achieve the kind of engagement results you have achieved, what would it be? 

Campbell: Don’t over-complicate things. If you mirror employee behavior outside of work as much as you can inside of work, you will absolutely witness positive change. We know that people in “the real world” expect to Google information and get immediate access to quick, bit-size chunks of information at the exact moment in which they need it. We know that people enjoy “liking” photos on social media. Give them the tools to apply this consumer technology experience to their business lives and people will become more involved'  

Maybury: Begin by selecting the tool that enables selfdirected development along a broad base - development that is both career and personal. Then embed within the tool the ability to self assess and track growth. Provide employees with a transportable portfolio of capabilities that becomes applicable through out their individual careers. One of the prime motivators for an employee to engage and dedicate superior effort while they are with you is directly correlated with what that individual perceives as her or his professional and personal development opportunities. 

                             —The author is the CRO for Intellum. More info: www.intellum.com 

Published in Ideas

SUCCESSFUL ORGANIZATIONS SEEK (AND FIND) EMPLOYEE ENGAGEMENT AND ENTHUSIASM WITH INNOVATIVE LEARNING PROGRAMS

BY JERRY ROCHE

In this day and age, it's not enough for employees to be well informed and well trained. It's increasingly important for learners at corporations, non-profits and in the public sector to be engaged and enthusiastic - and maybe even entertained.

Of all the commonalities in this year's Learning! 100 competition, employee engagement from training and development was a major driver of these organizations' successes.

The American Heart Association's vice president of HR and Corporate Learning Katherine Neverdousky says participants in the AHA's new mentoring program "are very excited. They appreciate the opportunity for them and the SMEs assigned to them, and they also get peer networking, which makes for great conversations and discussions."

Shaw's Chris Clement tells us: "We are constantly hearing from our audience" - meaning his salesforce. "We can’t design training how we want to deliver it, because people have different learning styles. So we've got to respond to their needs, or we'll be designing training that’s obsolete."

Vi Living's new open-enrollment benefits education program not only received rave reviews from employees, but it also drove improvements in business-related metrics: a 69 percent increase in flex spending account participation, a 40 percent increase in the enhanced vision program, a 7 percent increase in the medical plan, and a 9 percent increase in 401(k) program participation. "And employee satisfaction grew along with participation," Vi’s Judy Whitcomb tells us. "follow-up employee survey determined that 90 percent of employees had a good understanding of company benefits compared to 83 percent from the prior survey."

Like the AHA, the financial services company SWBC also has implemented a mentoring program. And, like the AHA, it’s finding increased employee engagement. "One hundred percent of the participants indicated their mentor/mentee was a good match," notes SWBC vice president of Training and Employee Development Mandy Smith. "The vast majority reported feeling more confident in their knowledge, skills and abilities. Six of the 30 participants reported receiving promotions during the program that they attribute to their mentor’s support and the mentoring program."

Learning! 100 applicants are evaluated across three criteria: Collaborative Strategies’ Collaboration Index, Darden School’s Learning Culture Index, and overall organizational performance.

But beyond those metrics, if there is one lesson to be learned from the 2015 Learning! 100 honor roll, it’s that engaged employees are informed employees are excellent employees. To find out more about how the leading companies are being so successful with their learning programs, review the list on the following pages and watch for upcoming sessions, Web seminars, articles and events hosted by Elearning! magazine.

Learning! 100

Published in Top Stories

BY GREG ROSE

The National Association for Stock Car Auto Racing (NASCAR) is a big deal. In 2014 alone, it sanctioned more than 1,000 stock car races across 10 different series at hundreds of tracks in seven countries. An average of 5.3 million viewers tune into each NASCAR Sprint Cup Series event from February through November.

According to various independent economic studies, on average, each NASCAR Sprint Cup Series race adds nearly $150 million to local and regional economies.

Imagine for a moment the human capital and logistics required to successfully execute an entire NASCAR season. If you total up all the National Series race days across all 29 active tracks, NASCAR relies on more than 8,000 “day-of ” people to ensure that every race delivers the quintessential NASCAR experience.

TRAINING THAT STICKS

NASCAR breaks the total number of "day-of" resources into groups. About 7,800 of these individuals are employed by the tracks themselves and fall under the category of "Track Services." The remainder are track employees and volunteers who work in other areas or are NASCAR employees and race officials who have a multitude of race-day responsibilities. Both the Track Services workers and NASCAR officials have to be trained meticulously in preparation for a race.

"Safety is NASCAR’s highest priority," says Karen Masencup, director of Training & Development. "Each race requires a skilled group of fire, EMS and track operations professionals who are prepared to respond quickly to any number of potential incidents that could occur during NASCAR’s unique racing environment."

Stock car specifications and configurations change annually; tracks are designed to maximize speed and competitiveness; cars can achieve speeds of more than 200 miles per hour; and driver cockpit temperatures often creep past 130 degrees. As a result, NASCAR training initiatives must cover a wide variety of issues including vehicle specs, pit road speeds, fire suppression, driver extrication, vehicle roll-over processes, track clearing, cleanup, and proper transport of injured individuals to infield medical care facilities.

There is so much at stake that simply making training materials available and hoping students utilize them is not enough. The trick is to significantly improve the training, or the trainee’s, experience. This allows NASCAR to ensure that the training sticks.

CHOOSING THE RIGHT PARTNER

In some way, shape or form, NASCAR has been training personnel to address the unique challenges presented by the sport since its inception in the late 1940s. Historically, much of this training was individualized and "hands-on" -- directed, delivered and assessed by a direct supervisor.

As the sport grew in popularity and the modifications and complexity of the cars and the events continued to increase, so did the depth and complexity of the organization’s training needs. By the 1990s, individualized training had been enhanced with group focused classroom sessions that were followed up by specialized (and localized) function area break-out training events. As an early adopter, NASCAR even began to experiment with online training courses for officials in the 2000s.

"Our NASCAR officials live in different parts of the country," says Masencup. "In the past, we brought them to the Research and Development Center in Concord, N.C., to attend the classroom training. We thought we could give more in-depth training with online courses that people could take at their leisure when it was convenient for them."

Leveraging those early successes, NASCAR launched a bold online training campaign in 2012 that was aimed at the significantly larger Track Services audience. The rollout secured high levels of participation and received such positive feedback, NASCAR increased the number of online courses in 2013. It then recognized a new hurdle: its existing learning management solution (LMS) was outdated and incapable of scaling to meet the demands of the new initiative and its audience. So the hunt began for a technology partner that could help deliver a better employee training experience.

THE CHALLENGES

"With multiple departments involved in the selection process for a new learning management system, we first had to determine our short and long-term goals for it. Then we researched and vetted many companies," says Masencup. After extensive review and consideration, NASCAR chose Atlanta-based Intellum and its Exceed Learning Management System. "There were several larger LMS providers in the group of finalists, but Intellum’s approach to technology stood out, and they really demonstrated that they wanted to work with us and be our partner. We soon discovered that, even after they won our business, the high level of customer service and sense of partnership would continue."

NASCAR realized that the success of a new LMS would ultimately be determined by user engagement. The organization also knew that driving user engagement would require an extremely positive user experience, for both the trainees and the employees tasked with administering the solution. To secure that engagement, NASCAR and Intellum put their new partnership to the test, working closely together to tackle five unique challenges.

The rapidly approaching start of a new season

"Our first challenge was timing. From an internal employee standpoint, our NASCAR officials typically do a large amount of their training in January and February before the race season kicks off with the Daytona 500," says Masencup. "On the Track Services side, online training may begin in early December in order for their hands-on training to begin immediately after the first of the year." NASCAR made the decision to go with Intellum in the fourth quarter of 2013, which required a small window to transition. But rapid implementation is a key offering for Intellum, a company that relies on 15 years of industry experience to implement most clients in less than four weeks — and NASCAR had a tremendous amount of historical data to roll into its new system.

Incorporating years of training and certification data

"Any time you move a large amount of data, it can be challenging," says Masencup. "We had about nine years of data to import, including many courses that were no longer active in our system. But it was important to us, and to our students, that we retain that history. Intellum worked hand-in-hand with us during the implementation process and we were able to import all of our previous student data into Intellum’s Exceed." Now, utilizing a feature called External Credits, an individual can scan and upload an external credit, further reducing administrative backlogs. "This critical feature means our students and our learning team are now able to view all of a specific student’s training history," says Masencup.

Tracking a large number of external and remote

Even though NASCAR provides training for all Track Services workers like they were FTEs, the Track Services team members are employed by host tracks. These team members fluctuate, creating a complicated external audience scenario that requires a solution tailor-made for NASCAR.

"Tracking and reporting was previously a challenge, given our often-changing, remote learning audience," says Masencup. "Now it’s easy. Learners present their NASCAR I.D. card, which has a barcode that ties directly to that learner’s profile in the LMS. Training coordinators simply scan I.D. cards to automatically record on-site course credits in the learner’s account."

By introducing customized data import and mapping functionality, NASCAR and Intellum simplified and improved the process of tracking the external and remote trainees. While this leads to better NASCAR insight into training initiatives, it also significantly improves the experience of an often overlooked audience: the employees administering individual training events.

Addressing function area and location-specific concerns

With 8,000 fluctuating track services workers across three national series, understanding how an individual fits into NASCAR Training’s big picture, and effectively managing that individual’s learning experience, was another historical challenge for the organization. Training courses are consistent between all tracks, but training requirements for specific function areas may vary. Some elements of training at a short track, for example, are different than that at a superspeedway.

Then consider the fact that some individuals move between job responsibilities, or work at multiple tracks throughout a given season. NASCAR needed not only the ability to assign Track Services workers to various groups based on specific criteria, but a way to recognize and avoid training overlaps when an individual transitions between job responsibilities and locations.

So the organization now leverages the dynamic auto-enrollment functionality of Exceed to overcome this hurdle. When NASCAR builds a new group with deep profiles on members, adds new team members or adds new training requirements, the system automatically identifies the individuals who meet specific criteria based on these profiles and can auto-enroll them in the correct groups. Users see only the learning opportunities that are germane to them. As for team members who move from group to group or track to track, the LMS now also recognizes potential training overlaps and automatically "completes" the student in courses shared by groups or locations.

Significantly enhancing the NASCAR student experience

Together, NASCAR and Intellum redesigned the NASCAR LMS user experience, presenting students with a more modern learning environment that is visually appealing and easy to navigate.

The way the catalog presents "featured" and "recommended courses", for example, is based on a user’s profile and group membership. It seems familiar to the student — more like an app store or a streaming music service than a clunky enterprise software solution. By focusing on the experience the student has with the LMS itself, NASCAR has witnessed improved engagement and is even beginning to think about the learning experience on the individual group level.

"We are now using multiple groupspecific branded landing pages, so that different people in different groups can have customized experiences when they log in," says Masencup. The flexibility of the system also allows NASCAR to rethink content. "We are designing our courses in smaller, bite-size pieces," she adds. "Gone are the days of hour-long courses where people sit in front of their computers and complete the course. Now, they need easier to download, shorter courses that can be taken anywhere." The LMS is also mobile optimized, allowing students to complete courses on their own mobile devices as well.

INVESTING IN THE FUTURE

NASCAR is a sport that heavily relies on technology and innovation. You can see it in NASCAR’s new pit road technology that utilizes a state-of-the-art camera-based video system to identify pit road infractions. A move to a fully digital rulebook and streamlined inspection process has given NASCAR and the teams the opportunity for back-end data analysis. Sprint Cup cars will even utilize digital dashboards next season. Leveraged technology and innovation is also now present in NASCAR’s approach to the student learning experience.

"In 2014, NASCAR Track Services team members alone completed 84,000 courses through Exceed," says Masencup. And even higher engagement numbers are expected this year, with 53,000 course completions through the first five months. "The great thing about the Exceed LMS is that it is limitless," she notes. "It can grow as needed with users and content, which is a real plus in our world. As we continue to increase our course offerings and look at ways to address training needs, we know Exceed can meet the challenge."

Published in Top Stories

Improving employee engagement (65%), personalizing learning and improving leadership skills (56%) are the top drivers for investing in learning today, reports the “2015 E-learning User Study” conducted by Elearning! magazine. The study queried 436 learning leaders across public and private sectors, 62% of whom held management titles.

Leadership development is a perennial driver. However, personalization of learning and improving engagement jumped to the top of the list in 2014. In 2013, personalization was only 4% of the respondents; it’s now the second-most-important objective. Why the shift? Wayne McCulloch, senior vice president of Salesforce, attributes it to personalization due to available technologies. Personalization was not conceivable in 2011, but with digital content, evolving learning ecosystems and data analytics, this is a reality for leading enterprises.

Learning leaders are leveraging various learning solutions to achieve these business objectives.

>> 86% are focusing on enterprise-wide learning; 61% across multiple locations and 30% multi-nationally.

>> 43% use virtual learning; 22% plan to purchase solutions within the next 12 months

>> 36% use social networking, 15% plan to purchase

>> 32% use mobile learning; 28% plan to purchase

>> 21% use MOOCs; 9% plan to purchase

>> 16% use gamification; 21% plan to purchase

>> 12% personalize learning; 14% plan to purchase

— Source: 2015 E-learning User Study at 2elearning.com

Infographic available here:  http://www.2elearning.com/images/topbusinessdrivers.png

Published in Top Stories

 

Marshall E-Learning, an equality and diversity specialist consultancy, has launched a tool to help businesses and their employees to better understand unconscious bias in the workplace.

Developed in partnership with the Employers Network for Equality & Inclusion, the free tool enables managers to ask staff to reflect on their own biases and help businesses achieve a clear understanding of how best to manage their employee’s personal biases professionally, which is imperative for creating discrimination-free, fair, inclusive and commercially competitive organizations.

A trial of the tool is available, giving businesses a taster of the training with up to 10 of their own team. The taster helps employers to assess the business case for investing in unconscious bias training for their whole organization, from the boardroom to front line staff.

—More info: www.marshallelearning.com/unconscious-bias-tool

 

Published in New Products

 

Talent management practices should be more transparent, according to a new study. In a survey of 518 directors, managers and employees, 71 percent of respondents said their organization should be more open about which employees are in their company’s talent pool.

Seventy-three percent of respondents said it is apparent that some individuals get treated differently in terms of career development and progression opportunities within their organization.

Fifty-four percent of all workers surveyed said that their organization doesn’t recognize their full potential, and even 38 percent of those who are in a talent pool said their full potential is not recognized. Thirty-six percent of all respondents said their company does not track or manage their personal or career development.

Of the 23% of respondents surveyed who are currently in a talent pool, 81 percent said this motivates them to perform their job better. Meanwhile, 35 percent of those who are not in a talent pool feel demotivated as a result, reinforcing the need for clearer communications and enterprise-wide career and personal development strategies so that everybody feels supported and valued, regardless of whether they are in a talent pool or not.

—Download the full report: www2.kallidus.com/Talent-SecretSociety-SM

 

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