GLOBALIZATION, VIRTUALIZATION AND DIGITIZATION TAKE EFFECT

BY PRADEEP KHANNA

Three forces have reshaped the way we live, learn and work: globalization, virtualization and digitization. Until recently, there was a fine balance among these forces with each positively reinforcing the others. Now, the fine balance between these forces appears to be changing, resulting in a new world order.

LOOKING BACK

To better understand this, we need to trace how these forces have evolved over the last 25 to 30 years.In the first phase (the 1990s), globalization was the dominant theme. Learning was all face to face. E-learning was emerging. Countries were moving from a local and nationalistic outlook to global thinking. Trade was being globalized.

In the second phase (2000-2010), virtualization became the dominant theme. Globalization continued growing, and these two forces were reinforcing each other. Technology had its ups and downs with the tech crash and subsequent slow growth. These were the times of rapid growth in virtual learning, e-learning, virtual work, virtual teams, offshoring, and global delivery. This phase ended with a severe economic downturn as a result of the Global Financial Crisis (GFC) in 2008-09.

In the third phase (2010-2016), digitization was the dominant theme, and it continued to drive virtualization and globalization. This was the perfect storm with all three forces reinforcing each other. Digital disruption and digital transformation became buzzwords.

THE DIGITIZATION ERA

The digitization phase has unexpected results.

>>  The cost of education (especially higher education) in the third phase continued to rise as demand increased and costs increased without any efficiency dividends.

>>  Entrepreneurship boomed with strong focus on emerging technologies. Mindshare and media share started getting dominated by artificial intelligence (A.I.), drones, robotics, driverless cars, virtual reality (V.R.), augmented reality (A.R.), mixed reality (M.R.), wearable technologies (W.T.) and Internet of Things (IoT).

>>  The mismatch between jobs and skills started to increase. The value proposition of a university degree came into question. Different pathways to employment/self-employment emerged from start- ups to technology-oriented skills training.

>>  MOOCs (massive open online courses) were supposed to disrupt higher education and skills training. They started with fanfare, and the year 2013 was called the year of the MOOCs. E-learning became online learning. But dropout rates in the online environment were very high, giving rise to blended learning.

>>  The labor market became more tactical with employers saying we have X amount of dollars to pay for Y set of skills for project Z. And once the project Z was over, it was “Thank you very much; nice meeting you; bye-bye.”

>>  Technology-enhanced medical care resulted in increased human longevity. It was no longer about lifelong learning that required dipping in and out of a learning continuum. It also became life-long working.

THE DIGITAL DIVIDE

The three forces of globalization, virtualization and digitization resulted in jobs moving up the skill curve. These forces, working in tandem, drove global economic expansion, albeit from a lowered post-GFC base.

While there was broad economic expansion, the economic benefits were being distributed unevenly both globally as well within country boundaries. Routine jobs were initially moved to emerging economies and, later-on, automated.

Technology became more and more pervasive, and a clear digital divide started emerging. On one hand, we were seeing a demographic digital divide with Gens X, Y, Z and the youngest generation being digitally savvy. On the other hand, we had the Baby Boomers and the Silent Generation not so digitally aligned.

The digital divide was also manifesting itself in other ways. On one hand were the educated class working in technology and service sectors with rising incomes from higher skillsets, although needing to continually re-train and/or re-invent themselves. On the other hand were people working in traditional industries (aka the Rust Belt) who were at the forefront of constant restructuring and ongoing job losses, and the consequent hollowing of the middle class.

Something had to give way. The traditional working middle class asserted itself through the likes of Brexit and U.S. elections. Nationalist forces started asserting themselves. And physical and virtual walls started coming up.

NEW WORLD ORDER DEFINED

This is where we are in 2017. The fine balance among the three forces of globalization, virtualization and digitization is being altered. Digitization is now the dominant theme and is driving virtualization. Globalization is being negatively impacted at least temporarily. The new world order is being defined.

One thing is for sure: Being a futurist is a difficult role in the new world order. We can hardly see a year ahead, let alone 10, 20 or 30 years. The future is emerging, and we have to be nimble and innovative all the time. It’s one thing to say change is the new norm, but it is difficult to be constantly adapting all the time. It is akin to asking the question “Can we have an economy where everyone is innovating?”

Our attention span is now down to eight seconds, whereas the information overload is rising exponentially. Neuroscience tells us our brain strongly prefers single tasking, whereas our job overloads constantly require multi-tasking.

Most future-of-work forecasts are indicating at least 40 percent of us will be working for ourselves, giving a big boost to what is being called the “gig economy.” The sharing economy is also set to grow. But when do Uber-type models emerge in education and training?

Considering the lifelong learning scenarios and digital literacy issues, it is difficult to say whether the time has come for digital universities. However, given the mismatch between jobs and skills, corporate universities are definitely getting a leg up. While we are making good strides in personalized market- places, the holy grail appears to be personalized learning at scale.

While there are a number of emerging technology trends like A.I., drones, robotics, driverless cars, V.R./A.R./M.R., W.T., and IoT, it is not an individual technology trend that will reshape the way we live, learn and work. Instead, the fusion of different emerging technologies will have the biggest impact.

—Pradeep Khanna is the founder & CEO of Global Mindset (globalmindset.com.au) with a strong focus on how globalization and digitalization are reshaping the way we live, learn and work. He is an Adjunct Pro- fessor at a number of institutions in Australia, Singapore and India, and Sydney Chapter President of VRAR Association. Khanna is a regular speaker at International Conferences. Formerly, he served as Global Delivery Leader for IBM GBS Australia and New Zealand. Contact him at This email address is being protected from spambots. You need JavaScript enabled to view it. .

Published in Ideas

THE WORLD BANK USES VIRTUAL TECHNOLOGY TO TRAIN GLOBAL KNOWLEDGE WORKERS.

BY DARLENE CHRISTOPHER, CPLP

The World Bank provides financial and technical assistance to developing countries around the world. Like many organizations in today’s increasingly global marketplace, the World Bank faces the daunting task of training globally dispersed staff efficiently. With a diverse staff of 10,000 in more than 120 countries that span a wide range of time zones and a rapidly evolving operational environment, the organization’s training needs are challenging.

THE CHALLENGE

We realized we needed to transform the way we delivered training. Our traditional classroom training is costly due to the dispersed nature of the organization, and it’s difficult to scale. Meanwhile, the self-paced e-learning we offer provides introductory information; however, the one-way flow of information often left learners with unanswered questions. To fill the gap between multiday workshops and selfpaced e-learning, we developed a program of live virtual classroom training on key operations topics that reaches frontline staff around the world via an efficient and effective delivery mode.

The virtual classroom program, known as the Global Operational Clinics Program, consists of 90-minute virtual classroom sessions on 28 different operations topics. The program targets operations staff at all levels and focuses on practical information and common challenges.

To reach staff in Washington D.C. and around the world, topics are offered at different times of day. For example, we offer sessions at 7, 9 and 11 a.m. (Washington, D.C. time) to reach staff in various time zones. When sessions are offered during business hours in Washington, D.C., staff members who are based there have the option of joining the session face-to-face or virtually.

Last year, we expanded the program by training an auxiliary team in Asia to run Operational Clinics during the middle of day in Asia when it’s the middle of the night in Washington, D.C. By varying the delivery time of Operational Clinics, we are able to reach everyone, no matter where they are based.

Our busy frontline operations staff is often hardpressed to attend a multi-day training session. However, staffers embraced the shortened format on targeted topics. In 2016, we delivered 126 Operational Clinics reaching more 5,000 participants. In 2017, we are on track to expand the program by approximately 20 percent by offering 150 Operational Clinics reaching 6,000 participants.

Each Operational Clinic is also recorded and posted online, with slides and other materials from the session. This allows staffers who couldn’t attend the live delivery to watch it at their convenience. It also allows participants to review sections of the recording as needed. On average, we offer a topic once a quarter, so we are continuously replacing our recordings with an updated version. This means that our content is always current. The recorded sessions are surprisingly popular with staff. In 2016, more than 1,000 hours of recordings were viewed by staff.

SEVEN ELEMENTS OF VIRTUAL CLASSROOM

A key aspect of the success of the program is the structure of the team that runs the program and clearly defined roles. We identified seven core roles needed for a successful virtual classroom program. After we clearly defined the tasks for each role, we provided coaching and guidance where needed to fill skill gaps. The core roles include:

>>  Producer: The virtual classroom expert who provides technical expertise.

>>  Facilitator: The host in charge of leading the session.

>>  Subject Matter Expert: The team member with the session’s relevant content knowledge.

>>  Instructional Designer: The virtual classroom content designer.

>>  Administrator: The person who provides administrative support.

>>  Information Technology (I.T.) Support: The person who provides technical support.

>>  Participants: Those enrolled in a session to gain knowledge, skills and abilities.

THE VIRTUAL CLASSROOM TEAM

Producer – Like a producer on a movie set, a nightly newscast, or a stage production, the virtual classroom producer works behind the scenes during a live session to support the event’s flawless delivery. As illustrated above, the producer role is central to virtual classroom training, as this person orchestrates all the elements.

The producer works with the facilitator(s) and subject matter expert(s) in advance of a session, rehearsing and fine-tuning the various technical features, such as polls and online exercises.

The producer troubleshoots technical issues during a session in real time and ensures minimal disruption due to technical glitches. The producer understands the virtual classroom’s technical aspects — how the features work — and partners with the instructional designer to determine how to best design a session and incorporate interactive features. He or she also engages with the administrator and I.T. support to plan the logistics of a session. Finally, the producer interacts with participants in support of the facilitator and is ready to step in and troubleshoot any problems that participants experience during the live session. After a session ends, the producer reviews and edits the recording and shares it with the administrator for posting online.

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Facilitator – Like the facilitator in a traditional classroom, the facilitator in a virtual classroom is the class leader. The facilitator opens the session, welcomes participants and trainers, and closes the session. The facilitator ensures that the live session runs smoothly including starting and ending on time. He or she helps monitor the chat area and relays questions for the subject-matter expert to address, often summarizing and determining how to best group questions together. He or she partners with the subject-matter expert as described below.

Subject-Matter Expert – The subject-matter expert is the content expert, but is not expected to have any particular expertise with the virtual classroom. The content is technical, so the subject-matter expert is our lead trainer. Similar to face-to-face classroom training, the subject-matter expert works with the instructional designer to adjust content as described below. He or she also works with the facilitator to fine-tune delivery techniques.

Instructional Designer – The instructional designer’s role in face-to-face classroom training mirrors the designer’s role in virtual classroom training. The designer uses adult learning principles and builds appropriate virtual interactions required to accomplish learning objectives and keep participants engaged in the session. Since our audience is global, he or she also checks for culturally appropriate content.

Administrator – Virtual classrooms in particular require well-coordinated logistics and communication support. The administrator manages enrollment in the learning management system (LMS), sends class materials, and provides log-in instructions. He or she carries out post- session tasks, such as sending a follow-up email with instructions on how to view the session recording and marking attendance in the LMS.

Participants – Participants are World Bank staffers who join a session that is relevant to their role and work program. Approximately half of the participants join physically in the actual meeting room and half join virtually using a computer or mobile device. Participants are given instructions on how to participate remotely and tips for staying focused on the virtual classroom in an environment with multiple distractions.

Information Technology (I.T.) Support – The I.T. person works with the producer in the physical meeting room to test audio settings, check the audio-visual feed, microphones and audio input levels. The I.T. person also works with the team to oversee upgrades of computer equipment and virtual classroom software.

In some cases, a team member plays more than one role, but we always make sure that each role is covered. These well-defined roles not only ensure the smooth execution of our virtual training sessions, but also maximize the efficient transfer of knowledge.

SUMMARY

The operating environment of the World Bank continues to change rapidly to ensure that we offer developing countries the best global expertise and solutions. As the saying goes, “Nothing remains constant except change itself ” and the Global Operational Clinics Program will undoubtedly change and adjust, so that we can continue to meet the evolving learning needs of our global workforce.

Published in Top Stories

BY JERRY ROCHE

Global Council  Of Corporate Universities

Thankfully, we in the U.S. were the first to avail our employees of "corporate university" (CU) training, the first such organization having been established more than 60 years ago by General Electric (GE). So the CU concept is far from new -- but it's beginning to become commonplace even in the most remote nations of the globe.

Organizing and implementing a successful CU is no easy task, for many factors have to be considered beforehand -- especially when benchmarking against other existing corporate universities -- like:

 >>  contribution to the effectiveness  of the business;

>>  corporate influence;

>>  structural considerations;

>>  learning process; and

>>  management of information.

The main goals of a corporate university are organizing training, promoting continuous learning, supporting organizational change, retaining employees, and bringing a common culture, loyalty and belonging to companies -- especially multi-nationals.

Elearning! magazine recently had the opportunity to question leading proponents about their global corporate universities:

TELL US ABOUT THE GLOBAL COUNCIL OF CORPORATE UNIVERSITIES (GLOBALCCU): SIZE, FOCUS, MISSION.

The GloblalCCU platform is a unique global online private social network entirely dedicated to optimizing the performance of corporate university professionals and showing their stakeholders that their corporate university or their internal learning structure creates real value.

Multi-national corporate members come from more than five continents. Member states are Angola, Argentina, Australia, Austria, Azerbaijan, Belgium, Brazil, Canada, China,Colombia, Croatia, Czech Republic, Denmark, Dominican Republic, Estonia, Finland, France, Germany, Guatemala, Honduras, India, Indonesia, Ireland, Italy, Luxembourg, Malaysia, Mexico, Morocco, Netherlands, New Zealand, Nigeria, Norway, Panama, Peru, Philippines, Poland, Portugal, South Africa, Russia, Rwanda, Saudi Arabia, Singapore, Slovenia, Spain, Switzerland, Sweden, Turkey, United Arab Emirates, U.K., U.S.A., Venezuela and Vietnam.

WHAT UNIQUE CAPABILITIES/ CHALLENGES DOES A GLOBAL CU HAVE VERSUS A ONE-NATION CU?

Today, even if companies operate solely on a national scale -- which is less and less frequent -- they cannot stay away from the transformations of the world from which they are interdependent.

A fortiori, corporate universities belonging to multi-national companies face very big challenges. They have to juggle many paradoxes related to their organizational architecture, to the engineering of their central and/or local learning offerings, to the modes of execution and delivery -- especially in countries where Internet infrastructures are not sufficiently deployed. They have to cope with different cultures, international time differences, inter-generational, inter-religious relationships, social belonging differences, local managerial customs, relationship differences with power and authority. They must be concerned with languages of learning, since English is far from being spoken everywhere. In other words, it's not easy to run the CU of a multi-national company.

WHAT BEST PRACTICE CAN YOU SHARE TO OTHER GLOBAL CORPORATE UNIVERSITY LEADERS?

It is difficult to put forward one good practice when there are thousands, all as exciting as another. I would just like to cite the project of the integration of 20,000 HSBC employees following its purchase in 2016, by Banco Bradesco, our best overall Gold Award winner 2017. The process was skillfully worked and deployed. I was struck by the intellectual approach of the designers of this program, who, for example, worked closely together, both the integral and integrated teams — on the Prince of Machiavel. In the auditoriums where the meetings were held, the scenography exposed the words: “Pensar e Agir” (think and act) in very large, three-dimensional letters. What great art.

--Annick Renaud-Coulon is founder and CEO of the Global Council of Corporate Universities, based in Paris, France.

Software Ag

YOU WERE RECOGNIZED AS A WORLD CLASS CORPORATE UNIVERSITY BY THE GLOBALCCU. WHAT DISTINGUISHES YOUR ORGANIZATION FROM THE OTHERS?

One of the key differentiators for sure is our size. We are much smaller than most of the other training organizations competing for the award. Software AG is a midsize company but with a truly global setup -- which makes us somehow unique: we are small enough to care and big enough to deliver. This describes pretty well our customer relation in comparison to the real big fish in our market, like IBM or Oracle. As the corporate university of Software AG, we directly face the "stretch" of having learning and development requirements of a global player while at the same time not having resources like largescale organizations. But such a stretch has a positive impact: it makes us more creative. So for our CU, we believe we are small enough to care and smart enough to deliver.

The other thing that differentiates us is that we have to focus. We do not follow every trend or hype but have a crystal-clear vision where we have to go. The foundation of our strategy is “Design Thinking.” We apply this problemsolving philosophy in a slightly adjusted way to everything we do as CU, but also to Software AG as such. It is a central element of every high-potential or leadership training program:

1. We embedded it into our new-hire education package;

2. Once a year, we run a MOOC for all interested employees; and

3. Developed over time "Design Thinking Champions" in all regions of the world to drive this mindset change through the whole company.

WHAT HAS BEEN THE KEY BUSINESS CHALLENGE(S) YOUR ORGANIZATION FACED, AND HOW DID YOU OVERCOME IT?

Digitalization is one of the key disrupting megatrends of today's world: it affects literally every company on the globe. Software AG is a leading-edge I.T. technology supplier that helps companies to survive this turmoil but also to win against their competitors.Thus customer centricity, agility and speed of innovation are key for us to win our competition against both very large companies and startups or small, specialized niche vendors. This is a real challenge. We neither have the massive resources like the big players nor can we act as flexible and fast as startups, as we have strong customer relations for more than 45 years and a workforce that is between 4,000 and 5,000 employees globally. We have to be smart in how we manage this challenge. We respond to this with a number of strategic programs and initiatives, among which Design Thinking is the cornerstone. Since we started these initiatives, we have seen significant change of behavior in all departments, across all hierarchies.

WHAT BEST PRACTICE CAN YOU SHARE WITH OTHER GLOBAL CORPORATE UNIVERSITY LEADERS?

Basically two ideas: the first one being to apply Design Thinking to all our services and offerings.Too often we build our "products" inside-out. Like engineers, we think we know what's required and develop solutions based on “functions and features.” We forget the usability of our “products.” Of course we (occasionally) do learning needs analyses, but they are not user-centric. Instead, we ask what is required for a certain department or a theoretical job role (a manager, a consultant, a sales rep). We tend to forget the individuals behind these structures and role definitions. But in the end it's the individual who "consumes" our offerings and either does learn something or doesn't.

The other idea I would like to share is more a question than a recommendation. I asked my team this question a while ago - with an astonishing result. It goes like is: "What would we do different, if we had to earn our salaries (or the budget of our organization) like any other external vendor of training offerings?" The answer was: "A lot!" This evoked vivid and fruitful discussion. The full potential of this thinking exercise unleashes when you think "time is money" and turn the question into: How can we "earn" as much time (instead of money) as possible from our learners? What should our offering look like, how would we need to market and sell it, etc. You can also turn it into a profitability statement: To become profitable, we need to earn more money with our offerings than we spend to create and maintain these offerings. Imagine what happens if you combine this exercises with the Design Thinking approach. The areas of improvement that become visible are incredible.

--Peter Dern began his career at SAP where he held various management responsibilities in the education area. He also worked as management consultant with focus on education and change management and developed a partner network to offer SAP education and professional certification as part of government-funded education programs for unemployed Germans. In a joint program with the Swiss Center of Innovation in Learning (SCIL) at University St. Gallen, he developed a service offering for personal development departments and corporate universities. Today, he runs the Corporate University at Software AG.

Defense Acquisition University

YOU WERE RECOGNIZED AS A WORLD- CLASS CORPORATE UNIVERSITY BY GLOBALCCU. WHAT DISTINGUISHES YOUR ORGANIZATION FROM THE OTHERS?

The DAU extends the concept of learning beyond the classroom. DAU is now delivering more "in-context consumption learning" on the job -- anytime, anyplace -- a growing number of learning products to an increasing number of Defense Acquisition Workforce members. All learning assets (e.g., courses, how-to videos, self-service portals, communication technologies, and on-the-job support tools) are integrated and shared by the workforce. The widespread use of social media, which provides users a sense of instant access to information and opinions, instills an expectation for fast and relevant two-way communication; government organizations that communicate through social media must meet their customers' expectations to remain relevant or risk losing their audience. As a leader in training for the Department of Defense, DAU is no exception, and is actively building its social media presence. Working through multiple social media platforms enables the university to connect directly with its customers and stakeholders and incorporate communications technologies within our curricula.

WHAT HAS BEEN THE KEY BUSINESS CHALLENGE(S) YOUR ORGANIZATION FACED AND HOW DID YOU OVERCOME IT?

At DAU, we understand the tremendous potential technology now plays in learning and development but also the fundamental changes needed to effectively leverage it. This is even truer for a new, rapidly growing, and “always connected” (collaborative/social) generation now part of our workforce. This generation has fewer programs (career opportunities) on which to learn and gain experience, fewer mentors to help them learn, fewer resources, and fewer of themselves, yet we still need to find ways to help them succeed. To this end, DAU's leadership team strategically envisioned, designed and implemented a totally new enterprise learning strategy to meet the dynamic career-wide learning needs of our generation, transforming 150,000 workforce members. Incorporating it into and reshaping our strategic plan has brought a huge paradigm shift on the job, providing students with real-time access to all our learning assets whether formal or informal. This has continued to drive remarkable results impacted by these communication technologies and tools:

>>  graduated 181,970 students,46,024 classroom and 135,946 distance learning;

>>  Provided 5.1 million hours of training;

>>  provided 12.3 million hours of formal and informal learning;

>>  increased continuous learning modules completions to more than 673,000 per year;

>>  provided 525 total mission assistance efforts, totaling 291,000 hours -- all working with customers in their workplaces; and

>>  reached our 160,000th Acquisition Community Connection member with 45 million page views.

WHAT BEST PRACTICE CAN YOU SHARE WITH OTHER GLOBAL CORPORATE UNIVERSITY LEADERS?

These last two years, DAU has committed to developing qualified acquisition professionals by fully engaging our students, both in the classroom and on the job. DAU is fully integrated in our learners' careers from the time they enroll in their first DAU course until they retire. We are also becoming more learning-asset-centric. This approach changes how we develop, deploy, deliver and maintain all our learning assets. It minimizes bias toward courses as the only solution, leverages technology that best suits the material and student needs, and allows for sharing and re-purposing of learning assets across the Acquisition Learning Model (ALM). Not only do we consistently update our curriculum and improve our learning assets to ensure the most up-to-date information is available right at our learners' fingertips, but as technology advances, we also explore new content delivery methods to meet the changing needs of the workforce. By taking advantage of new technologies, we are able to create learning environments that provide students opportunities to gain the knowledge and understanding they need while reducing time away from the job. DAU has implemented a totally holistic approach to learning. This paradigm shift:

>>  develops,deploys,delivers and maintains all formal,informal and social learning assets;

>>  moves curricula and asset development upstream;

>>  creates an early point for learning asset creation and allocation;

>>  minimizes bias toward courses as the only solution;

>>  leverages technology that best suits the material and the student needs and enables social links and promotes a common learning culture; and

>>  establishes requirements that translate directly into Learning Objectives.

Additionally, by nurturing social links easily accessible in the classroom, on-line, at home and on the job, DAU has fostered a common corporate culture of learning.

--Christopher R. Hardy, Ph.D., is the director, Strategic Planning and Learning Analytics, Office of the President. He co-authored "Leading a Learning Revolution:  The Story Behind DAU’s Reinvention of Training" in 2008. Under his direction, DAU has repeatedly been recognized as one of the best learning organizations throughout the public and private sectors with more than 60 awards in 14 years. In 2017, DAU was recognized for the seventh year in a row as one of the best Learning! 100 organizations. Dr. Hardy was personally awarded the Eagle Award in 2014 for lifetime achievement in e-learning by the U.S. Distance Learning Association.

Published in Top Stories

 

9th Annual Enterprise Learning! Conference Announces 6 Keynotes and 2 Awards Events at August 29th-30th Conference in San Diego, CA

 

Elearning! Media Group, the leader in learning and workplace technology media, announced the Enterprise Learning! Conference 2017 (ELC17) keynotes and event agenda. Registration is also now open. The event takes place August 29-30, 2017 in San Diego, CA. The theme is “Building the High-Performance Organization in the Age of Disruption.” 

The Enterprise Learning! Conference 2017 hosts global thought leaders and executives from corporate enterprise, government agencies, higher education and non-profit organizations. This conference reveals how leaders are building high-performance organizations in the age of digital disruption. ELC17 serves the robust $243 billion enterprise learning market expanding at 17% CAGR. 

ELC17 convenes over 125 award-winning learning professionals to share the best practices of high performance organizations, lessons learned, and future strategies. Invest 48 hours at ELC17, and discover how to engage teams, build a productive learning culture, measure impact and embrace the future digital enterprise.

“There is no better location to share what’s now and next than California,” said Catherine Upton, ELC17 conference chair. The rate of technological innovation is disruptive to our organizations. At ELC, attendees will meet leaders from Salesforce, NASA’s Jet Propulsion Labs,Zappos, T-Mobile and Cisco; all are embracing innovation to re-invent learning within their organizations.”

ELC17 Keynotes Announced
ELC17 theme of Building the High-Performance Organization in the Age of Digital Disruption. The digital evolution is just beginning; AI, Machine Learning and Immersive learning is progressing rapidly and will change the workplace, our jobs and roles. Discover how to harness the age of disruption by attending these keynotes at ELC17.



Keynote: Thriving in the Age of Disruption 
Speakers: Sundar Nagaranthnam, SVP, Salesforce University, Salesforce 
& Kathy Bries, GM, Learning@Cisco, Cisco

Keynote: Breaking the Rules: Creating the Contemporary Learning Organization
Speaker: Anthony Gagliardo, Head of HR & Training, NASA JPL

Keynote: The Future Work Experience: 10 Rules for Mastering Disruption
Speaker: Kevin J. Mulcahy, Partner, Future Workplace

Keynote: Learning Ecosystems for Tomorrow’s Workplace
Speakers: Dr Jennifer Vogel-Walcutt, Director of Innovation, ADL, Dept. of Defense, & Tina
Marron-Partridge, VP, Global Talent Director, IBM Watson (invited)

Keynote: Building the Culture of WOW at Zappos.com
Speaker: Erica Javellana, Speaker of the House, Zappos.com

Keynote: Helping Employees Thrive in the Age of Disruption
Speaker: Joe Burton, CEO, Whil Concepts, Inc.

Celebrating Excellence
ELC17 provides executives an engaged environment to network, share and learn from leaders across the globe. Coupled with cutting edge research, expert learning technologists and two prestigious industry award programs- Learning! 100 and Learning! Champions- this is the “Must Attend” forum for learning and performance executives. Registration is now open at: http://www.ELCEShow.com Register by July 1st and save $500. 

Who Should Attend
Executives charged with driving enterprise performance via learning and workplace technologies, including HR, Talent, Development, Training, E-learning, Project Management, Education, Sales & Service should attend ELC17. Government, non-profit agencies and educational institution leaders are also in attendance to collaborate on the now and the next in learning. Attending this conference is an amazing opportunity to meet colleagues from across the globe. Registration is now open at:http://www.elceshow.com. Register by July 1st and save up to $500. 

About Elearning! Media Group
Elearning! Media Group is owned by B2B Media Group LLC. Elearning! Media Group consists of eleven media products including: Elearning! Magazine, Government Elearning! E-Magazine, e-mail newsletters, Alerts, Websites, Web seminars, the Enterprise Learning! Summit and Enterprise Learning! Conference. Elearning! Media Group serves the $243 billion learning & workplace technology market. Suppliers and practitioners can follow us: online at www.2elearning.com; on Twitter: @2elearning or #ELCE; via Facebook: Elearning! -Magazine or LinkedIn: Elearning! Magazine Network or Enterprise Learning! Conference. 

Enterprise Learning! Events 
Since 2008, Enterprise Learning! Events bring onsite and online audiences together to learn, network and share. Mark your calendar for Enterprise Learning! Conference on August 29-30, 2017 in San Diego, CA. Enterprise Learning! Conference hosts the Learning! 100 and Learning! Champion Awards. The Enterprise Learning! Conference Online is an on-demand event available to all ELC17 conference attendees, and online only attendees after the live event. For more information about the Enterprise Learning! Conference visit http://www.elceshow.com

 

Published in Latest News

Artificial Intelligence, Machine Learning, Intelligence Systems. These applications are transforming business, and the enterprise technology an platforms to support them. By Catherine Upton

The digital evolution is changing how business is done. This is the era of impassioned CEOs and technology leaders with creative ideas who can inspire their organizations and lead them in transforming into digital businesses.

"The learning ecosystem is going through a technical disruption to automation and autonomous learning programs in the corporate space. Reminiscent of the shift from contact management software to sales force automation software or email marketing to marketing automation, the learning stack is the laggard to be re-invented and adopted, says Rory Cameron, General Manager, Litmos by Callidus Cloud.

In a Gartner report titled, “Top 10 Strategic Technology Trends” authored by David W. Cearley, Brian Burke and Mike J. Walker, there are three macro trends leaders must embrace to enable a shift to the digital enterprise.

MACRO TREND 1:ALGORITHMIC BUSINESS  DRIVES TRANSFORMATION

Algorithmic business is an accelerator and extension of digital business, according to Gartner. It focuses on how increasingly intelligent algorithms enable smart machines and systems to become autonomous actors in the digital business as agents for human beings. Algorithms drive the connectedness among people, things, businesses and information that drive business value. Algorithms provide the “intelligence” to get the most out of the connections and interplay between people, things, processes and information. Algorithms also are critical to delivering a differentiated customer experience. Although big data remains a major concern for CEOs, big data generated as part of the digital business process is of no value in itself. It is only when the organization shifts from a focus on big data to “big answers” that value begins to emerge.

"Forward-thinking learning profes- sionals and learning technology providers have long recognized that we are amassing a significant amount of data on learners, reports Chip Ramsey, CEO, Intellum. “From the corporate perspective, the enterprise should already be drilling down to the individual employee to determine which learning asset positively altered which specific outcome. On the learning technology side, we should be leveraging the tremendous amount of anonymous user data within our reach to identify learning trends that impact performance. But these are still ‘fixed’ approaches by which learning technology providers, and our clients, are making decisions."

Analyzing big data to identify patterns and insights that drive business actions is the start of this shift, according to Gartner. Algorithmic business transformation occurs when organizations encapsulate these insights into algorithms tied tightly to real-time business processes and decision-makers, and when they use machine learning to allow increasingly autonomous algorithmic action. Algorithms are more essential to the business than data alone. Algorithms define action.

Algorithmic business extends beyond data and analytics to influence the evolution of applications, business models and future digital business solutions. This is ushering in a post-app era in which system and application vendors such as Microsoft, Google and Apple are likely to deliver platforms and applications with ever-more powerful agent- based interfaces.

Intellum’s Ramsey continues: “As business sectors across the board, including learning, continue to apply machine learning techniques, these traditionally fixed algorithmic approaches are themselves learning. At Intellum, we are already testing a solution that presents the exact information the user needs to consume at the moment in which that presentation has the highest likelihood of improving that employee’s performance. The algorithms that control this approach are not static equations but processes that learn from large numbers of prior successful outcomes to better determine who needs what, when.”

Algorithmic business builds on digital business, shifting the emphasis to the intelligence encoded in software, according to Gartner. Enterprise architects must add algorithmic business and related enabling technologies to their planning and future enterprise, data, security and application architectures.

IBM’s acquisition of The Weather Company is an example of algorithmic business. The Weather Company has a massive Internet of Things (IoT) implementation, with hundreds of thousands of weather sensors sending 28 billion transactions to its Cloud every day. Before the acquisition, IBM had an agreement to feed data to IBM Watson for weather prediction. With the acquisition, IBM brings together The Weather Company’s digital environment and associated data with IBM’s analytical and cognitive computing capabilities. This has created an algorithmic business that provides analytical services and results to a business ecosystem with more than 5,000 customers. These customers — in, for example, airlines, insurance companies and retailers — can use the algorithmic input to drive their own business operations.

Organizations must examine the potential impact of these macro trends, factor them into their strategic planning for 2017 and 2018, and adjust business models and operations appropriately. If they fail to do so, they will risk losing competitive advantage to organizations that do. {See Figure 1}

ELM March Disruptions 1

Ramsey concludes: “The algorithm that learns how to present the right information to the right person at the right time is beyond valuable. It will fundamentally transform the company that learns to harness it. Imagine the competitive advantage gained when the learning solution recognizes in real time an opportunity to intercede and present the user with information (a new sales technique) that turns an otherwise negative outcome (lost sale) into a positive one (closed sale). This is not an imagined future state. Companies like Intellum will be providing this competitive advantage to clients within the year.”

MACRO TREND 2:THE EMERGENCE OF THE DIGITAL MESH

Gartner defines the “economics of connections” as the creation of value through increased density of interactions among business, people and things. As an organization increases the density of its connections (among people, business and things), it increases the potential value it can realize from those connections.

Connections are at the core of digital and algorithmic business models. The digital mesh builds on the economics of connections, focusing on devices, services, applications and information. The digital mesh is a people-centered theme that refers to the collection of devices (including things), information, apps, services, businesses and other people that exist around the individual. As the mesh evolves, all devices, computers, information resources, businesses and individuals will be interconnected. The interconnections are dynamic and flexible, changing over time. Building business solutions and user experiences (UXs) for the digital mesh — while addressing the challenges they create — must be a priority for enterprise architects.

“This concept of a digital mesh that is made up of all the devices and digital applications that are tracking every aspect of our lives is very applicable to enterprise learning," claims Ramsey. “In a corporate environment, we use applications to manage projects and relationships, receive customer feedback, and control versions of critical documents and code. We interact with these applications across a number of devices from a number of locations. The things we rely on to get our jobs done are actually gathering data about how well we do our jobs.”

The digital mesh has emerged as a re- sult of the collision of the physical and virtual worlds, as computing capability becomes embedded in virtually everything around us. Additional advances allow the virtual world to enter the real world through advanced UI and virtual reality models, as well as physical items created with 3-D printers. This blending of both worlds delivers new insights into the physical world, allowing us to understand it in greater detail, and interact with it in new and intelligent ways. This will change how people experience the world in their daily lives. Opportunities for new business and operating models will abound.

Ramsey adds: “At Intellum, we can already mine this data from a range of devices (think Fitbit) and applications (think Salesforce) to determine employee performance levels. We can now experiment with how well specific inputs, like a mid-day walk or a two-minute video on how to become more persuasive, can alter an outcome or improve an employee’s performance. Once these feedback loops are in place, particularly at scale, we can apply the algorithms that will determine the exact learning asset an employee should encounter in a specific scenario. This will, of course, require even more data from even more sources, and the digital mesh will continue to grow.”

MACRO TREND 3:SMART MACHINES SET THE STAGE FOR ALGORITHMIC BUSINESS AND THE ALGORITHMIC ECONOMY

The smart machines theme describes how information of everything is developing to extract greater meaning from a rapidly expanding set of sources, reports Gartner. Advanced data analysis technologies and approaches are evolving to create physical and software-based machines that are programmed to learn and adapt, rather than programmed only for a finite set of prescribed actions.

The amount of big data collected by the many devices currently in place is staggering. However, the accelerating merger of the physical and virtual worlds will make the present volumes seem paltry. New kinds of data will continuously stream from new types of devices at record rates. This oversupply will overwhelm those who are ill-prepared. But for those who are prepared, the potential to gain new kinds of critical intelligence will be unprecedented. Leading senior executives will build a strong competency in turning this data into critical intelligence that will drive their organizations’ future direction. Additionally, leading organizations will significantly advance operational agility with near-real-time information, feeding business processes that can absorb it and react accordingly. Data coming from almost all directions provides the possibility for intelligence everywhere when combined with advanced artificial intelligence algorithms and other machine-learning techniques.

Three distinct trends are intimately linked in the smart machines theme. They represent an evolution in how systems deal with data, and the machines and people that create and consume this data, culminating in intelligence everywhere. {See Figure 2}

ELM March Disruptions 2

“These three macro trends are substantiated by what we have seen in the financial trading arena," says Apratim Purakayastha, CTO, Skillsoft. “For some years, sophisticated algorithms have taken over trading decisions. Those algorithms are connected in a mesh, taking decisions and automatically trading across firms — and those ‘smart machines’ — have set the stage for a mostly automated algorithmic business. There are other areas, such as supply chain management, where this trend is currently growing. In the area of digi-tal advertisement, we can also see this trend dominating. Overall, it is already a broad, cross-industry phenomenon.

Even everyday objects such as a stethoscope and enterprise software such as CRM systems or security tools increasingly have a smart and autonomous aspect. In “Top 10 Strategic Technology Trends: Autonomous Agents and Things,” Gartner looked at how information of everything and advanced machine-learning algorithms, supported by advanced system architectures, are leading to more intelligent software and hardware-based solutions. These are creating new market segments and enhancing existing ones.

“The pervasive nature of these trends demands that everyone understand what comprises a 100 percent digital workforce — a workforce that is fully trained and conversant with fundamental digital skills, along with its benefits and risks,” adds Purakayastha.

The key digital skills sets required include but are not limited to:

>> Broad digital skills such as productivity and collaborative tools.

>> Modern technological trends such as Big Data, Blockchain, etc.

>> A thorough understanding of fundamental cybersecurity issues such as phishing, ransomware and other risks

>> Best practices and laws relative to digital compliance and data privacy

>> Digital “presence, leadership and image in a virtually interconnected workforce.

—This article contains excerpts from the Gartner Research Report titled “Top 10 Strategic Technology Trends” by David W. Cearley, Brian Burke, Mike J. Walker. To access the complimentary Gartner report, download it at: http://gartnerevents.com/ Top_10_Strategic_EMEA?ls=ppcggle&gclid =CJiMlrSN184CFVAo0wodWdQNkQ

Published in Top Stories

Learning isn’t a sprint, it’s a marathon. It takes hard work, dedication and creative thinking. BY JERRY ROCHE

The 2017 Learning! Champion Award honors  individuals  for  exceptional  contributions  to  the  learning  industry.  Elearning! magazine  names  28  professionals  across six categories for 2017.

“Lifetime  Achievement”  winners  have dedicated  their  entire  lives  to  learning and  have  helped  thousands  of  others  do the  same.  “Thought  Leaders”  are  industry  experts  always  willing  to  share  their expertise  and  are  dedicated  to  bettering their  communities  and  industries.  “High Performers” have gone above and beyond, usually  in  a  relatively  short  time  frame, to  implement  new  learning  techniques  in their organizations. “Mentors” take a special interest in others to help them achieve their  potential.  “Trail  Blazers”  forge  new processes  and  procedures  in  uncharted areas  to  elevate  learning  and  technology successes.  “Innovators”  are  technologists and problem solvers who often bring these solutions to market for others to share.

The 2017 Learning! Champions are...

LIFETIME ACHIEVEMENT

Joe-DiDonato

Joe DiDonato, Editor-at-Large, Elearning! magazine

Joe DiDonato has proven to be a supremely knowledgeable, well-spoken representative of the learning industry through a long and distinguished career. He’s a customer-obsessed and a “roll-up-the-sleeves” kind of senior executive with background spanning both the for-profit and non-profit worlds. His experience ranges from individual, staff and management functions to CEO and board positions. Roles include senior learning officer responsibilities and marketing at major corporations. He is currently the editor-at-large for this magazine, providing content, expertise and analysis on trends impacting the world of corporate education.

At the same time, DiDonato is co-founder and presdient of The Orphan Foundation, a non-profit that helps find homes for orphans around the world by removing barriers to adoption. Its goal this year is to raise $1 million toward its mission.

Over the course of his career, DiDonato has had executive roles with The Wellness Community, Interwise (now AT&T Connect), Knowledge Planet, Productivity Point International, PeopleSoft (now Oracle). He earned the designation “Mr. Education” at Oracle when launching Oracle’s first certification and education program for the extended enterprise.

DiDonato’s self-professed specialties are business development, marketing, start-ups, professional services, corporate education, e-learning, customer obsession and conference development.  linkedin.com/in/editoratlarge1/

Elliot-Masie

Elliot Masie, Futurist, Founder, The Masie Center

Elliot Masie is acknowledged as the first analyst to use the term “e-learning.”  Masie founded The Masie Center, a Saratoga Springs, N.Y., think tank focused on how organizations can support learning and knowledge within the workforce. He leads the Learning Consortium, a coalition of 200 global organizations cooperating on the evolution of learning strategies, including CNN, Walmart, American Express, Emirates Airline, Starbucks, General Electric and Fidelity Investments.

Masie’s professional focus has been in the fields of corporate learning, organizational performance and emerging technology. He has developed models for accelerating the spread of knowledge, learning and collaboration throughout organizations and, advocated for a sane deployment of learning and collaboration technology as a means of supporting the effectiveness and profitability of enterprises.

Masie serves as an adviser to a wide range of government, education and non-profit groups. His service has included Skidmore College Board of Trustees and as a Board member of First Robotics, CosmoSid and the CIA University Board of Visitors. He has served as a pro-bono advisor to the Department of Defense and on the White House Advisory Council on Expanding Learning Opportunities.

Masie is known as a highly approachable speaker and trainer, blending humor, applicable stories of best practice and high levels of audience involvement. Over the past 30 years, he has presented programs, courses and speeches to more than 2.2 million professionals around the world.  linkedin.com/in/elliottmasie/

Kevin-Oakes

Kevin Oakes, CEO, Founder, Institute for Corporate Productivity (i4cp)

Kevin Oakes is the CEO and founder of the Institute for Corporate Productivity (i4cp), a human capital research firm that discovers the people practices that drive high performance.

Ranked among the fastest-growing companies on the Inc. 500|5000 list, i4cp provides its extensive member network of leading global employers and government institutions with the research, peer collaboration, tools, and data essential to developing and executing workforce strategies and practices that deliver higher market performance.

A frequent author and international keynote speaker on talent management and using human capital strategically in organizations, Oakes co-authored “The Executive Guide to Integrated Talent Management.” He also serves on the board of directors for privately held Workforce Insight, the world’s leading provider of workforce management and analytics consulting services.

He has been a leader in the human capital field for the last two decades including: founder and the president of SumTotal Systems, the largest provider of talent and learning solutions in the world; chairman & CEO of Click2learn, which was founded in 1985 by Paul Allen, co-founder of Microsoft; and president and founder of Oakes Interactive, an award-winning technology-based training company in Needham, Mass.  linkedin.com/in/kevinoakes/

TRAIL BLAZER

Yvonne-Andres

Dr. Yvonne Marie Andrés, Founder, Executive Director, Global SchoolNet

Dr. Yvonne Marie Andrés has been a trail-blazer and non-stop thought leader dedicated to advancing online education and global collaborative learning since 1981. She has been an inspiration to thousands and thousands of educators worldwide, believing that in a connected world students need a global perspective. Her work has brought together youth online from 194 countries to explore community, cultural and scientific issues that prepare them for the workforce and help them to become responsible and literate global citizens.

Andrés is the co-founder of the non-profit Global SchoolNet and the founder of the Global Schoolhouse. She was named one of the 25 most influential people worldwide in education technology and was invited in 2000 to meet with President Bush to launch the Friendship Through Education initiative.

She also is the creator and producer of International CyberFair and the U.S. State Department’s “Doors to Diplomacy” program.

Andrés produces numerous videos and frequently writes about highly effective education programs from around the globe that blend online and offline learning, while incorporating the latest neuroplasticity findings and constructivist learning methodology. Her works have touched people in the U.S., Canada, Asia, Europe, Australia, South America and Africa.In short, she has offered the learning industry some amazing and tireless contributions. linkedin.com/in/yvonneandres/

Chris-Bartlett

Chris Bartlett, Director of Learning Resources, FMC Technologies

Chris Bartlett has made significant changes that enable FMC Technologies’ employees to learn and do more with less, organizing more than 150 employees from 30 countries into a central cost structure, bringing all global learning resources together into a centralized learning resources organization to greatly reduce spending on learning-related activities in just one year without affecting quality.

Here are just a few of the achievements of FMC’s Learning Resources Group, under Bartlett’s direction:

>>   Led the way as the first truly global “shared services” organization with a presence in all business units and regions of FMC.

>>   Connected people globally (75 percent of employees participating in 90 networks via the corporate knowledge sharing platform, The Edge).

>>   Connected people to subject-matter-expert verified information (The Well, FMC Technologies’ wiki, has grown 98 percent since 2012)

>>   Reduction in duplication of course development leading to standardization of courses.

>>   The near-elimination of the use of non-FMC Technologies facilities for training.

>>   Leveraging internal resources and eliminating external expense.

>>   Eliminated millions of dollars in travel costs annually through the increased availability and competency in hosting virtual events and training.

>>   Through in-house video services, reduced the time and cost of creating training materials while increasing the materials’ usefulness, reach and reuse.

>>   Implemented and integrated software to deliver meaningful data to those that need it through cleaning up a SharePoint environment.

linkedin.com/in/chris-bartlett-058636a/

Ruth-Ann-Clurman

Ruth-Ann Clurman, Senior Director of Learning  and Organization Development, Ascension Health

During Ruth-Ann Clurman’s tenure, Ascension’s Learning and Organization Development team has led innovation and accessibility through both social and mobile learning tools. The organization has been selected for the Learning! 100 list for the past five consecutive years. Its workforce supports customers both remotely and virtually and needs 24/7 access to learning solutions. The team also needs a way to connect with each other for peer mentoring and solution support.

Ten years ago, Ascension Information Services began with 675 associates from healthcare facilities across the United States. Today, it has more than 3,000 associates and is recognized as one of the best health-care information technology services organizations in the nation.

Co-workers say Clurman is encouraging and insightful, always striving for improvement in collaboration and effectiveness. That she possesses the vision to identify areas of opportunity and determine development plans that improve and engage associates. That she orchestrates changes with persistence and wisdom to allow for growth. That she continues to work ahead of the curve to clear the path in the constantly changing specialties of health care and information technology so that others may follow. Clurman possesses a master’s degree from Missouri State University. linkedin.com/in/ruth-ann-clurman-1a57883/

Ramon-Garcia

Ramón García Espeleta, Manager, Gerente Virtaula CaixaBank

Ramón García Espeleta guides Virtaula CaixaBank’s online learning effort throughout Spain. During the six years that had has been responsible for the bank’s learning platform, electronic learning has become of utmost importance. It has multiplied by 10 the capacity of concurrency, has changed the design four times, and has generated more than 15 million hours of learning, including more than 2 million in 2016. Informal training has been enhanced, and knowledge between all the people in the organization has increased. Internal trainers have become facilitators and entertainers through virtual online classroom training. The platform itself has been recognized with several awards.

During Espeleta’s watch, the main challenge of the project is for its employees to evolve together and to maintain the spirit of training and development service.

The bank’s online learning platform was born in 1999. In 2006, Web 2.0 tools, blogs, wikis and forums were introduced; in 2010, the collaborative and semantic Web were introduced; and in 2014, Virtaula emotions were introduced. The bank is now seeking the educational application of augmented and virtual reality within its content.

In the last year, a smart recommendations engine has been included in the online learning effort. This tool allows automatic content personalization and segmentation depending on the actions that the users themselves or other employees related to them have made. The bank is currently working on advanced models of artificial intelligence with analytics that inform managers about what employees need and want, as well as applications of virtual and augmented reality.  linkedin.com/in/ramongarciaespe/

Johnathan-Fear

Jonathan Fear, Senior Director of Coupa University, Coupa, Inc.

Jonathan Fear is known as a brilliant leader in the corporate education industry. He has taken all areas of education into consideration at Coupa Inc., an enterprise software company. That includes internal training, customer training, and partner certification, which have all been integrated into their existing platforms (like Salesforce CRM).

Coupa’s corporate education program is called Coupa University, of which Fear is vice president, a position from which he has been able to drive training across many different functions within the company.

Fear is detail oriented, customer focused, and a joy to work with according to staffers. He has proven able to manage the expectations and priorities of requests from top customers effectively. He works well under pressure and is always looking out for his client’s best interests. Additionally, he has always had an excellent grasp of the technology and manages resources wisely.

Fear has been with Coupa for the past six years, but has more than 20 years of experience in the training and education space with companies like SumTotal and Executrain. He holds a bachelor’s degree in Quantitative Economics and Decision Sciences from the University of California, San Diego.

Coupa has been named to Inc. magazine’s list of the 5,000 fastest-growing companies. Its primary mission is to deliver a spend-management platform that unifies business processes across all the ways employees spend money. Its consumerized financial applications digitize spending across travel and expense management, procurement and invoicing. The organization was honored with the 2016 Learning! 100 Award.  linkedin.com/in/jonathan-fear-901a11/

Mohammed-Amir-Habib

Mohammed Amir Habib, Consultant, Sidra Medical and Research Center

Mohammed Amir Habib created the first scenario-based e-learning course at Sidra (and possibly Qatar) as part of a core values awareness drive. All the other 110 or so sessions (clinical and corporate) used tell-and-test approaches with an occasional one-page contextualized question.

Because the learning industry in Qatar is still maturing, it generally purchases materials from companies in Dubai. But Habib became one of the first — if not the first — e-learning professional Because the learning industry in Qatar is still maturing, it generally purchases materials from companies in Dubai. But Habib became one of the first — if not the first — e-learning professional working in the Persian Gulf to bring cutting-edge instructional design coupled with superb development and graphics skills, to create a world-class module. The session he created — Sidra Core Values Awareness — takes the learner through a typical day in the life of a Sidra employee. The learner makes decisions with appropriate support in the form of a values champion to give guidance on behavior in line with Sidra’s values.

Habib helped everyone across the organization to not just learn about the values but actually see the values in action in their everyday decisions. The aim wasn’t just to teach the values but how they need to be lived by allowing learners to experience real, authentic experiences that occur everyday.

Habib has a background in I.T. and has been developing since the age of 10. The key to his success is his understanding of instructional design, human learning psychology coupled with his expert level technical skills.

David-Hembroff

David Hembroff, Head of Training and Development, USIC

David Hembroff has proven to be quite a visionary in the learning industry from his position with USIC, an industry leader for underground infrastructure protection with more than 7,500 employees nationwide. He has helped to chart the course of current and future training and development at USIC and is always looking at ways to improve the company’s overall education process. He’s also taken a fundamental role in USIC’s transition into a digital learning organization, helping to drive internal productivity rates up by more than 100 percent.

Hembroff’s passions are adult education, development and training, and writing. He has built great soft skills as a leader, and has honed his marketing and customer skills with some of the best in the business.

Under Hembroff’s watchful eye, USIC’s employee training has become a well-balanced blend of e-learning served through its proprietary LMS — USIC Institute — and instructor-led and on-the-job training led by its team of training leaders and coaches.

His Training and Development division has been responsible for: curriculum development, instructional design, tiered skill training courses, multimedia and interactive training presentations, micro-learning, continuous engagement and the aforementioned USIC Institute, which offers more than 100 training courses.

Moreover, USIC is a high-growth company, making learning and training crucial. Its 8,200 field technicians undergo more than 500,000 training hours per year.  linkedin.com/in/dave-hembroff-37377a3a/

Brooks-Williams

Brooks Williams, Director of Organizational Development, MidSouth Bank

As an extraordinary leader, Brooks Williams is acutely aware of the impact he has and is dedicated to helping people become their very best. He recognizes leadership as a responsibility, not just a job.

Williams is a learning executive who champions meaningful and impactful workplace learning. By being able to understand both the needs of the bank’s business at a high level and the value of employee development, he gains buy-in from across the organization that learning and development is a key to achieving real and sustainable results.

What makes Williams an extraordinary leader? He is future-directed, with a confidence and optimism about future successes that are contagious. He puts in the work: curriculum development, class (instructor-led/virtual/hands-on) presentations, site visits. Even the little things, like a phone call to an employee who made a big contribution or a handwritten note to welcome a new employee.

Success is key. He works with employees to eliminate barriers that might inhibit success, and he creates opportunities for employees to contribute more to the business and thus feel more empowered. He is invested in his people: a catalyst for their continued learning and development. One of his favorite sayings is, “When you are finished growing, you are finished.”

Williams is a senior leader with a notable career in financial services. His selfless approach to leadership has earned him an incredibly loyal following and is the primary reason his people stay with the organization for much longer than some of them had ever planned. People want to work for him. linkedin.com/in/brooks-m-williams-mbb-cmf-239200128/

Jeanne-Beliveau-Dunn

Jeanne Beliveau-Dunn, Vice President, General Manager, Cisco Services

In just the past year, Jeanne Beliveau-Dunn and her team’s many accomplishments include the launch of a $10 million global cybersecurity scholarship program aimed at helping address the cybersecurity skills gap; revamped and revised the certification program to address new and emerging technologies; and continued to bolster efforts to provide best-in-class I.T. training and certification.

In November 2015, her team launched a revised curriculum and framework for its expert-level certification program, the Cisco Certified Internetwork Expert (CCIE), to meet the changing demands of the digital economy and ensure that I.T. professionals are imbued with the skills they need to participate in meaningful business discussions about the new technical areas that are shaping business strategy and operations. This includes revising the curriculum to incorporate a new assessment approach focused on ensuring that candidates demonstrate knowledge and skills with evolving technologies such as network programmability, Cloud, security and IoT.

This next generation of I.T. certification and training represents a continuation of Jeanne’s long-time work to address talent agility and reskilling. Helping organizations address the existing skills gap and empowering professionals in their own career development is a driving passion for Beliveau-Dunn, and have been the guiding forces of much of her work at Cisco.

In the past year, her book “I’m the Boss of Me: A Guide to Owning Your Career” was published. It provides an easy-to-follow guide on developing a self-empowered approach to work, career and life, interspersing personal stories and anecdotes with lessons learned from her more than two decades of experience in the technology industry.  linkedin.com/in/jeannedunn/

THOUGHT LEADER

Matt-Kurtin

Matt Kurtin, Lead Programmer and Learning Technology Consultant, Innovative Learning Group

Matt Kurtin has been a passionate, knowledgeable, and active thought leader in the learning and development space for the past 20 years. This fact is made abundantly clear by his prominent role at Innovative Learning Group (one of Inc. magazine’s 5,000 fastest- growing small businesses) and the fact that he is in constant demand to share his knowledge with those in the industry.

Kurtin has spoken at more than 15 conferences and conventions, including many of the industry’s most prominent gatherings. He has authored more than 500 e-learning courses and is proficient in Captivate, Articulate Studio, Articulate Storyline, Lectora, Flash, ASP.NET, JavaScript, and XML.

He is a true rarity: someone with immense technical skills, emotional intelligence, and a consultative ability to identify the true need of the client. All of these traits are held together with a visionary passion for learning as a whole. His infectious zeal for learning and development has had a significant impact on the industry. He has acted as both an active developmental presence and an engaging ambassador.

Kurtin leads the mobile learning strategy at Innovative Learning Group, where he has personally developed many mobile applications and courses. Additionally, he has extensive experience supporting translation of custom e-learning courses and has worked on courses delivered in more than 20 languages.

And he has not rested on this pioneering approach to mobile learning; he is actively involved in the discovery of possible applications for virtual reality and augmented reality within the learning and development market.

Jean-Meister

Jeanne C. Meister, Founder, Partner, Future Workplace

Jeanne C. Meister founded Future Workplace to work with forward-looking companies to think differently about the future of work and the changing composition of the workforce. It is now a human resources advisory and research firm dedicated to discussing, debating and sharing the “next practices” on navigating the future workplace and workforce. A consortium of nearly 50 organizations come together both virtually and in person to discuss debate and share “next” practices on preparing for the future of work.

Meister considers herself a workplace visionary and activist who drives her clients to think differently. She has a deep background and experience in corporate learning, and has been awarded a Distinguished Contribution in Workplace Learning Award by a leading organization in the learning industry. Her specialties are employee experience, corporate university design, talent management, leadership development and executive education.

She is also the author of four business books — the first two of which were written on the topic of corporate universities. Today, Meister is very obviously passionate about helping organizations re-think how to attract, develop and inspire employees in a workplace that is rapidly changing. Her latest book is “The Future Workplace Experience: 10 Rules for Mastering Disruption in Recruiting and Engaging Employees.”

Meister has also published articles in popular magazines like Financial Times; Fast Company; Forbes; Harvard Business Review; Harvard Management Update; Journal of Business Strategy; Outlook, a Publication of Accenture; People & Strategy Journal; and Elearning! magazine. linkedin.com/in/jeannemeister/

Mike-Connor

Mike Conner, Chief Evangelist, BlueBottleBiz 

Mike Conner believes in revolutionizing the future of corporate learning. His vision is to support informal learning by giving it some structure, yet providing professionals with more freedom to learn than traditional learning systems provide. He sees the value in an all-encompassing learning solution that supports collaborative learning by combining expert (vetted) content, professional network and unique collaborative tools that allow colleagues and experts to work together.

Conner spent 2016 introducing collaborative learning to Fortune 500 and enterprise companies. He has contributed articles to top publications, and weighs in on topics that cover the future of learning, how learning technology is evolving, and ways to retain talent by building solid learning programs. His articles and quotes have been shared widely among the business community in both the U.S. and the U.K. He meets with the analyst community to discuss collaborative learning and the impacts it will have on organizations.

Conner truly believes that learning provides the foundation to success for professionals and for their organizations. For him, sharing the benefits and innovations of collaborative learning isn’t just a “job,” it’s a passion.

Previously, Conner was the Vice President of Global Sales for Safari (previously Safari Books Online). As a member of Safari’s executive team, most of his time was devoted to developing a second-generation platform and preparing his sales organization and enterprise customer base for enhancements to drive customized learning with curated content. linkedin.com/in/michaelconnercatalystsale/

INNOVATOR

Sue-Brett

Sue Brett, C.E.O., Learningonline.xyz

Sue Brett has proven to be an inspiring force who has shaped a young team of e-learning professionals and developers into achieving results that transform people’s lives and add value at every level of interaction with the company’s user base. She has spent over a decade, challenging and inspiring individuals to do more, be more.

She has been instrumental in the success and launch of e-learning portals such as Cudoo.com and apps such as Langu. ag, which offer more than 160 languages to users to learn and enhance their communication skills. She has worked hard to map the language courses to internationally recognized CEFR levels so that users can easily chart their progress from one level to another, as they progress in their language learning journey. Language lovers can now confidently learn any language and get certified based on their level.

Her company, from its absolutely unique video-based language nanolearning to peer exchange and live online learning, a combination of mLMS, apps and online-based products that connect learners, peers and instructors to a world of cultures.

Brett’s company was shortlisted for the Global Educational Supplies and Solutions (GESS) Education Awards 2017. GESS is a world-class education exhibition and conferences provider and with GESS Education Awards, it aims to acknowledge and reward the brightest contributors to the educational industry.  linkedin.com/in/sue-brett-27911034/

Rory-Cameron

Rory Cameron, Executive Vice President, Corporate Development,  Learning and Marketing Platforms, Litmos, by CallidusCloud

Rory Cameron has led all areas of Litmos at CallidusCloud since its acquisition in 2011. Much of Litmos’ ongoing success and innovative product and marketing direction is driven by his substantial knowledge and thought leadership in the learning industry.

Cameron operates a high-energy and customer-centric organization. He was responsible for multiple acquisitions in 2016, including the key addition of ViewCentral, which has been re-branded as Litmos Training Ops.

He has been recognized with many different honors and awards, including the Irish Global Technology 50 by the Irish Technology Leadership Group and the Irish “40 under 40.” He continues to rapidly grow the Litmos learning business within CallidusCloud and has reinvigorated innovation into the learning industry.

Cameron has more than 15 years of experience in business development, sales, and sales operations across a range of technology sectors. At CallidusCloud, he runs the platforms group which consists of Litmos, Clicktools, Badgeville, and Datahug, highly disruptive platforms in their respective markets. He also led the effort to broaden CallidusCloud’s solutions suite including a volume SaaS operation and the development of the company’s renowned sales academy.

Bottom line: Cameron drives all areas of Litmos and heavily impacts the ongoing success and innovative product and marketing direction within the business. linkedin.com/in/rory-cameron-8947403/

Nicole-Thomspon

Nicole Thompson, Human Resources Director, Fairfax Media

Nicole Thompson has been a driving force in creating one of the first new multi-disciplinary, contemporary learning teams within an innovative digital learning platform that enables collaboration and capability building. 

Through Thompson’s efforts, Fairfax is now speaking to companies globally about its innovations, in order to help them drive transformation in their companies through their new learning teams. Fairfax also presents at conferences to educate the broader market on what it has done to assist them transform learning.

Thompson joined Fairfax as the Human Resources Director for Technology during a career that spans 20 years. Since joining Fairfax, she has obtained an invaluable insight into digital disruption and how technology can be used to build capability. Her current role focuses on enabling business transformation and spans building capability, digital learning, talent management, diversity, alignment and engagement, leadership development and performance management.

While most organizations recognize the need to transform learning, many haven’t yet taken the big step and acted. Fairfax — with Thompson in the forefront — is one of the brave few that have taken the first steps toward L&D transformation. Thompson and her team have created what they believe to be a first within big corporate Australia: a new, multi-disciplinary team with contemporary skills and an interactive digital learning hub that requires stakeholders to collaborate on content production. linkedin.com/in/nicole-thompson-70865712/

Ibrahim-Jabary

Ibrahim Jabary, CEO, Gamelearn

Ibrahim Jabary has turned technology and video games into the best allies of learning. In the process, he has not only revolutionized e-learning, but is also proving that video games are becoming the most powerful tool within corporate training.

It all is the result of betting on the field of learning, of innovation and the transformation of traditional training methods. Thanks to his serious games, Jabary has managed to solve the big problem of e-learning. That is, 70 percent of the people who start an online course never complete it. However, with Gamelearn and his online courses in video game format, Jabary has achieved a dropout ratio of only 7 out of every 100 students.

This is done thanks to a completely revolutionary methodology that combines quality content with a practical approach, simulators to practice with “real” situations, and gamification techniques in a single format: a video game. It’s a unique recipe that has allowed for the training of more than 200,000 professionals from more than 50 countries.

In addition, Jabary has managed to meet his other great challenge: to transform online training with video games into a simple, useful and accessible tool for any company in the world, thanks to the development and launch of the first game-based learning platform in the market.This Gamelearn CEO and founder has spearheaded innovation in the field of corporate training. He was a pioneer in game-based learning platforms in the market, along with developing the first simulator for the development of customer service skills. linkedin.com/in/ibrahim-jabary-2457661/

Sarika-Khanna

Sarika Khanna, Sr. Vice President of Product and Services, Litmos, by CallidusCloud

Sarika Khanna and her team supervise all product development and innovation at Litmos, by CallidusCloud, which prides itself on being at the leading edge of innovation in the learning industry. Khanna and her team have been responsible for pushing the limits of innovation forward in the learning industry. Khanna is passionate about building products to solve business problems and is an avid learner. She has been with CallidusCloud for more than six years and was instrumental in taking the core product offering — Commissions — to SaaS business. In addition to Litmos, she has led the products for the Selling Cloud, Hiring Cloud and Marketing Cloud.

She has proven to be a strategic problem solver with ability to quickly evaluate business issues and work across cross-functional teams to develop innovative strategic and tactical solutions. Her other strengths include:

>>   Strong domain expertise in audience and segmentation, reporting and enterprise analytics, lead management, campaign management, vendor management, email and Web marketing and search marketing.

>>   Strong interpersonal, persuasion and facilitation skills with people of different levels, backgrounds, and personality styles.

>>   Excellent technical, analytical, and problem-solving capabilities.Prior to joining Litmos, Khanna worked at leading software companies including Oracle.

She held variety of positions ranging from engineering to product marketing and product management. She holds a master’s degree with distinction in Information Systems from George Mason University and a master’s in Industrial and Mechanical Engineering. linkedin.com/in/sarikakhanna/

Jack-Makhlouf

Jack Makhlouf, Chief Learning Officer, eLearning Mind

The founder eLearning Mind (ELM), Jack Makhlouf was born to tackle corporate America’s stale and ineffective internal and external- facing training. When you meet him, you instantly know that he’s an extrovert with an undying passion to make learning fun, engaging and impactful — as it’s meant to be. He is a true believer in the idea that education is the key to lasting change and true success.

Makhlouf was previously a founding member of the industry-recognized AT&T Learning Services team. He has been pioneering the e-learning industry for more than 20 years, working with Fortune 500 clients, designing, developing, and implementing innovative learning solutions and enterprise system technologies. Makhlouf brought two widely known learning components together to create a revolutionary learning methodology backed by modern brain science. This was coined as “neurolearning.” This methodology leads the way eLearning Mind thinks and implements learning solutions to foster deeper and more impactful learning experiences.

He applies neurolearning principles to the e-learning industry through instructional design, and has proved neurolearning’s effectiveness over and over by helping more than 100 Fortune 500 clients implement innovative learning solutions and maximize performance through by applying neurolearning to e-learning solutions. 

Makhlouf has a master’s degree in Instructional Technology from the University of South Florida. linkedin.com/in/jackmakhlouf/

Brent-Pearson

Brent Pearson, Founder, Enboarder

Brent Pearson has developed a new mobile learning platform called Enboarder that is streamlining onboarding challenges for busy managers in an intuitive way that adds value for new hires, busy managers and organizations.

Enboarder has been developed by Pearson in response to research that indicated one of the biggest gaps in onboarding new employees takes place between the time the employee is made an offer, and begins his or her first day. This e-learning tool uses mobile delivery methods to serve up a scripted set of interactions that fill that gap. In the first year of implementation, he’s already won pilot projects with such notable brands as Coca-Cola and Turner Broadcasting.

Pearson is a serial entrepreneur with passions in research & development, recruitment strategy and recruitment technology. He has previous tenures with Booz.Allen Hamilton as Director of Knowledge Management, as well as many startups. linkedin.com/in/bpearson/

Alexander-Salas

Alexander Salas, Supervisor, Learning Management Systems, Centene Corp.

According to co-workers, selecting just one category in which to honor Alexander Salas “is impossible.” Since joining Centene Corp., he has been a catalyst for progress — a figurative wrecking ball destroying bad habits and silos in the organization when it comes to the LMS. He has developed an entire online community to support learning and the LMS, streamlined administrative processes, and enhanced the abilities of corporate customers.

Not only is Salas an e-learning multimedia developer, he’s also a U.S. Navy veteran and a lifelong learner in learning and development (L&D).

After serving alongside U.S. Marines as a Navy Hospital corpsman, Salas has promoted and spearheaded the adoption of e-learning solutions for every employer he has worked for in the last 12 years. He’s the organizer of the Orlando Articulate Users Group, which promotes learning of Articulate authoring tools; he shares many of his custom templates at Articulate’s E-learning Heroes Community.

A former Web technology board member at ATD’s Central Florida Chapter, he is an active speaker on topics such as augmented reality, e-learning authoring and multimedia design.  Aside from all this, Salas has a master’s degree in Training and Development and Leadership and is a Certified Professional in Learning and Performance (CPLP) and CompTIA Certified Technical Trainer.  linkedin.com/in/stylelearn/

Mike-Alcock

Mike Alcock, Managing Director, gomo learning Ltd.

Mike Alcock has now created two award-winning, game-changing e-learning authoring tools: Atlantic Link in 2003 and gomo learning in 2013. He’s won more than 30 awards on the back of these, including “Best of Elearning!” (four times), Brandon Hall Gold (three times) and many more. In each case, he’s been personally responsible for sales and marketing as well as product development, leading both companies to global recognition.

With gomo learning in 2013, Alcock took an existing HTML5-based framework and commercialized it to create the next generation of Cloud-based authoring tools. Gomo was one of the world’s first responsive HTML5 authoring tools and still maintains product and innovation leadership in the authoring tools space.

Alcock and his team continue to lead the way with collaborative, Cloud-based solutions. Gomo now offers integrated hosting, xAPI analytics and a native app capability, taking it from a pure authoring tool to a complete learning suite. The new product’s sales is now growing by more than 60 percent in the last 12 months. Gomo is now a key part of Learning Technologies Group (LTG) alongside LEO, Eukleia, Preloaded and Rustici.

Alcock’s success in inventing new and innovative software solutions, as well as building and running two global authoring tool companies and changing the landscape of the industry, earned him this 2017 Learning! Champion Award. linkedin.com/in/mikealcock/

MENTORING

Che-Prince

Che Prince, Owner, Founder, Che Prince Learning Solutions

As a recent graduate from the Instructing Adults Certificate Program at George Brown, Che Prince was instrumental to the success of his students as a direct result of his excellent mentoring capabilities. He provides additional technical support and guidance in order to achieve excellent grades that will help students successfully launch new careers as training developers. In addition to his daily activities as a training developer and C.E.O. of his own learning solutions company, Prince also finds time in his busy schedule to provide the coaching and mentoring.

Prince is a subject-matter expert in learning consulting and needs analysis. He has demonstrated knowledge and experience within L&D and learning technologies, a comprehensive knowledge of practice of project management, and an understanding of adult learning. Other strengths are global and organizational awareness, change management leadership, excellent communication skills, highlighted by initiative, creativity and vision.

Bottom line: Prince is an excellent coach and mentor who rigorously applies the principles of adult learning not only to his own instructional design, but to his trainees as well. He is able to break down requirements into individual simple step-by-step tasks in order to easily obtain successful learning objectives.

Previously, Prince spent nine years as a troop commander and training officer in the Canadian Armed Forces; 16 years as an aerospace engineer at Pratt and Whitney Canada. He has a bachelor’s degree in aerospace engineering from Ryerson Polytechnic University and a Six Sigma Green Belt.  linkedin.com/in/cheprince1/

HIGHPERFORMER

DanHalverstadt

Dan Halverstadt, Vice President of Quality and Training, USIC

Dan Halverstadt has been recognized as a thought leader in the learning industry and has been influential in training and quality at USIC. He currently manages a team of four direct reports for training and quality. Additionally, he’s accountable for more than 60 indirect reports. In recent months and years, he’s effectively moved all training internally, saving $1 million annually in consulting cost. He added the positions of Learning Management System Administrator and Instructional Designer, who created an online learning system under his directive, reducing training times by 66 percent.

Halverstadt developed an industry, ground-breaking and award-winning training method with 270 learning modules specific to the position, utilities, and geography of each role.  He also created a system of on-the-job training that included upgrades and changes resulting in: doubling production and employee retention; reduction in safety issues by 50 percent; quality increase of 40 percent; reduction in cost by 85 percent for new technicians; and, developed user-friendly, water-proof pocket manuals affording each employee an easy-access field guide.

He has more than 20 years of experience driving improvement, visibility, and quality in organizational initiatives for the United States Air Force and USIC. As a USIC VP, he ensures that each time an employee goes out to a call, that employee is equipped with the tools to ensure safety and quality through in-depth training initiatives, protect infrastructures, and provide damage prevention.  linkedin.com/in/danielhalverstadt/

DanielleTomlinson

Danielle Tomlinson, Vice President, Global Education, Plex Systems

Danielle Tomlinson is a long-time leader in the training and development industry, having led training and development within some of the largest and highest growth software companies. Currently, she is responsible for all education services around the world at Plex Systems, a leader in Cloud-based ERP for manufacturing.

Tomlinson has spent the majority of her 20-year career working for high-tech and high-growth software companies on the Services team, specifically the Education Services team. That’s typically the department that provides technical training to customers, partners and employees. Her responsibility has centered around making sure that people know how to use the products that are being sold. Performance is typically measured against a financial goal for the delivery of this training. During her career, Tomlinson has demonstrated an ability to grow revenue and improve margin through business development initiatives, cost management, recruiting key partners and employees, and innovative training product development.

At Plex, Tomlinson has expanded the corporate education globally to search many different markets around the world. The company currently supports more than 400 organizations and 1,300 production facilities in 20 countries around the world.

In 2012, Tomlinson was honored with a “Top 40 Under 40 Training Leadership Award” by a leading publication. This Learning! Champion Award adds to her impressive career. linkedin.com/in/danielle-tomlinson-458393/

DianaBennet

Diana Bennett, Program Manager, IBM Corporate Headquarters (CHQ), Center for Advanced Learning (CAL) Technical Leadership Exchange (TLE)

Here’s the kind of person and employee that Diana Bennett is:

“D”ynamic harbinger of learning for technology leaders;  

“I”nspirational role model;

“A”dvocate for innovation and enablement — bringing positive change to IBM;

“N”urturing manager who supports, encourages and empowers her team; and

“A”gile learning program manager who removes obstacles in order to deliver quality education.

According to her co-workers, she is the type of leader who transcends the negative and works towards the growth, improvement and overall betterment of employees. Her positive nature is infectious.

In terms of reach, Bennett’s training program has a primary target audience of IBM technical employees in leadership roles, but all of IBM’s 400,000 employees can participate. In past few years, the 25,000 to 50,000 technical participants have given the program an overall satisfaction rating of 92% positive.

Bennett leads a small but effective team of nine learning professionals who trust her to deliver their vision and increase the skills and knowledge of innovative and technical IBMers.

Obstacles arise that have the potential to derail a lesser talent, but not Bennett. She faces each challenge with an unflappable positive spirit and a capable tenacity. She inspires. Success is the only end state that she knows.

With a Bachelor of Arts in Education from Arizona State University, Bennett has an extensive background in producing engaging and exciting events in corporate education. Past work includes acting as program manager for fast-forward career development events as well as facilitation, event planning, presentations, communications and client focus. linkedin.com/in/diana-bennett-b122599/

Published in Top Stories

 

The 7th Annual Enterprise Learning! Conference is now accepting submissions for the September event. The theme is ‘Building the High Performance Organization’ and focuses on the strategy, best practices and technologies that drive performance. The event seeks thought leaders and presenters with expertise in learning, talent development, business performance and learning and workplace technologies.

ELC17 is also host to the 2017 Learning! 100 and Learning! Champions Awards honoring the top 100 learning organizations and those making extraordinary contributions to the learning industry. Attendees herald from Amazon Web Services, AT&T, NASCAR, Dept. of Defense, and others.

To submit to ELC17, visit: http://www.2elearning.com/rss2/item/56671-enterprise-learning-conference-2017-call-for-papers

 

Published in Latest News

 

Only 8% of CEOs see Learning and Development’s business impact concludes a study conducted by LinkedIn. Chief Learning Officers (CLOs) face increased pressure to deliver learning that engages employees and positively impacts the bottom line. Companies are looking for proof that their investment is paying off in terms of increased workforce performance.

The report revealed 90% of business leaders believe learning and design programs are key to closing skill gaps. Yet, only 8% of CEOs in the report said they saw the business impact of L&D programs. Even fewer (4%) saw a clear ROI.

The disconnect may be access. Only around 60% of learning and design pros have any real say in their companies (invited to the C-suite on a regular basis, in other words) cites the report.  The teams are simply reacting to the demands of upper management.

Discover more finding at: https://learning.linkedin.com/content/dam/me/learning/en-us/pdfs/lil-workplace-learning-report.pdf

 

Published in Ideas

While 96% of HR pros agree that managers are vital to driving business success, fewer than half say their business adequately invests in developing front-line managers, according to recent Human Capital Institute research. It’s estimated that half of all workers have left a job to get away from a bad manager. Fight the trend: help improve organizational performance and employee engagement by equipping new managers to coach their people and provide clear feedback. Here are some key activities to set your new managers up for success.

1 IDENTIFY THE SKILLS AND COMPETENCIES REQUIRED TO EFFECTIVELY LEAD TEAMS.

When an individual contributor takes on responsibility for a team, he or she may require entirely different skills than the ones that led to success in past roles. As a manager, people skills may become more important than product knowledge; coaching ability trumps an aptitude for coding software. So make sure that you’re hiring managers who have the skills to succeed in those roles, not just promoting based on tenure or great performance in a role that requires entirely different strengths. Gallup found companies that hire managers based on talent realize a 48% increase in profitability, a 30% increase in employee engagement and a 19% decrease in employee turnover. Begin helping your potential leaders develop their skills before putting them in a management role.

2 GIVE MANAGERS VISIBILITY INTO THEIR TEAM’S STRENGTHS, NEEDS, GOALS AND GAPS.

Make sure your managers clearly understand the expectations and goals for their teams—from both a project perspective and professional development standpoint—so they can see progress and respond appropriately. Leading a team to high performance requires managers to provide direction and hold people accountable. Make sure that employee’s goals are documented so managers can measure and track progress through regular check-ins. HCM systems that provide visibility into each team member’s goals make it easier for managers to deliver meaningful coaching and feedback.

3 TEACH YOUR MANAGERS TO DELIVER CONTINUOUS COACHING AND FEEDBACK ON PERFORMANCE.

Just 12% of employees grade their managers as excellent at helping staff improve performance and only 11% say their managers excel at coaching, supporting and developing them. This is a huge gap that organizations must fill if they want to retain staff and provide career mobility. Train managers to become strong coaches so they can guide team members—and the team as a whole—to peak performance.

Next, prepare managers to deliver regular feedback and have an ongoing dialog with each team member. Frequent conversations keep employees engaged and lead to better performance, but one study found that only about 20% of workers meet with their manager on a weekly basis. Make sure your managers are meeting with all their people often enough so that employees know how they’re doing. Have employees and managers collaborate on development plans, balancing current job goals with employees’ additional interests. Leverage performance management tools and 360-degree feedback to let both employees and managers know how they’re doing and recommend appropriate next steps.

Managers have a huge impact on the performance of your people—so make sure you’re giving them the tools and training they need to lead, engage and inspire their teams.

To learn more about identifying and developing first-time people leaders, download complimentary research from SumTotal, A Skillsoft Company, at sumtotalsystems.com/managers.

—Source: 1 “Identifying and Developing First-Time People Leaders.” Human Capital Institute, August 19, 2016. 2 “State of the American Manager: Analytics and Advice for Leaders.” Gallup, 2015. 3 “Future-proofing HR: Bridging the Gap Between Employers and Employees.” Mercer, 2016. 4 “How Millennials Want to Work and Live.”

Published in Ideas

 

After seeing the many AI-powered toys, consumer products and smartphones at CES this month, it is important to ask about AI's future and security. This week, tech billionaires from LinkedIn and eBay are donating $20 million to the Ethics and Governance of Artificial Intelligence Funds to “protect” society from AI. The Fund will distribute money to researchers working on the tough ethical problems raised by AI.

“There’s an urgency to ensure that AI benefits society and minimizes harm,” said LinkedIn’s founder, Reid Hoffman. “AI decision-making can influence many aspects of our world – education, transportation, healthcare, criminal justice and the economy – yet data and code behind those decisions can be largely invisible.”

Last year, Elon Musk and other technology leaders invested $1 billion in OpenAI.org, a non-profit artificial intelligence research company whose mission is to assure safe and secure use of Artificial Intelligence.  OpenAI’s mission is “to advance digital intelligence in the way that is most likely to benefit humanity as a whole, unconstrained by a need to generate financial return,” according to their website.

Musk has been critical of AI and its potential harm.  “I think we should be very careful about artificial intelligence. If I had to guess at what our biggest existential threat is, it’s probably that. So, we need to be very careful,” said Musk. “I’m increasingly inclined to think that there should be some regulatory oversight, maybe at the national and international level, just to make sure that we don’t do something very foolish.”

Musk will be co-chair of the non-profit with technology venture capitalist Sam Altman, who has backed Reddit. Similar initiatives are being funded by IBM, Google and Apple.

 

Published in Ideas
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