There is so much to do as an online teacher. This includes the teaching, planning, admin, responding to emails, creating content, website setup etc. And with all this comes a lot of distractions. In this video, I talk about how batching tasks will help you become more productive and focused. Useful ... The post Batching Tasks when Teaching Online appeared first on Teaching ESL Online.

Recent news that Accenture was doing away with the traditional "rank-and-rate" approach to performance management made headlines in the Financial Times with the article "Common sense frees staff from appraisals." In The Washington Post article "In big move, Accenture will get rid of annual performance reviews and rankings," Accenture CEO Pierre Nanterme describes the change as a "massive revolution." It will be a "big move"—changing a process that involves 330,000 people is bold and intimidating. And there is no question that changing your approach to performance management means reevaluating the culture you aspire to build. But it’s hardly unique. Many large organizations are embarking on this journey, and the path Accenture is going to tread is already well beaten. Microsoft, Medtronic, Gap, Juniper Networks, and Kelly Services have all abandoned the old-school approach in favor of a more collaborative focus on coaching. A seminal moment in this trend was a slight foot-in-mouth moment in 2012 when Adobe’s SVP Donna Morris, jet lagged after a long flight to India, told the HR press that the software firm was going to abolish the practice—forcing the hand of the company to move on the plan. With over 12,000 employees, this was also a big move. We are working with dozens of organizations to answer a key question: If we do away with performance evaluations, what do we replace them with? We have captured best practices in a recent research report published by our BlessingWhite division. We have also shared the specific story of Jet Propulsion Laboratory of Pasadena, CA, where tremendous improvements resulted from this change. Borrowing insights from Geoffrey A. Moore, the innovators have already shown the way. We are now experiencing a wave of "early adopters" who are seeing the real value of scrapping forms and ratings in favor of coaching and effective leadership. No doubt this will lead to an "early majority" of companies, large and small, who are finally letting go of this industrial-era management approach. Will you be there with them or part of the laggards?

ABOUT THE AUTHOR Al Switzler is coauthor of four New York Times bestsellers, Crucial Conversations, Crucial Accountability, Influencer, and Change Anything. READ MORE   Dear Crucial Skills, I recently visited my brother who has suffered from severe anxiety for about a year. He’s getting better but things are still tough for him. I noticed that his wife is very impatient with him and at times, I feel, belligerent. It’s very upsetting for me to see this. I understand that the situation is very difficult for her, but I wonder if I can say or do something to help her be more compassionate. I’m trying not to judge her, but I’m not always successful. What can I do to deal with my own feelings and to help her? Sincerely, Trying Not to Judge Dear Trying, If there ever was a question that many people could identify with, it would be yours. Life comes at us fast. In the midst of these changes or crises, loved ones may do things that seem less than effective, even downright wrong. When situations arise we may wonder, "how can I deal with my own emotions and help at the same time?" It is tempting to rely on the company message here. Over the years, we’ve given lots of advice regarding the basic crucial conversations steps. Essentially, that message is to first, get your emotions and motives right; second, find or create a safe time and place to discuss your concerns; and then use all of your best skills to work things out. Ideally, you’d follow all of that with increased sunshine and good feelings. I don’t want to dismiss that as an option because every day, many people step up and help improve sticky situations like the one you have described. However, what I want to share are a few strategies for people who don’t believe they are ready to speak up. I hope to give you some ways for increasing safety and for influencing your sister-in-law’s and brother’s best behaviors. Step 1: Master your stories to manage your emotions. You hinted at this step and I agree with you. The two most common ineffective strategies that people use in situations like this are silence (with gossip) and starting a difficult conversation with emotion and accusation. You don’t want to do either, so I’d ask you to ask yourself a few questions. Why would a reasonable, rational, decent person do this? Could she be stressed? Could she not have skills that would help her with patience or with managing her own frustration? If this were your sister dealing with your brother-in-law, might you see it differently and feel differently? How would you approach it then? Why is your brother doing what he’s doing? How could you help him? It’s been my experience that when I ask myself similar questions, I often find that the situation is more complicated than I had originally thought. Through this process, I become more patient and increase my options for dealing with the situation. We have often taught that we need to work on ourselves first. Asking yourself these questions can help you get your heart and head right before you act or speak. Step 2: Model the behaviors you’d like to see your sister-in-law and brother do and then share the reasons. I have a friend who shared a story that is very much like yours. On a recent family visit, she decided that she would help her brother with a few things and that she would do the same with her sister-in-law. During the weeklong visit, she was an example of listening patiently, of asking questions to get clarity, and of doing the little things that helped her brother. On a few occasions, she explained what she was doing. With her sister-in-law, it might have sounded like this, "It’s harder than it used to be to determine what my brother wants. I have to encourage him more than I used to. That takes some patience." With her brother, she might have noted, "I had to ask three times, before you responded. Can you help me understand why? I want to help, but it’s difficult when I don’t know what to do." She didn’t make a big deal of it. She just did it and said a few words about her reasons. We know the power of a good example. But a good example with a bit of an explanation is even more powerful. Step 3: Praise the positives you see. My friend also used praise to help her sister-in-law and brother see what was effective. When her sister-in-law demonstrated encouragement to her husband or when she showed increased patience, she commented. I imagine it sounded something like: "At noon, when my brother left that mess, I noticed that you smiled during the whole conversation. I know it’s hard to be patient in situations like that. It’s not like it used to be. I’m sure my brother appreciated that. I know I sure admired it. Thanks." Or to her brother, "I enjoyed the story you shared at dinner. It was very positive and helped create a pleasant atmosphere for all of us." Now these are scripts I have imagined. What she said was no doubt more elegant and effective. But the principle is this: if you praise good behaviors and the efforts to improve, and then explain the consequences of those actions, people are more likely to repeat them. Step 4: Be ready to share your intentions. I’m sure as people have read some of these steps they’ve asked, "Yeah, but what if the other person gets upset and says, ‘Hey, what are you trying to do to me—you have an agenda, right?’" That’s when I’d share exactly what I was trying to do. "I do have a purpose. I want to help improve the relationship between you and your husband (or wife). I didn’t want to talk about what I didn’t understand, so I’m trying to be a good example and to praise good listening, patience, and service. I also want to improve our relationship so we talk about issues that really matter. It seems like you’ve had a year of stress and unhappiness, and I’m trying to help." We know that safety is at the heart of healthy dialogue. The foundational components of safety are Mutual Purpose and Mutual Respect. Sometimes, we need to work on safety first. We need to clarify what we are trying to do. Often, we need to build trust and respect before we have enough safety to speak up. The steps I’ve suggested are designed to help accomplish that objective and if you act in ways that are building safety, you can share what you are doing and why if someone questions you. That should help you move forward in solving some of these situations that appear when life comes at you fast. At some point, we have all wished for a silver bullet or a magic wand. There is none. What we have are our best efforts supported by our best intentions. I wish you well, Al Related posts: Dealing with Sour Grapes Dealing with Workplace Harassment Dealing with the Unreasonable and Irrational

The following article was first published on September 17, 2008. The doorbell rang and Becca, my then seven-year-old daughter, skidded up to the door, opened it, and found her best friend Crystal standing there. "Can you come out and play?" Crystal asked. "No!" Becca abruptly responded. And then our sweet, sensitive, and normally thoughtful daughter slammed the door in Crystal’s face. I was mortified. How could this have happened? When had Becca become so rude? I asked her what was going on. "I’d like to play with Crystal," Becca explained, "But Mom says I have to clean my room first." "Do you have any idea how Crystal felt when you slammed the door in her face?" I asked. "No," Becca said as she blinked her eyes in confusion. "Well, let’s go take a look." I walked Becca upstairs and looked out the window where the two of us spotted Crystal walking back to her house with a gate and demeanor that said, "My best friend just rejected me." "It looks like she feels bad," Becca commented. "Why do you think that is?" I asked. "I don’t know," she answered. "You just implied that you didn’t want to play with her and then you slammed the door in her face. That can hurt." "Oh," Becca responded with a frown. "What could you have done instead?" I inquired. "I don’t know," Becca offered with a weak smile. At first I thought Becca was trying to avoid a scolding by claiming ignorance, but I quickly realized that she wasn’t playing a game. She really didn’t have a clue. And why is that? Because as a member of the human species, Becca was born with a tabula rasa—or "blank slate." Her brain didn’t come hard-wired with all sorts of knowledge. She certainly wasn’t born with the knowledge of how to handle a peer’s request to play with her when she already had conflicting orders from her mother. Contrast my daughter’s blank slate with, say, your typical guppy. When baby guppies, or "fry," are first born, they immediately swim to a piece of plant-life. Then they undulate next to the plant in perfect synchronization as the plant moves in the current. They disguise themselves in this manner because they are born to parents who don’t nurture and protect them, but rather hunt them down and eat them. The bad news: tough parenting. The good news: guppy parents imbue their offspring with knowledge before birth that serves them the rest of their lives. The second they are born, guppy fry know how to hide themselves, swim to perfection, feed themselves, etc. Humans aren’t born with such instincts. This gives them the invaluable ability to make choices. However, this ability comes at a heavy cost. Humans’ tabula rasa makes them both ignorant and vulnerable. Humans aren’t born street-wise like the leery guppy. In order to survive, human parents have to protect their young for a long time. In fact, humans are given what has been labeled an "extended" childhood. They are treated as tots for much longer than any other living creature. (And with the advent of the in-home theater, big-screen TV, and video games, human childhood now often extends into the 30s. But that’s another issue.) I mention this whole tabula rasa deal because as a parent, I often expect my own children to know things that they have no way of knowing. Becca didn’t know the polite and effective way of saying "I can’t play right now." She wasn’t born with this knowledge and she hadn’t learned that particular script from people she had observed. But for some reason, I expected her to know it. Fortunately, I caught myself before I chastised Becca and decided to teach her how to better handle the situation. "Let’s role-play," I suggested to Becca who looked back at me with suspicion. "I’ll go outside, ring the doorbell, and ask you to come out and play. What could you say to me that wouldn’t hurt my feelings?" Once again Becca peered up and shyly admitted, "I don’t know." I kept forgetting. Becca didn’t have this script in hand yet. I’d have to help her out a bit. "How about this?" I suggest. "You say: ‘I’d like to play with you, but Mom says I have to clean my room first. Afterward I’ll come over and get you.’ This lets Crystal know that you’re excited to see her but have to do something first." I step outside and ring our doorbell. Becca opens the door and I cheerfully inquire, "Can you come out and play?" Becca repeats back to me the exact words I told her. She’s on the right track. Unfortunately, she says the right words in a rather abrupt tone. "Try it again," I suggest. "This time, smile when you say it." So she tries it again. "Now, this time, emphasize the word ‘like.’" She tries the interaction one more time and nails it. I took a moment to teach my daughter a social-interaction script. I didn’t wait for her to pick it up from the street or awkwardly fashion one of her own. I didn’t talk about it in the abstract. Instead, I used what is known as deliberate practice. I suggested a specific set of actions and words. I live-modeled the actions. Becca then tried the actions on her own and I gave her immediate feedback. She tried again and I gave her more feedback. Only after she mastered the script—both words and delivery—did I stop. Right now, tens of thousands of people are attending workshops and seminars that teach leadership, parenting, and other human-interaction skills. Participants frequently attend these courses with the expectation that they’ll learn how to better perform as a leader or parent. But most training participants will only be taught how to think like a leader or parent. There will be no scripts or practice. There will be no feedback. People attending traditional classes will learn theories, not master new behaviors. Exclusively cognitive (as opposed to cognitive and behavioral) instructional methods continue to remain popular despite the fact that much of what should be taught is behavioral in nature. Leaders and parents do a lot of behaving, and just like my daughter who needed deliberate practice in order to master the door script, they require instructional methods to master the leadership and parental scripts they’ll need to survive. Imagine if people took this attitude when learning how to figure skate. Suppose that you’re a gifted skater and a potential student asks you to coach her, but with the following request. "I want to learn how to be a master figure skater, but please don’t demonstrate what I need to do. If you do demonstrate, don’t ask me to watch. If you do ask me to watch you do something, don’t ask me to do it. If you do ask me to do it, don’t give me feedback. And finally, if you do give me feedback, wait a long time—and then make it vague." If you want to learn how to do something, you must observe prototypes, practice what you observed, receive detailed and clear feedback, practice again, and receive more feedback. Anything short of this and you’re tinkering, not learning. So I got it right that morning with Becca. I recognized that she didn’t know how to handle the door script. She hadn’t been born with the idea firmly wired into her brain and after watching others in action, her tabula was still pretty rasa. I didn’t lecture Becca about what to do. Instead, we engaged in deliberate practice. I wish I had done more of that—not that Becca didn’t grow into a sensitive and caring adult. She did. It’s just, I wonder what the world would be like if adults, parent, leaders, and training designers alike didn’t merely offer up heaps of generic advice or clever lectures on changing behaviors, but instead actually taught and coached effective behaviors? One can only imagine.

If anyone needed any evidence of the rapidly changing digital landscape, they need only look at the recent fate of tech giant Hewlett-Packard. Faced with dwindling PC sales, while failing to make a dent in the Apple-dominated smartphone and tablet markets, HP took drastic action; On August 18, HP announced not only that they were shutting down their tablet and smartphone divisions, but were also considering spinning off their PC business. The fall from grace suffered by a former giant like HP is only another case of a company failing to tap into the potential of emerging technologies. It also shows how clinging to outmoded ideas about the role of technology can be a company’s death sentence. So, what does all of this have to do with eLearning? If anything, HP’s recent woes should serve as a rallying cry for those who strive to redefine the eLearning space. The personal computer revolution is over. In its place is a new kind of computing revolution in which people can access information wherever and whenever they please. eLearning can’t be left behind in this new era of information. The opportunities presented by the tablet and smartphone markets are very exciting, and offer countless opportunities for innovation. As it gets easier to access information, people will only expect more from the training they receive at work. Why sit through an antiquated slide show when a world of possibilities for learning lies in their pocket? In this new digital era, all it takes is one creative idea to completely redefine learning. Now imagine what an entire team of creative individuals could do. If information wishes to be free, then it’s up for the eLearning industry to open the gates.

Organizations may need to re-think their method of "check the box" compliance training if new government stats are any indication. The numbers are in and according to the U.S. Equal Employment Opportunity Commission (EEOC), the agency received a record number of private sector charges of employment discrimination in 2011 - the highest in its 46-year history. The year’s total topped 2010 results by 25 complaints with a total of 99,947. The EEOC reported the most common complaints to be alleged retaliation by the employer against the employee with 37,334 charges filed. The EEOC staff obtained more than $455.6 million in monetary benefits for victims of workplace discrimination. This is the highest level recorded in the Commission’s history. In addition to retaliation charges, other complaints included discrimination based on religion, race, sex and age as well as disability bias. The agency achieved the highest payout in history despite a 30 percent reduction in the agency workforce. A related article by Cultural IQ quoted EEOC Chair Jacqueline Berrien. "I am proud of the work of our employees and believe this demonstrates what can be achieved when we are given resources to enforce the nation’s laws prohibiting employment discrimination," said Berrien. "The EEOC was able to strategically manage existing resources and take full advantage of increased resources in the past two fiscal years to make significant progress towards effective enforcement of the nation’s civil rights laws." So where do private sector companies fit into the equation? Some speculate the sagging job market spurred employees to increase the number of complaints as reported by http://bottomline.msnbc.msn.com/_news/2012/01/24/10225036-discrimination-complaints-reach-all-time-high,  Another cause may be employers failing to provide adequate compliance training for all mployees based on discrimination laws enforced by the EEOC, http://www.eeoc.gov/laws/statutes/index.cfm. Cine Learning Production CEO, Diane Senffner explains the key to accomplishing compliance training is providing concise, interesting content where the employee feels invested in the outcome. In a recent Culturally and Linguistically Appropriate Services (CLAS) eLearning course designed for the Arizona Department of Health Services, Senffner says ASHS reported 98 percent of employees voluntarily completed the course prior to the deadline without having to send reminders to employees. She explains such completion rates can be acheived with all types of complicance training including those required by the EEOC. "I am very proud of the compliance courses we create," she said. "Checking a box is fine but learners really need to understand the relevance of the material presented to them to comply. Our courses do that in a very engaging, learner-centric way."

Here’s one scenario we hear often. Let’s see if it applies to you: You have - potentially - an amazing group of new hires. They’re eager to start work. They grab their cups of coffee, report to you and you take them to their office, their cube, their new cozy little home for 8 hours a day. After they’re seated, per instruction from your corporate office, you log them into your company’s online "New Hire Orientation"…..all….three hours of it…. Your new staff clicks through slide after slide of content that would put the most fervent insomniac to sleep. They fidget, they yawn, they daydream, they think of a time when it will be over so they can start their ‘real work.’ But in the meantime, these new hires are silently de-motivating. They wonder if your workplace is an exciting one after all. I mean, it was your company that produced this death by PowerPoint they’re watching. They’re not catching on to important concepts they really need to know because it has been presented in such a non-engaging, rote fashion. They might as well be listening to Ben Stein deliver the information to them. After it’s finished, your new hires resemble the walking dead. Your once eager new hires are now reduced to blank stares and limp bodies. Yes, they’ll awake soon enough, but the damage has been done. First impressions are powerful in any instance you choose. As adults, we make value judgments on just about everything. Our initial impressions often dictate how much we value something. If their first impression is bad eLearning, you could tune them out before you turn them on. What kind of impression are you setting for your new hires? Our company, Cine Learning Productions has produced a number of New Hire Orientations that ‘wow’ new hires. We hear comments like, "Our employees love this!" Love?  New Hire Orientation?  Really?  Yes. Frankly, you have to know how to do it. We do. We can help.  

Superbowl XLVI is history. Eil Manning and the Giants have returned to New York to celebrate, while Tom Brady will have to endure another year of sporting only three Superbowl rings. Do you remember your favorite play of the game? If you’re a hardcore fan, one probably comes to mind right away. For the rest of us, not so much. We may say the Superbowl’s about celebrating the American pastime and watching two teams face off on the gridiron - and that may have been the case years ago, but let’s face it - today’s Superbowl is all about throwing a party and of course, watching the commercials. So what was your favorite? Was it the Doritos bribing dog, or maybe M&M Mrs. in the buff, or Jerry Seinfield vying for the first new Acura, or even the dog getting fit to keep up with the VW?  So what was your least favorite? Probably a couple come to mind right away - something you found especially irritating.  But here’s a tough question, what were some average commercials you saw? Ones that you thought, why did they spend all those advertising dollars on that?  Hmmm, having trouble remembering?  Why is that, why do we remember the great ones and not the average ones?  It’s pretty obvious. We remember the ones that told a story, that tugged at our heartstrings, ones that made us laugh - we remember when we connect.  Elearning kind of works the same way - a really average commercial has a lot of the same attributes as a really average eLearning program. We tune out, we turn off and we don’t remember. That’s why at Cine Learning we make our eLearning engaging by focusing on storytelling in a familiar and entertaining way - our learners are likely to enjoy and yes, remember. And while we may not have a Sunday devoted to our eLearning with millions of devoted viewers…well not yet. We can always dream.        

"I just don’t get this technology! Everything was so much simpler when I was a kid. All we had to worry about back then was riding our bikes around the neighborhood and playing baseball out in the park. Now these kids just want to talk on their cell phones all day. All of this junk is too complex to even use anyway. Whatever happened to just writing a letter?" To the more mature crowd reading this, that statement probably sounds like something you’ve said aloud to your friends while reminiscing about your personal glory days. Either that or you’ve thought something similar while quietly seething as your teenager sticks his or her nose into the deep void of random minutiae that makes up facebook and twitter. Things would be much simpler if we went back to how things were in the "good old days," right? Well, to put it simply…no. Technology has made everything far simpler than it was back in the so-called "Good Old Days." The trick is pushing past the digital noise and utilizing technology in meaningful ways. Modern technology has finally made the internet omnipresent in our lives. We are connected at all times to the people and events going on around us. Want to know what your old high school buddy who moved to Albuquerque is up to? Connect to facebook on one of the dozen internet-enabled devices in your home. What’s the score of the ball game? Just reach in your pocket and ask the voice assistant on your smartphone. . Who is that actor who starred in that film? It’s a touch screen away. Being attached to an internet-capable device at all times means that you are always able to find something with which to occupy your time. Unfortunately, this means becoming far more susceptible to productivity-sapping activities like facebook, Twitter or Pinterest. It’s distractions like these that cause one of to think of simpler times; however, modern technology, when we push ourselves past the distractions, has made our lives far simpler than they were before. Sometimes, it’s difficult to think of the way we went about certain tasks before we had our modern conveniences. It’s even tough for me to think about how I used to have to go home and sit in front of my lousy behemoth of desktop computer just to connect into the internet. That was only four years ago. Now, I have a phone in my pocket that stays connected to the internet at all times. Not to mention the fact that the aforementioned phone is astronomically more powerful than the hulking monstrosity that was my family’s PC. Modern technology, the internet particularly, has allowed us to become more productive than ever before. We are able to connect with our coworkers with ease, and can complete our work on the go through compact solutions like our phones and tablets. We now possess the tools to be even more productive than we were five years ago, let alone how we were back in the "Glory Days" of old. For all the distractions and noise it presents, modern technology has given us the tools to live simply and productively to a degree that would have been unthinkable only a short time ago, let alone back in our youth.. Spend less time complaining about the so-called "complexities" of technology and more time actually learning how to exploit it to improve your life, and perhaps you’ll be referring to the world we live in today as the "simple times."

How many times in the past few years have you read a corporate job posting for a ‘training specialist’ that insists the candidate possess the world’s most astounding skill set? Let’s see, in addition to being able to effectively size-up and analyze an organization’s training needs, this person needs to have superior interpersonal skills, the ability to work effectively and confidently with management to make recommendations, exceptional instructor-led training abilities both in design and presentation, the savvy to work closely with SME’s to interpret their needs and write curriculum, and an ability to create and manage a large budget.  IN ADDITION, they must have full knowledge of LMS systems and must have experience in all facets of eLearning  - storyboarding, designing, developing and be proficient in the following software: Dreamweaver, HTML, Flash, Photoshop, Illustrator, XML, Articulate, Captivate, Presenter, WebEx, Go-to-Meetings, Blackboard, and HTML 5. Wow. I can barely catch my breath! Does such a person exist? In a few cases, yes - but precious, precious few. Eh-hem, nothing personal, but how many coders do you know that possess exceptional interpersonal skills? To lump all these trainer competencies into one position does a huge disservice to any candidate. Even if you find someone who uses both the right and left brain, you are rarely going to find someone who excels in all of these areas. And you probably DO need someone who excels in all of these areas. In addition, I find that organizations rarely understand how long it takes to write and develop eLearning - even if the trainer is doing it full time (I have seen percentages of time attached to the eLearning line item in job descriptions that made me laugh). In 2002, I posed this question to a training networking group I used to hold in the Phoenix area: "What will the training specialist job description look like in ten years?" It was very interesting. ELearning was in its infancy and no one seemed to think that instructor-led training would significantly decrease. I disagreed. I said that I thought we’d all have to become this odd hybrid of ‘training generalist’. That until organizations fully understood what could be taught with eLearning, how to design it, how to budget for it and how to fully implement it, that we would soon be required to change our ILT hats on a regular basis and become a technology practitioner for our companies. Some of my colleagues refused to believe that one day ILT would go the way of the dinosaur. Ten years has past. And the need for ILT is waning, eLearning is popping up everywhere in every type of incarnation possible, and my prophecy has come true. What is a bit astounding is that ten years later organizations are still grappling with the same questions they were posing back then. There is still little consensus among them as to what is best taught with eLearning, the best method of delivery, how much it will or should cost and how to implement it. It’s not as though there has not be vetted research done in this area. It speaks more to the varying quality of eLearning out there and organizations’ lack of trust that poorly produced elearning can get the job done (and throw in a dose of ‘training is never any good unless someone stands in front of you to teach it’ - I clap my erasers at that thought). So, here we are in 2012 with the aforementioned monstrous job description.  Lots of trainers split in two, lots of instructor led trainers creating bad PowerPoints passing for eLearning or lots of great eLearning programs coming out of folks who are not at all the ILT type.  Not enough real learning going on. What is an organzation to do? Let me put on my experienced O.D. hat here for a moment - create your OWN organizational needs analysis!  First - do yourself a favor and find out what eLearning CAN do and what is better suited to another modality.  Have someone find out what good eLearning looks like, feels like and how it can achieve your desired results.  Do some research - because its out there - on what is best taught in various modalities - because there are options today in addition to ILT and eLearning. Then, instead of expecting your trainer to ‘do it all’, why not analyze what you really need a ‘body’ to do in your organization and outsource the rest?  You may be a large company who needs to convert volumes of instructor led training to eLearning. I’m here to tell you, you can’t have the same person writing and designing all of this and determining a strategy for it implementing it, working with SMEs….it will take you eons even if you found the rare bird who can ‘do it all.’ But maybe the best strategy is to have an eLearning practitioner working for you designing and developing while you and an experienced consultant spend a little time creating a strategy. Then again, your analysis may reveal that you truly need to hire a strategic learning partner - someone who can analyze and implement like a pro.  In this case, it’s probably best to have this individual work with an experience elearning company to produce professional modules that best suit the need. From my years in O.D., I’m still of the impression that if you really want to make a difference, attempt to do it right the first time.  Carefully analyze, then avoid a ‘bandaid’ approach at all costs.  Do your homework and hire carefully for your greatest NEED then outsource what you do not have expertise to do in-house.  It will save you time and money overall and you just may have the training organizations you’ve always desired - AND results.  And you may not need the ‘schizophrenic’ training personality after all.

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.

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, (4) prepare management to support the training effort, and (5) conduct training. In the Learning to Performance System, Training Transfer is defined as participants successfully implementing and integrating skills learned in training into their work behavior.  To make this happen you need to plan for and implement activities and techniques that will increase your company’s training transfer rate to 60-70% or more.  Some of the best techniques in the area of post-course activities that drive successful transfer are: Hold Virtual Retreats.  Here you want to keep the learning fresh and renewed by holding two virtual retreats at 90 and 180 days. Bring the participants and any instructors back together through some form of virtual meeting and facilitate a conversation of successful transfer by the participants. This is also an opportunity to review content and skills learned in class. Post-Program Meetings with Managers.  In our management prep sessions we informed the managers of how to run pre-course conversations to prepare their employees for training.  Now we have a session with the managers to coach them and show them how to support their employees as they try and master their new skills.  This also refreshes management on what was taught thus keeping them engaged in the transfer process. Ask the Professor.  Establish an email address that is monitored by course instructors and used as a helpline when students have questions as they begin to apply their new skills.     Coach Participants.  Establish a coaching program for participants. Here either external or internal coaches are assigned to participants and work with them for a defined period of time to observe and coach them as they apply their new skills.  I usually try to assign coaches that are not part of the participant’s management chain of command so they feel comfortable as they master their new skills. This is usually a formalized process in which coaches and participants meet on a regular basis to achieve the fine transfer outcome.   Mentor Participants.  Establish a system where participants can be mentored by other employees. Here, seasoned highly performing employees mentor the participants as they master their new skills.  I usually encourage a formal process (driven by the participant) in which employees and mentors work together as necessary.     Roadmap to Success.  Produce a document or provided online system that shows the roadmap for successful transfer. Here you provide participants with a guided approach of how to apply and master their skills typically with the timeline of what you would do in the first week, the second week, and so forth.     Use Social Media.  Consider using intra company social media activities to drive transfer. Establish instant messaging systems where graduates can ask each other questions, support each other, and share best practices on application of course skills.     Summary: this is just a few of the possible techniques and activities you can use to drive and manage the transfer of training back in the workplace. As always please let me know what other activities you have used in this area.    

In training, participant begin the transfer process by applying what they’ve learned in class many times over. At times they succeed and at times they struggle. But more often than not they move a little off course from what their employers had hoped the on-the-job behaviors would be. This is where application support by trainers post-program can bring students back on course, can aid participants in perfecting their skills, or help reenergize their willingness to try if they have fallen short. The steps to implement application support by trainers are: Step 1: Determine the appropriate time to schedule formal post program one-on-one meetings between the participant and the trainer. You want to make sure that the first meeting is far enough removed from when the class is held so that participants have the opportunity to apply their new skills on their own but close enough to when the class was held to keep them motivated. Also, I recommend two formal meetings between trainers and participants. This gives participants the opportunity to review their action plan in the first meeting and then determine what can be done to realize the plan before the second meeting. Step 2:. The trainer should reach out to each participant and schedule the first one on one meeting. In the invitation, trainers should include the purpose of the meeting and items that are appropriate to talk about with participants. Here is an example of a recent email I sent to participants in preparation for one meeting following a project management class: The purpose of these meetings is to help you implement your projects. Specifically, I would like to talk with you about: The progress you have made with the Action Plan you put in place at the end of class. What has gone right so far and what you could do better.  How has the company environment enabled your success and where has it hindered your efforts? How well has your project team functioned and how is the performance? What help do you need as you lead the team? How well are you using the project management tool? What can I help you with? If you have something specific you would like to discuss with me, please let me know.  Note: everything we talk about will be held in confidence. Step 3: The trainer, who is now becoming the coach, must properly prepare prior to each one-on-one meeting. Trainers/coaches should review participant work output, which is evidence of application of the learned skills from the class. They should also analyze the work output comparing it against the desired on-the-job behaviors that were documented in the impact map for the course. Trainers/coaches then need to create a summary of their analysis, documenting what they think was done well, or where opportunities for improvement exists, or list questions which need further information before participants are judged. The participant’s plan of action should also be reviewed carefully and added to the trainer’s notes so that the trainer can discuss with the participant their progress and offer any help they can provide. Here’s an example of notes for a recently held meeting:   Step 4: Conduct the one-on-one application coaching session with each participant. This is a conversation with a purpose. These purpose-specific discussions are planned conversations around the application of course skills. But coaches also want to be alert to opportunities that emerge. In these instances, they want to seize the moment and "coach." Coaches should show respect for the participant by letting individuals express themselves, by not interrupting, and by not judging what the individual says. Coaches should listen with purpose and use effective listening techniques, which builds trust with the participant. As a coach works through and provides students with feedback on their application of skills and shows them different or more advanced techniques of how to apply what they’ve learned, coaches should be sure to move towards a commitment conversation. They need to do everything possible to ensure the participants act on commitments made during their prior coaching conversation. I make it a point to end every coaching conversation with a summary question that encourages action. Some of the questions I use are: "What’s your next step?" "I want to remind you of your action plan to…" "When will you have this issue resolved?" "You’ve done well. Where else can you use this?" Coaching sessions need to conclude with agreement on a plan of action in order to succeed. To begin the process, what’s been discussed should be summarized and options reviewed that were explored earlier.  It is crucial to gain commitment from the participant to try new things or continue on with training transfer. Step 5: The final step is to follow up with a 2nd one-on-one session, usually 8-12 weeks post course.  I follow the same process as outlined previously but look for opportunities to enhance institutionalized skills or correct less than stellar application. As always, I enjoy hearing ways that you have done things similar to this, so don’t hesitate to contact me with comments or questions.

Training only provides capability to employees - the opportunity to try and master learned skills is where performance really happens.  For me, the element that is most crucial in the Learning to Performance system is organizational support by management.   There are numerous methods by which the management team can support learned skills and turn them into successful performance.  Today, I offer a few techniques that work in most environments and with any type of learned skill. Tip 1: Post-program teleconference/web meeting with managers. Once participants have graduated from the training program, consider holding a post program teleconference with their managers. The objectives of this meeting are: (1) to educate and inform management of the new skills that have been acquired by their employees in training, (2) describe the on-the-job behaviors that were identified in the Impact Map and designed into the learning experience, and (3) provide management the tools and techniques they can use to fully support their employees as they try out the new skills on the job. If possible, have a senior leader invite and host a meeting, therefore increasing the likelihood of attendance by management. As a training professional, your role is one of facilitation and answering questions versus driving attendance and subsequent action by management. The key to this session is to drive home the desired on-the-job behaviors that were clearly identified in the Impact Map. Tip 2: Managers conduct post-course conversations with employees.  Holding a brief conversation with participants after training makes a significant difference in what gets applied on-the-job, especially if supervisors review participants’ action plans. Ideally, you would like this conversation to occur within 1-2 weeks after training - the sooner the better. This provides an opportunity for the manager to shape their employee’s transfer (action) plans and set up support as the employee progresses down their journey. These conversations usually take only 5-10 minutes. Consider supplying managers with a Post Course Conversation Job Aid that’s customized for the course (in this case Project Management). Tip 3: Incorporate the employee’s Action Plan into their annual development plan. If you can, and if it’s within your company’s policies and practice, incorporate the action plan from the course into your employee’s annual development plan and objectives.   Tip 4: Ensure employees have the proper tools and resources. Many times, employees get back to the work environment and the tools and resources that they learned in class aren’t available to them. Without the right tools and resources, transfer and subsequent performance is highly unlikely. Therefore, the solution is to ensure that the employees have the proper tools and resources to be successful. Tip 5: Reward and recognize employees. As employees successfully implement skills learned in training and, therefore, their performance improves, use your company’s approved reward and recognition practices to honor them. These simple tips are best practice activities for organizational support by management. As always, I would like your reaction to these items.

Frequently I share  best practices in the training and development field.  Those of you have a read my posts previously know that I believe in a Learning to Performance approach.  Here  is a recent success in using this approach with one of my clients. My client and their business issue.   I was approached by the VP of HR for a very successful 100 year old global manufacturing firm.  As we talked, I found out that a component of their 2012 business plan had teams working on five strategic initiatives.  Early in the year, five task teams were operating with differing levels of consistency with respect to project management and milestones were being missed. The CEO, President, and the VP of HR realized that the company needed to implement basic project management (PM) across all five teams with the desire to institutionalize common PM processes and templates for future teams and institutionalize a common method for project management.  Hence the call to me - "Can you help us?" The solution.  I recognized immediately that this opportunity was tailor made for the Learning to Performance approach. And so we began. Step 1 - The Impact Map.  First I formed a Steering Committee of the CEO, President, VP of HR, Training Manager, and myself who created a simple Impact Map that documented the project management skills, knowledge, and on-the-job behaviors: Step 2 - Redesigned Work Processes & Tools.  Before beginning instructional design, I created and proposed a simple project management process that all teams would follow.  The trick here is to absolutely ensure that the process meets the needs of the company so that the process reflects the real work to be dome.  To accomplish this, I performed an analysis of the firm’s project management level of maturity, skill & experience of the target audience, profile of the target audience in terms of skill, and provided simple but effective tools and templates to enable the process.  After several meetings, the Steering Committee agreed upon the following process: We also agreed to use an on-line project management collaboration tool called Smartsheet as the software for all project teams.  To meet the need of a consistent use of tools, I created a standard project management template in Smartsheet with 3 standard documents that are required via the process. One incredible thing was that the President took ownership and reviewed, modified, and finally approved the Smartsheet template and documents.  What a cool thing for a President to do! Step 3 - Design & Development.  With the Impact Map, tools, and process in place, it was easy to design and develop a 2-day hands-on workshop.  I built the design so that participants were required to have an assigned company project that they would use during the workshop.  70% of workshop time was applying the process and using the tools as they mastered their new project management skills. Step 4 - Management Prep Team Session. With all of the elements in place, I conducted a 4-hour management prep team session. In this session, 16 executives attended (all the CEO and President’s direct reports). In the session, I taught then we discussed: The project management workshop Project management principles & processes How to make project management work and be an executive sponsor Meeting with your employee before and after the workshop Providing post-workshop support After this session, I met with the Steering Committee to talk about next steps. There I voiced that one of my concerns was that the firm was missing an Officer of Project Management to own and oversee the process. Without this piece we would have less than predicted transfer (performance on the job).  The Steering Committee embraced the idea and a few weeks later I was informed that the VP of Operations was promoted to the Director of Project Management for the company.  From that moment on the two of us worked together to make the rest of the Learning to Performance approach work.  I also became his personal coach with respect to PM. Step 5 - Training.  18 employees were selected to attend the workshop which included the new Director of Project Management.  The design worked flawlessly.  To aid in transfer to the job, the workshop incorporated 4 journaling points and a final action-planning module.  The action plans were captured on-line via Survey Monkey while still in class.  The next day, the action plans were sent via email to the participants and their managers thus facilitating a post-workshop conversation.  The action plans were also sent to the VPs of HR and Project Management - participants were informed that this would be happening and were encouraged to write solid plans of action. Step 6 - Organizational Support by the Management Team.  All participants met with their managers within one week of the workshop to finalize their action plans and go over their projects.  Participants then applied the process and used the Smartsheet collaboration tool and the standard templates to get their tasks done all while being overseen by the executive team and the Director of Project Management. Step 7 - Transfer by Participants.  The participants applied the project management process, tools, and templates while performing the project tasks.  An enabling factor of the successful transfer was the collaboration function of Smartsheet.  Participant work was immediately available and shared daily to their sponsors, project teams, Director of Project Management, and myself. Step 8 - Application Support by Trainers (me).  I was contracted to support each participant in the 60 days that followed the workshop.  What I did was meet with each participant one-on-one for 1 hour at 30 and 60 days after the workshop.  At the 30-day meeting we discussed their action plan and where they were with it.  As needed, I then coached them on how to perform the work.  In some cases the participant was doing so well that I provided advanced project management skills and showed additional features of Smartsheet.  At the 60 day mark I reviewed there progress and talked about how they would use their new PM skills beyond their initial project. I also met regularly with the Director of Project Management (at 30 and 60 days) and other times to coach him as he settled into his new role.   As I talked to the Steering Committee during this time, one thing that they mentioned to me was that when participants knew I was coming at 30 and 60 days they sharpened their game so as not be embarrassed. Just the act of formal follow-up aided in successful Learning to Performance. Step 9 - Predictive Evaluation. So did the company realize the results it had predicted in its Impact Map? The results are: Intention Evaluation: 100% of the action plans were judged as acceptable (employees are planning to do the things the firm required). Adoption Evaluation: Did we get the desired transfer (performance)? Absolutely! 17 out of the 18 participants had successfully transferred the predict behaviors documented in the Impact Map. That is a 94% transfer rate - an extraordinary adoption! Impact Evaluation: Here are the company’s results now versus industry standard (1) Performance Management results. Thank you for reading and as always, I invite your comments and thoughts. (1) Source: The Standish Group