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As organizations reorganize for speed and agility to stay competitive, authority is becoming less centralized than in the past. Teams constantly form, disband and reform according to the needs of specific projects and customers. Information and communication technologies have helped make it possible to stay coordinated as people become more mobile and their job descriptions are less permanent. But these changes also place different demands on employees.
Employees need to be more adaptable and self-directed, better able to identify teams and projects that would allow them to excel and maximize their value to the company. In turn, employees need a higher level of self-awareness to navigate their careers amid organizational environments that are more fluid than ever before.
If there is one area of focus with the potential to transform entire organizational cultures to help meet these needs — and deliver improved business outcomes, too — it is a strengths-based approach to management. Don Clifton pioneered the study of strengths in the workplace, affirming through decades of research that employees who use their strengths on the job are more likely than others to be intrinsically motivated by their work, simply because it feels less like work to them.
Among a host of benefits individuals experience when they know and use their strengths, employees who say they use their strengths every day are 8% more productive and 15% less likely to quit their jobs. They are also more likely to strongly agree that they like what they do each day.
The natural talents we all have can be turned into strengths through investing in their development — time spent practicing and developing skills. Focusing on innate talent as a foundation has become increasingly important as the pace of technological change has quickened, because in many industries specific skills and knowledge have a shorter lifespan than they once did.
Employees need continual learning and development opportunities in order to stay up to date. Understanding their strengths gives them a basis for choosing the developmental paths that are most likely to help them sustain a long, successful career. A program that includes coaching and development provides a sense of their "true north" — helping them stay oriented for high productivity amid shifting workplace needs and varying career trajectories. But as more businesses restructure their processes around team-based work, the benefits of a strengths-based culture for group interactions also becomes more important.
Team members who know each other's strengths more effectively relate to one another, avoiding potential conflicts and boosting group cohesion. Strengths-based development immediately changes their conversations. It creates more positive dialogue, and it boosts the team's overall engagement and performance.
Gallup analysts recently conducted a study of 11,441 teams in six organizations where at least 30% of employees had completed the Strengths assessment. They determined that team members' awareness of their own strengths — and each other's — was more strongly related to higher engagement and performance than was the specific composition of strengths on the team.
The manager's role changes substantially in a strengths-based culture. Namely, they're the key conduit to implementing a genuine strengths-based development approach and maximizing the potential of their workplace's talent. Managers become more like coaches, dedicated to helping team members understand and cultivate their talents, thereby achieving high levels of productivity and fulfillment. This change aligns with research by Gallup and others showing that younger workers — particularly millennials — want and expect their managers to work with them on personal and professional development opportunities.
As organizations figure out how best to implement these changes, they need new ways to help teams retain cohesion, and to ensure that the right talent can flow to projects that will make the best use of their skills. As Gallup research has demonstrated time and again, organizations that adopt a strengths-based culture will have a powerful advantage on both fronts.
– Steve Crabtree is analyst and lead editor of Gallup's State of the Global Workplace report. Download summary at: http://news.gallup.com/reports/220313/state-global-workplace-2017.aspx?
What is it about superheroes that we love so much? Is it their ability to overcome tremendous obstacles? Their superhuman strength?
We recently asked a small group of employees what superpower they found most compelling. Among their responses: the ability to fly, x-ray vision, and time travel. We then asked that same group if they thought the ability to control one's own destiny was a superpower–and many of them responded "yes."
The truth is, each of us already possesses the power to do great things. With a little practice, we can all unleash the superhero within.
Accountability is about the personal choices we make to overcome the obstacles in our way. Every time we face a trying situation, we also face a choice: will we be a victim of circumstance or emerge victorious?
The Oz Principle posits that when you assume full accountability for your thoughts, feelings, and actions, you gain control of your own destiny. In this way, we can all channel the superheroes whom we love and admire. The question is, "how can we activate that superpower in our day-to-day professional lives?"
The first step is simply recognizing that a problem exists–and then taking ownership of it. The key here is control: when we obsess over what's not in our power to change, we slip into victim mode. Instead, we must focus exclusively on factors over which we have some degree of control.
As an adolescent, a friend of ours was consistently told he wasn't smart enough to make much out of his life, and unsurprisingly, his test scores reinforced that belief. For every test he took in school, he would score in the bottom 25%, regardless of the subject. He hated school, felt like a failure and struggled with self-esteem.
As he got a little older, he decided to pursue the one thing he really loved and excelled at–painting. He shared this aspiration with his mom, who supported his vision, but challenged him to consider a path that combined painting with a practical skill more certain to yield a steady income, like graphic art.
The young man reluctantly agreed to give graphic art a try. The next thing you know, he had mastered Adobe Photoshop. While he'd never considered himself smart enough to succeed in such a rigorous field, here he was, excelling in a world that had seemed off limits just a short time earlier.
The next thing you know, someone asked if he had ever considered photography. Again, his old victim mentality kicked in. He was sure he wasn't talented enough to excel in photography. But this time, he focused on what was in his power–his love of art–and gave it a try. The first time he looked through a camera lens, he literally exclaimed, "I see art!"
Today, this man is recognized as one of the most influential photographers of our time. His art is world-renowned. All this from a kid who was constantly told he wasn't good enough. What made the difference?
This young man simply needed to unleash his inner superhero. By focusing on what was within his control, he took a risk and pursued what he loved. While perhaps not the makings of a blockbuster movie, this is a true story of how accountability can lead to great success–and that's something we can all learn from.
– Tony Bridwell is an international consultant and partner for Partners in Leadership. He penned, The Difference Maker: A Simple Fable About Making a Difference in the Life of Others and The Kingmaker: A Leadership Story of Integrity and Purpose.
Transforming the Learning Organization from Order-Takers to Business Partners
By Ronda Feague
"It's just training, it doesn't take long to create." How many times have you heard that or something similar?
The challenges facing the learning organization when moving from order-taker to business partner are:
>> Customers often think it is easy to create training.
>> Customers may have a pre-determined solution.
>> The learning organization is often backed into a corner in terms of development time.
>> Due to cost constraints, the learning organization must deliver more with less.
Our internal customers often don't realize how long good learning design takes. We feed this myth, by continually jumping through hoops to deliver the learning solution in time to support a new software, product or program release, reinforcing that we are just order-takers and not partners in providing the solution. As learning professionals, we know that well designed learning solutions can add value by improving efficiencies, engaging staff, saving money, providing metrics data and showing Return on Investment (ROI) for the business. It is imperative that we build strong relationships and partner with stakeholders, so they understand the type of value we can bring.
To start, you must assess your team's capabilities, your larger learning team goals and combine that with a deep understanding of your company's organizational goals and the operational realities of the business. Do you have a defined vision (what you provide) and mission (how you'll provide it)? If not, you need to spend some time reflecting and building out what that is and making sure your team is onboard. You can't expect anyone to follow your lead if you don't know where you are going.
While a strong learning design background and understanding of the business is important it is equally important to build relationships. According to Peter Block: "The building of authentic relationship as the delivery system for expertise and business knowledge. The result is to make internal clients trusted business partners which results in improved business outcomes for companies and organizations." Building on that philosophy, find your champions and cultivate those relationships. Once you have found them, ask if they see areas where the learning organization can be included.
You've been invited to the table, now what? When you meet with stakeholders initially, listen first and then ask questions to help: narrow focus, get the project team on the same page and help you decide which learning solutions, if any, to recommend. Then share how learning can help them achieve their goal. Some questions to ask are:
>> Who are we impacting (target audience)?
>> What problem is being solved?
>> What will success look/feel like (metrics)?
The answers will help you to narrow recommendations and decide if learning is the solution. Sometimes as you meet with the stakeholder and they answer questions, you may realize that the solution is simpler, maybe a communication or a conversation is all that is needed not a full-blown learning solution.
Tip: Use stakeholders time wisely. Some stakeholders may want to be more actively involved in the process than others. Be proactive; ask them how they would like to be communicated with and how often.
Bonus Tip: Begin with 'yes.' Yes can be disarming (assuming it is the truth) that you could build what they are requesting (take their order). But, once you know what they want to accomplish, that may drive the design and you are on your way to 'partnership.
Once you have completed analysis, go back to the business with your recommendations for learning solutions. As you put the design proposal together tie in your recommendations to the answers that the stakeholder's provided and use their language. Provide reasoning as to why the recommendations landed where they did. Be sure to note how you will track success and when results will be reported back to the business.
For example, we were asked to create a half day in person instructor-led training for a new phone system being installed in five countries over the course of two months. To save money and time we recommended short, engaging e-lessons to introduce the new system followed by a virtual session with an instructor where learners could ask questions.
Tip: Don't over engineer solutions.
Once the design proposal is accepted, we follow up with a Statement of Work (SOW). This document has been key in our success, second only to building relationships. This will become the roadmap for the project with the business and should include:
>> What learning solution will be delivered.
>> Expectations of the stakeholder and subject matter experts during the feedback cycle.
>> List any critical items from the stakeholder and promised deliverable dates from them.
>> Signature lines for stakeholder and learning solution provider.
How many times have you begun work on a project, sent for feedback and the stakeholder wants to add additional items that were not part of the original conversation? The SOW helps with scope creep. If the business doesn't provide critical information or feedback as agreed to, you can pull it back out and remind your business partner where you landed prior to starting the project.
Tip: We stopped giving delivery dates and moved to hours for all projects. People latch on to dates and remember them. They forget when the software development cycle ran late or critical items needed for learning solution design were not delivered on time.
Remember you need to report results back to the business. By building in tracking during the design phase you can track that data at set times and share with the business. This is where your credibility is built. Cool, flashy design will only take you so far. You can have cool, flashy plus impact or lower key design with impact, but you cannot under any circumstances have any type of design with negative outcomes or impact. Sometimes projects miss the mark, better to course correct as soon as a you know the solution is not hitting the mark. Sometimes it can just be a small tweak to set the solution on the right course again. When a solution misses the mark, own it. Reach out to the business and deliver this information and offer solutions.
Tip: If the learning solution is not making a difference, stop and/or readjust.
This sounds great on paper, but the reality is that it isn't easy. You can't chase fads or make a project fit a tool that you want to try out. Credibility is at stake, make sure that the solution and tool for delivery match, the solution fits the target and that the learning will make an impact. Look for innovative solutions and don't over-engineer.
When approached about a project, it is easy to fall back into the order-taker mentality because it is familiar. Take a step back, ask the questions and provide thought leadership to arrive at the right solutions.
Keep your eye on your target audience and put yourself into the "shoes of the learner". Would you want to use the solution? Would it engage you, provide you needed information, or is it just checking a box? If you aren't moving the needle, then why do it?
Becoming a trusted business advisor takes time and effort. You must build and maintain relationships. You must also understand the business and how learning can help. Results should take the form of speed, quality, operational efficiency, cost savings, culture/engagement and other performance related outcomes.
As you start experiencing wins with this process, start sharing those with your team and across the organization. The best feeling is for teams to reach out to the learning organization, not because they have a training need, but because they want to bounce ideas to get your thoughts prior to them moving forward with a project. This seat at the table feels good.
It took 12 months for us to get to this point, and we continue to hone our story and approach, relationships and outcomes, provide thought leadership and continue to help our stakeholders to start in the "What do they need to know" mode and not jumping to "solution" mode.
Order taking will never go away and, for certain instances, it still makes sense. But for the larger asks, put a process in place. Ask: "What problem are we solving?" "Are the results measurable?" and "Is this the right solution?" The process creates a circle of learning and performance. Success breeds trust, credibility, the ability to make a difference with learners and the business, ensure learning is an active partner of future initiatives.
Celebrate your successes internally with your team. Apply for industry awards and, as you accept industry acknowledgement, share that internally. Your team is now viewed as a value add. Not just because you said so, but because others see it too. And remember that the purpose for learning in the context of organizations is to add value to the business.
--Ronda Feague is Director of Instructional Design Strategy & ChoiceU Operations, at Choice Hotels International. Choice Hotels International is a 2017 Learning! 100 award-winner for culture.
Strategy cannot always ensure success.
The learning culture of an organization can be easily overthrown by even the most formidable learning and development departments. Creating sustainable organizational change means having a strong and effective culture around learning and development. But when bureaucracy is expanding, and change is slow-particularly within large organizations - how can we create highly effective learning cultures in today's modern business world?
There are 17 ways of cultivating a highly successful learning culture for any organization.
Create formal professional development plans for every employee - including managers, senior executives, CEOs, and board members. Document the professional development pathways, skills, and knowledge gaps of everyone. In doing so, place importance on closing those gaps and advancing employees.
Employees will see how much the development of their professional skills are valued by the organization. It shows them that their learning is important. Ensure that the professional development plans are updated at least quarterly by the employee, reviewed by their direct supervisor on all occasions, and recorded in the employee's HR file.
Allow employees to take control over their own professional development - even to the extent of allowing them a degree of control over the training budget allocated to them. When employees have this level of control over their learning, they will be sure to spend their budget allocation on training and topics that they are truly interested in instead of being sent on training programs that are of little use, benefit, and interest to them.
One of the key principles of adult learning is allowing learners to self-direct their learning journey. This adds a sense of responsibility, ownership, and increases the value of organizational learning and development.
By making learning and development a performance indicator and criteria that must be met, the organization is showing just how important the development of everyone is. It makes the acquisition of new knowledge, skills, and competencies as important as the job roles and responsibilities themselves. This creates a powerful and positive L&D culture shift.
For every function that an employee must perform, have a list of training, education and development activities that could be implemented.
Some elements to consider include:
>> Role compliance (what training must be done to be 'compliant' in their roles)
>> Recommended training for the current state of the industry (training that helps them meet a standard industry benchmark or general norm outside of compliance needs)
>> Desirable training (non-essential but 'good to have')
>> Above and beyond (training that will enhance the professional in their wider career)
Documenting suggestions for training and development - from a compliance level right through to 'above and beyond' training - will show employees how much importance the organization places upon individual development. It will also make it easier for managers and individual employees to select appropriate learning and development options. These options, in turn, will directly contribute to the responsibilities of each role within the business.
Recognizing only formal and accredited training can leave out the significant development that can be acquired through informal means of education. Some examples include new knowledge and skills acquired via online learning programs, attending conferences and networking events, reading books and industry magazines, attending webinars, engaging in social learning and participation in online forums.
Ensure that all employee professional development plans contain an area for the documentation and recognition of all informal learning. Use this information to find out what skills and knowledge were obtained from informal learning activities. Then analyses how this knowledge has contributed to the development of the employee's role within the business. Not only does this show the employee and the company how much developmental progress the employee has made but can give clues to existing training gaps within the business - not to mention encouraging ongoing lifelong learning.
Provide a learning library that can be accessed by all staff where the sharing of learning is easy for everyone. Enable employees to share videos links, articles, blogs, study notes, books, workshops, webinars, conferences, events, and more with each other within the learning portal. When people see that it is encouraged to share they may be far more likely to.
You could take this one step further by making knowledge sharing a key performance indicator. Set 'knowledge sharing' goals which can be achieved in person, face to face, via e-delivery, via contribution to a resource library and so on.
Ensure that all initiatives are implemented and followed up on, and that professional development plans are always reviewed during the appraisal period. The informal messages that you and your managers send can significantly influence the learning culture within the organization.
Sharing the company's strengths, progress, desired destination, and current position in terms of learning and development, can contribute to the learning culture. When employees can see that the organization has a strategy, their attitude can change dramatically as to how much they feel their development is valued.
An additional bonus to sharing this progress is that employees may come up with solutions and strategies that may not have been considered by managerial staff.
Just as the old-fashioned mentality of 'Employee of the Month' shows that an organization values strong a work ethic and dedication, celebrating the academic and developmental achievements of employees can also be extremely motivating in developing a learning culture. Why not create a 'Learner of the Month' or a similar natured award in your company?
The open sharing of workforce development progress also allows the opportunity for employees to contribute to the overall organizational learning and development strategies for each year. Provide all employees with knowledge of the company strategic objectives and the gap analysis and open the training plans up for contribution to by the workforce themselves.
The way senior staff act in their roles shapes the way the rest of the company responds and behaves in similar situations. If senior staff within the organization see all challenges as an opportunity to learn, grow, develop and improve on their work, it will foster a culture of learning and development.
The underlying attitude to training and development can be highly influenced by how resources are allocated to it in comparison to other activities and departments within the business. If management appears to have a negative attitude to learning and development, or places a low value upon it, so will the entire team.
If people know that their training has a value, and that the value is being quantifiably measured by senior management, then a learning culture will continue to develop. Conversely if they don't see this, then they start to get the impression that the company doesn't care, and they in turn shouldn't care about their own learning and development either.
Valuing the skills that already exist inside the team make people feel valued and encourages the sharing of knowledge.
Part of cultivating a positive learning culture is reducing the risk of employees competing with one another. If one person wins then somebody else must have 'lost'. To foster a team working culture set personal KPIs and require each person to be effectively meeting the objectives of their job - the expected minimum requirement. Then, have company KPIs that if exceeded offer reward to everyone - recognizing the collective contributions of skills and knowledge from everyone.
This will reduce the likelihood of competition - which causes employees to withhold and hide their knowledge from each other.
Encourage internal buddy days where the team work with employees and colleagues from other departments and spend a few hours of the day conducting a completely different job within the organization. This increases cross departmental sharing of best practice and cultivates improvements made by gaining outside perspective. It also generates wider learning and collaboration within the organization.
Too often it is bad behavior that is rewarded with attention and resources, leaving those who work hard and consistently meet their KPIs feeling unnoticed and undervalued. Ensure that positive behavior is noticed and given managerial attention far more than negative actions and situations.
Hire internally before you advertise externally. Provide numerous opportunities of promotion from within. If employees can see that their development is rewarded by progress in their career, they will be far more likely to engage in developmental activities as they will be confident that their efforts can bring the reward of climbing higher up the career ladder.
Clearly communicate the organizational values and explicitly describe the behaviors and attributes of culture that you desire. If people don't know exactly what the desired learning culture looks like and how it is measured, they simply cannot model it.
—Sarah Cordiner is CEO of Main Training, Australia and expert in communications, marketing and online education expert. Learn more at: https://courses.maintraining.com.au/
Business Drivers Spur Need for New Features
As technology evolves so do the learning solutions that grow our talent. In Elearning! Magazine's 10th Annual Learning & Talent Platforms Buyer Study, we reveal how the learning ecosystem is evolving. The study conducted November 14th to December 5th, 2017 surveyed 441 learning executives on platform needs, brand and product awareness, user satisfaction, 'must have' features on new or replacement platforms, and insights into the decision-making process. We share the topline findings here, and recommend downloading the complete study for free at: http://information.2elearning.com/2018lmstmsstudy/
Almost half of respondents operate multiple learning or talent systems within their enterprises (See Figure 1). Eighty-eight percent have a learning system deployed within their organizations. A large uptick in talent system ownership was noted with 33% ownership. Cloud-based systems continue to rise with 74% of systems running as Software as a Service or in the cloud. Learning Content Management Systems (LCMS) have also reported a slight increase to 31%. The most frequent pairing of systems is Learning Management System (LMS) and Talent Management System (TMS) at 18%, followed by LMS and LCMS at 13%.
Most learning and talent systems are deployed across multiple locations with multiple US locations and international sites accounting for 2 out of 3 installations (See Figure 2).
The learning systems deployed are supporting internal staff (83%) and external customers, suppliers and partners, (74%) (See Figure 3). Support of external audiences has increased 7.2% from 69% in 2016. Customers account for 44% of extended training programs.
Owner satisfaction scores have steadily improved for learning platforms over the last five years. This year's overall satisfaction rating was 2.22, a solid B. Much is attributed to movement toward cloud-based systems that simplify ownership and the updates users receive during ownership. However, learning systems still receive lower marks on Flexibility (2.44), Interoperability (2.47), and New Features & Capabilities (2.52).
Surprisingly, TMSs saw a lower overall score than LMSs of 2.36, a B-. Given that TMSs are newer to the market and can leverage cloud's ease of use, we expected higher satisfaction scores. The sore points for TMS owners are: Interoperability (2.37), Cost (2.39), Ease of Use (2.42), Flexibility (2.42) and New Features & Capabilities (2.42). However, the owners' lack of expertise may also be a contributing factor to lower satisfaction given only 31% report they are expert or very familiar with the TMS vs. 72% of LMS owners.
Dissatisfaction with system's features and flexibility is a continuing concern for learning executives. However, now it is a roar heard from the C-suite as focus on engagement, collaboration and performance takes center stage (See Figure 4).
In the 2018 study, Employee Engagement is the number one business driver for investment in learning and development. Meaning, learning and development initiatives will be measured against this objective before, during and after the investment.
Why all the focus? According to Gallup 2017 study, organizations with highly engaged employees have 22% higher productivity and 25% lower turnover. Today, 67% of the workforce is disengaged. Plus, 51% of employees are actively looking for their next job; 91% of which will be with a new employer. Engagement is now a C-suite imperative and learning and development is the key.
According to Gallup, 41% of millennials say "a job that accelerates career development is very important." Another 61% say "I want to work at what I do best" - a nod to competency. This is a key tactic to improving engagement. As a result, Personalize Learning has skyrocketed from 0.4% in 2012 to 49% in 2018. With digitalization, smart systems and data analytics, personalizing learning is within the grasp of most learning organizations. And, it is now being funded by most organizations.
About one out of three LMS owners are replacing their systems and 6% of those without a LMS, are planning to add one. For TMS owners, 8% are planning to replace their system, however 12% of non-owner plan to acquire a TMS. These buyers are investing more than ever on their next system at $1.3 million, up from $1.1 million in 2016, an 18% increase.
Sixty-nine percent of buyers plan to purchase their new learning system within 24 months. For TMS buyers, 57% plan to make the acquisition within the 24 months.Eighty-two percent plan to purchase a LMS, cloud-based solution (See Figure 7).
Buyers value Quality, Price and Customer Service when specifying a solution. However, their list of 'must-have' features is long. The good news is business leaders are ready to invest to get the features and capabilities needed to drive the business.
When it comes to the learning system, most expect the standard functionality to be present i.e. Course Tracking, Authoring, Testing, etc. The early majority are now expecting Mobile Deployment (68%), Personalized Learning (64%), and Survey Management (60%). However, only about four out of ten have these capabilities in their current system (See Figure 5).
On the TMS front, owners expect Performance Measurement, Metrics, Planning (71%), Workforce Analytics (64%), Reporting Tools, Integration and Succession Planning (61%) to be in their next system. They are not generally present in their current system (See Figure 6).
The study also queried current ownership by brand, awareness and rankings of learning and talent systems by mention. More than 100 brands were named in the study indicating the industry is still quite fragmented. Among owners, the top learning brand only collected 9% share, level with 2016. Among talent systems, the top brand garnered only 12% share. The complete report on brands, awareness and ownership can be downloaded free at: http://information.2elearning.com/2018lmstmsstudy/
As technology evolves, so does the solutions and processes we leverage. Learning and talent systems are wonderful solutions. But, they are only as useful as the experts behind the wheel. The C-suite is investing in your team to move the engagement needle and drive performance. Use this research, your team and partners to design the ecosystem your team needs, wants and deserves. The solutions await you.
Learning! Champions embrace hard work, dedication and creative thinking.
The 2018 Learning! Champion Award honors individuals for exceptional contributions to the learning industry. Elearning! Magazine names 17 professionals across six categories for 2018.
"Thought-Leaders" are industry experts always willing to share their expertise and are dedicated to bettering their communities and industries. "High Performers" have gone above and beyond, usually in a relatively short time frame to implement new learning techniques in their organizations. "Trail Blazers" forge new processes and procedures in uncharted areas to elevate learning and technology successes.
"Innovators" are technologists or problem solvers who often bring these solutions to market for others to share. "Creative Consultants" have the ability to create solutions to learning problems that scale beyond the current challenge.
"Rookies of the Year" are new to their role or industry and have surpassed performance expectations and are on their way to a successful career in learning.
The 2018 Learning! Champions are...
1. Sae Schatz, Ph.D Director, Advanced Distributed Learning Initiative, Department of Defense
Sae Schatz, Ph.D. serves as the Director of the Advanced Distributed Learning (ADL Initiative), a research and development program under the Deputy Assistant Secretary of Defense for Force Education and Training. In the role of Director, Sae leads the ADL in thought-leadership, facilitating learning for our nation's Warfighters, government agencies, and beyond. Through research, development and collaboration, ADL is working on next generation strategies, best practices, and innovations to advance the way we learn.
Sae also supports ADL's mission to develop and advocate open source software, tools, and specifications; as well as create and accelerate the establishment and utilization of technology-driven learning standards that prepare and enable our nation's learners, both military and civilian. Innovative learning technologies impact our learners by enabling them to be more mentally agile, expanding their capacity to develop sophisticated competencies and skills, and enabling them to thrive in the most complex situations.
In the last few years, Sae led the authorship and execution of the Marine Corps' Making Good Instructor Great project and accompanying instructor tool kit. She also acted as chief scientist for the award-winning Border Hunter research effort (sponsored by Joint Forces Command) and, later, for the Joint Staff's blended learning – training initiative. Sae is passionate about human–systems integration and, in general, about emphasizing human-centered approaches in research, develop- ment, education, and training.
Before joining ADL, Sae worked as the Chief Scientist for a small defense contractor as well as a professional development consultant, and prior to that, she was an Assistant Professor at the University of Central Florida's Institute for Simulation and Training.
Dr. Schatz received her Ph.D. in Modeling and Simulation from the University of Central Florida. She served on the UCF faculty from 2006–2011 (teaching courses in human-systems integration, visual and web design, and web development) and continues to support the Modeling and Simulation graduate program as an occasional adjunct instructor. http://www.linkedin.com/in/saeschatz
2. Anthony Gagliardo, Head of HR, Training & Development, NASA's Jet Propulsion Laboratory
Dare Mighty Things
Anthony is committed to supporting the technical training and professional needs of the men and woman of NASA and California Institute of Technology in their quest to DARE MIGHTY THINGS. JPL's office of Technical Training and development is comprised of industry leading learning professionals focused on enabling the knowledge that propels those who accomplish the impossible.
In 2017, Anthony reinvented learning at JPL transitioning it from an event-based training model to a collaborative open learning ecosystem. With the world's top experts in jet propulsion to tap, knowledge exchange was a top priority. Anthony lead the transition by creating a learning ecosystem that tapped expertise internal and external to JPL. Learn more about this program on page 25.
Prior to joining JPL, Anthony served the Federal Aviation Administration as Director of Technical Training where he guided efforts to modernize and transform training for the FAA's 20,000 air traffic controllers and 6,000 technicians. He also served in the U.S. Air Force for 10 years as a flight engineer instructor.
Anthony has published numerous articles in the field of technical training and corporate transformation. He has earned a Master's Degree in Management and Public Administration from American Public University and a Bachelor of Arts in Management from APU. He also holds FAA certifications as a Pilot, Right Engineer and Aircraft Maintenance Technician.
3. Ryan Waltrip, Ph.D Director of Online Programming, William & Mary University
Agent of Strategic, Institutional Transformation and Instructional Innovation
In just five years as a Director of Online Learning, Ryan Baltrip has demonstrated exceptional distance education leadership and transformed two different institutions' approach to online learning. In his first Director role, Ryan served a private institution primarily focused on professional, graduate education that also offered undergraduate programs. When he first stepped into the position, the school's online offerings were extremely poor quality. Online courses were little more than correspondence classes. Yet through four years of driven and dedicated work, Ryan changed online learning at this institution and developed it into a recognized leader in online graduate theological education. He built a team that would grow annual revenue from $1.7 million to over $7million. The overall satisfaction ratings and quality of the programs increased. Ryan also developed holistic course, instructor, and program evaluation tools that were used to improve effectiveness.
After four years of success, Ryan transitioned to a new challenge – being the Director of Online Programming at William and Mary. His leadership has expanded undergraduate offerings that generated half-million in new revenue and fostered improved student satisfaction ratings with online learning in 14 of 15 measured categories. He worked collaboratively with schools of law, business, education, and arts & sciences to develop new online initiatives in each; helped develop the law school's first online program; and assisted the School of Education's strategic plans to expand online. He has provided the strategic direction that revamped existing e-learning workshops into the current E[x]ploring Learning Design program that generates a teaching and learning commendation for faculty and helped the second oldest college in the country to see online learning not as a threat but as an opportunity. Ryan's leadership has been a vital catalyst in transforming a historical, highly ranked institution and helping it to offer high-quality online learning that matches its brand expectation.
Ryan holds a B.A. in Theology, Ph.D. in Higher Education Administration and is completing post doctorate studies in Business.
4. Kristen Davidson, VP of Organizational Development, Consumers Credit Union (Consumers CU)
Kristen has A Passion for Engaging Employees and Fostering Their Growth
As Vice President of OD, Kristen supports the learning needs of 300+ employees at 19 offices in southwest Michigan. She is responsible for scoping, developing, and delivering training programs for employees, utilizing blended learning. She is a highly motivated, self-driven team leader with expertise in process improvement, change and transitional management, performance metrics, and reporting. She understands the importance of mentoring and has implemented a formal mentoring program at Consumers CU. She works closely with mortgage sales and operations to ensure training needs are met through various trainings supporting other departments.
Kristen's impact can be seen in many ways throughout the organization. From the 69 people who have taken Kristen's Leadership 101 curriculum, 74% have since been promoted with 35% promoted to a manager or supervisor role. After 101, people wanted more opportunity to grow and develop. From there Leadership 201 and 301 were created. These focused on developing further leadership qualities. Leadership 201 is geared toward employees who are looking for the next level in developing coaching or management skills. While 101 may qualify you for a position as a Team Lead or Mentor, 201 will develop skills suited for an assistant manager, like recruiting, credit union financials, and strategic thinking. Leadership 301 is designed to hone the skills of someone who currently leads or will soon be leading a team of people. This class gives participants the chance to connect with the CEO and dig deep into the Integrity Coaching process.
When it comes to employee engagement, Consumers CU stands out from its competitors in the marketplace and Kristen is a huge contributor to that. Another initiative of hers, the Performance GPS, has taken our employee engagement levels up 15 basis points, from 4.34 to 4.48 as assessed by our annual Employee Engagement Survey! Comparatively, the credit union average is a 3.96. The Performance GPS revolutionized the way performance appraisals were done credit union-wide.
Kristen has earned many honors including HR Professional of the Year from CUNA, Program of the Year and Best Results Finalist. https://www.linkedin.com/in/davidsonkristen
5. Ciara Daume, Instructional Design Manager, Heartland Dental
Leading Training Transformation at Heartland Dental
Ciara leads online learning at Heartland Dental, founded in 1997. The organization's mission is to "support dentists and their teams as they deliver the highest quality dental care and experiences to the communities they serve while providing exceptional careers and creating value for our stakeholders."
With their network of over 800 dental practices, 1,200 supported doctors, 10,000 team members, and a presence in 34 states (and growing), Heartland Dental has become the nation's largest dental support organization. Their support services include HR, marketing, supplies, accounting, payroll, patient support, IT, and more.
Under Ciara's direction, Heartland Dental transformed their fully in-person training program and made it digital while expanding training opportunities at a cost savings, ($18.5 million to be exact), all while growing their business at an impressive rate. This program compliments Heartland Dental's 5-year Mastery Program. Upon completion graduates can earn a Fellowship to the Academy of Dentistry along with an award of $250,000. Only seven percent of dentists hold this honor.
6. Andrea Strong, Manager of Instructional Design, SkillPath
Talented Instructional Designer Creates 1,200-Plus Custom Learning Programs Annually
Working fast, furious and full of smarts, you'll find Andrea Strong, a dedicated Manager of Instructional Design. For six years, Andrea has led a team of six talented instructional designers, pushing them to deliver quality content and quickly. Andrea is known for meeting lightning-fast deadlines and going above and beyond for clients, employers in all industries and all countries with varying degrees of wants and needs in learning and development.
In 2017 alone, Andrea and her team designed 1,220 learning programs for public and private companies, federal agencies, medical centers and more. Andrea is a fierce proponent of education and lifelong learning, evidenced by her 20-plus years of tenure in designing, training, deploying and leading learning solutions and her own multiple degrees. Andrea specializes in executive leadership, assessment, education and government business relations – and making learning sing for thousands of learners.
Under Andrea's leadership, SkillPath has provided training to professionals at 997 of the Fortune 1000, 15 branches of the federal government and four branches of the U.S. military, including work on 226 military bases. Andrea and her team have also trained staff at the headquarters of all four major sports leagues – the NFL, NBA, MLB and NHL.
Andrea's intense and extensive work for Komatsu has led to additional opportunities (and more than half a million dollars in revenue) to create learning programs within the global company.
"Andrea Strong's contributions and the thousands of learners she helps each year is staggering," said SkillPath President and CEO Cam Bishop. "She is bright, talented and extremely determined to create the very best content, curriculum and custom learning programs for our clients, who benefit immensely from her more than two decades of industry experience."
Andrea has a Master's degrees in Public Administration and Education from Park University (1997-1999) and Bachelor of Arts in Political Science and Public Communication and Speech from William Jewell College (1993-1997). https://www.linkedin.com/in/andrea-strong-6ba81
7. Matt Chambers, Learning Specialist III, California Coast Credit Union
Matt Chambers Creates Unforgettable Learning Videos in Record Time
Matt Chambers is an astute, prolific learning and visual design professional who creates advertising-agency quality live and animated videos. His other talents include classroom facilitation, experiential activity design, service measurement, lean process improvement, and knowledge management/Intranet design.
In a span of five months, Matt Chambers created three (3) memorable, inventive, and emotive visual learning videos.He has a film director's sense of setup and framing, a digital artist's sense of how to create emotional impact, and a digital designer's understanding of the tools of the trade.He also has great insights into music selection to create a full cinematic effect.While Matt had previous experience in graphic design and video creation, he had not used many of the effects and animation software tools deployed in the crafting of these projects.
To achieve the delivery of three (3) professional quality, highly engaging videos in five months exceeds the production schedule of visual professionals with more years of experience. Additionally, Matt wrote the scripts, narrated the voice-overs, and incorporated ambient music, providing deliverables that are inspiring, educational, and impactful to many different audiences. He has proven himself to be an innovator and trail-blazer.
Two live videos with effects were created for the organization's Board of Directors planning retreat and will now be used in the company's new hire orientation and on the public web site to help recruit new employees and interest prospective credit union members in a profile of what the credit union represents. This placement is the first time the company has ever used in-house videos on the public web site.
The third deliverable, an animated video, was created to launch a corporate initiative in using behavioral competencies (referred to as "superpowers"). This video is essential to the company, tying into the Employer Brand, Member Experience Story, and updated standards as a high-performance organization. This video is being used in company-wide communications and training, as well as in new hire orientation and in management development (e.g. writing performance reviews). The concepts are vital for the company, driving recruitment and coaching practices, while communicating key messages about the organization's culture.
As an individual, Matt is humble, creative, insightful, and committed to life-long learning. At 30 years old, he is a powerhouse who will make larger contributions to the learning community as his career progresses. He earned his BA from San Diego State University in Teacher Education, and has been working in learning and visual/graphic design for the past 10 years. Matt is a senior learning specialist at California Coast Credit Union in San Diego, CA. https://www.linkedin.com/in/mattcbusiness/
8. Kim Mabon, CEO, Creative By Design
Where Creativity is Born
Kim Mabon launched Creative by Design in 2011 after honing her design skills in advertising and marketing for large lifestyle and business publishers: Creative Age, Advanstar, Questex and B2B Media Company. Since 1995, Kim has earned over 60 Maggie Awards in partnership with her publishers. As Creative Director of Elearning! Media Group, Kim has collected 24 pub- lishing awards for Best Cover, Best Trade Magazine, Best Media Kit, among others.
"Kim has the unique ability to take verbal and written words and convert to living color that captures the attention of the audience. And, she does it every day," shared Catherine Upton, Group Publisher, Elearning! Media Group.
Her skills don't end in publishing. Kim invests her talents in many volunteer efforts including: Creative Director, My Father's House Church; Executive Board Director, Corona Chamber of Commerce and Secretary, STARS Network.
Kim is the author of the 5&5 of Advertising program which teaches business owners the top 5 mistakes and 5 essentials of advertising. She has presented in front of audiences both large and small including The Black Chamber of Commerce, Corona Chamber of Commerce, TEAM Referral Network's Big Event, SCORE, Inland Empire Woman's Business Center and many more.
Kim holds an Associate Degree in Graphic Design as well as numerous design, software, publishing certifications. https://www.linkedin.com/in/cbdgraphics/
9. Alexandra Manolis, Client Success Manager, BizLibrary
Creating Partnerships that Last through a Consultative Approach
Over the past two and a half years, Alexandra has been instrumental for the Client Success Team at BizLibrary. In her role as a Client Success Consultant, she worked with over 80 clients on their learning and development program. Many of these clients have received industry awards such as Learning! 100, Learning Top 125, Emerging Training Leaders, and LEAD. Addition- ally, through her work she has helped her clients achieve tremendous results.
Alexandra's work with her 80 clients is a great contribution to the learning industry. Through her consultation, many clients have gone on to present at various conferences, published articles, and made great strides in their training programs. She has presented at conferences on a variety of topics such as launching a new program, marketing a training program, and setting goals. Her clients credit her and her partnership as a reason for their success.
Through her partnership, Alexandra has helped her clients see great results. Go Solution worked with her to create a program that helped them improve close rates by 7%, and FedBid improved their technical and soft skills through their work, just to name a few. Additionally, the internal impact she has had on the team helped to improve the team of 8 consultants. Each week, she provides best practices and strategy to consultants to improve their work with clients.
Alexandra earned a B.A. in Business and a M.B.A in Human Resource Management. https://www.linkedin.com/in/Alexandramanolis/
10. Nancy Saks, Director, Learning Center for Learning & Innovation (CFLI), Scripps Health
Nancy leads the award-winning Simulation Center for Collaborative Medicine at Scripps Health, a seven-time Learning! 100 award-winner. At the center, teams are trained using live simulations and robotic patients for on-boarding, certification and general practice.
"The use of simulated scenarios has increased in clinical pre-licensure education programs," shared Nancy. "New graduates come to Scripps expecting to participate in simulation exercises. Now we can build on their training and help them become experts with the equipment they will find in their work areas."
Nancy joined the leadership team at Scripps Mercy Hospital in 2007 with over 25 years of experience in healthcare and higher education as clinician, faculty, and administrator. Now a part of the Scripps Center for Learning and Innovation, she currently manages education and training activities across the Scripps system for staff, volunteers, and students.
Committed to lifelong learning, Nancy achieved a B.S.N. from DeSales University and Master's and Doctoral degrees in nursing from the University of San Diego.
11. Jordan Wilcosky, Employee Development Supervisor, Garney Construction
Employee Development for Employee-Owners
From day one, Jordan has been innovative in her approach to training. With Garney Construction being an employee-owned (ESOP) company, Jordan had to ensure that any training plans/approaches provided maximum value to the employee-owners, as all money and time spent on training was time not spent contributing to the ESOP. Keeping this challenge in mind, Jordan was, and continues to be, forward-thinking in program implementation, as well as continues to be proactive with training and serving as the learning and development subject matter expert for the entire organization.
After joining Garney Construction, Jordan had employee-owners express that the training Garney provided in classroom sessions was not relevant to their roles. Additionally, it was expressed that training was not timely. In some cases, information given was provided too late for implementation. On the other hand, some expressed they had forgotten what they were taught at sessions when it came time to implement. With this feedback, Jordan determined they needed a solution that is multifaceted, allowing employee-owners to access training that is relevant to their role, when they need it. She began to implement a new program, Garney's first online university.
After deciding to launch an online university, Jordan had three initial goals for the program:
After the initial launch, ongoing goals were made to continue to improve the skills of employee-owners, as well as have a positive impact on the learning culture.
Garney has consistently reached (or exceeded) their initial utilization goal by averaging one course per user, per month, so last year. So, Jordan began calculating the percentage of employee-owners who were completing the Garney University monthly course assignment. She found that while course completion numbers were high, the number of people completing the assignment each month could be improved. In 2016, they averaged 62% completion. By January 2018, Garney averaged 79% assignment completion. In a year, participation increased 15% while adding 50 new learners.
This initiative has earned many honors including Program of the Year and Best Use of Technology. https://www.linkedin.com/in/jordanwilcosky
12. Cris Hatcher, Director of Training and Development, Watco Companies
Inspiring Others through Relationship, Dedication, and Service
Since joining Watco, and the Watco University Team, Cris has taken a hands-on approach of building relationships, listening to understand what customers need, and offering ideas or possible solutions to the needs of his customers as the core of developing initiatives related to learning and development.
Cris focuses on providing initiatives that spark an ongoing interest in continued learning by providing initiatives that meet the needs of multiple people at the same time, but also caters to specific learners, so they can get both what they need and want. Additionally, Cris maintains a direct connection to the Watco Customer First! Safety Always Foundation Principles of Watco which are: (1) Value Our Customers, (2), Value our People, (3) Safely Improve Every day.
A new online system, Watco U Online (WUO) was launched under Cris in 2015. Since its launch, Watco U Online has seen con- stant growth in the use of the system, and now supplements instructor led training initiatives, and many other initiatives. WUO offers a proactive approach to working safer for our Customers through consistent weekly training. It also sparks engagement from the top down to the frontline at our locations as managers complete the training, and then pass on what they learned to the team members they serve by teaching them. These programs have forged working relationships among several different divisions of Watco. They have further led to other groups recognizing the ability to use Watco University as a business partner, which leads to continuous value being added as new programs are created and added
Watco University has impacted the business. Over the last two years there has been a reduction in turnover at Watco. Watco ended 2014 with a turnover rate of 35% with an estimated turnover cost of $14 million. In 2015, they reduced turnover by 7% to 28% and reduced the financial impact to $11 million, which translates to a $3 million savings. In 2016, Watco reduced turnover rate by another 6% to 22% and reduced the financial impact $9.3 million which relates to $5 million in savings since 2014.
In 2014, Watco did not have any online training. In 2015, they had 2,008 online completions after launching. In 2016, it improved to 4,704 completion. And, in 2017, online completions grew to 11,679, almost tripling 2016. This is over a 581% increase over 2015.
"This is a great return on Watco's investment," says Chris. When you provide a resource and show team members how it can help them, it gives them the chance to grow. You get some much more value." https://www.linkedin.com/in/crishatcher/
13. Andrea Jones, Director of Organizational Development, Comer Holdings
Creating a Culture of Learning and Excellence from the Ground Up
As a team of one, Andrea Jones has taken Comer Holdings/IMA from having non-existent training culture to an environment that embraces and craves new learning opportunities. After a much-needed analysis of their employee culture and engagement, Andrea created marketing and training engagement campaigns to take learning beyond compliance and engage every member of the organization, from hourly employees to senior leaders. With her creative, blended training program, Andrea has helped to take learning from a "nice to have" to an essential part of the organization's culture and ongoing commitment to employees.
Andrea has implemented and incorporated several initiatives as the sole learning and development professional. These initiatives include:
Notable results of these training programs have included a reduction in harassment incidents, greater collaboration in management across locations, a 15% reduction in IMA's turnover rate, and a culture shift from low morale to one of excitement and appreciation for the company's investment in its employees' development. Plus, people are proactively asking for training. Plant managers are requesting training for not only themselves, but also their employees to enrich the workforce. https://www.linkedin.com/in/andrea-jones-33434295/
14. Mary Feierabend, Talent Development Program Leader, MarksNelson LLC
Solving Business Challenges with Development and Fun
The rapid pace of change, competition for talent and continuing education requirements for accountants are pressures
MarksNelson faces every day. With only 11 months of experience as Talent Leader, Mary had to construct a strategy to combat these challenges.
In Jan 2017, Mary launched MarksNelson's talent development program called MarkNelson University. At its foundation is a competency framework Mary assisted in creating that ensures skill mastery and promotion readiness. The competencies are tied directly to the firm's mission and core values and are formatted into Success Profiles for each position. The profiles help employee's answer the question "when am I ready to be promoted?"
Mary used the profiles to create learning tracks for each position that help to teach the skills needed by employees to be successful in their careers. Other tools in MarksNelson University include a career coach program and a voluntary mentor program. Mary promotes a culture of learning through creative and innovative programs. She created an Excel Ninja certification to raise Excel knowledge among the staff, a virtual scavenger hunt to educate staff on the tools available through MarksNelson University, used Kahoot (a free game-based learning platform) to engage staff in learning, and markets her learning program regularly. She makes sure to take advantage of all free resources and shares various how-to guides, competency guides, and articles with the staff. https://www.linkedin.com/in/mary-fei-erabend-83835197/
15. Russel Sarder, CEO, NetCom Learning & Sarder TV
Russell is known as the CEO of Learning. Sarder's portfolio includes the production of learning media, an educational channel, award-winning learning software and cloud learning companies. Sarder owes much of his success to his passion for becoming a lifelong learner.
Under his leadership, NetCom Learning – a managed learning services, training, and talent development company - has become a multimillion-dollar business. Among many awards, Inc 5000 Magazine listed NetCom Learning three time as one of the fastest growing private companies in the USA. NetCom Learning has also been recognized by Microsoft as Learning Partner of the Year and has been rewarded four times as Top 20 IT Training Company by Training Industry.
He shares his expertise in his books and speaking. Sarder is the author of, "Learning: Steps to Becoming a Passionate Lifelong Learner" and "Effective Learning Methods: How to Develop the Most Effective Learning Method." He has been featured in Yahoo Finance, CNBC, Daily News and the New York Times. Sarder is also a business practitioner and mentor for MBA students and alumni at Columbia University. Sarder was named Top Ten Asian American Business Awards and 50 Outstanding Asian Americans in Businesses. https://www.linkedin.com/in/russellsarder/
16. Angela Dawson, Training and Development Specialist, Event Network
Guest Experience & Culture is Job One
Angela oversees training for store team members. She develops and maintains curriculum for many training programs including the "1-2-3-Floor!" program (onboarding), succession planning, lunch and learns, peer to peer program, and "Momentum" (elective training incentive program). She also works on marketing and communication for training, launching a marketing initiative called "Third Space." She supports approximately 500 store facing team members throughout the United States with training and training support for the entire organization, which is approximately 1000 to 1500 team members.
To drum up interest and participation in training, Angela creates many catch ad campaigns to promote training. She is extremely innovative in her themes, making sure they are always timely – relating to the season, world events, and company events. Some examples include marketing around the Olympic Games and being "hungry" for learning (Snickers spin off). She enlisted the help of other team members to go beyond typical flyers and create interactive campaigns to show on TV screens throughout locations.
With the "1-2-3-Floor!" program, she created a new onboarding program with the goal to extend and elevate the guest experience at their partners' attractions to achieve their maximum retail potential. The name "1-2-3-Foor!" is the goal of the program; new employees are trained and working on the floor on the 4th day of employment. This allows employees to spend 3 days fully immersed in the company culture and training before stepping onto the floor, ensuring they are fully prepared for the job at hand. This program increased revenue, decreased turnover, increased productivity and speed to competency. Angela faced many challenges in creating this program, including a multi-generational workforce and a dispersed workforce. She was able to overcome these challenges with ease and grace.
During Angela's tenue, Event Network has been named a Learning! 100 and a Top 125. Angela has won numerous program awards. She also holds a Bachelor's degree in Communications from Xavier University and a Master's degree in Organizational Communications from DePaul University. https://www.linkedin.com/in/angela-dawson-579a0512/
17. Dr. Nurkhamimi Zainuddin, Deputy Director, Centre for Global Open Access Learning & Lecturer, Universiti Sains Islam Malaysia.
Nurkhamimi is Deputy Director at Centre for Global Open Access Learning, Immersive Technology and Quality Assurance (GOAL-ITQAN) and staff at the Faculty of Major Languages, Universiti Sains Islam Malaysia (USIM). His research focus is on Teaching Arabic as a Second Language and Technology Enhanced Pedagogy. Nurkhamimi is actively involved in research on open and flexible learning. He coined the phrase for FLOOC (Foreign Language Open Online Course) by adapting the concept of "Learning Buffet". He has developed e-learning courses and Online Education Resources for life-long learning. Students from all over the world have benefited from his MOOC and OER.
Nurkhamimi believes, "teachers will not be replaced by technology, but teachers who do not use technology will be replaced by those who do." Nurkhamimi holds a Ph.D. from International Islamic University Malaysia; is a member of The Malaysian e-Learning Council for Public Universities (MEIPTA) and editor of International Young Scholar Journals of Language, Video Journal of Innovative Pedagogies, Malaysian Journal of Educational Technology and Journal of Technology and Information Education. https://www.linkedin.com/in/nurkhamimi-zainuddin-63398539/
You have been there before. Your leadership team is asking for e-learning courseware that looks like your organization. They want courses with your branding; they want courses with your company images, videos of your storefronts, manufacturing facilities or hospital hallways, and they want courses with your specific company policies and resources. From a leadership standpoint, this makes sense.
There are good reasons your leadership team wants to deliver custom e-learning courseware to your company employees and leaders. As Sairam Chawhan, e-learning evangelist, says:
1. Custom content is more relevant, meaningful, engaging, and more authentic than off-the-shelf courseware.
2. Custom content aligns with the organization's branding and, more importantly, connects the organization's values with your training modules.
3. Custom content increases learners' motivation and engagement with the courses.
While the benefits of custom courseware are significant, there are a few limitations. Many organizations don't have the budget or the time to either hire a company to create custom courseware or pay for an off-the- shelf courseware provider to customize courseware. Additionally, many organizations don't have the internal team to create their own custom courses.
That has all changed now.
Vado's self-service editable courseware is the answer. With Vado, you get to select the courses that will meet your company's development needs from a catalog of more than 375 micro-learning, mobile-responsive courses.
With your selected courses, you'll then use the proprietary Course Editor software tool and personalize the courses to your organization. Change the branding, add a company video, add company images, or company policies and forms. The choices are endless.
Vado's award-winning management development and leadership development learning tracks are the perfect place to start. Edit the courses and make your desired changes, and in no time at all you'll be introducing your learners to customized management and leadership development courseware.
Provide your learners with courses they can connect with and courses they want to take.
You'll reap the all the benefits of customized courseware at a fraction of the time and cost. The results of editable off-the-shelf courseware will surprise you.
To learn more about Vado's editable courseware, visit the Website www.vadoinc.net/Ed- itableContent, or phone (952) 545-6698.
—Cindy Pascale is CEO of Vado, Inc., a multiple Best of Elearning! honoree. Email her at
Describing "leadership" is not an easy task, and definitions can vary depending on who is asked. Is leadership a quality, an attribute, an attitude, a job title? A lot of the trouble we face in finding the best definition arises from confusion. It's essential to distinguish between holding a leadership position and demonstrating leadership skills. Making this fundamental distinction can help clarify what we truly mean by leadership.
Organizations assign leadership positions to selected individuals: this means that they receive a mandate from the company to lead others and are recognized as such. Only a small percentage of employees can hold a leadership position.
However, any employee can demonstrate leadership skills, regardless of seniority, job title, place in the hierarchy, or even management experience. To understand this, we need to start looking at leadership as a daily practice, not a job title. In the words of Chris Worley, it's essential to think of leadership "as an organization capability, rather than as an individual trait or position in the hierarchy."
For an organization, it is both essential and beneficial to have as many employees as possible demonstrate leadership skills; it is a key driver for increased performance. Employees with leadership skills will be more engaged in their work and will actively contribute to the organization's bottom line. They will also demonstrate more vision, more adaptability and increased innovation capabilities. It's obvious that organizations have everything to gain from having employees with strong leadership skills; this is why they must strive to foster and develop this capability in all employees, from the bottom up and across every department.
It's also important to keep developing employees that currently hold leadership positions, to make sure they are growing and that they will keep bringing more value to the organization.
Countless studies, both empirical and statistical, show the correlation between successful organizations and powerful leadership. As we've seen, there is just as much opportunity in developing employees that currently hold a leadership position as there is in creating leadership capabilities in every employee. This mission will never be over — and this is why L&D departments play such a crucial role. They have to bring their expertise to make sure that leadership development remains a priority and that leadership training is accessible for everyone in the organization.
However, they can't do it alone. In order to stay relevant, L&D teams need to engage with all departments across the organization, to make sure that the training they provide aligns with the bottom line.
Our business environment and the way people learn are both changing at an unprecedented pace. This heightens the need to increase communication between L&D departments and the rest of the organization, including business leaders and learners. L&D programs must aim at developing the right skills at the right time, in ways that modern learners will relate to. This can't be done without ongoing discussions with representatives of relevant departments. This approach will also help the L&D function to demonstrate its contribution to organizational results, something that continues to be an issue in large corporations today.
These fresh, innovative learning strategies will be co-designed for leaders of today and tomorrow. This virtuous circle will enable all employees to think about the leadership practices they can adopt and convince them that they don't need a specific job title to lead.
The 2017 release of Adobe Captivate - which went live in April - contains several enhancements and additions that make it easier and faster for e-learning authors to create high-quality, responsive content without programming.
The new features are:
>> Fluid Boxes
>> Integration of Typekit fonts
>> Conversion from non-responsive to responsive
The most significant change from Adobe Captivate 9 to Adobe Captivate (2017 release) is the addition of Fluid Boxes: intelligent containers that use white space optimally. Objects placed in Fluid Boxes get aligned automatically to the device or browser, without the e-learning author having to manually adjust the content, so learners get a fully responsive experience. Fluid Boxes can be laid out horizontally or vertically and have a host of properties that can be adjusted to give the desired outcome to the responsive project.
With Adobe Typekit integration, e-learning authors can use high-quality fonts from the Typekit font library and ensure that a great viewing experience is delivered to learners across devices and browsers. Adobe Typekit is a Cloud-based repository of fonts that are Web safe - which means that the chosen font will look the same across devices and platforms, even if the font isn't installed. This is especially important with the prevalence of HTML5, where the content comes as text instead of a graphical element as in Flash.
Another major enhancement in the 2017 release of Adobe Captivate is the ability to convert a legacy desktop-only (non-responsive) project into a responsive course with just a few simple steps. This means that e-learning authors need not scrap or redo their old desktop courses. Instead, they can just launch an old Adobe Captivate (v8 and 9) project in the Adobe Captivate (2017 release) and save it as a responsive project before re-opening it and publishing to HTML 5 for a truly responsive e-learning experience.
Global corporate e-learning market is set to grow at a CAGR of close to 19% during the forecast period, 2017-2021 according to Technavio. The Americas currently account for $15.59 billion in revenues or 41% market share. EMEA represents 32.7% share and is expected to reach $30.82 billion by 2021. APAC regions is 26.3% share and will see 20% CAGR.
"The market is expected to witness rapid growth during the forecast period owing to the increase in digitization and corporate realization of the importance of training in strengthening the workforce. In addition, e-learning helps companies overcome the obstacles that may arise from traditional learning formats," says Jhansi Mary, research leader, Technavio.


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Miss Lebanon Disses Miss Israel After Their Selfie Together
Sadly, politics can't be left behind at the Miss Universe pageant. After Miss Israel Doron Matalon was criticized for posting a pic with Miss Lebanon Saly Greige, Saly also took to dissing Doron in a shocking message — see it here.
What started out as an innocent picture between the Miss Universe contestants quickly turned into massive uproar. After Miss Israel Doron Matalan posted a selfie with Miss Lebanon Saly Greige, Miss Slovenia and Miss Japan on Jan. 11, people were outraged due to their feuding countries. Saly revealed "the truth behind the photo" and completely dissed her fellow Miss Universe competitor.
Miss Lebanon & Miss Israel Selfie: Saly Greige Disses Doron Matalon
While the Miss Universe pageant encourages girls from all around the world to bond with others from different countries, it seems like politics can't be left out of the picture, at least not for Saly.
After Doron posted the pic of the smiling girls on her Instagram, which frankly is so adorable, Saly posted the exact same photo on her Instagram — but with Doron cropped out. She attempts to explain why the pic was taken in the first place, dissing Doron.
To all my supporters and Lebanese citizens, I would like to thank you indeed for your continuous support of Miss Lebanon at the Miss Universe contest… The truth behind the photo, since the first day of my arrival to participate to Miss universe,I was very cautious to avoid being in any photo or communication with Miss isreal, who tried several times to take a photo with me. I was having a photo with Miss Japan, Miss Slovenia, suddenly Miss Israel jumped in and took a selfie, and uploaded it on her social media. This is what happened and I hope to have your full support in the Miss Universe contest.
Of course, there are major tensions between Israel and Lebanon, as the feuding countries are still at war. But it's disappointing Saly can't put those tensions aside and at least have the courtesy to not feed into the controversy — even The Miss Universe Organization thinks it's a shame.
Miss Universe Organization Thinks Photo Controversy Is 'Unfortunate'
The Miss Universe Organization themselves commented on the picture, saying that it's "unfortunate" the picture is being criticized, according to CNN.
"It is unfortunate to know a photo of four smiling women from different parts of the world, working together at an event, could be misconstrued as anything other than what it is, a celebration of universal friendship, which the Miss Universe pageant is all about," the organization said in a statement.
We totally agree, but what do YOU think, HollywoodLifers? Should Saly put her country's issues aside and get along with Doron? Let us know your thoughts below.
— Julianne Ishler

subset: commoncrawl


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Abdominal Sport Training Wheel Roller BodyBuilding Workout Fitness Exerciser Blue
Material: Plastic
Color: Black and Blue
Size: Like the picture shows
Easy to use and assemble, dual wheel and the knee pad, the non-slip grip for extra comfort.
Durable, Light and portable, compact size, can put in the bag and carry it anywhere.
Strengthen and exercise the muscle, lose weight, keep slim, burn off excess calories.
How to use:
Keep yourself from pushing the ab roller with your hands.
And push it if the ab wheel starts to slide on the floor.
Package includes:
1 x Abdominal Training Wheel
1 x Knee Pad
We Also Recommend


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This is not an offer for credit and should be used for estimation purposes only based on the information you provided. You should not base your decision on this estimate alone. Title, registration, tax and other fees, and personal circumstances such as employment status and personal credit history, were not considered in the calculations.
The N-ZO 680 RS is one of those few boats that can exceed the symbolic speed of 50 knots. Thanks to an excellent weight / power ratio, it has an agile handling, it is a playful boat responding instantly to every driver input.
Without denying the reputed comfort of the arrangement of the N-ZO which make the success of this range. Its elegant look in red and black, even docked , the N-ZO 680 RS inevitably captures all the attention.


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Comparing Accidental Drug Overdose Trends in Montgomery and 23 Other Ohio Counties: 2010 - June 2013
Document Type
Publication Date
The State of Ohio is experiencing an epidemic of pharmaceutical opioid and heroin abuse that has contributed to unprecedented loss of life through unintentional drug overdoses (2012 Drug Overdose Deaths, Ohio Department of Health Violence and Injury Prevention Program report: March 2014). For example, from 2010 through 2012, unintentional drug overdose deaths in Ohio increased from 1,544 to 1,914—a 24% increase (Unintentional Drug Overdose Death Rates, 2007—2012, Ohio Department of Health Office of Vital Statistics, March 2014). Montgomery County, Ohio, has been one of the state's epicenters of unintentional drug overdose deaths. Unintentional drug overdose deaths increased from 120 in 2010 to 125 in 2011, and up to 152 in 2012 in Montgomery County.
Starting in late 2011 a dramatic increase in the number of accidental drug overdoses related to heroin use was observed in Montgomery County. In 2011, 46 (37% of all cases) overdose deaths involved heroin, compared to 87 (57%) in 2012. Simultaneously, prescription opioids present in drug overdoses declined from being present in 76% of all drug overdose cases in 2010 to 66% in 2011, to 53% in 2012. The significant increase in heroin mentions in Montgomery County served as the underlying rationale for the main research question guiding this study: Are the trends in drug mentions related to unintentional drug overdose deaths in Montgomery County similar to, or different from, trends found in drug overdose deaths in other Ohio Counties?
This study is a collaborative effort between Center for Interventions, Treatment, and Addictions Research in the Wright State University Boonshoft School of Medicine and the Montgomery County Coroner's Office, which provided the unintentional drug overdose data on which this report is based. In this Report, we compare trends observed in overdose deaths in Montgomery County from 2010 through June 2013 with drug overdose data observed in 23 other Ohio Counties grouped together. We also compare trends in unintentional drug overdose deaths in Montgomery County (the only urban county) with trends observed in standard regional groupings of the 23 other counties: Suburban; Rural; Appalachian.
Repository Citation
Daniulaityte, R.,
Lane, D. T.,
& Carlson, R. G.
(2014). Comparing Accidental Drug Overdose Trends in Montgomery and 23 Other Ohio Counties: 2010 - June 2013. .


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Steve Hackett plotting Genesis reunion
- Bang Showbiz
- 23 March 2017
Steve Hackett is in talks with Peter Gabriel to reform Genesis
Steve Hackett is in talks with his Genesis band mate Peter Gabriel to reunite the legendary prog rock band.
The 67-year-old guitarist - who was in the 'Invisible Touch' group from 1971 to 1977 - might be busy promoting his solo career, but he is all for getting back together with the original line up, which also included Mike Rutherford on bass.
He told the MailOnline: "A Genesis reunion is possible.
"I'm speaking to Peter to find out what he thinks about the state of the world. I'm trying my best, believe me. I won't say any more because I don't want to raise expectations."
Several members of Genesis have spoke of a potential reunion including Phil Collins, who played drums and later fronted the rock group when Peter left the prog incarnation of the band in 1975.
He previously said he is interested in reforming with his old band mates, Tony Banks and Mike, but only if he could take on singing duties as he can no longer play the drums due to a long-standing neck injury and a bad back.
Of a possible reunion, he said: "We could probably put to bed the Peter Gabriel Genesis, especially if I can't really play that well. In my eyes that would be my role - I'd go back behind the drums."
And keyboard player Tony previously told BANG Showbiz of a possible reunion: "I'd love to say that we are, but I know nothing of it.
"It's never a problem for me really. Mike and I see each other a lot and we are always up for anything really. The problem really is Phil is not quite able to do what he did in the past, but we never say never."
The 66-year-old musician thinks it would be great to play the same set they did in 2007 on the 'Turn It On Again' tour.
Tony was adamant just because they are "getting a bit older" a reunion is still a possibility because they "all get on" still.
He explained: "Despite what you might read sometimes we all get on. I'd love to do the tour we did before in 2007 with Daryl Stuermer and Chester Thompson. We are all getting a bit older, but we are all still alive."


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Home Page
Gateway to my many worlds
I am a follower of my savior Jesus Christ. I am a writer, publisher, web site mechanic, and dogtor.
I live on a mountainside in the Great Smoky Mountains region of East Tennessee with my wife: Marie; and a 90 pound Pit Bull: Blondie Bear, who helps me herd beagles: Josephine and Buddy Wingo; along with a rotating assortment of foster dogs who come here from local shelters and Steele Away Home – Canine Foster and Rescue for healing and training. Yes: I wear a fedora.


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Choosing the appropriate IT hardware for your business is a vital decision that will affect the reliability and performance of any of your applications. With hundreds of hardware standards in the IT industry, it is important that all of your IT hardware is compatible and stable.
WaTech Computer Services, Inc. understands that many of the details involved in choosing the appropriate IT hardware may seem frightening to those not familiar with IT terminology. WaTech has the expertise to help you decipher complex vendor quotes, or recommend hardware solutions that will accomplish your specific technology requirements. By partnering with many top IT hardware vendors, WaTech is able to stay current on industry trends and optimal pricing.
WaTech Computer Services, Inc. considers hardware sales as a value added service to its customers, not a profit center. By passing on the savings to our clients, we have found that they are able to invest in IT hardware that will perform better, and last longer. WaTech knows that aligning its customers with reliable and cost effective IT hardware is an important component of any IT support model.


text: Free ASHA News | July 01, 2014NSSLHA Selects New National Advisor Author Notes © 2014 American Speech-Language-Hearing Association Article Information ASHA News & Member Stories / ASHA News ASHA News | July 01, 2014 NSSLHA Selects New National Advisor The ASHA Leader, July 2014, Vol. 19, 61. doi:10.1044/leader.AN9.19072014.61 The ASHA Leader, July 2014, Vol. 19, 61. doi:10.1044/leader.AN9.19072014.61 View Article Figures Tables Supplemental Data Supplements Multimedia Share Email Twitter Facebook Pinterest Tools Get Citation Citation NSSLHA Selects New National Advisor. The ASHA Leader, 19(7), 61. doi: 10.1044/leader.AN9.19072014.61. Download citation file: RIS (Zotero) EndNote BibTex Medlars ProCite RefWorks Reference Manager © 2018 American Speech-Language-Hearing Association × Alerts User Alerts You are adding an alert for: NSSLHA Selects New National Advisor You will receive an email whenever this article is corrected, updated, or cited in the literature. You can manage this and all other alerts in My Account The alert will be sent to: Confirm × Sign In or Create a free account to receive alerts. × Graphic Jump Location Kathy L. Shapley will become the national advisor of the National Student Speech Language Hearing Association on Jan. 1, 2015. Shapley, assistant professor and NSSLHA chapter advisor at the University of Arkansas-Little Rock/University of Arkansas for Medical Sciences, received her master's at the University of Houston and doctorate at the University Nebraska. An affiliate of Special Interest Group 9, Hearing and Hearing Disorders in Children, she is a member of the Arkansas Speech-Language-Hearing Association and American Evaluation Association. As NSSLHA national advisor, Shapley will join the ASHA Board of Directors, succeeding Carlin Hageman, who has held the position for seven years. Shapely describes herself as "passionate about engaging students in the professions of audiology and speech language pathology" and as advisor hopes to support the NSSLHA council to help faculty advisors and chapter officers find new ways to engage more students. "When we engage students in NSSLHA," she says, "I believe they are more likely to take an active role in ASHA after they graduate." 0 Comments Submit a Comment Submit A Comment Name Comment Title Comment Could not validate captcha. Please try again. You have entered an invalid code Submit Cancel Thank you for submitting a comment on this article. Close This feature is available to Subscribers Only Sign In or Create an Account × FROM THIS ISSUE July 2014 Volume 19, Issue 7 ‹ Issue › ADVERTISING DISCLAIMER|ADVERTISE WITH US Related Articles NSSLHA Recognizes Members, Advisors, Chapters The ASHA Leader, October 2017, Vol. 22, 62. doi:10.1044/leader.AN4.22102017.62 NSSLHA Announces 2017–2018 National Executive and Regional Councils The ASHA Leader, August 2017, Vol. 22, 78. doi:10.1044/leader.AN5.22082017.78 National NSSLHA Student State Officer Call for Applications The ASHA Leader, June 2017, Vol. 22, 60. doi:10.1044/leader.AN1.22062017.60 NSSLHA Chapters, Try These Better Hearing and Speech Month Ideas The ASHA Leader, May 2017, Vol. 22, 60. doi:10.1044/leader.AN5.22052017.60 Apply for the National NSSLHA Executive or Regional Councils The ASHA Leader, April 2017, Vol. 22, 62. doi:10.1044/leader.AN5.22042017.62 ADVERTISING DISCLAIMER|ADVERTISE WITH US Related Topics ASHA News & Member Stories


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|Message view
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|"J. Lee Coltrane (Created) (JIRA)" <j...@apache.org>
|[jira] [Created] (COUCHDB-1310) '/_restart' closes request socket before sending a response
|Mon, 17 Oct 2011 23:03:10 GMT
'/_restart' closes request socket before sending a response ----------------------------------------------------------- Key: COUCHDB-1310 URL: https://issues.apache.org/jira/browse/COUCHDB-1310 Project: CouchDB Issue Type: Bug Components: HTTP Interface Affects Versions: 1.1 Environment: All platforms. Tested on Ubuntu 10.10. Reporter: J. Lee Coltrane Priority: Minor Fix For: 1.1 In 'couchdb_misc_handlers.erl', `handle_restart_req(...)` calls `couch_server_sup:restart_core_server()` before sending the HTTP response. This causes the current request's socket to be closed without sending any response back to the client. From the perspective of the HTTP client, the connection is simply dropped - no response is ever received. In addition to the obvious aesthetic problems here, the HTTP1.1 spec suggests a specific (and non-desirable) client-side behavior for connections that drop like this. From RFC-2616 Section-8.2.4: "...if the client sees the connection close before receiving any status from the server, the client SHOULD retry the request..." (http://tools.ietf.org/html/rfc2616#section-8.2.4). Any HTTP client that actually obeys this direction, would end up restarting the server multiple times. I have a patch that fixes this issue. I will attach it to this report. This issue may be related to COUCHDB-946 (https://issues.apache.org/jira/browse/COUCHDB-946). -- This message is automatically generated by JIRA. If you think it was sent incorrectly, please contact your JIRA administrators: https://issues.apache.org/jira/secure/ContactAdministrators!default.jspa For more information on JIRA, see: http://www.atlassian.com/software/jira
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With 3 kids in the house that are active I like to keep a variety of activities around for them. We were able to try out the Balance Boards 22" Balance Old-School Cruiser Skateboard.
This fun little skateboard comes in 6 great colors and Brendan was really excited when he saw this one. All 3 of my boys like the color green so this was a easy color choice when ordering.
- Includes Free High Quality Headphones and Stickers
- 5 Color combinations to choose from
- Comes fully assembled with 3.25" trucks w/90a bushings, 59mm/78a wheels
- Small size makes for easy storage in locker, backpack, trunk, etc...
- Reliable, Durable Grip/Traction molded into deck surface
The free headphones were a added bonus when getting this board. My 12 year old was able to ride with with easy and even my 2 year old liked to play on it too and roll around. This is a nice plastic board for the value.


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Help manage the cravings
SLIMFAST HUNGER BUSTER has been formulated to assist in decreasing calorie intake by managing hunger levels, via a combination of three hunger managing, scientifically proven ingredients: Slimaluma, Chromium and HCA.
• Bust out the support to manage hunger levels
• Karate chop through body fat
• Kick start extra support to help manage mid afternoon sugar cravings
• Kick toxins from your body
SlimFast Hunger Buster is well suited for those who are looking for a product to help manage hunger, suppress appetite, or looking for a product to curb sugar and carbohydrate cravings.
SlimFast Hunger Buster contains key ingredients Slimaluma, Chromium and HCA to help suppress the appetite and manage cravings. Slimaluma is an Indian herb (technically it is a kind of cactus) that has been used for centuries as a portable food for hunters. It is used to suppress hunger and appetite, and enhance endurance.
Serving Size: 1 Vege Cap
Servings Per Container: 30
Each VegeCapsule contains:
Chromium Picolinate (Chromium 200mcg) 1,670mcg
Brindleberry (Garcinia cambogia) ext. equiv. to dry 1,200mg
Equivalent to HydroxyCitric Acid (HCA) 150mg
Slimaluma (Caralluma fimbriata) ext. equiv. to dry 4,000mg
Additional Info
Additional Info
|Product Form
|Main Goal
|Main Ingredient
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Thrunton Elise
Burradon Talisman X Thrunton Treasure
An extremely long heifer going back to Moncur General and Newthrums Regal on the Dam Side. Elise was purchased for her type and conformation. She successfully calved down to the 22,000 gns Newhouse Bigal and has proven to be a very milky cow. Sired by the Uk's highest grossing sire, Burradon Talisman, Elise also has a deep, well-bred pedigree on the mothers side, Thrunton Treasure.


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Week 5: Best Projects
Week 5: 11/05/16-11/12/16 Really great stuff for this week! We had new people tagging us as well as some really nice models, renderings and diagrams/sketches. I was thinking that maybe we should also include photography as a part of the weekly top! It would be pretty cool to feature those of you who take amazing photographs of existing buildings. Share your thoughts with me!
Best Models
Statement: "Partial facade study model by student Jonathan Zhang (@jon.zhang) our Facade Workshop with Arup engineering..." Student: Submitted by Mario Cipresso (@mcipresso) University: USC Architecture.
Statement: None Submitted Student: Antoine Wendling (@alvin_bird) University: Ecole nationale supérieure d'architecture de Paris
Statement: "Conceptual construct // architectural transparency // spatial legibility" Student: Sam Horochowski (@samchowski) University: Philadelphia University
Best Renderings
Statement: School project, proposal for the extension of the Engineering University. Student: Rares Fotau (@raresfotau) University: Not Stated
Statement:"616 CHIYODA-KU, TOKYO BLUFF" Student: Salvatore Scandurra (@salscandurra) University: Not Stated
Statement: #AparcaXMadrid 'Al fin una plaza.' Urban project for one of the entrances to Madrid: A42. Student: Kevin Moreno (@kevin_moga). University: University of Alcalá#PlazaEliptica
Best Diagrams/Sketches
Statement: Distorted Peripheries + Gap Territories. Part of a series drawings compiled for 'Project 1 - Scanning: Trapped Timefields + Shifting Peripheralities. Student: Drawing by @alannolan37@shanekenny_92 @stevewalsh282 // Submitted by CCAE M.Arch (@ccae_march). University: CCAE M.Arch
Statement: The rooves of karm el zeitoun Student: Lara Abi Saber (@laraabisaber). University: Not Stated
Statement: Experience of spaces. Student: Jo Taouxis (@jotaouxis) M.Arch student living in Lincoln U.K. University: Not Stated