It’s time for us to move on. Mobile isn’t the so-called "future" anymore. It’s what’s happening now. No one’s going to chuck their iPhone out of the window and cry out, "What have I been doing with this silly old thing? I need to dig my old Gateway out of the attic, hunker down, and surf the WORLD WIDE INTERWEBS!" That’s not to say the world has moved on from PCs; the world has simply moved on from the stationary desktop. Now, in the middle of the mobile revolution, while creative minds are still going through growing pains on how to effectively utilize mobile platforms, is the perfect time to innovate in learning. "Mobile learning" has become a popular buzzword, but no one has really figured out exactly what that term entails. Before getting down to talking about mobile learning, let’s define what "mobile" even means. Although they are more portable than desktops, laptops are still too bulky and traditionally-featured to be considered "mobile." Mobile refers to smartphones and tablets (Yes, smartphones only; your old black and white Nokia brick phone doesn’t count). These two platforms are ultra-portable and are commonly controlled through multi-touch technology, allowing for effortless gesture controls like swipes and pinches. Mobile allows users to literally reach out and touch content. There is no filter between the user and the content. No keyboard, no mouse, no keypad; just the user and the screen (This description doesn’t take into account the people are turn their tablets into Frankenstein’s Monster by decking it out with any useless peripheral they can find in an effort to turn it into a laptop). Everything feels so intuitive and natural that small children can learn to deftly maneuver through the interface in a matter of minutes. Disruptive technology creates a ripple effect of disruption across all industries. The personal computing revolution of the 1980s fundamentally changed businesses, as did the dawn of the internet era in the 1990s. Mobile is the new revolution, and the revolution shows no sign of slowing down; this can be attributed to the constant stream of innovation offered up by developers in the form of new apps. Mobile devices are the tool of the twenty-first century, a tool limited solely by the bounds of a developer’s creativity. With such fertile ground for innovation comes the opportunity to make waves in learning. Mobile’s intuitive and engrossing interface means that Mobile Learning could teach in a manner never seen before, even traditional eLearning. The mobile learner is not chained to a desk and staring into the glow of a monitor, forced to devote a designated block of time to his or her growth and development. Instead, they carry around a versatile device with them at all times, a constant companion to aid in their personal growth. Mobile learning means being able to interact with eLearnings like never before: through multi-touch interfaces, or through notification systems to help users while they work. As with everything mobile, the possibilities are limited to the designer’s imagination. Mobile Learning is the future of learning because it allows users to take their education with them, in a literal sense. It helps users to stay productive and work at the same time. Their mobile companion is with them every step of the way to foster their curiosity and creativity. How exactly will these promises be fulfilled? Leave that to us…

Often, companies diagnose a performance gap, requiring training as the solution.  Isolated training events that don’t take a "complete training approach" produce less results (value to the business) than a more comprehensive, integrated approach.  Complete training combines learning, leadership and change management competencies to produce documented, sustainable results and value.  With all my custom training solutions, I use this approach, which I call the Learning to Performance System: The system begins when leadership recognizes a problem and an obstacle to solving the problem is a lack of skills (training). Step 1 is to create an Impact Map for the proposed course or curriculum.  The Impact Map is a proven method for rapidly identifying training needs, evaluating options, and quickly prototyping innovative solutions.  Its power lies in providing a clear line that visually links the content of the training to management’s desired outcomes.  It’s, therefore, indispensable to the instructional designer and those tasked with delivering training. If these courses are to produce valuable business results, they must produce lasting effects, including behavioral change. To ensure training works, we must emphasize that learning drives performance, since it’s performance, not just capability that contributes the most from training to impact. The Impact Map methodology leverages powerful principles and tools to achieve conversion of learning-to-capability-to-performance-to-results. Once the Impact Map is approved, the 2nd step entails two simultaneous activities: a) performing instructional design & course development and b) redesigning work process & tools that participants will use when applying their new/enhanced skills.  Successful training needs to be built simultaneously with the work processes and tools.  This seamless integration provides students with an environment where transfer is easy and predictable. The 3rd step involves preparing the management team to ensure successful training transfer. Just as important, these sessions should train business leaders on behaviors to avoid, which would inhibit transfer.  The session outcomes are: Provide the management team with an overview of what will be taught and any new process or tools that will be implemented. Train them on the executive behaviors they should employ (specific to what is being taught) to drive transfer and produce resultsExplain which behaviors to avoid (that will inhibit transfer). Assign two post-session actions: 1) hold a pre-course conversation with their student(s) to prepare for training and 2) meet with their employees post-program to review action plans and provide support. The 4th step is running training classes, where participants gain new skills and knowledge on the new work processes and tools (what to do and how to use them). One key component is to ensure that each student creates an action plan (their personal transfer plan) of how they’ll apply what they’ve learned in the workplace. The system requires that students meet with their manager within a few weeks after course completion to review and finalize their plan. As part of this meeting, the manager refines the plan and may add it to their employee’s annual objectives. Finally, the manager commits to providing support and resources for their employee to successfully implement their plan. Step 5 in the complete training system is made up of three highly integrated parts: Organizational Support - are the actions and behaviors the management team uses to provide organizational support to their employees as they begin transferring skills from a class back into the workplace. Transfer - is the process by which employees begin to implement their plans of action, which lead to successful transfer of skills. This is encouraged and supported by their management team as they progress on the transfer continuum. Application Support - is having expert post-program support provided by trainers and/or consultants to coach employees during the transfer process.  The purpose of this segment is to provide a "helpline" to participants and leaders as they begin using the new skills, tools, and processes - working towards permanent installation of the skills.  To ensure skills are implemented quickly and correctly, coaches initiate at least two meetings with each student post-program.  Students and leaders may reach out to the coaches at any time for support. To measure that the system is working and the firm is realizing maximum organizational results and business impact, implement Predictive Evaluation (PE) (Step 6).  Here, training and development professionals - and the management team - predict results before training delivery.  PE evaluates Intention, Adoption, and Impact against the forecast and implements corrective actions as needed when results fall below success gates. PE moves the measurement of training and development from a set of activity-based measures to value-driven continuous improvement efforts that ensure that training investments create their predicted value. In my next set of blogs, I will provide detailed explanations of on each of steps.  As always, I enjoy reading your thoughts and additions to the approach.

The first step in my Learning to Performance system is to create an Impact Map for the proposed training course or curriculum.  Today’s competitive advantage goes to those who can learn and adapt faster. High Impact Learning integrates learning, leadership and change management competencies to produce documented, sustainable results and ensures courses are linked to business results. The Impact Map is a proven method for rapidly identifying training needs, evaluating options, and quickly prototyping innovative solutions.  Its power lies in providing a clear line of sight linking the content of the training through to the outcomes desired by management.  It is therefore indispensable to the instructional designer as well as those tasked with delivering the training. If these courses are to produce valuable business results, then they need to produce lasting effects and lead to behavioral change in critically important job tasks that are linked to the business issue.  Making training work is all about being sure that learning drives performance, since it is performance, not just capability that contributes the most to impact from training. The Impact Map methodology leverages powerful principles and tools to achieve conversion of learning-to-capability-to-performance-to-results.  Two key principles guide my Impact Map method: Strategic Leverage - it is more effective to focus training content and efforts on a few strategic actions rather than seek to be comprehensive. Deep Business Linkage- business results determine the primacy and priority of training content.  The linkage between these overall results is used to identify strategic outcomes.  Next, the critical linkage among job role and team processes and team results is defined.  Finally, linkage is determined and defined at the individual performer level. The Impact Map drives the design of exquisite learning solutions (the finest quality … keenly sensitive and responsive).  The Impact Map will focus the design and delivery efforts to create this type of solution and is characterized as an "intersection" of high leverage skills and results that enables performance in those tasks.  Figure 1 portrays the format of an Impact Map. Figure 1: High Impact Learning Map Construct Figure 2: The Impact Mapping Process I recommend the 3-stage process above to create the best Impact Map possible for any firm.  The deliverables and steps in the process are: The design and facilitation of a 1-day mapping session with selected company personnel (the steering committee).  Outcome of this session is a draft of the Impact Map. Design and administer a survey to the target audience to validate column 1 of the draft Impact Map. Review results and create recommendations for possible Impact Map changes. Conduct a web meeting with the steering committee who attended the mapping session, share findings from the validation efforts, and facilitate the meeting to produce the final Impact Maps and report (final report to include implications for design and delivery). Deliver the Impact Map and the report for instructional design and delivery. As always, I look forward to your thoughts on this approach.

The third step in the Learning to Performance System is to begin instructional design and course development.  The output of the second step, the Impact Map, is considered for this activity. The purpose of this task is to take the first column of the map and seamlessly turn it into training. I use the ADDIE model for my design and development efforts.  The ADDIE Model is a generic term for the five-phase instructional design model consisting of Analysis, Design, Development, Implementation, and Evaluation.  Each step has an outcome that feeds into the next step in the sequence. I use the 5 phases of ADDIE in the Learning to Performance System in key (sequential) ways: Analysis - during analysis, I review the Impact Map for this course that clearly identifies the business goals, organizational results, on-the-job behaviors, key information that learners must know, learner skills, and beliefs.  I then examine the learning environment, any constraints, delivery options, budget, and the project timeline.  I conduct detailed interviews with subject matter experts to clearly understand the tasks and activities that learners must master in training. Design - using the Impact Map and my environmental analysis, I specify learning objectives.  Next, I determine which method of delivery fits best - I usually choose a blended approach of alternative and traditional classroom methods but it depends on what’s uncovered in the analysis phase.  I create a detailed storyboards/window pane including when and how application exercises will be included in training.  I often prototype the look and feel, graphic design, and user-interface (for alternate learning) at this time.  I use the Steering Committee that created the Impact Map as the approval board for the design. Development - here I do the actual creation (production) of the content and learning materials based on the Design phase. Implementation - my interpretation of ADDIE Implementation involves a full-featured set of events to ensure mastery by learners, support from their supervisors & organization, and maximum training transfer.  These are fully planned steps with the Learning to Performance System and I will cover them fully in upcoming blogs. Evaluation - I use my Predictive Evaluation (PE) model instead of the more "traditional" evaluation approaches.  The PE model is fully detailed in past blogs and on my website, and in upcoming blogs I will discuss how it is seamlessly integrated into the Learning to Performance System. As always I welcome your comments on my approach.

Title: Choosing the Best Leadership Coach (& Maximizing Results) Date: Thursday, September 6, 2012 Time: 2:00 PM - 3:00 PM EDT Join coaching expert Dave Brookmire for a complimentary webinar on Executive coaching - once an indication of a struggling leader - is now a vitally important leadership development program. Today’s leaders face unprecedented challenges - economic uncertainties, global demands, complex technologies, and the pressures of being "on call" 24/7 - and many in the C-suite find executive coaching to be tremendously valuable, helping them become stronger, more effective leaders. REGISTER HERE Recognizing the need for an executive coach is important. So is selecting the right coach for the job, which can be a challenging process, requiring due diligence to find the best fit. And once a leader finds - and hires - an executive coach, they must understand the keys to a successful collaboration to maximize results and ensure future successes. In this complimentary Webinar, Dave Brookmire Ph.D., Executive Leadership Advisor and Founder of Corporate Performance Strategies, will discuss the business case for securing executive coaches to bring leaders to the next level. He’ll provide valuable tips - and real life examples - for identifying and securing the best coach for each leader’s specific needs.  He’ll also explain what leaders should expect from their coach and offer tips for a successful collaboration. Special guest Human Resource Director Mark Malis of McKesson Corporation will join Dave to discuss how McKesson handles this as a best practice. WHAT YOU WILL LEARN In this Webinar session, attendees will learn: The importance of coaching to improve leadership quality. How to best leverage - and work with - a coach to maximize results. How to integrate coaching with existing organizational systems. The best process for choosing the right coach How to properly evaluate coaches to ensure a good fit, a strong collaboration and successful outcomes. Dr. Brookmire has successfully coached executives at a variety of highly-respected companies including Darden Restaurants, The Cheesecake Factory, Solvay, Bekaert, ADP, Intercontinental Hotels Group.

One of the unique features of my Learning to Performance System is that it integrates work process and tools redesign into instructional design and course development. Before I discuss the specifics, let’s talk about a real case where this was applied.  One of my clients had five task teams operating inconsistently with respect to Project Management (PM).  While these teams were tightly aligned to the company’s overall business strategy, they were each operating in a vacuum, with no commonality. The company needed to implement basic project management across all teams, striving to institutionalize common PM processes, methods and templates. The client and I discussed that implementing project management training without redesigning the project management process, tools, and templates would result in little transfer.  Therefore, simultaneously with instructional design and development, I created the firm’s new standard project management process, developed five standard PM templates, and identified the on-line PM system the company would use.  These were approved by the executive team and the training was designed to totally support the project management initiative. This shows the potential power of integrating process/tool redesign with instruction design.  See below on the steps I use in this phase. While there are many process redesign models, I prefer to use this simple model: Step 1: As part of my instructional needs analysis and environmental scan I identify any process, tools, or systems that may be possible redesign candidates and present them to the client for consideration and move forward with redesign.  Note: at times, the reward and recognition practices need to be examined to ensure use of new training skills is supported.  The client may say no to redesign but should know the consequences to post-training transfer and performance. Step 2: If the client chooses redesign, then the processes are mapped as-is. Note: if you are not qualified for this effort, then engage a process-mappingexpert on content and exercises that the instructional design will need to address.The first step is to identify roles within the process. Identify process steps needed to complete the work. Identify information passed from step to step within the process. Identify decision points within the process that could change direction or require additional steps. Document the process flow by creating a diagram showing each step, the role that performs the step, and information flowing from step to step. Step 3: Using the as-is process and the Impact Map, you next design the to-be process all along noting content and tasks that training will need to address.  I use an iterative adaptation of the fishbone or Ishikawa diagram commonly used for root cause analysis.  Essentially the use of the fishbone is expanded to not only determine root cause, but also to identify improvement opportunities. The iterative adaptation is described below. Primary Users Are job descriptions correct? Do they need updating? How are the skills, knowledge, and beliefs from the Impact Map addressed with the users?  How will training aid in the new process? Are the business decisions assigned to users at the appropriate organization level? Is the primary user inhibited due to the work environment? Management Control What levels of management control are used within the new process? Workflow Tasks What tasks are needed to perform the process? How are they different? What is the work process flow? System Interaction What systems will the users employ to do the work? Does a system currently exist that is sufficient? What system changes will be needed? Information Flow What information is needed to accomplish each task? Is information stored appropriately per company requirements? Are there opportunities to gain efficiencies by automating? Are there possibilities of implementing new or enhanced tools to the primary user? Performance Measurements Are adequate leading metrics established within the process to allow the process owner to investigate task performance in order to affect final results? Are adequate lagging metrics established at the end of the process to allow for trend analysis of the final result? Business Decisions Are the current business decisions based on valid business rules? Can business rules be changed to allow opportunities for efficiencies? Step 4: While the course is being defined, the new/enhanced process and/or tools are tested and implemented. By doing this activity you greatly enhance the likelihood of what you train being successfully transfer to the job. As always, I look forward to your thoughts on this approach.

Join me for a Complimentary Webinar on September 27, 2:00 PM - 3:00 PM EST In today’s fast-paced business environment, is it difficult for your employees to find time for training? Do your employees do training on their own schedule (when they want it vs. when the training department offers it)? Do you need to reduce travel and other related training expenses while still providing the same quality experiences as "traditional" classroom training? Would you like your employees to learn a significant amount - without spending significant time getting trained? Would you like a training approach that’s memorable, engaging, effective and fun? Then you need the innovative Learning Burst training approach. In this webinar, you’ll meet training and evaluation expert Dave Basarab, inventor of the unique Learning Burst training method, which gives participants the opportunity to learn in short bursts anywhere at any time. Each Learning Burst covers one topic in an online "mini-course" that consists of an 8 to 10-minute audio cast and a workbook in PDF that includes simulations, quizzes, interactive exercises and case studies. To date, thousands of employees from Fortune 100 companies have been taking Learning Bursts as a replacement - or supplement - to traditional classroom training. Participate in this webinar to find out why your company should leverage this cutting-edge training approach, as well.  Dave will explain why the groundbreaking Learning Burst approach is superior to other training methods, saving companies tremendous time and money - while still providing the robust benefits of a classroom-based training program. Reserve your Webinar seat now at: https://www1.gotomeeting.com/register/404355481

In my previous blogs about my Learning to Performance System I have written about (1) creating an Impact Map, (2) performing instructional design & course development, (3) and redesigning work processes and tools that are aligned with the new training effort.   In the Management Team Prep Session the desired outcomes are: Inform managers the business reason and the expected result from training.  Note all of this data is located in the Impact Map created previously. Communicate to management who should be trained.  Many times when I do this session managers will comment, "Now I understand what the class is and I am sending the wrong people - I now know I need to send these folks instead".  The outcome here ensures we get the right people in the right training at the right time. Show the managers the content of what will be trained.  Here you can use the Impact Map, instructional design documents, and any other course materials that have been prepared to educate what the course is all about and the new skills and knowledge that employees will obtain. Discuss with them any changes in work processes and tools that the training will teach.  Here you want to make sure that the management team completely understands that graduates will be doing differently and get support to encourage the change. Ask the management team to hold pre-course conversations with their employees.  The desired outcome here is to have alignment so that the employee knows exactly why they are going to class, how it will benefit them, how it will help their team, and finally how it can support the business. Also during the session you want to ask management to hold a post-course conversation with their employee usually no more than 1 to 2 weeks after training.  During this conversation we ask management to help refine and finalize action plans created by their employees during class. Finally, we want to educate the managers on all of the various tips and techniques that they can use to do post-training coaching and support to maximize performance. As always I look forward to your comments on this particular section of the Learning to Performance System.

Predictive Evaluation: Ensuring Training Delivers Business and Organizational Results Join me for a Complimentary Webinar on Thursday, November 8, 2012 2:00 PM - 3:00 PM EST Do you struggle to define training’s success? Are you fighting to justify the training’s value within your organization? Does your organization view training as an expense versus an investment with predicted return? Do you need a method of predicting (forecasting) the training’s value to help decide whether to train? Are your current evaluation efforts always "after the fact"? Do you want to measure success using leading indicators that drive continuous improvement? Then you need to learn about Predictive Evaluation.  In this complimentary webinar I will spotlight Predictive Evaluation, the first and only training and evaluation approach to add the element of prediction. Using my innovative new Predictive Evaluation (PE) Model, trainers and business leaders can now successfully predict training’s results, value, intention, adoption and impact, allowing them to make smarter, more strategic training and evaluation investments. I literally wrote the book on Predictive Evaluation, and regularly help my clients maximize their training ROI by as much as 200 to 300%. In this webinar, I will explain how to accomplish this. Reserve your Webinar seat now at: https://www1.gotomeeting.com/register/918537177 One attendee will win a signed copy of Predictive Evaluation.  Register now to enter your name in the drawing.

In my Learning to Performance System blogs, so far we have covered how to (1) create an Impact Map, (2) perform instructional design & course development, (3) redesign work processes & tools that are aligned with the new training effort, and (4) prepare management to support the training effort. It is now time to talk about how to train employees. This blog is not intended to be an all-encompassing discussion on how to train, but rather I have chosen to focus on a few tips that have proven to be enablers for moving from Learning to Performance. Tip 1:  Consider using a blended approach where the knowledge elements from the Impact Map are delivered in an alternative method (non-classroom) followed by classroom courses. The classroom courses should be solely focused on practice and application of the skills identified in the Impact Maps. Be sure to use the alternative delivery sections as prerequisites to the classroom course and create a detailed instructional design document for all learning segments. Then use the Steering Committee that created the Impact Map as the approval board for the design. Tip 2: Consider using the table coach approach as an integral element of the classroom design. Design the course so that 5-6 participants sit at a table with a coach (subject matter expert) to learn and practice new skills. Have the program lead by an internal or external expert instructor (they do not have an expert in the course topic but an expert in group facilitated learning). Tip 3: Consider using the 3:1 rule of practice to lecture. For every minute of lecture designed into the course, have 3 minutes of practicing new skills. I call this "Practice, Practice, Practice." Tip 4: Incorporate journaling into the classroom activities - at conclusion of course modules, participants document what they learned and what they possibly could do with it back on-the-job. Tip 5: Improve training transfer by doing action planning during the classroom section. Action planning is a set of clearly written statements describing in measurable terms the specific actions a participant intends to apply on-the-job as a result of training. In preparing this, the participant is drawing up a personal transfer plan, thinking about how, where, and when to match the new skills to concrete situations on-the-job before completing the training. This goal-setting strategy enhances the likelihood of training transfer. There are many more wonderful tips that can be used and I welcome your additions.