SUPPLEMENTING CURATED CONTENT WITH CURATED INSIGHTS WILL TAKE YOU TO A NEW LEVEL.

BY LACI LOEW, BOB DANNA AND CANDY OSBORNE

Employees are struggling to keep up with data that continues to grow at an alarming rate. Now, more than ever, they’re also having to make sense of changing technology with things like artificial intelligence (A.I.) and cognitive technologies in the workforce. According to reports by McKinsey, nearly half of all jobs could be fully automated or augmented by 2035, adding to employees’ fears that they’ll soon be replaced by machines.

The technological landscape is forcing employees to adapt or be phased out. But as employees persevere with information and data overload and a lack of clear personal and professional boundaries, being on call nearly 24/7, how will they break through?

Ironically, employees who can make sense of the insurmountable amount of data and content and who can then draw thoughtful insights will become subjectmatter experts (SMEs) within an organization, fortifying their foothold in the company and making them invaluable to the company and to their peers.

Jeff DeGraff, Ph.D., author of “The Innovation Code: The Creative Power of Constructive Conflict,” expands on the ironic state we’re in:

“The rhythms of reflection and deep thought run contrary to the speed of work. Making sense of the world requires more than just an infographic. It requires real time.

“Of course, there are many more aspects to the new world of work beyond technology, boundary busting and time shifting. We can speculate about these, because they are already here. But there’s still much about the new world of work we can’t know yet. All we can really do is to continue to make it up as we go along. Maybe the real revolution is making time to make sense of it all.”

 What if there were a way to empower employees at all levels to draw their own insights and share them with their organization not only to position themselves as experts, the go-to people for more information in the organization, but also to help accelerate expertise?

THE ROLE OF SUBJECT- MATTER EXPERTS

Interestingly, if you ask employees who the SMEs are within their organization, you’ll likely get responses that senior leadership has all the knowledge. But research proves otherwise. Most SMEs are buried within the organization, having no voice or means to share their insights and knowledge with others.

What if there were a way to tap into hidden knowledge within an organization to amplify and accentuate the voices of experts, regardless of job title or level?

knowledge to insight

According to a Forbes article entitled, Top 10 Business Trends That Will Drive Success In 2017, two of the top 10 predictions involve SMEs. The first prediction states that customers would rather interact with SMEs instead of sales people; the second prediction is that SMEs will be supported by salespeople. Shifting the focus to enabling employees to be SMEs despite the data overload and changing technology is key. Helping employees to become SMEs can be done by enabling them to develop and share their insights.

We’re entering a new era, shifting away from knowledge workers to insights experts individuals in the enterprise network who distill meaningful and actionable ideas from all the information they read and share with others through a collaborative and dynamic network or platform. This probably starts with a handful of individuals but needs to evolve to all workers, and only organizations with workforces 100 percent full of insights experts will have employees who make meaningful contributions to the business. Thus, the business would have staying power.

ENABLING EMPLOYEES TO DEVELOP INSIGHTS

Content curation and the development of insights are already happening. Employees curate as they handle, sort, annotate and manage information daily. They print documents and use sticky notes, read books and highlight information, make annotations and take notes in notebooks. Online they read and save emails, bookmark sites, insert comment bubbles on PDFs, and contribute on sites like Evernote, Google Docs and social media.

The challenge is that insights are being created and captured in silos, sporadically shared with others who may be only peripherally aware that the knowledge exists, or repeatedly shared to numerous employees (by a single SME) to a point of spending time inefficiently.

When employees curate insights, they’re called insights experts. To be useful, their insights need to be shared across the organization in a meaningful and practical way. These insights experts can identify the useful, actionable two percent of information from all the content they read, gifting a wealth of time savings and expertise to coworkers in need of the same information.

ENABLING A CULTURE OF SHARING

Because of flattened organizations, employees are already enabled to get answers from anyone in the organization; however, the current process is cumbersome and archaic. The smaller the group, the less noticeable it is, and the less need there is for scalability. But today’s enterprise workforce of geo-dispersed and remote workers distorts a clear path of insights discovery and sharing across the full organization.

Current tools allow for the identification of information but do not allow employees to recall, synthetize, analyze or apply the information. Do your employees hoard information or share it? What does that look like today? How much time is wasted by the SMEs explaining themselves multiple times or by the information-seekers searching for it?

Going forward, we need tools that can shift away from the traditional model of curating content to one that will enable employees to draw thoughtful insights and share them from the content they consume. This is the level of expertise needed to propel an organization forward: content curation combined with insights curation.

What are the possibilities of an organization full of SMEs? Greater productivity? Faster speed to market? Increased bottom line? Actualized innovation? Increased sales effectiveness? Greater customer satisfaction? The potential for success is boundless and measurable.

WHAT MIGHT IT LOOK LIKE?

Imagine a network that recognizes and rewards individuals based on their subject matter expertise and meaningful contributions. This is an enterprise-wide network that seamlessly integrates the curation of insights with content. It is set up for recognition and rewards for those who take the time to digest information, draw thoughtful insights, and share them with their colleagues. Not only will insights lead to social badging and SME status, but employees will more deeply root themselves as true experts and help to accelerate expertise and the application of it  throughout the organization.

Learning is accelerated exponentially when you cut to the “a-ha” moment, the curated insight. Consider this example: a sales representative has been learning about consumer mindset by reading books, articles and attending webinars. Throughout her professional development, she makes the connection that the leads marketing delivers are already self-educated on the company’s solution and therefore she and her peers should be moving the conversation away from an educational one to a convincing one. Sharing this insight with her sales and marketing teams could result in better qualified leads and a lowered cost of customer acquisition because they’re better able to target and deliver qualified leads.

When employees seek answers today, their search results return courses, books, videos, blogs, websites, intranet sites, PDFs and other documents, in long form. Then, employees must sift through and read information in bulk until they find what they need — if they find what they’re looking for at all. Searching for insights flips this traditional search query model on its head, such that employees get immensely condensed search queries with the option to expand to the long-form asset if something piques their interest.

Adapting to the changing technological landscape, the rate of data growth and other facets that will continue to overwhelm employees calls for next-generation thinking based on future workforce trends. It’s not a talent management system, a learning management system, a social layering system, or a reward-and-recognition system per se. It’s something altogether unique that allows curated content and curated insights to be shared, discoverable and immediately actionable to the people seeking it. It is what will fuel SMEs, their colleagues and the organizations they support.

—Laci Loew, founder and Principal, Laci Loew & Company LLC, is a results-driven human capital industry analyst offering research-based consulting and advisory services in human capital practices with more than 30 years of experience. Bob Danna, retired Managing Director, Deloitte, now serving as the Executive Chairman of the Board of Pandexio, Inc., has more than 40 years of experience in HR and learning transformation, leadership development, workforce analytics and associated management consulting. Candy Osborne, owner of Snowbird Creatives, began her career as a photojournalist in the U.S.M.C. 25 years ago and continues to craft compelling stories: many of them about enterprise learning.

 

 

 

 

 

 

 

Published in Top Stories

ABOUT DAU

The Defense Acquisition University (DAU) is the primary training organization for the Defense Acquisition Workforce. It is committed to providing the training — both formal and informal — to improve the professionalism of the more than 160,000 members of the acquisition workforce by engaging them both in the class- room and on the job. DAU plays a vital role for our nation by ultimately developing fully qualified acquisition professionals who deliver cost-effective systems, equipment, and services to meet warfighter requirements.

It’s an exciting time in both of Defense Acquisition University’s worlds: learning and acquisition. We couldn’t be more optimistic about how we will thrive in this environment. People all over the learning world are busy applying new technologies to engage a workforce that learns differently. DAU is no different. Our innate desire to improve drives us to use these technologies in innovative and powerful ways. We are doing this by increasing our focus, efforts and resource investments on our clients’ business results and making that our measure of success.

STRATEGIC PLANNING AT DAU

This year, we developed a completely revised DAU strategic plan that ensures alignment with business strategy and our vision and mission. There will always be more changes, new technology, and new possibilities. We are well positioned to identify these, adapt, and remain a world-class learning leader. This is reflected in our New Strategic Plan, which includes our comprehensive learning strategy — Acquisition Learning Model (ALM) — and in our goal of improving acquisition outcomes via business results.

There are three domains of our new ALM: foundational, workflow and performance learning. One of our strategy’s primary goals is to ensure cross-domain integration and repurpose learning assets among domains. For example, “train like you work, work like you train.” By doing so, we have focused all activities primarily on job and organizational success.

The ALM “links” our training (both in classroom and online); acquisition resources and job support tools; mission assistance and customized workshops. This allows us to be current, connected, and innovative in every area. Our students need current information the latest policies, guidelines, and lessons learned relevant to their increasingly diverse and fast-paced work. Likewise, DAU must have current and direct knowledge of what’s going on in the acquisition enterprise so that we can anticipate the requirements of our students, bring them the assets they need, and teach in a way that is relevant to their work and their learning style. 

DAU must also be tightly connected to its customers and aligned with their priorities and challenges. This helps make our work meaningful and is also a key function of a corporate university. Our students need to be connected quickly and easily to the information required for their success on the job. In addition, the domains of learning in our ALM are most powerful when they are connected to each other integrated and reinforcing.

Our customers also need innovative approaches to problem solving and the ability to think critically. Likewise, we must be innovative in our methods for transferring knowledge to the workforce whether in the classroom, online or through mission assistance.

STRATEGY IMPLEMENTATION

To implement our learning strategy, we incorporated its three domains into our performance-based strategic plan. Our strategic planning process is DAU’s engine for change and transformation this is the perfect vehicle for implementing the new learning strategy. This required the creation of three new strategic goals that incorporate the ALM (foundational learning, workflow learning, performance learning) as well as two additional supporting goals of people and infrastructure. All are focused on business results (acquisition outcomes).

The entire strategic planning process is a deliberate, planned, measured, iterative and integrated cycle that continuously moves DAU toward its organizational goals and vision for the workforce. The ALM’s primary purpose “improve acquisition outcomes” is a now a pivotal part of DAU’s vision statement, ensuring all supporting objectives and tasks in our strategic plan drive to that goal.

As implemented in the new Strategic Plan, the ALM extends the concept of learning beyond the classroom. DAU is now delivering more in-context consumption learning on the job anytime, anyplace. All learning assets (e.g., courses, how-to videos, self-service portals and job-support tools) are integrated and shared among the three domains. Moreover, the University is achieving these results in a cost-effective manner while maintaining high standards of quality. By implementing the ALM, the university aligns with senior leadership, and continuously modernizes its business and learning infrastructure. The world-class learning architecture supports continuously updated curricula, talent development and rewards. The scale and scope of the ALM:

Foundational Learning - DAU offers more than 400 technical training courses supporting the 14 Defense Acquisition Workforce Improvement Act (DAWIA) career fields, which require that Defense Acquisition workforce members be certified for their positions. Workforce members can fulfill their training requirements through DAU’s core certification and core plus training courses.

Workflow Learning - Access to acquisition knowledge outside traditional learning environments improves efficiency, innovation and effectiveness, enhancing job performance. It also augments the foundational learning that occurred in the classroom and gives individuals quick, easy access to information, connects them to other acquisition professionals, and provides in-context consumption learning opportunities.

Performance Learning - Extends help beyond the classroom into the workplace with mission assistance services. This program places seasoned faculty onsite at organizations ranging from smaller acquisition teams to larger acquisition programs to provide advice, consulting, rapid-deployment training on new initiatives, and training targeted to address unique mission needs. An organization’s complex problems often require face-to-face and high-impact support.

MEASURING LEARNING IMPACT

DAU’s learning measurement strategy is to provide the key performance metrics that are credible to our senior leadership team. Our executive team values DAU as an enterprise when determining impact and performance by both growth and multi-year metric trends aligned to business goals within our strategic and annual performance plans.

To assess the effectiveness of our learning strategy and solutions, DAU measures success by the value-added contributions across the three domains of our learning strategy. This total enterprise view of our contributions determines if the learning needs of the Defense Acquisition workforce are being met.

DAU’s increases in capacity and throughput did not come at the expense of learner satisfaction. The university’s customers consistently give top ratings to DAU’s learning assets and faculty who deliver them. DAU uses the four-level Kirkpatrick training assessment model to evaluate student perceptions, learning outcomes, job performance, and customer impact. DAU consistently receives high marks (80 percent and above) in student surveys from more than 1,756 classroom course offerings per year, delivered at DAU’s five regional campuses and more than a dozen satellite locations. Of the surveys completed by university students, DAU’s classroom courses received an average rating of 6.3 (90 percent) on the seven-point Likert Scale. This exceeded DAU’s target of 80 percent by 10 percent and is 5 percent above the Metrics that Matter corporate benchmark of 85 percent.

BENCHMARKING PRACTICES

DAU also has a robust benchmarking program where we seek out our peer organizations with transferable best practices to adopt and adapt. We average four visits per year and, in return, we share our best practices with others. In the last ten years, more than 80 organizations have benchmarked DAU. Benchmarking is a powerful tool to gain and maintain leadership in our field.

DAU continues to implement Kirkpatrick’s Four Levels of Evaluation, compiling a multi-year database of millions of surveys. DAU has contributed several chapters and case studies to several of the Kirkpatricks’ recent books. However, we knew we must continue to build on this success and raise the bar to take the next big step: to measure the impact of our learning strategy on business outcomes.

IMPACT METRICS AT DAU

The most urgent challenge facing DAU was to help improve business results especially with a new, inexperienced and challenged workforce. We had to better understand learning and development’s relationship, impact, and contribution. To accomplish this, we invested in more in-depth learning analytic capabilities to focus our attention on business results as our key measure of success. What we needed was a more comprehensive learning analytics capability that directly targeted impact metrics: job performance and business outcomes.

Learning analytics must be incorporated into the context and be in direct support of our overarching learning strategy that focuses on the right impact measures. With the ALM, DAU’s primary measure of success (or KPI) for all our courses, Web assets and performance support became the impact metrics. DAU ‘s approach to learning analytics complements this by focusing on measuring and analyzing level III/IV evaluation feedback preferably when students are back on the job.

IMPACT METRICS STRATEGIC OUTCOMES

Foundational learning: Although students respond to impact metrics questions on the end of course surveys, we have found the Level III questions on the 60-day follow-up evaluations are more insightful. At this point, learners (and in special cases their supervisors) indicate whether training contributed to improved job performance.

We also found some interesting dynamics in survey scores on both instructor-led (ILT or classroom) and distance learning (DL) courses regarding impact metrics.

ILT courses score higher than DL. Both drop significantly end of course (t=0) and when back on the job 60 days later (t=60). The difference is less significant between ILT and DL when back on the job.

This has contributed to resource discussions and decisions by the leadership team on which delivery is more appropriate for each course. When analyzing hundreds of thousands of surveys for “impact metrics,” we believe that the 60-day follow-up when back on the job is the more accurate gauge as a KPI for DAU’s contribution to the workforce.

In looking at our surveys regarding the utility of courses to job relevance 60 days later, we find some courses do well and some not as well. We’ve added more “use on the job” survey questions to more than 400 courses. Additionally, we analyze a 60-day follow-up for “utility to the job” questions.

The good news is more than 89 percent are or will use DAU course content on the job. However, another view of the same data would be that 11 percent never use the content (compared to industry standard of 40 percent). This level of analyses has changed the conversation during curricula and new course development reviews.

Text mining helps complete the foundational learning picture. Text mining is an analytic tool we use for interpreting the “meaning” or “semantic space” described by the words extracted from the documents analyzed, to create a mapping of words and documents into a common space, computed from word frequencies or transformed word frequencies, identifying the latent semantic space that organizes the words and documents in the analysis. In some way, once such dimensions can be identified, you have extracted the underlying “meaning” of what is contained (discussed, described) in the thousands of comments in our survey base by course.

We use Statistica’s Text Mining Module for these analyses. DAU now analyzes the root cause(s) of low performing courses through “text mining” of open-ended student comments that accompany the survey scores and takes appropriate action to improve their results through periodic curriculum updates and new course development. In another text mining example, our business and finance courses show the most frequent themes derived from thousands of comments by course include, “Not applicable, good general info, more practical, good course, useful on the job, improved job performance, etc.” The text mining helps with the root cause analyses and supplements Likert and percent scores to ascertain the cause of low-performing courses.

Deep Diver Learning Analytics: The learning analytic “deep-dive” capability has proven invaluable during curricula reviews and prioritizing course update funding. DAU keeps more than 400 existing technical courses current and relevant, while developing 40 new courses per year. New course designs have now improved job impact and business results scores to over 6.75 for business impact.

Our strategic analysis and review have changed the level and scope of discussions during senior leader meetings and curricula reviews. This impact has changed policy level decisions that drive requirements on who must attend which course based on data, not irrational needs.

Measuring Workflow Learning: To measure impact metrics in the informal space, we use all the Google Analytics’ capabilities available to us. We measure our workforce uses, sources, technologies used, dwell times, time spent, access, etc. For example, of 170,000 users, 84 percent found what they wanted in one click; 3 clicks rose it to 97 percent. Other usage data is also tracked here.

Feedback from our workforce on the quality of Web-based assets is tracked through informal survey questions in MTM, supplementing the Google Analytics utilities.

Measuring Performance Learning: High job impact is measured with quantitative interviews, supplementing our qualitative analyses through carefully structured interviews to gain personal feedback on the impact of our Mission Assistance (MA) and consulting efforts.

We primarily conduct Level III/IV executive interviews to assess DAU’s total impact of job performance and business; more than 100 were conducted with senior leadership in FY16. This yielded strategic qualitative feedback from senior business leaders.

ENTERPRISE-WIDE LEARNING ASSETS

We are putting more emphasis on learning assets and less on courses in our overall L&D approach. This has changed who, where and how we develop, deliver and deploy our assets. We moved from curricula and asset development upstream in our process to drive more impact. This minimizes bias toward a course-only solution. We can also leverage technologies that best suit the material and students’ needs. We are also better able to translate learning objects into asset building blocks to use discretely and re- purposing across the ALM.

SUMMARY

The future is uncertain. Many successful organizations have failed to keep reinventing themselves and fall trap to the “S” curve into extinction. In this environment, that is a death sentence. Technology is changing the business. Good for customers; good for innovators; tough on incumbents! Beware of “the way we’ve always done it.”

The heart and future for DAU will remain an evolving strategy. Through it, we will touch every professional in the Defense Acquisition workforce at every stage of their career and help them improve acquisition outcomes. Finally, in everything we do, we must always continue to stay current, connected and innovative. At the same time, we must to be focused on executing our critical mission and achieving our vision: helping the workforce succeed and improve acquisition outcomes.

Only in this way, will DAU can prepare the Defense Acquisition workforce to provide America’s warriors the best in weapons and equipment in defense of our nation, now and in the future.

—Dr. Christopher Hardy is Global Strategic Director of Defense Acquisition University. DAU is a seven-time Learning! 100 Award winner.

 

 

Published in Top Stories

If there is a lesson to be learned from this year’s Learning! 100 honorees, it is that there is always room for improvement, that learning organizations cannot stand pat from year to year, no matter what kind of accolades they’ve won in the past.

For instance, take Learning@Cisco, which is making its seventh journey into the Learning! 100. The company instituted a “My Services Connect” project this past year. And the U.S. Defense Acquisition University (DAU) — another seven-time honoree — which rewrote its strategic plan to account for advances in the theory and practice of government learning processes. And even relative Learning! 100 newbie Ingersoll Rand, which instituted a “Pathways to Growth” plan for its global sales team.

All three of those institutions, along with the others highlighted on the following pages, did not rest and are still providing cutting-edge approaches to implementing new learning projects and initiatives in their respective organizations.

The only Learning! 100 company to earn first-time Top 10 honors this year is Last Mile Health, whose dedicated work in Liberia against an Ebola outbreak earned a visit from former President Bill Clinton last year. This profile is a must-read for everyone, for it exemplifies what can be accomplished to serve mankind through effective education, learning and training—no matter what the circumstances and obstacles.

Learning! 100 applicants are evaluated across three criteria: Collaborative Strategies’ Collaboration Index, Darden School’s Learning Culture Index, and overall organizational performance. Accolades are awarded in four categories of excellence: innovation, culture, performance and collaboration.

Discover how these leading organizations are so successful with their learning programs on the following pages, and watch for upcoming sessions, Web seminars, articles and events hosted by Elearning! magazine.

 

Here are the Top 10 Learning! 100 organizations for 2017:

CORPORATE

1) T-Mobile

2) Amazon Web Services

3) Salesforce

4) Cisco

5) Ingersoll Rand

PUBLIC SECTOR

1) Defense Acquisition University

2) American Heart Association

3) Advanced Distributed Learning Initiative

4) Last Mile Health

5) U.S. Department of Veterans Affairs Aquisition Academy

 

 

PRIVATE SECTOR #1

The ‘Un-Carrier’ Culture at T-Mobile

Area of Excellence: Culture

L1002017TMobileImage

T-Mobile U.S.A. is the fastest growing company in the extremely competitive wireless communications industry. It’s position as the ‘Un-Carrier’ fuels subscriber growth. No long-term contracts, excellent customer service and high valued services are the norm at T-Mobile, the ‘Un-Carrier.’

T- Mobile U.S.A. has been chosen as #1 Learning! 100 for unifying the ‘Un-Carrier’ vision at the sales level.

When Bart Ons came on board, he found that while the telesales team was performing and meeting its revenue targets, the organization was highly fragmented, with call centers each using different processes, tools, management models and training approaches. Knowing this was not a sustainable approach, Ons deployed a pilot engagement of “Pathways to Growth.” The intended outcome was to change the sales management and coaching approach used by managers in six key T-Mobile call centers for more than 1,200 telesales agents.

As the Pathways to Growth (PTG) engagement launched, the project grew to include all call centers as well as a comprehensive and highly customized sales training curriculum, media campaign and rollout. Branding focused on promoting the Un-Carrier culture with a theme to “Unleash, Empower and Excel U.”

The teams worked together to build a series of e-learning preparation modules, on-site and virtual learning classes, coaching modules, reinforcement e-learning solutions, multimedia solutions, promotions and more. The goal was cultural change, excitement and a focus on working cohesively as one unified T-Mobile to deliver an outstanding customer experience.

T-Mobile had already experienced measurable success through its efforts to fine-tune its sales manager coaching process in its B2B sales unit. Through the PTG sales management program, T-Mobile’s B2B sales group successfully shifted its management culture to not only accelerate the effectiveness of sales team members but also improve the accuracy of forecasting by improving the health of the forward pipeline.

During the PTG discovery process and subsequent sales management training, consultants recognized that there was a deeper need to manage a wholesale cultural shift within this sales group. In January 2017, early results from the PTG training were presented to senior leaders, including recommendations and proposed plans for additional, bespoke change management training for the Digital Frontline built around T-Mobile’s “Un-Carrier” culture.

The kickoff of the UEE program occurred in March of 2017 and the training is ongoing. The components of the program include:

>> U-Unleash – Digital introduction to the Un-Carrier philosophy to onboard participants (March-April 2017)

>> U-Train – Train-the-trainer program for Digital Frontline trainers and quality assurance staff (March 2017)

>> U-Lead – Leadership training for Digital Frontline managers, supervisors, trainers and QA (May 2017)

>> U-Sell – Selling and soft skills training for Digital Frontline sales agents (June-August 2017)

>> U-Call – Introducing a new sales call flow offering agents both consistency and flexibility (Mar 2017)

>> U-Grow – Training on call review and coaching to ensure consistency and improved customer experience (starting September 2017)

>> U-Start – New UEE-based onboarding and new-hire training program (starting September 2017)

With a successful sales program, already begun, T-Mobile is being honored with Learning! 100 designation for the second time.

 

PUBLIC SECTOR #1

A Learning Evolution at Defense Acquisition U.

Area of Excellence: Performance

L1002017DAUImage

Defense Acquisition University’s senior leadership team. First row, center, white shirt: DAU President Jim Woolsey. Photo courtesy DAU.

This year, Defense Acquisition University developed a completely revised strategic plan ensuring both alignment with business strategy and directly targeting its vision and mission.

“This is the future of learning, and is already well within our reach,” says DAU’s Dr. Christopher Hardy. “There will always be more changes, new technology and new possibilities. [But] we are well positioned to identify these, adapt, and remain a world-class learning leader.” The DAU’s new strategic plan includes its comprehensive learning strategy, the Acquisition Learning Model (ALM).

One of the strategy’s primary goals is to ensure cross-domain integration and repurpose learning assets among domains. By doing so, all activities have been focused primarily on job and organizational success.

Comprising three separate yet integrated domains (foundational, workflow and performance learning), the ALM “links” training (both in classroom and on line); acquisition resources and job support tools; mission assistance and customized workshops, allowing DAU to be current, connected and innovative in every area. Why current, connected and innovative?

Students need current information— the latest policies, guidelines, and lessons learned relevant to their increasingly diverse and fast-paced work. For them, current also means up-to-date case studies and course materials found in our foundational learning assets, as well as continuously refreshed and interesting news and tools available in our workflow learning assets. Likewise, DAU must have current and direct knowledge of what’s going on in the acquisition enterprise.

Students also need to be connected quickly and easily to the information required for their success on the job, not to mention connected to each other. Finally, the DAU must be innovative in the methods used to transfer knowledge to the workforce.

The entire strategic planning process is a deliberate, planned, measured, iterative and integrated cycle that continuously moves DAU toward its organizational goals and vision for the workforce. The ALM’s primary purpose, “improve acquisition outcomes,” is a now a pivotal part of DAU’s vision statement, ensuring all supporting objectives and tasks in its strategic plan.

As implemented in the new Strategic Plan, the ALM 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 (courses, how-to videos, self-service portals, job support tools) are integrated and shared among the three domains. By implementing the ALM as a cost-effective measure, the university aligns with senior leadership, continuously modernizes its business and learning infrastructure, has a worldclass learning architecture deployed, continuously updates curricula, recruits the right talent, and rewards performance, ultimately garnering global recognition as a leading corporate university.

The scale and scope of the ALM:

Foundational Learning:

DAU offers more than 400 technical training courses supporting the 14 Defense Acquisition Workforce Improvement Act (DAWIA) career fields, which require that Defense Acquisition workforce members be certified for their positions.

Workflow Learning:

Access to acquisition knowledge outside traditional learning environments improves efficiency, innovation, and effectiveness—enhancing job performance. It also augments the foundational learning that occurred in the classroom.

Performance Learning.

Extends help beyond the classroom into the workplace with mission assistance services. This program places seasoned faculty onsite at organizations ranging from smaller acquisition teams to larger acquisition programs.

DAU is a seven-time Learning! 100 honoree.

 

PRIVATE SECTOR #2

Amazon Web Services Focuses on Enabling Customer Success

Area of Excellence: Performance

 More than 10 years ago, Amazon Web Services (AWS) started as a storage services. Today, it offers more than 70 services for compute, storage, databases, analytics, mobile and enterprise applications. AWS announced 722 new features and services last year making it one the most innovative cloud-storage companies.

Amazon Web Services (AWS) is being honored as #2 Learning! 100 company this year, thanks to its Outcome Based Account Management (OBAM) program. Consistent with the Amazon Leadership Principle of Customer Obsession, the OBAM methodology works backward from customers, defining success through their eyes based on their unique needs and target outcomes. As is common at Amazon, the development of OBAM involved extensive experimentation that spanned more than two years to identify and refine best practices for helping buyers buy. OBAM provides the AWS field organization with a common foundation and universal approach focused on enabling customer success.

OBAM is composed of the process, tools, competencies and dialogue architecture for initiating and solidifying AWS’s customer relationships. It’s a matchmaking process that’s fixated on transforming the buyer-seller engagement into a lifelong journey where everyone involved in the process is focused on the customer’s success. The program includes a pre-call, pre-work, a live twoday collaborative training day session based upon actual customer situations, three post-workshop coaching calls, and an on-demand playbook.

The parent company’s unbroken 20-year streak of double-digit revenue growth shows no sign of slowing this year, helped by an influx of online shoppers who are abandoning stores for “shop by Internet.” Amazon revenues grew by 27.1 percent in 2016 versus 2015, which surpassed last year’s growth of 20.2 percent, and profitability grew by 34.97 percent, versus the prior year’s growth of 34.74 percent. For a company that’s 23 years old, those are unheard-of numbers. And Amazon optimistically projects revenue to continue to increase by healthy margins.

AWS is a Cloud computing platform with a comprehensive suite of services that allows for on-demand computing. AWS has four core feature buckets — Compute, Storage & Content Delivery, Databases, and Networking. At a high level, users can control these with extensive administrative controls accessible via a secure Web client. Tools include identity management, auditing, encryption key creation/control/storage, monitoring and logging, and more.

To continue facilitating its rapid growth, AWS has built an extensive network for live and online training to help people learn AWS or to take on the more technical roles required for devising solutions or running operations. Completion of that training then qualifies learners for AWS certification.

The OBAM program, which has been delivered globally in all geographies, is being met with great success, achieving a global average score from participants of 4.47 out of 5. The program has now been successfully rolled out to more than 1,400 participants, and the overall impact of the program can be seen in both the continued growth of Amazon Web Services and the parent company.

As was evident from the annual report, Amazon Web Services is a major contributor to that growth. It is drawing more small businesses and large enterprises to its Cloud platform.

This is the second time the company has joined the Learning! 100.

 

PUBLIC SECTOR #2

American Heart Association Builds Powerful Relationships

Area of Excellence: Culture

“Life is Why” the American Heart Association (AHA) exists. The mission is to build healthier lives, free of cardiovascular diseases and stroke. This single purpose drives all that they do.

The AHA is the nation’s oldest and largest voluntary organization dedicated to fighting heart disease and stroke. AHA includes more than 22.5 million volunteers and supporters; funds innovative research, fights for stronger public health policies, and provide critical tools and information to save and improve lives. AHA has 156 local offices and more than 3,000 employees. Last year, the American Heart Association (AHA) wanted to establish a unified fund-raising process and culture across the entire organization for both volunteer-centric and direct groups. Besides this unified fund-raising process, AHA also wanted to support its staff in articulating the mission, impact and programs of the AHA, as well as to reach critical thresholds in areas of revenue and health goals. These business outcomes led to the creation of the “Building Powerful Partnerships” program.

Those three key words are actually part of a larger philosophy included in the AHA’s guiding values. From leveraging the strength of its volunteers/ staff partnerships to working with the many individuals and organizations that influence the health of individuals, our nation and our world, the organization collaborates to bring the best and brightest solutions to building healthier lives free from cardiovascular diseases and stroke.

Some of the learning objectives that needed to be achieved to fully implement the “Building Powerful Relationships” program were:

>> Demonstrate the ability to lead conversations that offer value to partners and volunteers by focusing on their needs.

>> Apply best practices for creating rapport, earning trust, and aligning the AHA message and mission with partner and volunteer needs.

>> Discover and practice proven ways to leverage LinkedIn for establishing credibility and making connections with prospective partners and volunteers.

>> Define four typical human behavior styles useful for enhancing conversations with partners, volunteers and team members.

>> Identify and practice proven strategies for each behavior style, resulting in better communication and increased trust.

>> Describe and practice the five-stage “SMART” engagement model to plan and execute high-impact conversations with partners and volunteers.

>> Apply the Powerful Partner Research process during the engagement process with prospective partners and volunteers.

>> Practice the 5-step “HEART” Conversation process.

>> Evaluate and develop plans for transitioning relationships to the next level of stewardship and involvement.

According to the AHA, the program exceeded all expectations and helped it achieve its critical goals, which in turn helped the organization continue its laudatory work.

This marks the sixth year the American Heart Association has been listed among Learning! 100 honorees.

 

PRIVATE SECTOR #3

 Salesforce U Fills Talent Skills Gaps

Area of Excellence: Performance

Salesforce is the most innovative company seven years running according to Forbes. Salesforce’s Customer Success Platform offers a comprehensive portfolio of services, such as sales force automation, customer service and support, marketing automation, digital commerce, community management, analytics, application development, IoT integration, collaborative productivity tools, AI-powered and professional cloud services. The company enables industries and companies of all sizes to connect their customers using cloud, social, mobile and data science technologies. It also encourages third parties to develop additional functionality and new apps that run on its platform and other developer tools.

With rapid transformation of the Salesforce’s platform comes the challenge to train clients on how to tap its power. Enter Salesforce University certification program to close these talent gaps.

Some 300,000 Salesforce administrative jobs go unfilled per year due to lack of certified administrators, according to Salesforce. To fill this gap, Salesforce University launched the Salesforce Proficiency Pack for Administrators.

Learners can grasp the fundamentals of being a Salesforce Administrator in just 30 days. It’s a blended, prescriptive, expert-led training program that gives learners a 30-day plan to learn what they need to be Salesforce Administrators. It can fast-track adept learners to the Salesforce Certified Administrator program. Accessed online and taking just a few hours a day, the latter is a mix of engaging bite-sized Trailhead content, interactive e-learning modules, hands-on exercises, and certification prep guides and materials. The program also features live coaching from Salesforce Certified instructors, and includes a voucher to sit for the Salesforce Certified Administrator exam.

The Salesforce Proficiency Pack for Administrators is a combination of expert-led virtual classroom sessions, self-paced online material and supplemental, hands-on exercises. Plus, Salesforce Proficiency Pack for Administrators is recommended as preparation for the Salesforce Certified Administrator exam.

Salesforce University offers a comprehensive catalog of courses and certifications to help prospective learners, administer, develop and use their organization’s Salesforce environment. It can come in the form of a customized private course for an entire team or an in-depth instructor-led classroom experience for one person.

Salesforce is a four-time Learning! 100 winner.

 

PUBLIC SECTOR #3

ADL Initiative Focuses on Next-Generation Learning

Area of Excellence: Collaboration

The U.S. Department of Defense’s Advanced Distributed Learning Initiative (ADL) is in the process of implementing a new, innovative program called the Total Learning Architecture (TLA), in close concert with many other industry and interagency partners, including the Office of Personnel Management and Army Research Laboratory.

The Defense Department environment served by the ADL Initiative requires its personnel to thrive under volatile, uncertain, complex and ambiguous situations. To meet this challenge, learning personnel must develop an ever-expanding set of sophisticated knowledge and skills — without increasing training and education time or costs. So the TLA is being designed to help meet this demand by giving various personnel access to the right learning content, at the right time, and delivered in the right ways.

Be advised: the final TLA will not be a particular training device or educational tool; it’s the glue that connects all other learning technologies into an integrated, coherent system. Once complete, it will consist of a set of specifications, such as application programming interfaces (APIs), that define how training, education and personnel management technologies “talk” to each other — both syntactically and semantically. The TLA will also define software services that perform automation and artificial intelligence-based whole-system processes.

“Historically, training and education have followed fairly linear, industrial model,” explains ADL Initiative Director Dr. Sae Schatz. “The TLA is meant to enable the next paradigm of learning — one that’s personalized, data-driven, continuous and flexible.” The ADL Initiative’s Director of Innovation, Dr. Jennifer Vogel-Walcutt, adds” “Classically, e-learning was available ‘anytime, anywhere.’ With the TLA, we’re envisioning e-learning to be ‘everytime, everywhere’ — that is, the right learning content, in the right form, at the right time, and all around us.”

The technology team is currently committed to using collaborative development methods, open-source licensing and open-architecture design principles. This project, which uses an iterative design process, including iterative development and testing spirals, began in late 2015. System designers anticipate that scaled implementation of the TLA — a set of Internet and software specifications being developed to enable nextgeneration learning — could begin as early as 2019.

In addition to authoring technical documents, the development team has created a prototype TLA-enabled learning ecosystem. It includes various software services, technical components and learning applications (also known as “learning activity providers”), all of which exchange data using the initial suite of TLA APIs.

A preliminary research project was held earlier this year. Although room for improvement remains, the prototype implementation and integration of the TLA for this year’s study represented a successful team effort that resulted in a usable prototype and supported a week of interaction with dozens of real users.

Founded in the 1990s, the ADL Initiative conducts research, development, testing and evaluation to enhance distributed learning. By mandate, it bridges across the Department of Defense and other federal agencies, as well as industry and academia, to encourage collaboration, facilitate interoperability, and promote best practices for using distributed learning. Its mission is to provide the highest-quality education, training, informal learning and just-in-time support, tailored to individual needs and delivered cost-effectively, anytime and anywhere. Its major activities include crafting the vision and roadmap for future learning, performing R&D to mature emerging concepts, and conducting outreach to diffuse innovation.

ADL is a seven-time Learning! 100 honoree.

 

PRIVATE SECTOR #4

Learning@Cisco Takes on Reskilling of Its Employees

Area of Excellence: Innovation

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Cisco’s professional learning team: left to right, Ryan Rose, Davina Collins, Vandana Malik, Kathy Bries, Holly Howe, Manny Bola.

Three of the most critical business issues facing Cisco and many organizations today are (1) reskilling the workforce for continual transformation, (2) improving employee engagement to drive productivity and agile responsiveness; and (3) sharing institutional knowledge and best practices across the organization.

That’s where the company’s My Services Connect project comes in.

The powers-that-be at Cisco decided to shift its services organization to a consultative, solutions-selling model. This required cross-training more than 14,000 employees on the company’s solutions portfolio as well new offerings in Cloud, security, analytics and data. It also required that employees be reskilled and up-skilled to succeed in the new positions supporting the evolved strategy.

My Services Connect leaders worked with Learning@Cisco leaders to help develop a new social learning platform that would accomplish this goal. To that end, the company launched an internally built Cloud-based software solution focused on knowledge sharing, collaboration, and formal and social learning — all aligned to talent development initiatives and personal/team/corporate goals.

“This was a significant change in strategy” notes Cisco’s Jessica Pasko, “as previous internal policy was focused on the use of traditional talent management and performance evaluation tools. But the enterprise was at a turning point: the need for agile, knowledgeable teams that can share knowledge and learn anytime, anywhere (and from any device) became omnipresent. We also had an immediate need to reskill and up-skill a significant portion of our workforce to align with new objectives and business opportunities the division was intent on pursuing.”

Results of the transformation were dramatic.

>> Employee Engagement: As this platform was replacing others, one goal was to ensure that employee engagement carried over at previously measured levels (25% of employees were accessing these platforms every day). Holding previous levels of engagement met the base-level goal; the “stretch” goal was to increase employee engagement through this new platform. What actually happened was that 33% of total employees engaged with the platform on a daily basis.

>> Employee Empowerment: Another goal was to provide new tools around learning personalization that would give all employees the same curriculabuilding tools previously reserved by HR and L&D teams; in addition, to expand the use of expert profiles by having more employees create peervalidated profiles listing their expertise. Success meant one personalized learning plan per five employees and 75% adoption of expert profiles.

The My Services Connect project proved to be an innovative approach to learning for Learning@Cisco, a multiple Learning! 100 honoree that has a history of addressing the need for technical talent worldwide for Cisco customers, partners and network professionals. Goals historically are accomplished by providing the educational product and training, certifications, social learning communities and learning services necessary to accelerate productivity, opportunity and growth, and to recruit, train and evolve talent. “Learning@Cisco drives the talent development and upskilling needed to evolve the workforce of today to meet the demands of tomorrow,” says Pasko, “and the global networking skills talent gap. In response to an ever-changing industry, Cisco has moved from being a technology-focused company to driving businesslevel outcomes for customers.”

In order to stay on the cutting edge of learning, the company uses collaborative learning, social learning and mobile performance support, along with an LMS integrated platform, Jive, Sharepoint and in-house or custom-built software.

As a worldwide leader in I.T., Cisco has spent the past three decades helping companies seize the opportunities of tomorrow through the transformation of how people connect, communicate and collaborate. This is the seventh time the company has joined the Learning! 100.

 

PUBLIC SECTOR #4

 Last Mile Health’s Training Is a Matter of Life and Death

Area of Excellence: Collaboration

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As she transitions into the role of chief operating officer in 2017, Lisha McCormick gets to celebrate Last Mile Health’s 100,000th patient visit.

“Having worked in the social impact and development sphere both domestically and internationally for nearly two decades, I’ve never seen an organization that has such extraordinary opportunity and potential in front of it,” McCormick says. “An enormous amount of that is a tribute to the work of our team across different counties and countries, and the focus and aptitude they bring to this work.”

Pres. Bill Clinton, who visited Liberia, said last year: “The heroic work [Chief Executive Officer] Raj [Panjabi] and Last Mile Health did to train 1,300 health workers was critical in helping the government contain the [Ebola] epidemic.”

Training community health workers in this setting is literally a matter of life and death. Trainees receive four separate sessions on a series of standardized training modules that Last Mile Health and the government of Liberia developed. The sessions provide community health workers with a comprehensive set of skills covering infectious disease surveillance and response, maternal and neonatal health, and support for adults with HIV/AIDs, tuberculosis and select neglected tropical diseases. After completing each course, trainees are given time to develop their new skills before advancing to the next stage of training.

In partnership with the government of Liberia, Last Mile Health is implementing this five-step model in two of Liberia’s 15 counties. Meanwhile, various other organizations including Partners in Health, International Rescue Committee, PLAN International, Medical Teams International, and Samaritan’s Purse are supporting Liberia to implement the program in other counties. Their shared goal is to ensure that, by 2021, all 1.2 million Liberians who live more than an hour’s walk from the nearest health facility have access to a professional community health worker.

It has not been easy to live in Liberia during the past 20 years. In 2003, the country emerged from more than a decade of civil war, and only 50 doctors remained to treat a population of more than four million. If a Liberian got sick in a remote community — many of which are hours or even days away from the nearest clinic — he or she could die anonymously of a treatable condition like malaria, a complicated childbirth, or untreated infection.

In 2007, Panjabi, Alphonso Mouwon, Weafus Quitoe, Marcus Kudee, Theo Neewrayson and Amisha Raja co-founded an organization called Tiyatien Health, or “justice in health.” Joined by Peter Luckow in 2009, Tiyatien Health began Liberia’s first rural, public HIV program, which treated patients in a gutted closet in a war-torn building in Zwedru, Liberia with only $6,000 in seed money.

Almost immediately, the growing team realized that the greatest needs were at Liberia’s “last mile,” where people lacked access to health care due to distance and poverty. Their solution was to recruit, train, equip, manage and pay community members to provide life-saving health services to their neighbors.

Tiyatien Health came to be known as Last Mile Health in 2013.

Since then, Last Mile Health and Liberia have trained more than 1,300 health workers and community members to prevent and contain the spread of Ebola. In 38 clinics across southeastern Liberia, they supported health workers to “keep safe, keep serving” in the midst of the outbreak through distribution of personal protective equipment (including goggles, gloves, and gowns) and through training on best practices in disease prevention and control. At the community level, the organizations trained their community health workers and other community “mobilizers” to educate their communities about the cause of Ebola, how to prevent its spread, and how to manage and report suspected cases.

The Ebola outbreak, which was finally brought to a halt in 2016, was a defining moment in Last Mile’s growth as an organization.

This is the first time Last Mile Health has earned Learning! 100 honors.

 

PRIVATE SECTOR #5

Sales Management Training Earns Ingersoll Rand’s Award

Area of Excellence: Culture

Ingersoll Rand is a 145-year-old company with nearly 5,000 sellers and managers distributed globally. Ingersoll Rand is being honored as a Learning! 100 organization for a global project undertaken by its Sales Excellence Division that implemented IRSMX/Sales Management Excellence across its business units.

The purpose of the project was to customize and enable one consistent sales management methodology. The implementation spanned multiple geographical and cultural environments, requiring customized content and coaching to address both internal and external cultural diversity associated with business units located around the world.

This project impacted more than 3,200 sales team members in a range of roles, including sales professionals and their leaders.

Due to the scale of the project and Ingersoll Rand’s desire to accelerate adoption of IRSMX across its various business units, global delivery was accomplished through a joint effort between Baker Communications and Ingersoll Rand business unit coaches, with both groups leading IRSMX workshops and IRSMX coaching cadences.

Ingersoll Rand’s goal to make the IRSMX program a part of all its business units’ operations has led to sustained adoption of the methodology and notable business results, with a consistent focus on pipeline health, forecast accuracy, and consistent and effective oneon-one coaching between sales managers and sales professionals.

Through the determination and desire shown by Ingersoll Rand’s Sales Excellence division to make the IRSMX method a part of its core sales management culture, it will succeed in reaching its end goal of rolling out the IRSMX program to every sales manager and team.

The goal was to create a unified sales management system, with consistent coaching and development of sales professionals to improve selling motions, processes and tools utilized from business unit to business unit. The desired outcome would be very clear visibility into pipeline and forecast data, both within their direct and indirect distribution channels.

In one division, the Direct Channel reported consistent, double-digit year-overyear growth in revenue from a combination of strategies inclusive of IRSMX, and an 1800 percent return on investment (ROI) for the program. In the Indirect Channel, the results were equally impressive, with an increase in market share for the first time in several years and a 1300 percent ROI on the IRSMX implementation specifically.

This is the second time Ingersoll Rand has appeared in the Learning! 100.

 

PUBLIC SECTOR #5

The Department of Veterans Affairs Aquisition Academy Changes Culture

Area of Excellence: Culture

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VA101 Training Team Leaders (left to right) Debra Karambellas and Edwin Callahan with VA Acquisition Academy Chancellor Ruby B. Harvey and Deputy Chancellor and VA101 Training Program Manager Paul Gregory.

The Department of Veterans Affairs (V.A.) is responsible for providing federal benefits to more than 22 million military veterans and their families. Its V.A. Acquisition Academy (VAAA) is one of the keys.

“The VAAA fosters a training system that makes an immediate and meaningful difference by improving work performance, says Laura Edwards. “Our fundamental learning strategy reflects a commitment to stakeholder engagement and value measurement methodologies to ensure business results that support V.A.’s major initiatives. The VAAA emphasizes educating learners in real-world workplace scenarios in order to integrate personal and leadership skills. VAAA continues to mature its strategic performance measurement to help realize the impact of VAAA’s training offerings on business results within V.A. and the federal government.”

This historic undertaking was accomplished through a concentrated program: VA 101, a four‐hour, instructor‐led, classroom‐based, enterprise‐wide training that the MyVA Performance Improvement Team developed as a direct result of feedback from across the country. VA 101 helps employees understand and appreciate the diverse workforce and organizational structure, the services and benefits V.A. delivers, its customers, and how the services are delivered.

The goal of this training course was/ is to raise the common level of V.A. and veteran‐specific knowledge on critical topics. Upon completion of the course, learners are able to:

>> Explain how V.A. employees are part of a larger team that is guided by a clear purpose and common values;

>> Describe how V.A. is organized and who its customers are;

>> Explain the services and benefits V.A. delivers;

>> Discuss the various needs of V.A.’s customers and utilize supporting resources to meet these needs; and

>> Demonstrate the application of “I Care” values.

It goes without saying that training nearly 178,000 people in 12 months represented an enormous challenge. Those individuals were and are spread across three administrations, more than 2,600 duty stations, and numerous staff offices throughout the nation—all with separate lines of authority, systems access and communication channels.

The main challenge for the large, complex program arose from a lack of planning and communication to establish robust processes and clear procedures. What proved effective, however, was a “Center of Gravity” (train the trainer) approach that depended on collaboration. The VA 101 team trained and certified 1,462 “ambassadors” and provided the tools to deliver the training. Ambassadors then conducted local training events for employees. The team developed a national rollout strategy; developed comprehensive role-based implementation plan; conducted monthly training calls; and implemented a robust communication plan. 

According to surveys of employees before and after attendance at VA 101, the outcomes realized by staff members were: 

>> 12% increase in understanding how VA’s transformation relates to them;

>> 4% increase in feeling valued for their work; and

>> 8% increase in witnessing positive culture change in the V.A.

By January, 204,903 V.A. employees had been trained, fully 58 percent of the entire V.A. workforce. Total investment was $1.5 million.

The U.S. Department of Veterans Affairs is a six-time Learning! 100 winner.

 

 

View of the full list of 2017 Learning! 100 award winners below:

 

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Published in Top Stories

Y ANNICK RENAUD-COULON

WHY DID YOU LAUNCH THE GLOBAL COUNCIL OF CORPORATE UNIVERSITIES?

I launched GlobalCCU in 2005 together with a handful of corporate university directors from Brazil, the U.S.A., Spain and France. I had the vision of creating a global network of corporate universities, in line with the growing globalization of the economy.

This profession, still very young, was born in the greatest empiricism, and the corporate university executives were in search of exchanges with their peers to avoid wasting time in their process. They needed benchmarking, to compare themselves and understand how leaders in their sector were successful. I also wanted to demonstrate that corporate universities were not training centers but key strategic levers to challenge and implement business strategies and federate around the company’s culture and brand.

The biggest mistake is cultural. They must avoid management by values that are too inopportune. If each culture is based on values, and if philosophy leads us to think that there are universal values, such as beauty and truth, they are only superficially universal. Their definition and translation into practice varies profoundly from one culture to another, from one company to another.

They must also avoid economic nationalism through education. I can attest to the fact that we learn a lot from emerging countries in terms of corporate learning and development. The corporate universities of these countries are often far ahead in many areas, in the impact of learning on business, in their holistic approach between human and digital, or in the implementation of social responsibility via education. From this viewpoint, the GlobalCCU Awards are a very interesting global observatory.

I strongly suggest that with a lot of humility and a lot of listening to better understand nations that are geographically far away, we can get rid of our prejudices. The corporate universities, which are unique and irreplaceable spaces of openness to the world, have to tackle the different ways to access knowledge, depending on the culture and countries and particularly depending on the use of learning technologies that are not suitable to everyone or to all situations. In other words, beyond the clichés and the easy playing fields of technology, they have more than ever to identify the real skills needs for today and tomorrow — for people, business and society.

GLOBALCCU OFFERS A CERTIFICATION PROGRAM. WHAT DOES IT ENTAIL?

The GlobalCCU CU Certification is the highest global recognition of the existence, the reliability and the level of maturity, of performance and excellence of a corporate university. It is delivered at the end of an in-depth and gradual assessment process with certified auditors, developed and placed under my responsibility.

In just 18 months, the corporate university can achieve the entire three-step process and communicate its excellence to its stakeholders. At the end of the complete certification journey, our CU Certification allows the company and its stakeholders to be sure that their educational structure performs at the best-in-class corporate universities worldwide level.

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Published in Insights

Forty percent of employers globally have experienced difficulties finding employees with the required skills, especially in the manufacturing sector.

The problem gets worse in Asia, particularly Japan and Taiwan. Eighty-six percent of Japanese firms had a problem finding qualified employees. More than 60 percent of companies in Taiwan, Hong Kong, Argentina and Greece also found it difficult to fill their specific job positions. The U.K. and U.S.A. average around 40 percent.

Talent shortages are highest in the following fields:

1. Skill trades (electricians, welders, plumbers, etc.)

2. I.T. staff (programmers, developers, etc.)

3. Sales representatives

4. Engineers

5. Technicians

6. Drivers

7. Accounting and finance staff

8. Management/Executives

9. Production/Machine operations

10.Administrative staff

‘Nations all over the globe will experience profound changes in employment because of scientific and technological advances. The great majority of business around the world are underperforming precisely because their most significant asset—their employees’ knowledge and talent—are unwittingly being suppressed or underdeveloped,” says Edward Gordon, author of Winning the Global Talent Showdown.

—Sources: Manpower Talent Shortages Study http://bit.ly/2jRPYiR,  OECD Report http://bit.ly/1SUgRMz, Institute of Chartered Accountants of Scotland http://bit.ly/1P7Cucs

Published in Latest News

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.

el0617 FullIssueV3 061617 1

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
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